TOPIC 1: DIGITAL COMPETENCE OF TEACHERS TOWARDS DIGITAL

TECHNOLOGY USE: BASIS FOR TRAINING PROGRAM

PROPONENT: EDA E. CIPRES

INTRODUCTION

The Schools Division of Muntinlupa supports the professional growth of

public-school teachers by providing relevant trainings, seminars and workshops that

aim to equip teachers with skills that keep them abreast with the demands of 21 st

century education. In line with the continuing effort of the division to ensure that the

professional growth of all teachers is being taken care of, the first Division-owned

NEAP-recognized Training dubbed as 2021 Pursuing Upgrade of Skills towards

S.M.A.R.T Headway (PUSH) Program learning series was launched through a

division issuance dated February 22, 2022 with its first learning series;

#TEACHTECH: Revolutionizing Learning through Technology, which was conducted

on March 2-4, 2022. The said activity aimed to equip teachers on digital, problem

solving, and time management skills, and up-to-date teaching strategies in dealing

with new normal learning as they cater diverse learners. The event underscored

several strands of domains 1 (Content Knowledge and Pedagogy), 1 (Learning

Environment), 3 (Diversity of Learners), and 4 (Curriculum and Planning) of the

Philippine Professional Standards for Teachers.

The three-day training involved teachers in the elementary, junior and senior

high school in the division of Muntinlupa. The said activity covered eight major topics

in three days as follow:

Day 1 –

1. The Rise of E-learning: How Prepared are we?

 2. Understanding (Castañeda, 2018)g the Digital natives and their Grasp for

Learning

3. Creating a Positive Virtual Environment

Day 2 –

1. Getting Acquainted with the Google Advantage

2. Practice Perfect in Utilizing Google Apps for Learning

3. #TeachTech Share to Learn Session

Day 3-

1. Educational Apps for Effective and Engaging Learning

2. Educational Apps for High Performance

The above topics were all designed to equip teacher-attendees with sufficient

knowledge and skills in utilizing technology in the teaching and learning process.

Two of the topics that sparked interest to the proponent are “The Rise of E-Learning:

How are we prepared?” and ‘Educational Apps for Effective and Engaging Learning

and High Performance.” It is obvious that technology has become an integral part of

the teaching and learning process in the 21 st century. Because of the prevalence of

technology in the teaching and learning process, teachers are expected to

demonstrate mastery of skills in using various technologies and tools in teaching.

They are expected to possess digital competence. To achieve this, it requires a

teacher with an updated training and possessing a degree of digital competence to

undertake the teaching-learning process of students and to promote the acquisition

of key competencies in students. Basilotta-Gomez-Pablos, Matarranz, Casado-

Aranda, and Otto (2022) stated that Digital competence has gained a strong

prominence in the educational context, being one of the key competencies that

teachers must master in today's society. The teacher is key in such process of
integrating technologies and plays a crucial role in the adoption and implementation

of ICT in the classroom, since the transformation and improvement of education will

depend, among other aspects, on educational action, which implies that teachers

must have effective digital competencies that allow them to integrate and use

technologies in a pedagogical way.

The Council of the European Union (2018) define digital competence as the

safe, critical, and responsible use of and interaction with digital technologies for

learning, at work and for participation in society. It includes information and data

literacy, communication and collaboration, media literacy, digital content creation

(including programming), security (including digital well-being and cybersecurity-

related skills), intellectual property issues, problem solving and critical thinking.

Durán (2019) further points out that the teachers’ digital competence is a set

of knowledge, skills and attitudes necessary for a teacher to make effective use of

ICT from its different aspects (technological, informational, multimedia,

communicative, collaborative and ethical), assuming pedagogical-didactic criteria for

an effective integration of ICT in their educational practice and, in general, in any

formal or non-formal situation. In this regard, Castañeda et al. (2018) state that the

teachers’ digital competence must be holistic, situated, systemic, trainable and in

constant development and, in addition, susceptible to integrate the skills, attitudes

and knowledge that teachers require to support the learning of their students as

active participants in a digital. (Domingo, 2020)

The “European Framework for Digital Competence of Teachers:

DigCompEdu” is articulated around six differentiated competency areas that

teachers must possess to promote effective, inclusive and innovative learning

strategies, using digital tools.

