DOrSU Form 1 (for Basic/Applied Research)

DETAILED RESEARCH & DEVELOPMENT PROJECT PROPOSAL

(1) PROJECT PROFILE

Project Title: Fluency in Numbers and Letters: Assessing and Capacitating the Mathematics and
Reading Skills of Happy Fish Kids in Barangay Tamisan
Project Leader/Gender:
Project Duration (months):
Implementing Institute/Campus:
Mobile Phone/Email:

Study Component 1:
A-B-C, Basahin Mo Ito: Assessing the Reading Ability among Happy Fish Kids Beneficiaries using
Phil-IRI

Study Component 2:
Basawon Ta Yani: Reading Assessment Utilizing EGRA among Happy Fish Kids Beneficiaries

Study Component 3:
0-1-2, Mabotlog ba ko?: Diagnostic Assessment in Mathematics Among Happy Fish Kids in Sitio
Taganilao, Barangay Tamisan: Basis for Tutorial Intervention

Study Component 4:
A-Ba-Ka-Da, Kyakatigaman Da Mo: Reading Capability Learning Among HFK Beneficiaries (Phil-IRI
and EGRA)

Study Component 5:
Arat na! Magbilang kita: Mathematics Capability Learning Among HFK Beneficiaries

(2) COOPERATING AGENCY/IES (Name/s and Address/es)

1. Department of Education
2.
3.

(3) SITE(S) OF IMPLEMENTATION

IMPLEME COUNTR REGION PROVINC DISTRICT MUNICIP BARANG
NTATION Y E ALITY AY
SITES NO.
Happy Fish Philippines Region XI- Davao Second City of Barangay
Kids, Sitio Davao Oriental District Mati Tamisan
Taganilao Region

(4) TYPE OF RESEARCH (5) R&D PRIORITY AREAS (based on IMPACT

_____ Basic Program)
_____ Applied ______food security
______environmental integrity
______social development
______education and policy development
______information system, entrepreneurship
______hospitality and health care services
 ______engineering and other industrial technologies
______disaster risk reduction (DRR) and climate change
adaptation (CCA
______Others (please specify) ___________________
Sustainable Development Goal (SDG)
Addressed _____ No Poverty
_____ Zero Hunger
_____ Good Health and Well-being
_____ Quality Education
_____ Gender Equality
_____ Clean Water and Sanitation
_____ Affordable and Clean Energy
_____ Decent Work and Economic Growth
_____ Industry, Innovation and Infrastructure
_____ Reduced Inequality
_____ Sustainable Cities and Communities
_____ Responsible Consumption and Production
_____ Climate Action
_____ Life Below Water
_____ Life On Land
_____ Peace, Justice, and Strong Institutions
_____ Partnerships for the Goals

(6) EXECUTIVE SUMMARY (not to exceed 200 words)

(7) INTRODUCTION

The Corona Virus Disease – 19 (COVID-19) has resulted in schools shut all across the world

(World Economic Forum, 2020). The harsh repercussions of the pandemic that continue until today, it

is apparent that one of the most impacted sectors is education. Neither the world nor educational

institutions were prepared to embrace the shift to online platforms brought on a lightning speed

(Alphabetical Order of Lebanon, 2021). In the Philippines, printed modular distance learning (PMDL)

was implemented to continue delivering quality and relevant education (Talimodao & Madrigal, 2021).

Amid the disruption of schooling due to the COVID-19 pandemic, the oral reading fluency for students

in early grades is estimated to be about thirty (30) percent lower than typical years, and students from

lower achieving schools may be falling even farther behind (Policy Analysis for Califonia Education ,

2021). In addition, most learners have difficulty answering the learning modules and stated that

mathematics is the most challenging. (Meniano & Tan, 2022).

In the global scenario, over 1.2 billion children are out of the classroom. Education has changed

dramatically, with the distinctive rise of electronic learning, whereby teaching is undertaken remotely

and on digital platforms (World Economic Forum, 2020). Due to the closing of schools, many students
went online, and those already struggling with their reading skills did not get the pull-out, small group

intervention when they needed it beyond regular classroom instruction, and their reading skills got

worst over time. The number of poor readers will increase over time, and if this continues, it means that

schools will have to invest significant dollars in supporting these children for the rest of their lives.

Studies have shown that seventy-five (75) percent of students who do not overcome their reading

difficulties by grade three (3) ever catch up later on (Betkowski, 2020).

The Philippines is one of the five countries in the world that has not started in-person classes

since the pandemic began, affecting the right to learn of more than twenty-seven (27) million Filipino

students (United Nations Children's Fund, 2021). The research of Policy Analysis for California

Education has resulted of thirty (30) percent decrease of the oral reading fluency of the learners, this

also implies that low performing schools are falling even further behind and it is applicable in the

Philippines (Labastida, 2021). There are reading skills which are difficult to teach through the modular

approach such as decoding or the ability to apply the letter-sound relationships. If learners especially

kindergarten is extensively taught phonics, then it would be hard for them to learn decoding since

modules do not teach sounds. Modules alone will not help the child learn how to read, it needs someone

who is live, and someone will plan and prepare reading activities.

The Department of Education (DepEd) implemented an alternative learning (modular, TV or

Radio Based Instruction, online and combination of said modalities) in school year 2020-2021. One of

the major subjects of DepEd is the Mathematics, a study conducted at Balbalayang National High

School and Baguio National High School, Philippines, shows that most students can neither study

independently nor efficiently follow the instructions in the modules, resulting in blank answer sheets.

Moreover, most learners have difficulty answering the learning3 modules and stated that mathematics

is the most challenging. (Meniano & Tan, 2022).

In Sitio Taganilao, Brgy. Tamisan, City of Mati, Davao Oriental, Happy Fish Kids (HFK) is an

afterschool program that will assist children in completing their primary and secondary education. The

program was founded by Dr. Roy G. Ponce, through his Re-Entry Action Program (REAP), he was able
to design a program based on his experience and learning from his years of stay in Melbourne,

Australia. The mission of this afterschool care program is to keep children in school by providing

collaborative and communal support for their holistic needs and engaging them in various activities that

would broaden their perspective in life in partnership with the parents, teachers, volunteers, and

sponsors.

However, a local informant mentioned that in the beginning of the pandemic, the operation of

this program has stopped and because of this, the prepared activities for the learners were also

temporarily postponed until further notice from the founder of the program, which has resulted the

problem of the poor reading and arithmetic skills of the learners.

In this connection, reading assessment are meant to provide feedback on the skills, processes,

and knowledge resources that represent reading and math abilities. It has great power to inform

researchers, teachers, and policy makers that can significantly benefit the learning environment

(Thomas, 2018). The key to reading failure and ensuring that students become proficient readers is

early identification and remediation of potential reading difficulties (Fleming, Roden, & Jones, 2019).

There are various factors that lead to reading failure such as deplete exposure to language and early

literacy activities, lack of adequate instruction, and or more biologically based risk factors (Dr. Cutting,

2017).

Furthermore, looking at interventions shows how teachers can help children develop their

skills, overcome difficulties, and become proficient learners (Farrell, 2022). Reading tutorial will help a

student master new sight word, decipher new vocabulary using context, and establish strategies to

improve reading comprehension and analysis.

(7.1) RATIONALE/SIGNIFICANCE (not to exceed 300 words)

The findings of this study will benefit the following;

Teachers. This study will help the teachers to facilitate further researcher related to this topic.
Officials. This study will address the government and non-government officials with the needs of the
HFK students that will assist throughout their teaching-learning process. Also, to motivate the officials
to donate any assistance that could support the said program.
HFK Beneficiaries. This study will benefit the Happy Fish Kids (HFK) students in Taganilao to be
aware of their mathematics performance that are intended for their age.
Parents. This study will help the parent to be aware on the current situation of the child who needs
proper educational attainment
Community. This study will help the community to support program that can provide learning
materials and equipment if possible.
Future Researchers. This study will help the future researcher to provide basis for further research
about the students’ mathematics performance among remote area.

(7.2) SCIENTIFIC BASIS/THEORETICAL FRAMEWORK or LOGICAL FRAMEWORK

Pre-Assessment Reading and Post-Assessment

Numeracy
Reading Reading
Intervention
Primary Primary
Tutorial
Intermediate Intermedi
ate
Numeracy Numeracy
Preschool Pre-
school
Elementary
(7.3) OBJECTIVES Elementar
y
Study Component 1:
A-B-C, Basahin Mo Ito: Assessing the Reading Ability among Happy Fish Kids Beneficiaries using
Phil-IRI

Specifically, this study aims the following:

a. to determine the socio-demographic profile of the learners of Happy Fish Kids (HFK)
b. to interpret the reading abilities of HFK beneficiaries based on the diagnostic assessment
results using Philippine Informal Reading Inventory (Phil-IRI)
b.1 English
b.2 Filipino

Study Component 2:
Basawon Ta Yani: Reading Assessment Utilizing EGRA among Happy Fish Kids Beneficiaries

a. to interpret the reading abilities of HFK beneficiaries based on the diagnostic assessment
results using Early Grade Reading Assessment (EGRA)
a.1 Mother Tongue

Study Component 3:
0-1-2, Mabotlog ba ko? Diagnostic Assessment in Mathematics Among Happy Fish Kids in Sitio
Taganilao, Barangay Tamisan: Basis for Tutorial Intervention
 a. To conduct a diagnostic assessment in numeracy
b. To interpret the numeracy ability of HFK beneficiaries
b.1 Preschool
b.2 Elementary

Study Component 4:
A-Ba-Ka-Da, Kyakatigaman Da Mo: Reading Capability Learning Among HFK Beneficiaries (Phil-IRI
and EGRA)

a. to conduct reading intervention

a.1 Phil-IRI (English and Filipino)
a.2 EGRA (Mother Tongue)
b. to administer post-test in reading
b.1 Phil-IRI (English and Filipino)
b.2 EGRA (Mother Tongue)

Study Component 5:
Arat na! Magbilang kita: Mathematics Capability Learning Among HFK Beneficiaries

a. to conduct intervention in numeracy

b. to administer post-assessment in numeracy

(8) REVIEW OF LITERATURE

Pandemic and Its Effects to Education

Globally, educational institutions quickly went online in response to the pandemic. Students

went from being able to connect with others in actual spaces to being situated in front of a computer for

hours on end in record speed. In Lebanon, the transition to online platforms was more gradual, and was

mostly led by academic institutions that already had digital learning systems in place and the resources

to run them (Alphabetical Order of Lebanon, 2021).

As a result of the pandemic, education has improved. Students learn, remember, and apply

material most successfully when they are given tailored learning paths and have adequate resources

available to them. Students that require more attention or help are usually prioritized in traditional

classes; but, with the epidemic, this was no longer the true.

Government Taken Actions

 The COVID-19 pandemic has had a particularly negative impact on education. It impacted

87.6% of the world's total enrolled learners, with 1.53 billion students out of school and 184 country-

wide school closures. Although it is unknown how long social distancing will last and when normalcy

will return, the new educational reality offers both opportunities and challenges to all (Inside

Government, 2020).

Students' capacity to evaluate, decode, integrate past information, interpret, and fully understand

words, sentences, or compositions, particularly the content and its settings, is known as reading

comprehension. The various tactics for teaching reading comprehension, as well as the various

strategies that can be applied during the modular learning approach, were discussed. It was discovered

that putting an emphasis on modular distant learning can be used as an alternate learning technique that

uses self-learning modules. It was also shown that students' reading comprehension challenges were

influenced by both internal and external influences when using a modular remote learning technique.

Educators utilize assessments as tools and approaches to increase student learning.

Administering a variety of assessments is an important aspect of instruction because it allows teachers

to be more involved in deciding on instructional goals and material. Assessments come in a variety of

formats and can be used for a variety of purposes. They can be formal or informal and have many

different aspects. They aid in the quantitative and qualitative analysis of a learner's performance

because they represent both product (what the student has learnt) and process (how the student has

learned and how the student learns best) (Ordetx, 2021).

As reading teachers navigate reading teaching, assessments are essential tools. While main

themes and skills, such as letter sounds or main ideas, can be taught to a group of children at the same

time, each child is unique and will therefore learn at a different pace. With these, reading evaluations

assist educators on a daily basis. Knowing a child's strengths and weaknesses allows a teacher to place

them in suitable reading groups and provide center work that supports specialized skill development.

As students learn and their requirements alter, ongoing informal assessments allow for flexible

movement within these educational groupings (Linde, 2022).

Most elementary schools have made it a priority throughout the years to assess students' reading
skills and, if they fall below grade-level requirements, to perform more extensive exams that help them

figure out exactly what's wrong so that they can provide appropriate interventions (Clark, 2012).

Reading and numeracy situations of learners during pandemic

The COVID-19 pandemic will have a negative influence on some governments' efforts to

increase education spending. Students, schools, colleges, and universities have all suffered significant

consequences. As a result, this is a crisis that requires immediate attention and coordinated action on

the part of all governments, stakeholders, and communities. (Johannesburg, 2020). As reported by Murphy

(2020), the Philippine higher education Institutions implements an emergency online learning program.