 According to Murat and Kukul (2023) Teachers’ digital competence is very

significant in terms of integrating digital technologies into the education process.  the

concept of digital competence is based on the effective use of technology devices in

order to obtain information, which are the basic skills of information and

communication technologies, to process, store, evaluate, produce, share and

communicate and cooperate via the internet. Digital competence is a concept that

expresses the skills required for technology use, and that develops, renews, and

changes as technology develops. Different terms such as information and

communication technology skills, digital skills, 21st-century skills, and information

and digital literacy are also used to express digital competence. Digital competencies

consist of 5 dimensions: information and data literacy, communication and

collaboration, digital content creation, problem solving and security dimensions.

Individuals with all dimensions and competencies can be defined as digitally

competent.

Having digital skills is essential for teachers in terms of being aware of the

development of technology and integrating these technologies into teaching.

Teachers’ lack of these skills can negatively affect many aspects, from students’

academic success to the general outcomes of the education system. Having high

digital competencies of teachers will not only facilitate digital learning of students and

increase their motivation, but also will improve their learning quality and support

faster and more enjoyable learning. (Murat, 2023) Therefore, as technology develops

and new technologies are integrated into schools, teachers need to develop their

digital skills accordingly (Starkey, 2020). Teachers should have digital skills and

constantly improve themselves in information and data literacy, communication and

collaboration, digital content creation, Safety, problem-solving, and similar

competencies. Also, it is considered that designing valid and reliable measurement

tools that can determine the digital competencies of teachers and eliminate the

deficiencies by revealing the digital profiles of teachers within the scope of these

reports and frameworks will play a significant role in the development of teachers’

digital competence. The study of Basilotta-Gomez-Pablos (2022) revealed that

Teachers recognize that they have a low or medium–low digital competence, as well

as the absence of certain competencies, especially those related to the evaluation of

educational practice. Despite the multiple studies that address this issue, it is

necessary to continue improving research in this area, deepening the assessment of

teachers' digital competencies and design, on this basis, more practical and

personalized training programs that respond to the needs of teachers in the digital

era. Akgun (2020) explained that digital competence is one of the eight key

competences and refers to the confident and critical usage of the full range of digital

technologies for information, communication and basic problem-solving in all aspects

of life. Digital competence also helps us master other key competences, such as

communication, language skills, or basic skills in math and science. (Akgun, 2020)

PURPOSE OF THE STUDY

The study aims to determine the digital competence of teachers towards

digital technology use in the Schools Division of Muntinlupa. It aims to assess the

digital competence of teachers in using technology in teaching in terms of the

following dimensions: information and data literacy; communication and

collaboration; digital content creation; problem solving; and security. Digital

competence has to do with: technical information on the use of digital technologies,

formal and informal digital environments of information in screening, assessment and

management, communication and collaboration, digital content creation, digital

media, providing safety, and problem-solving, job, employment, community inclusion,

learning about digital technology to achieve the goals of critical, creative thinking,

and in a confident manner. The proponent believes that assessing the digital

competence of teachers especially after they have undergone the schools’ division

training/workshop would provide insights and relevant input on how to enhance

teachers’ practices in teaching with the use of technology. Also, several studies

have revealed the significance of assessing teachers’ digital competence. The study

of Demissie, Labiso, and Thuo (2022) revealed that teachers' in-service training,

attitude towards technology, technological and content knowledge, technology-

pedagogical knowledge, and technological-content domains best predict TPACK

application. Barriers to technology integration can be addressed through teachers' in-

service professional development opportunities to enhance their confidence and

competencies with technology. Besides, access to technological tools, administrative

support, and expert mentoring and coaching on technology integration could

increase digital technology uptake in the classroom, improving students'

performance. (Demissie, Labiso, & Thuo, 2022) Cantabrana, Rodriguez, and

Cervera (2019) pointed out that teachers should link their digital-age skills or

competencies with their professional practice. Teaching professionals should not aim

at only gaining mastery of basic computer applications, but teachers ought to

manage information, create content, and use the technology to keep students

connected (Portillo, 2020). Consequently, effective integration of technology is

achieved when students are provided an opportunity to select technological tools

that help them obtain timely information, analyze and synthesize it, and present it

professionally.
METHODOLOGY

The study aims to determine the digital competence of teachers towards

digital technology use in the Schools Division of Muntinlupa. It aims to assess the

digital competence of teachers in using technology in teaching in terms of the

following dimensions: information and data literacy; communication and

collaboration; digital content creation; problem solving; and security. To carry out the

intent of the study, the descriptive research design will be used. According to

Hassan(2022) Descriptive research design is a type of research methodology that

aims to describe or document the characteristics, behaviors, attitudes, opinions, or

perceptions of a group or population being studied. Descriptive research design does

not attempt to establish cause-and-effect relationships between variables or make

predictions about future outcomes. Instead, it focuses on providing a detailed and

accurate representation of the data collected, which can be useful for generating

hypotheses, exploring trends, and identifying patterns in the data. This design is

appropriate to the study since its aim is to describe the digital competence of

teachers in five dimensions namely: information and data literacy; communication

and collaboration; digital content creation; problem solving; and security. The study

will involve the teachers who participated and attended the #TEACHTECH learning

series launched by the Schools Division of Muntinlupa as participants of the study.