The internet connection is the primary and most problem aspect in the online learning. Regarding to the

performance of students within the Philippine towards Mathematics, 43% of the students feel that they

will get lower grades in the online course than when it is done in a face-to-face session, and 43%

notified that they are not confident of what grade they will obtain at the end of semester.

Perhaps the most crucial skill developed in K–12 education is reading. ORF, or the ability to

read aloud fast and accurately, is a crucial skill for aspiring readers. It can be tested quickly and is

highly predictive of comprehension and other essential reading skill metrics in students. Early literacy

has been acknowledged as an important foundation for students' academic and personal success in the

future. (Domingue, 2021).

COVID-19 school closures last spring pushed young, struggling readers further behind—and

the situation isn't likely to improve unless modifications are made to online and at-home education,

according to a University of Alberta reading specialist. Teachers and parents should provide extra

support to young online learners, especially if they have previously struggled with reading (Betkowski,

Pandemic putting young readers beehind the learningf curve, 2020).

More children are being required to stay at home since the onset of community lockdown and

the suspension of courses around the country, resulting in more children becoming disconnected from

or deprived totally of their education. Without a doubt, the global COVID-19 pandemic and its

consequences impaired existing literacy issues, expanding the gap between children who are assisted

and those who are not when it comes to reading. The Language Program's Read Along reading
initiative was created to encourage students to read storybooks and to compensate for their lack of

exposure to storytelling activities (Labaiste, 2021).

Problems in Reading

Reading issues commonly start in kindergarten. Without the correct actions, children who have

not mastered reading skills by third grade will continue to fall behind their peers and would likely never

catch up.

When working with our struggling readers, it's essential to use effective reading

intervention strategies. Not only does what we teach matter; how we teach matters and has a

significant impact on student learning. Using effective reading intervention strategies can make

all the difference in your struggling readers' ability to learn to read (Hildebrand, 2019).

Learning to read requires a variety of abilities. Word recognition and comprehension are two

major characteristics of reading that are frequently distinguished. Knowing how to pronounce a word is

known as word recognition. Children must be able to detect letters early in their reading development,

be aware of and manipulate sounds within words, and understand norms about the link between letters

and their pronunciation. Furthermore, the learners must be able to decode the meaning of printed

material. This part of reading requires skills that are quite similar to those required for listening

comprehension.

Although word recognition and comprehension are commonly thought of separately, they can

have a two-way impact on one another during development. For example, vocabulary knowledge leads

directly to word recognition growth, and later in school, word recognition competence predicts

vocabulary growth rate (Tomblin, 2018).

On the other hand, students who have been noticed in experiencing of any learning difficulties

towards to a certain topic, they are the students who have a high possibility of unable to meet or attain

the desire learning outcome goals are being applied by diagnostic assessment. To decide the domain

specific topic in which remediation is required, the diagnostic assessment was administered to those

students. Diagnostic Assessment leads to recognize or identify specific deficits or continual

misconceptions in students’ requisite pre-skills and knowledge. All students are undertaken of

screening around within 3 times per year in order to find out on which students are doing things likely

to be successful and which students may be at-risk for failure in the domain.

Reading and numeracy Problem

There are numerous variables that contribute to students' failure to read, including inadequate

exposure to language and early literacy activities, insufficient training, and biological risk factors

(Cutting, 2017).

Many elements influence a learner's reading aptitude, including background information,

ability, family environment, school experiences, and interest level. As a result, pure reading ability is

linked to the five early literacy abilities of phonemic awareness, alphabetic principle, fluency,

vocabulary, and comprehension. Teachers and parents can encourage excellent student reading

performance by recognizing and nurturing these five key skills (Anderson, 2020).

Moreover, students’ negative attitude toward mathematics, anxiety and fear, inadequate

qualified teachers of mathematics, poor teaching methods, inadequate mathematics teaching materials,

overcrowded or mathematics classes, lack of libraries and mathematical laboratories, lack of

supervision and inspection of mathematics teachers as well as lack of parental participation in the

education of children are some of the main causes of poor performance in mathematics among public

senior secondary school students in Azare metropolis of Bauchi state. That developing positive attitude,

motivation and proper guidance toward mathematics, provision of qualified and adequately trained

mathematics teachers, using child-centered approaches in teaching mathematics, provision of adequate

mathematics teaching materials, provision of more classrooms and furniture, provision of libraries and

mathematical laboratories, proper supervision and inspection of mathematics teachers, developing good

school-community relationship and, adoption and use of computer assisted instruction are some of the

ways of improving mathematics performance among public senior secondary school students in Azare

metropolis of Bauchi state (Sa’ad et al., 2014).

Reading Assessment
 Reading assessments can be an important aspect of a reading program if the goal is to help kids

become fluent readers who comprehend what they are reading. Fluency entails not only being able to

pronounce printed words on a page, but also comprehending their meaning and context. Furthermore,

reading tests completed before a kid begins reading have the advantage of placing the child at the right

reading level, ensuring that they are not frustrated by too difficult or bored by too simple courses

(Reading Eggs, 2022).

The test assesses reading comprehension by having students read grade-appropriate texts and

then answer questions about what they read. The findings provide a comprehensive picture of pupils'

reading abilities, skills, and performance throughout time (National Center for Education Statistics,

2022).

Importance of Reading Assessment

Administering a variety of assessments is an important aspect of instruction because it

allows teachers to be more involved in deciding on instructional goals and material. They give crucial

information for teachers in determining what to teach and how to teach it, as well as addressing the

essential question, "Are my pupils learning?". Moreover, thoughtful assessment allows teachers to

focus on aligning instruction and content to goals while maximizing their time. Both the teacher and the

students benefit when an assessment is directly linked to instruction (Institute of Multi-Sensory

Education, 2021).

Reading Intervention

Reading interventions are activities and strategies designed to assist struggling readers in

improving their reading skills. Its interventions programs, methods, and exercises will help children get

back on track in all circumstances. Reading intervention comprises intensive or focused reading

teaching to help children who are reading below grade level catch up (Levitas, 2021). It how teachers

can help children develop their skills, overcome difficulties, and become proficient readers.

Importance of Reading Intervention

The primary purpose of reading intervention is to instill confidence in students who require
assistance in this area. The teacher must be patient and appreciate the importance of delayed learning.

Also, the teacher should be free to teach the child at his or her own pace, as students who learn slowly

retain more information. Furthermore, the teacher can offer reading intervention programs to students

whose first language is not English. These programs may be able to assist them in overcoming their

language barrier (Targeted Reading Intervention, 2021).

Reading intervention is an effective strategy for improving a student's reading abilities. It assists

children in becoming good readers and writers. The teacher should be an excellent reader and writer as

this program will assist the learners. Using this method, the teacher can make his/her classroom and

school a more welcome environment. A successful intervention program will focus on each student's

and family's unique learning styles. Reading is, in reality, a skill that can be cultivated with the proper

guidance (Targeted Reading Intervention, 2021).

Philippine Informal Reading Inventory (Phil-IRI)

Phil-IRI refers to the revised assessment tool composed of a set of graded passages administered

to the whole class and to individual students, which was designed to determine a student’s reading level

covering Grade 3 to Grade 6 in Filipino and Grade 4to Grade 6 in English. The Philippine Informal

Reading Inventory (Phil-IRI) Assessment Tool is aimed to be used as a classroom-based assessment

tool to measure and describe students’ reading performance. Information gathered from the assessment

can help classroom teachers design and provide appropriate reading instruction for their students. This

diagnostic approach to describing how children read embraces inclusionary principles that emphasize

the need for education that is learner-oriented, responsive and culturally sensitive. At the school level,

the information from Phil-IRI assessment will help school heads plan for appropriate school reading

programs or activities for improved student learning outcomes (Llego, 2018).

Phil-IRI Oral Reading Profile

There are three (3) Oral Reading Levels which are Independent, Instructional, and Frustration.

Independent level should have at least ninety-seven (97) up to one hundred (100) percent score in word

reading and eighty (80) up to one hundred (100) percent score in comprehension. For Instructional

level, the score for word reading should be at least ninety (90) up to ninety-six (96) percent and at least
fifty-nine (59) up to seventy-nine (79) percent score in comprehension. Lastly, frustration level should

have a score of eighty –nine (89) percent and below (Dr. Pado, et al., 2018).

Early Grades Reading Assessment

The Early Grade Reading Assessment (EGRA) is an individually administered oral assessment

of the most basic foundation skills for literacy acquisition in early grades. Moreover, this assessment is

for students to ascertain their ability to read in grades 1 through 3 and administered by the teachers in

the classroom. Also, EGRA refers to both a specific assessment tool and at the same time has come to

be adopted as a generic concept for early grade reading assessment programs (Note, 2015).

EGRA, as a whole, offers several purposes. One, it can serve as a baseline of early reading

acquisition. We have seen this with large donors (UNESCO, 2014), NGOs (Concern Worldwide, 2014)

and academics. Two, it can guide the content that is included in an instructional programme. With that,

the type of results served as the foundation for programme content funded by large-scale donors. Three,

EGRA can evaluate programmes. Because of its informed theoretical framework and consistent

procedures, EGRA provides valid and reliable information for each of the purposes(Gove, 2015).

Socio-demographic Profile

A mix of social and demographic elements that identify persons in a certain group or population

is referred to as socio-demographic. It's a quantitative component, which means it can be measured and

you can make decisions based on statistical data (Formplus, 2021). Socio-demographics are nothing

more than population characteristics. Age, gender, ethnicity, education level, income, years of

experience, and location are all considered socio-demographics and are questioned in various surveys

(CheckMarket, 2022).

(9) METHODOLOGY
RESEARCH DESIGN

Action research is a method of enhancing educational practice. It employs action, evaluation,

and reflection as methods. It is a method for gathering evidence in order to make changes in practice. It

creates reflection methods based on participant’s interpretations (Spencer, Porath, Thiele, & Jobe,

2019).

According to John W. Creswell (2020), mixed methods research combines and integrates

qualitative and quantitative methodologies in one study for the purposes of gaining a greater breadth

and depth of insight and confirmation.

In addition, mixing approaches has immense promise for developing new ways for

comprehending the diversity and circumstances of social experience, as well as improving the ability to

explain and generalize social experiences (Creswell, 2020).

Through mixed methods research we will be able to assess the reading abilities as well as

provide analysis and intervention extension to the participants who are the Happy Fish Kids

beneficiaries.

ROLE OF RESEARCHERS

As student-researchers from the Institute of Education and Teachers’ Training at Davao Oriental

State University, we have been informed of the Happy Fish Kids after-school program beneficiaries

who have low performance in reading.

Moreover, our role for this mixed methods research is to know the socio-demographic profile of

the participants, assess their reading abilities through pre-test and post-test, and as pre-service teachers

we are going to provide intervention extension.

RESEARCH PARTICIPANTS

The participant of this study would be the beneficiaries of the HFK after-school program. The

participants in this study are bona fide residents of Sitio Taganilao, Brgy. Tamisan, City of Mati, Davao

Oriental and are currently enrolled in Gavino Dawang Elementary School under Grade 1 up to Grade 6.
DATA COLLECTION/RESEARCH INSTRUMENTS

In collecting the data of this study, the student-researchers made use of the following materials:

a. Socio-demographic Profiling Sheet – this is a profiling sheet which was used to gather information of

the participants from their parents. This helps categorize the participants into different subgroups (Form

Plus, 2021). Below is the sample of the Profiling Sheet.

c. Phil-IRI and EGRA Results (2020-2021) of Gavino Dawang Elementary School (GDES) –

The Early Grade Reading Assessment (EGRA) is an individually administered oral

assessment of the most basic foundation skills for literacy acquisition in early grades.

Moreover, this assessment is for students to ascertain their ability to read in grades 1

through 3 and administered by the teachers in the classroom. Also, EGRA refers to both a

specific assessment tool and at the same time has come to be adopted as a generic concept

for early grade reading assessment programmes (Note, 2015). On the other hand, the Phil-

IRI is an informal reading inventory composed of graded passages designed to determine

the individual student’s performance in oral reading, silent reading and listening
 comprehension. These three types of assessments aim to find the student’s independent,

instructional and frustration levels. Moreover, all students in Grades 3 to 6 will undergo the

Phil-IRI Group Screening Test (GST) in Filipino, while students in Grades 4 to 6 will

undergo the GST in English(Llego, 2018). Moreover, the results from GDES was used as

data for pre-assessment in reading Filipino, English, and Mother Tongue.

c. In line with the questionnaire sample that will be used in the pre-assessment, it consists of

six (6) levels from grade 1 to 6. Each level will be focusing on its correspondingly

competencies. The purpose of this format is to identify the intelligence capacity of the

students. Moreover, it will diagnose the relationship between the age and the grade level of

individual beneficials. The questions that will be used in the questionnaire will be coming

from DepEd. Moreover, test questionnaire that will be used on the assessment will be

checked by the statistician.