The primary instrument for gathering data will be a researcher-made survey

questionnaire. It will be developed based on the related readings and literatures. The

first draft of the questionnaire will be validated and dry-run. Collected data will be

analyzed and interpreted using appropriate statistical tools.

TOPIC 2: IMPROVING READING COMPREHENSION IN ENGLISH OF GRADE
3 PUPILS USING “A TEXT A DAY” AT SUCAT ELEMENTARY
SCHOOL SITIO PAGKAKAISA ANNEX ZONE 4

PROPONENT: EDA E. CIPRES

INTRODUCTION

Literacy is critical in helping young children make sense of their world. From

the time they wake up to the time they go to sleep, they are constantly making

meaning of the world around them. Alberta Education (2023) defines literacy as the

ability, confidence and willingness to engage with language to acquire, construct and

communicate meaning in all aspects of daily living. As children enter the school

system, there is a strong focus on the development of reading and writing skills.

Children engage in learning opportunities that have them interacting with many

different forms of text, in print and digital forms, using words, visuals and graphics.

Students begin to learn: the rules of language; how to acquire information, evaluate

it, and ethically use it; how to construct meaning from various kinds of text and; and

how to communicate effectively. As students move through the school system, they

continue to refine all of their foundational skills as they explore a wider variety of

texts and technologies. The vast amounts of information that are available through

both print and the Internet and the ability to communicate with wide and varied

audiences around the globe have expanded the ways our students read and

communicate. Literacy for our students today also means preparing them to be

critical and ethical consumers of information. (Alberta Education, 2023)

 Literacy is the ability to read, write, speak and listen in a way that lets us

communicate effectively and make sense of the world. Lacking vital literacy skills

holds a person back at every stage of their life. As a child they won't be able to

succeed at school, as a young adult they will be locked out of the job market, and as

a parent they won't be able to support their own child's learning. This

intergenerational cycle makes social mobility and a fairer society more difficult.

People with low literacy skills may not be able to read a book or newspaper,

understand road signs or price labels, make sense of a bus or train timetable, fill out

a form, read instructions on medicines or use the internet. (National Literacy Trust

UK, 2023)

Literacy development does not take place in just the Language Arts

classroom. It is a shared responsibility among all educators. Although specific

knowledge and skills are taught primarily in Language Arts, every subject area

teacher is responsible for further developing, strengthening and enhancing literacy.

Every subject area has its own unique literacy demands. Content area teachers

know their subject matter and their programs of study. They are aware of the literacy

requirements of their subject and understand that it is through literacy that meaning

is made within their subject area content. Students need to be taught how to read

different kinds of text, write and express themselves in the formats associated with

each subject, and use content-specific vocabulary.  (Alberta Education, 2023)

One of the manifestations of literacy is the ability to read and understand what

has been read. Reading comprehension is the ability to process written text, and

understand its meaning. Lee (2022) noted that reading comprehension can be

challenging for kids. They must master a number of key skills to fully understand

what they’re reading. Decoding is a vital step in the reading process. Kids use this
skill to sound out words they have heard before but have not seen written out. The

ability to do this the foundation for other reading skills. Decoding relies on early

language skill called phonemic awareness. Decoding also relies on connecting

individual sounds to letters. Grasping the connection between a letter or a group of

letter and the sounds they typically make is an important step toward sounding out

words. To read fluently, kids need to instantly recognize words, Fluency speeds up

the rate at which they can read and understand text. Sounding out or decoding every

word manifest word recognition which the ability to recognize whole words instantly

by sight, without sounding them. When kids read quickly and without making too

many errors, they are fluent readers. Meaning, they read smoothly at a good pace.

They group words together to help with meaning, and they use the proper tone in

their voice when reading aloud. Reading fluency, therefore, is essential for good

reading comprehension. To understand what has been read, children need to

understand most of the words in the text. Having a strong vocabulary is a key

component of reading comprehension.