(Below is the sample of pre-assessment and post-assessment results blank table)

Pre-Assessment and Post-Assessment Results Table

Name of Words % Oral Comprehensi % Oral Reading Levels

Student Reading Reading on Scores

Independent Instructional Frustration
Scores Levels
d. Intervention – English and Filipino passages will be extracted from the Philippine Informal Reading

Inventory (Phil-IRI), while Mother Tongue passages will be extracted from the Early Grades Reading

Assessment (EGRA). In this study, reading passages will be used as they are deemed standardized;

hence, the validity of this instrument has been established.

SAMPLING METHOD

This study will use complete enumeration of all HFK beneficiaries from preschool to elementary who

are actively participating in the HFK program.

SETTING OF THE STUDY

4ztx8frt

Happy Fish Kids is located at Sitio Taganilao, Bgy. Tamisan wherein it is an after-school program.

From Mati City going to Taganilao, motocycle, car and public transportation can be used to reach the

said destination.

DATA ANALYSIS

Thematic analysis is a method for analyzing qualitative data, including searching data sets to

identify, analyze, and repeated patterns (Kiger & Varpio, 2020). In this study, we used thematic

analysis in analyzing the results of socio-demographic profiling of the respondents in finding themes.

KoBo toolbox was used to collect and analyze the data from the respondents. It is an open-source tool
for mobile data collection that allows you to collect data in the field using mobile devices

(KoBoToolbox, 2022).

In addition, Phil-IRI and EGRA are reading assessment tools that measure and describe

students’ reading performance. In this study, the Phil-IRI and EGRA results of the respondents from

GDES were used as pre-assessment results. Since these tools were used in gathering information in

their pre-assessment, then we can identify and provide appropriate reading intervention for them.

Furthermore, these reading assessment tools will still be used for the post-assessment.

TRUSTWORTHINESS AND CREDIBILITY

In research, validity and reliability is expressed through trustworthiness. Trustworthiness is

achieved through credibility, transferability, dependability and conformability. Credibility is pursued

by using a triangulation of data sources through socio-demographic profiling. Trust is the most

important aspect of the researchers’ check process toward the participant in which it is a way to

confirm that their interpretation of data met what the participant’s response (Bryant, 2020)

ETHICAL CONSIDERATION

Informed consent is one of core principles of research ethics. The intent is that human

participants are free (voluntarily) to participate in this study, have complete information about what it

means to participate, and give their consent before participating in the study (National Human Genome

Research Institute, 2022).

With this, the researchers made an informed consent during the socio-demographic profiling

prior to the conduct of our mixed methods research to whoever willingness to participate. We also state

in the consent the hesitations of the participants if ever, they could ask questions or verify questions in

the profiling process which they believe that invades their privacy. The student-researchers also asked

permission to the participants if we can get photos during the interview as their decision is a respected.

Moreover, the student-researchers also sent a request letter to the School’s Division

Superintendent of the City of Mati, Mrs. Alona C. Uy, CESO IV to access the information and results
of the Phil-IRI and EGRA of the beneficiaries of HFK that were enrolled in GDES.

(10) EXPECTED OUTPUTS (6Ps)

 Publication

 People Service

 Place and Partnership

(11) POTENTIAL OUTCOMES

 Proficiency in reading and numeracy among HFK beneficiaries

(12) POTENTIAL IMPACTS (2Is)

 Social Impact
(13) TARGET BENEFICIARIES

 HFK beneficiaries

(14) GENDER AND DEVELOPMENT (GAD) SCORE (refer to the attached GAD checklist)

(15) LIMITATIONS OF THE PROJECT

 Time
 Financial

(16) LIST OF RISKS AND ASSUMPTIONS RISK MANAGEMENT PLAN (List possible risks
and assumptions in attaining target outputs or objectives.)

Identified Possible Risks Management Strategies

and Issues
1. Cooperation from the Consistently prepare extrinsic rewards to ensure
participants maximum participation from the participants.
2. Transportation On-time or advanced booking of the University Vehicle

3.

4.

(17) LITERATURE CITED

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transformed and effected education: https://www.alpabheticalorder.org

Alphabetical Order of Lebanon. (2021, March). Retrieved from How the COVID-19 pandemic
 transformed and affected education: https://www.alphabeticalorder.org

Anderson, J. (2020). What are the Factors Affecting Reading Performance? Retrieved from Classroom:
https://classroom.synonym.com/factors-affecting-reading-performance-8131482.html

Betkowski, B. (2020, Novermber 19). Pandemic putting young readers beehind the learningf curve.
Retrieved from University Of Alberta: https://www.ualberta.ca

Betkowski, B. (2020, November 19). Pandemic Putting Young Readers Behind the Learning Curve.
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Bryant, M. (2020). How is reliability and validiity realized in research? Retrieved from University of
Miami School of Education & Human Development: https://www.sitess.education.miami.edu

Clark, D. (2012, May 28). The Importance of Assessing Students Reading Ability Individually.
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Creswell, J. W. (2020, August 07). Advantages of Employing Mixed Methods Research in Impact
Evaluation. Retrieved from Underhill Corporate Solutions : https://www.underhillsolution.co.az

Cutting, D. L. (2017, April 11). What Are the Factors That Contribute to Reading Failure. Retrieved
from HMH: https://www.hmhco.com/blog/what-are-the-factors-that-contribute-to-reading-
failure

Domingue, B. W. (2021, March). Changing Patterns of Growth in Oral Reading Fluency During the
COVID-19 Pandemic. Retrieved from Pace: https://www.edpolicyca.org/

Dr. Pado, F. E., Dr. Diaz, L. E., Prof. Ongtengco, M. H., Prof. Alcazar, M. Y., Prof. Salvador, A. M., &
Dr. Nava, F. J. (2018). The Philippine Informal Reading Inventory Manual. In F. E. Dr. Pado,
L. E. Dr. Diaz, M. H. Prof. Ongtengco, M. Y. Prof. Alcazar, A. M. Prof. Salvador, & F. J. Dr.
Nava, The Philippine Informal Reading Inventory Manual (p. 21). Pasig: Department of
Education - Bureau of Learning Resources (DepEd-BLR).

Farrell, L. (2022). Looking at Reading Interventions. Retrieved from Reading Rockets:

https://www.readingrockets.org

Fleming, H., Roden, K., & Jones, T. (2019). Reading Assessment and Intervention Guidance. Retrieved
April 2022, from Wyoming Department of Education: https:/www.Edu.wyo.ming.gov

Form Plus. (2021, May 27). Retrieved from Socio-Demographic: Definition and Examples in Surveys:
https://www.formplus.us/blog

Formplus. (2021, May 27). Retrieved from Socio-Demographic: Definition and Examples in Surveys:
https://www.formpl.us/blog/socio-demographics

Gove, M. M. (2015). The Early Grade Reading Assessment (EGRA): Its theoretical foundation,
purpose, and limitations. ScienceDirect.

Health Knowledge . (2017). Retrieved from Methods of sampling from a population:

https://www.healthknowledge.org.uk

Hildebrand, K. (2019, December 9). Reading Intervention Strategies. Retrieved from Katelyn's
Learning Studio: https://katelynslearningstudio.com

Inside Government. (2020). Retrieved from What is the Impact of COVID-19 on Education:
 https://www.insidegovernmentblog.com

Institute of Multi-Sensory Education. (2021, June 3). Retrieved from The Importance of Reading
Assessments: https://journal.imse.com

Iris Reading. (2022). Retrieved from What are The Reading Techniques?: https://www.irisreading.com

Johannesburg. (2020, May 18). CoronaVirus: Don't Let Out Children Down! Retrieved from Campaign
for Education: https://www.campaignforeducation.org

Keyser, A. (2020). Why is Reading Important. Retrieved from WorksheetCloud:

https://www.worksheetcloud.com

Kiger, M. E., & Varpio, L. (2020, May 1). Thematic Analysis of Quaitative Data: AMEE Guide No.
131. Retrieved from Medical Teacher: https://www.plymouth.ac.uk

KoBoToolbox. (2022, March 14). Retrieved from What is KoboToolbox?:

https://www.support.kobotoolbox.org

Labaiste, J. J. (2021, May 05). Language Program Advocates reading amidst pandemic. Retrieved
from University of the Philippines Visayas: https://www.upv.edu.ph

Levitas, J. (2021, October 24). Study Com. Retrieved from Reading Intervention: Programs, Strategies
and Activities: https://study.com

Linde, S. (2022). Purpose of Reading Assessments. Retrieved from Study.com:

https://www.study.com/academy

Llego, M. A. (2018). Phil-IRI Manual. Teacherph.

Llego, M. A. (2018, March 28). Revised Philippine Informal Reading Inventory. Retrieved from
Teacher Ph: https://www.teacherph.com

Llego, M. A. (2018, March 28). Revised Philippine Informal Reading Inventory (Phil-IRI). Retrieved
from Professional Learning Online Community of Teachers and for Teachers :
https://www.teacherph.com

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enewsletter/primary/the-importance-of-reading

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 https://www.etymologyonline.com

Reading Eggs. (2022, August 7). Retrieved from Reading Assessment: https://readingeggs.com

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Teachers? Retrieved from Kstate Libraries: https://www.kstatelibraries.pressbooks.pub

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(18) PERSONNEL REQUIREMENT

Percent Time
Position Devoted to the Responsibilities
Project

Study 1: As Study Leader, you shall:

Study Leader – Krisha T. Liporada
Co-researchers a. Supervise the implication of a study in
Nely F. Maimad the project;
Lirna June G. Pagsac b. Plan the schedule of activities under
their study component;
c. Plan and manage the conduct of
fieldwork under their study component;
d. Facilitate the conduct of training and
 symposium;
e. Manage the conduct of sampling,
processing, and data analysis of the study;
f. Be the main author of research
publications, reports, policy papers,
presentations, and
other materials as required of the particular
assigned study;
g. Prepare progress report and final report
on their study component;
h. Assist the Project Leader in the
implementation to accomplish the target
output;
i. Ensure the timely delivery of the ted
output of their study component;
j. Assist in admin work such as preparation
of travel order, procurement of materials,
etc.;
k. Assist in providing training, mentoring,
and on-site monitoring of research
assistants; and
l. Do other duties as required.

As Co-researcher, you shall:

a. Assist the Study Leader for the
implementation and execution of
the approved plan for the project in
the different sites;
b. Assist in planning the schedule of
the project;
c. Assist in the conduct of training and
symposia;
d. Assist the Study Leader in the
sampling, processing, and data
analysis of the project;
e. Assist the preparation of progress
and final reports of the project;
f. Aid the Study Leader to ensure
prompt submission of expected
outputs per approved work plan of
the project;
g. Assist in the preparation of
necessary documents such as
purchase requests, travel orders,
among others;
h. Attend to meetings that may be
called for a purpose by the Study
Leader; and
i. Do other tasks that may be assigned
by the Study Leader for the
development of the project.
Study 2: As Study Leader, you shall:
Study Leader – Ashley Marie B.
Calda a. Supervise the implication of a study in
Co-researchers the project;
Chandra G. Gandong b. Plan the schedule of activities under
Kayve B. Salunoy their study component;
c. Plan and manage the conduct of
fieldwork under their study component;
d. Facilitate the conduct of training and
symposium;
e. Manage the conduct of sampling,
processing, and data analysis of the study;
f. Be the main author of research
publications, reports, policy papers,
presentations, and
other materials as required of the particular
assigned study;
g. Prepare progress report and final report
on their study component;
h. Assist the Project Leader in the
implementation to accomplish the target
output;
i. Ensure the timely delivery of the ted
output of their study component;
j. Assist in admin work such as preparation
of travel order, procurement of materials,
etc.;
k. Assist in providing training, mentoring,
and on-site monitoring of research
assistants; and
l. Do other duties as required.

As Co-researcher, you shall:

a. Assist the Study Leader for the
implementation and execution of
the approved plan for the project in
the different sites;
b. Assist in planning the schedule of
the project;
c. Assist in the conduct of training and
symposia;
d. Assist the Study Leader in the
sampling, processing, and data
analysis of the project;
e. Assist the preparation of progress
and final reports of the project;
f. Aid the Study Leader to ensure
prompt submission of expected
outputs per approved work plan of
the project;
g. Assist in the preparation of
necessary documents such as
purchase requests, travel orders,
among others;
h. Attend to meetings that may be
called for a purpose by the Study
Leader; and
Do other tasks that may be assigned by the
Study Leader for the development of the
 project.
Study 3: As Study Leader, you shall:
Study Leader – Baima Marte
Co-researchers a. Supervise the implication of a study in
Bryan Gabriel the project;
Sadam P. Dayaan b. Plan the schedule of activities under
Ella Marie S. Silveron their study component;
c. Plan and manage the conduct of
fieldwork under their study component;
d. Facilitate the conduct of training and
symposium;
e. Manage the conduct of sampling,
processing, and data analysis of the study;
f. Be the main author of research
publications, reports, policy papers,
presentations, and
other materials as required of the particular
assigned study;
g. Prepare progress report and final report
on their study component;
h. Assist the Project Leader in the
implementation to accomplish the target
output;
i. Ensure the timely delivery of the ted
output of their study component;
j. Assist in admin work such as preparation
of travel order, procurement of materials,
etc.;
k. Assist in providing training, mentoring,
and on-site monitoring of research
assistants; and
l. Do other duties as required.