Comprehension, or extracting meaning from what you read, is the ultimate

goal of reading. Experienced readers take this for granted and may not appreciate

the reading comprehension skills required. The process of comprehension is both

interactive and strategic. Rather than passively reading text, readers must analyze it,

internalize it and make it their own. In order to read with comprehension, developing

readers must be able to read with some proficiency and then receive explicit

instruction in reading comprehension strategies. The process of comprehending text

begins before children can read, when someone reads a picture book to them. They

listen to the words, see the pictures in the book, and may start to associate the

words on the page with the words they are hearing and the ideas they represent. In
order to learn comprehension strategies, students need modeling, practice, and

feedback. (Read Naturally, 2021)

Reading comprehension is expected to have been developed at the end of

Grade 3. As indicated in the performance standards in the K to 12 Curriculum Guide

for English (DepEd, 2016), learners at the end of grade 3 are expected to

demonstrated the following skills related to reading comprehension: (1) activate prior

knowledge conceptually related to text and establish a purpose for reading; be self-

aware as they discuss and analyze text to create new meanings and modify old

knowledge; respond to literary text through the appreciation of literary devices and

an understanding of story grammar; locate information from expository texts and use

this information for discussion or written production; demonstrate a love for reading

stories and confidence in performing literacy-related activities or tasks; demonstrate

critical understanding and interpretation of visual media; and organize, process and

use information effectively.

With the above performance standards, it explicit that reading comprehension

is a crucial skill that pupils need to master at an early grade. A strong reading

instruction is imperative to nurture development of the above reading comprehension

skills. Strong reading comprehension is essential for academic and professional

achievement, as well as civic engagement and social life (Hwang & Duke, 2020).

The study of Chiu (2018) examined how well prekindergarten (pre-K) oral language

(vocabulary, grammar, discourse) and code-related (letter and print knowledge,

phonological processing) skills predicted Grade 3 reading comprehension. Strong

relations were evident between pre-K skills and the complementary Grade 3

constructs of listening comprehension and word recognition. Notably, the pre-K

latent constructs of oral language and code-related skills were strongly related to
each other, with a much weaker (nonsignificant) relation between the complementary

Grade 3 constructs of listening comprehension and word recognition.

PURPOSE OF THE STUDY

Sucat Elementary School Sitio Pagkakaisa Annex Zone 4 is one of the public

elementary schools in the City Schools Division of Muntinlupa City. It has an

enrolment of _____________ from Kinder to Grade 6. As part of the vision, the

school adheres to its initiative of raising the level of reading comprehension of pupils.

Through Division Memorandum No. 354, entitled “Implementation of Individualized

Comprehensive and Active Reading Empowerment (iCARE): Every Teacher A

Reading Teacher: Every Day A Reading Day, and I Lead and Engage in A Problem

A Day,” the Division of Muntinlupa mandates the conduct of Literacy and Numeracy

Learning Recovery Program which aims to aims to develop and nurture a culture of

love for reading, build learners’ strengths and improve reading areas of challenge,

identify student needs, filling learning gaps, and extending learning; help struggling

learners at every grade level catch up with literacy and numeracy skills; and give

learners targeted and functional support in literacy and numeracy. Hence, the

issuance mandated all schools in the division to implement literacy and numeracy

remediation and programs.

In response to the mandate, Sucat Elementary School Sitio Pagkakaisa

Annex Zone 4 implements “A Text A Day” as a language literacy intervention among

Grade 3 pupils to upgrade their reading comprehension skills. Through school Memo

No. 002, s. 2022, at the beginning of the second quarter of school year 2022-2023,
pupils are engaged in a text a day activity. Its implementation among Grade 1 to 6

learners commenced on November 14, 2022. “A Text A Day” activities are

conducted to: (1) develop and nurture a culture of love reading; (2) build learners’

strengths and improve literacy; (3) identify students’ needs, filling learning gaps and

extending learning; (4) help struggling learners at every grade level catch up with

literacy skills; and (5) give learners targeted and functional support in literacy. Its

implementation is guided by implementing rules issued by the Division of Muntinlupa.

Before the start of its implementation, a readiness test in language literacy is

administered whose coverage is taken from the most essential learning

competencies (MELCs) in all four quarters to identify the specific gaps in the

learners’ reading skills. Results of the readiness test are consolidated to determine

least mastered skills. The least mastered skills identified in every quarter become the

content of “A Text A Day” activities which will be conducted for 10 minutes before the

start of the lesson. Teachers are instructed to prepare contextualized reading texts

aligned to the learning area with evaluation questions for the least mastered skills

identified in every quarter. Evaluation questions are conducted every after a least

mastered skill is taught to the learners.