As Co-researcher, you shall:

a. Assist the Study Leader for the
implementation and execution of
the approved plan for the project in
the different sites;
b. Assist in planning the schedule of
the project;
c. Assist in the conduct of training and
symposia;
d. Assist the Study Leader in the
sampling, processing, and data
analysis of the project;
e. Assist the preparation of progress
and final reports of the project;
f. Aid the Study Leader to ensure
prompt submission of expected
outputs per approved work plan of
the project;
g. Assist in the preparation of
necessary documents such as
purchase requests, travel orders,
among others;
 h. Attend to meetings that may be
called for a purpose by the Study
Leader; and
Do other tasks that may be assigned by
the Study Leader for the development of
the project.
Study 4: As Study Leader, you shall:
Study Leader – Sitti Noha E. Sario
Co-researchers a. Supervise the implication of a study in
Rhea Mae Suplito the project;
Gretchen I. Cabras b. Plan the schedule of activities under
Jovelyn M. Aguiadan their study component;
c. Plan and manage the conduct of
fieldwork under their study component;
d. Facilitate the conduct of training and
symposium;
e. Manage the conduct of sampling,
processing, and data analysis of the study;
f. Be the main author of research
publications, reports, policy papers,
presentations, and
other materials as required of the particular
assigned study;
g. Prepare progress report and final report
on their study component;
h. Assist the Project Leader in the
implementation to accomplish the target
output;
i. Ensure the timely delivery of the ted
output of their study component;
j. Assist in admin work such as preparation
of travel order, procurement of materials,
etc.;
k. Assist in providing training, mentoring,
and on-site monitoring of research
assistants; and
l. Do other duties as required.

As Co-researcher, you shall:

a. Assist the Study Leader for the
implementation and execution of
the approved plan for the project in
the different sites;
b. Assist in planning the schedule of
the project;
c. Assist in the conduct of training and
symposia;
d. Assist the Study Leader in the
sampling, processing, and data
analysis of the project;
e. Assist the preparation of progress
and final reports of the project;
f. Aid the Study Leader to ensure
prompt submission of expected
outputs per approved work plan of

Study 5:
Study Leader – Helina Jean P. Dupa
Co-researchers
Regine M. Catallopa
Queenly Mae F. Devibar
Sergina S. Madanlo
the project;
g. Assist in the preparation of
necessary documents such as
purchase requests, travel orders,
among others;
h. Attend to meetings that may be
called for a purpose by the Study
Leader; and
Do other tasks that may be assigned by
the Study Leader for the development of
the project.
As Study Leader, you shall:
a. Supervise the implication of a study in
the project;
b. Plan the schedule of activities under
their study component;
c. Plan and manage the conduct of
fieldwork under their study component;
d. Facilitate the conduct of training and
symposium;
e. Manage the conduct of sampling,
processing, and data analysis of the study;
f. Be the main author of research
publications, reports, policy papers,
presentations, and
other materials as required of the particular
assigned study;
g. Prepare progress report and final report
on their study component;
h. Assist the Project Leader in the
implementation to accomplish the target
output;
i. Ensure the timely delivery of the ted
output of their study component;
j. Assist in admin work such as preparation
of travel order, procurement of materials,
etc.;
k. Assist in providing training, mentoring,
and on-site monitoring of research
assistants; and
l. Do other duties as required.
As Co-researcher, you shall:
a. Assist the Study Leader for the
implementation and execution of
the approved plan for the project in
the different sites;
b. Assist in planning the schedule of
the project;
c. Assist in the conduct of training and
symposia;
d. Assist the Study Leader in the
sampling, processing, and data
analysis of the project;
 e. Assist the preparation of progress
and final reports of the project;
f. Aid the Study Leader to ensure
prompt submission of expected
outputs per approved work plan of
the project;
g. Assist in the preparation of
necessary documents such as
purchase requests, travel orders,
among others;
h. Attend to meetings that may be
called for a purpose by the Study
Leader; and
Do other tasks that may be assigned by
the Study Leader for the development of
the project.

(19) BUDGET REQUIRED

YEAR PS MOOE EO Total
Year 1
Year 2
Year n
TOTAL
(20) OTHER ONGOING PROJECTS BEING HANDLED BY THE PROJECT LEADER:
__0___ (number)
Involvement/Position in the
Title of the Project Funding Agency Project

I hereby certify the truth of the foregoing information. Any willful omission/false statement shall
be a basis of disapproval and cancellation of the project.
ENDORSED BY
SUBMITTED BY (Project (Institute/Campus RDE
Leader) Coordinator)
   
Signature    
Printed Name
Designation/
Title
   
Date  

Notes: Form adapted from the Department of Science and Technology (DOST). See
guidelines/definitions at the back.
 DOrSU Form 1 (for Basic/Applied Research)
DETAILED R & D PROJECT PROPOSAL

I. General Instruction: Submit proposals not later than 4 weeks before the In-house
Review.

II. Operational Definition of Terms:

1. Title- the identification of the Program and the component projects.

Project- refers to the basic unit in the investigation of specific S&T problem/s with
predetermined objective/s to be accomplished within a specific time frame.

Project Leader- refers to a project’s principal researcher/implementer.

Project Duration- refers to the grant period or timeframe that covers the approved start
and completion dates of the project, and the number of months the project will be implemented.

Implementing Agency- the primary organization involved in the execution of a

program/project which can be a public or private entity

2. Cooperating Agency/ies- refers to the agency/ies that support/s the project by participating
in its implementation as collaborator, co-grantor, committed adopter of resulting technology,
or potential investor in technology development or through other similar means.

3. Site/s of Implementation- location/s where the project will be conducted. Indicate the
barangay, municipality, district, province, region, and country.

4. Type of Research- indicates whether the project is basic or applied.

Basic research- is an experimental or theoretical work undertaken primarily to acquire
new knowledge of the underlying foundations of phenomena and observable facts, without
any particular or specific application or use in view.
Applied research- is an investigation undertaken in order to utilize data/information
gathered from fundamental/basic researches or to acquire new knowledge directed
primarily towards a specific practical aim or objective with direct benefit to society.