The study aims to determine the reading performance of the Grade 3 pupils

using “A Text A Day” as a language literacy intervention. Specifically, it will answer

the following questions:

1. What is the profile of the pupils?

2. What is the reading comprehension performance of the pupils in terms of

pretest and posttest?

3. What is effect of “A Text A Day” on the reading performance of the pupils?

METHODOLOGY

The study aims to determine the reading performance of the Grade 3 pupils

using “A Text A Day” as a language literacy intervention at Sucat Elementary School

Sitio Pagkakaisa Annex Zone 4. To carry out the intent of the study, the proponent

will use the descriptive research design. According to Heath (2023) descriptive

research describes the characteristics of a group, situation, or phenomenon being

studied in detail. It involves observations and then comparing and analyzing them to

develop knowledge concepts and provide solutions to critical issues. It always aims

to answer how the event occurred, when it occurred, where it occurred, and what

problem or phenomenon is. This research design is appropriate to the study since its

main purpose is to determine the reading performance of Grade 3 pupils using “A

Text A Day” as a language literacy intervention. The study will involve 591 Grade 3

pupils and 20 teachers who are implementing “A Text A Day” every 10 minutes

before the beginning of the class. To gauge the reading performance of the pupils, a

researcher-made pre-test and posttest will be used as instrument of the study. It will

be developed based on the carefully selected texts used by teachers during “A Text

A Day” activity. Also, a researcher-made survey questionnaire and follow interview

will be administered among the teachers to identify their experiences and

perceptions about implementing “A Text A Day” activities in their respective classes.

Collected data will be analyzed and interpreted using appropriate descriptive and

inferential statistics.
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teachers and students. Retrieved from School education Gateway:
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instrument for measuirng the knowledge of pre-service teachers. Journal of
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February 10). Teachers' digital competencies in higher education: A
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TOPIC 3: IMPLEMENTATION OF PROJECT GAOL (GREATE OPPORTUNIIES

TO ALL LEARNERS) TO PREVENT DROPOUT AMONG AT RISK

LEARNERS

PROPONENT: EDA CIPRES

INTRODUCTION

Article XIV of the 1987 Constitution stipulates that the state shall protect and

promote the right of every citizen to quality basic education at all levels and take

appropriate steps to make such education accessible to all. This resounds Article 28

of the United Nations Convention on the Rights of the Child which provides that

States shall recognize the right of the child to education. In view of these mandates,

the Department of education – National Capital Region, through the Field Technical

Assistance Division, launches Project TALA (Technical Assistance for All Learners

At-Risk of Dropping Out) to ensure the achievement of quality basic education. The

project aims to: (a) provide technical assistance to SDOs in reducing dropout rate

through their respective dropout reduction program; (b) assist SDOs in assisting

schools to encourage learners at risk f dropping out to continue attending school;

and (c) document the experience and challenges of SDOs in reducing dropout rate
as input for program improvement. The TALA project has four components: (i)

establishment of database of learners at-risk; (ii) provision for technical assistance;

(iii) quarterly monitoring; (iv) documentation of best practices. (Regional

Memorandum No. 033, 2022, Technical Assistance for Learners At-Risk [TALA])

Sucat Elementary School Sitio Pagkakaisa Annex Zone 4, located at

_____________, is part the TALA Project. As response to the call of the NCR’s

initiative, Sucal Elementary School Sitio Pagkakaisa Annex Zone 4 developed

Project GOAL to ensure the achievement of quality education. To prevent and

reduce high dropout rate and improve learning outcomes among learners.

There is a total of _____________ dropouts in all grade levels. The record

sets __________ in Kinder, _________ in Grade 1, _________ Grade 2, _________

Grade 3, ___________ Grade 4, ____________ Grade 5, and ________ in Grade 6.

To strengthen the Project GOAL implementation, teachers and other

concerned focuses on the following: (i) mapping learners at-risk of dripping out; (ii)

manage guidance services, intervention, initiatives, and flexible learning options; (iii)

make classroom program/research on dropout reduction; (iv) merge with partners

and refer learners based on their needs; and (v) monitor and evaluation programs.

(School Memo No. 006 s. 2021, Strengthening The Implementation of Project GOAL

– Great Opportunities to All Learners – To Prevent Dropout among At-Risk Learners)

Ahmad (2022) define dropping out as as leaving a school without completion

to a formal qualification awarded. Every year, a large number of students drop out of

school worldwide and this hinders their economic and social well-being as well as

reduces the literacy rate of the country and creates a non-innovative environment.

Inability to cope with the academic pressure is another reason for kids to opt out of

school. Studies prove that kids who do not read proficiently are four times more likely
to drop out of school. Studies also reinstate the fact that students who fail in math

are 75% more likely to drop out of high school. A research reveals that students

belonging to low-income groups are more likely to drop out of school. They may

have to work to support their family. Some children may need to stay back at home

to take care of their siblings while the parents go out to work. Divorce or separation

of parents also affects the education of children adversely. According to a study by

the National Center of Education Statistics, students with low family incomes have

the highest dropout rates at 9.4%. This is because many times these children need

to get a job rather than going to school so they can help to support their families. The

health of a child greatly affects his learning ability and performance at school.

Illnesses that occur during childhood and continue for a longer time may curb a

child’s ability to continue school. Students with disabilities, whether they are physical

or emotional, have a harder time in school. According to a study, only about 62% of

students with disabilities graduate. Depending on their disability, it can not only be

harder for them to maneuver around the school, but they can become isolated as

well. The lack of parental involvement is a problem that often leads to higher dropout

rates, especially with high school students. Parents play an important role when it

comes to high school attendance. High school dropouts often have parents who

weren't engaged or concerned with their academic success. If a parent doesn't

encourage her child to stay in school, show interest in classes and teachers,

communicate with administration, or pay attention to homework assignments, the

child might not see any reason to follow through with the coursework. When parents

don't prioritize their child's high school education, the child may choose to drop out.

(Ahmad, 2022)
 Dropout is a serious problem because negative outcomes from dropouts

generate huge social costs. Dropout can be defined as not enrolling in school even

after reaching the compulsory school age. The study of Parreño (2022) determined

the reasons of dropping out in the Philippines in each region. Dropout is a serious

problem because negative outcomes from dropouts generate huge social costs.

Dropout can be defined as not enrolling in school even after reaching the compulsory

school age. (Parreño, 2022)

School dropout is a major problem as it has negative impacts that result in

high social costs. A learner can be called a dropout when the learner fails to enroll in

school despite having reached the mandatory school age. In another study by

Parreño (2023) findings indicated that the high cost of education, and student

employment or when the student is seeking employment were the root causes of

dropouts in the Philippines. (Parreño, School dropouts in the Philipines: causes,

changes and statistics, 2023)

The determinants and repercussions underlying school dropout are complex

and often difficult to diagnose since it is a many-faced phenomenon. Along with

problems of learning difficulties and the challenges associated with it, as well as a

lack of positive role models, school dropout is also linked to various external factors

such as the student’s socioeconomic conditions, particularly at home. The adverse

consequences of dropping out for students are many: On the one hand, early leavers

are confronted with the problem of finding a stable, appropriate, and fairly

compensating employment; and, on the other hand, they face social exclusion,

marginalization, and inequalities that hinder the fulfillment of their psychosocial

needs that are typically associated with purposeful employment. (Mashhad, 2021)
PURPOSE

The study aims to assess the implementation of Project GOAL (Great

Opportunities for All Learners) at Sucat Elementary School Sitio Pagkakaisa Annex

Zone 4. The study will determine the participation of master teachers, teacher-

advisers, and parents in the Project GOAL to determine and reduce learners at-risk

of dropping out. Specifically, it will answer the following questions:

1. What is the profile of the respondents in terms of:

a. Master Teachers

b. Teacher/advisers

c. Parents

2. What is the participation of the respondents in Project GOAL in terms of

the following:

a. Mapping Learning At-Risk of Dropping-Out

b. Provision for technical assistance

c. Quarterly monitoring

d. Documentation of best practices.

3. What challenges are encountered by the respondents in terms of:

a. Mapping Learning At-Risk of Dropping-Out

b. Provision for technical assistance

c. Quarterly monitoring

d. Documentation of best practices.

4. What enhancement may be developed?

METHODOLOGY
 The study will employ the descriptive research design in assessing the

implementation of Project GOAL at Sucat Elementary School Sitio Pagkakaisa

Annex Zone 4. It will include ______ Master Teachers, _________ Teachers, and

__________ Parents of At-Risk pupils. A researcher-made survey questionnaire will

be used as data gathering tool. Collected data will be analyzed and interpreted using

descriptive and statistical tools to derive answers to the research questions of the

study.