5. R&D Priority Areas - The University will continue to be pro-active to the needs of the
different sectors of the community and shall strengthen the role of the division. It shall
outline and develop a strategic plan that provides a guiding principles for institutional
community engagement. The University thrusts and priorities are in congruence with the
provincial, regional, national (Ambisyon Natin 2040) agenda, and UN-Sustainable
Development Goals (SDG). The following thrusts and priorities may be subjected to review
to make the RDE program responsive to the needs of all stakeholders. These are grouped into
nine thematic areas as follows:
• food security
• regenerative development and environmental integrity
• social development
• education and policy development
• data science and information system
• entrepreneurship and tourism
• hospitality and health care services
• engineering and other industrial technologies
• disaster risk reduction (DRR) and climate change adaptation (CCA)
 Sustainable Development Goal (SDG) Addressed- indicates which among the 17 SDGs
adopted by the United Nations Members States are addressed by the project

6. Executive Summary- briefly discusses what the whole proposal is about

7. Introduction- a formally written declaration of the project and its idea and context to
explain the goals and objectives to be reached and other relevant information that explains the
need for the project and aims to describe the amount of work planned for implementation;
refers to a simple explanation or depiction of the project that can be used as communication
material.

7.1. Rationale- brief analysis of the problems identified related to the project
Significance- refers to the alignment to national S&T priorities, strategic relevance to
national development and sensitivity to Philippine political context, culture, tradition and gender
and development.

7.2. Scientific Basis- other scientific findings, conclusions or assumptions used as

justification for the research
Theoretical Framework- the structure that summarizes concepts and theories that
serve as basis for the data analysis and interpretation of the research data.
Logical Framework (Logframe) - a planning tool consisting of a matrix which
provides an overview of a project's goal, activities and anticipated results.

7.3. Objectives- statements of the general and specific purposes to address the problem
areas of the project.

8. Review of Literature- refers to the following: (a) related researches that have been
conducted, state-of-the-art or current technologies from which the project will take off; (b)
scientific/technical merit; (c) results of related research conducted by the same Project Leader,
if any; (d) Prior Art Search, and; (e) other relevant materials.

9. Methodology- discusses the following: (a) variables or parameters to be measured and

evaluated or analyzed; (b) treatments to be used and their layout; (c) experimental procedures
and design; (d) statistical analysis; (e) evaluation method and observations to be made,
strategies for implementation (Conceptual/Analytical framework).

10. Expected Outputs (6Ps)- deliverables of the project based on the 6Ps metrics
(Publication, Patent/Intellectual Property, Product, People Service, Place and Partnership, and
Policy).
Publication- published aspect of the research, or the whole of it, in a scientific journal
or conference proceeding for peer review, or in a popular form.
Patent/Intellectual Property- proprietary invention or scientific process for potential
future profit.
Product- invention with a potential for commercialization.
People Service- people or groups of people, who receive technical knowledge and
training.
Place and Partnership- linkage forged because of the study.
Policy- science-based policy crafted and adopted by the government or academe as a
result of the study.

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

12. 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.

13. Target Beneficiaries- refers to groups/persons who will be positively affected by the
conduct of the project.

14. Gender and Development (GAD) Score- refers to the result of accomplishing GAD
checklists (for project monitoring and evaluation/project management and implementation) to
highlight the contribution of the project in the achievement of the objectives of Republic Act
7192, “Women in Development and Nation Building Act,” interpreted as gender-responsive,
gender-sensitive, has promising GAD concepts, or GAD is invisible.

15. Limitations of the Project- refer to restrictions or constraints in the conduct of the
project.

16. Risk- refers to an uncertain event or condition that its occurrence has a negative effect on
the project.
Assumption- refers to an event or circumstance that its occurrence will lead to the
success of the
project.

17. Literature Cited- an alphabetical list of reference materials (books, journals and others)
reviewed. Use standard system for citation.

18. Personnel Requirement- details on the position of personnel to be involved in the

project, percent time devoted to the project, and responsibilities.

19. Budget By Implementing Agency- personnel services (PS), maintenance and other
operating expenses (MOOE), and equipment outlay (EO) requirement of the project by
implementing agency for Year 1 and for the whole duration of the project.

a. PS- total requirement for wages, salaries, honoraria, additional hire and other personnel
benefits.

b. MOOE- total requirement for supplies and materials, travel expenses, communication,
and other services.

c. EO- total requirement for facilities and equipment needed by the Program.

20. Other Ongoing Projects Being Handled By the Project Leader- list of ongoing
projects being handled by the Project Leader (both internal and externally funded) and the
accompanying responsibilities relevant to the project.

III. Criteria for Evaluation:

A. Criteria for Evaluating Proposals

Criterion Definition
Relevance or Significance Aligned to university thrust, national S&T priorities, strategic
relevance to national development and sensitivity to Philippine
political context, culture, tradition and gender and development
Technical / Scientific Merit
Budget Appropriateness
Competence of Proponent
B. Evaluation Criteria
Criteria
A. Soundness of Proposal
(20%)
B. Suitability of Output
(30%)
C. Significance of Outcome
(30%)
D. Competence of
Proponent (20%)
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.
Indicators Raw
Score
R&D addresses relevant sectoral need (applicable to 5
pressing concern)
Solution provided is most effective (compared to other 5
proposed solutions)
Proposed budget is reasonable (project is not 5
expensive vis-a-vis output)
Work plan is doable in a given timeframe 5
R&D output is cost-effective (cost is competitive in 5
relation to new or existing products or process)
Has identified partners to adopt the technology (with 5
letter of support from the head of the company)
Output can be commercialized (through an existing 5
manufacturer, spin-off or start-up company)
R&D utilization is timely (output should not be 5
overtaken by other solutions)
Economic: increase in productivity, increase in 5
income, new jobs generated, high return of investment
(ROI)
Social: working partnerships established, training 5
opportunities provided, policies adopted, increased
access to basic services (i.e., food, health, education);
political, cultural, gender sensitivity and inclusivity
Environment: enhanced environmental health 5
standards, no adverse effect to the environment
Sustainability: sustainability mechanisms established 5
in terms of institutional, financial and human resources
capability (submission of a new proposal to sustain a
completed or ongoing proposal does not constitute
sustainability of the project)
Proponent's expertise aligned with the proposal 5
Collaboration with relevant agencies and/or industry 5
partners
Thorough understanding of the proposal's deliverables 5
DOrSU has good experience with the proponent 5