Republic of the Philippures: ‘Pepartment of Coucation Region Ill SCHOOLS DIVISION OF TARLAC PROVINCE MONCADA NORTH DISTRICT (CALAMAY ELEMENTARY SCHOOL Moncada, Tarlac SCHOOL ID: 106528 PROJECT PROPOSALS FOR SCHOOL INNOVATION IN SCHOOL FOR SCHOOL YEAR 2020-2021 COMMUNITY NAME OF PROPONENTS Te 1.JORY A. AGAPAY Project Re-SOURCES “Inventing The choo! utsourcing Activities Through IGP To Address the tmost Pressing Challenges of the Indigent Learners And To ‘edress Their Struggles by Helping them earn Their Allowance As A Worthwhile Endeavor of calamay ‘lementary choo!” 2. REALYN G. ESPEIO Project RISE“ endering Financial Assistance to 3. MARIFE A. NOVIDA Project PROTECT *:romoting School Income rdigent Learners in the School in their ducational Needs Through Mulberry Propagation.” _ Generating Project to \\edress the obstacles of Underprivileged Learners in Achieving Scholastic Performance argets in their “lementary Grades ‘Towards the _ompletion of Studies “hrough Mulberry Farming” 44, LILIBETH T. TAMAYO Project KABALIKAT “Teachers Initiated Project to 5, LILY JEAN S. CAINGUITAN Project CATCH Show “indness to “t-Risks Learners to senefit from Mulberry Project Proceeds to raise their ccademic and earning Performance as income Generating Project And to Re-\indle Learner's ptitude | owards Sustainable Livelihood Program” _ ‘ommitting Financial | Assistance ‘0 Unfortunate Learners to Overcome hallenges that inder nfortunate Learners to Achieve Academic Success through Income | Generating roject 'GP)" Address: Calarnay, Moncada, Tarlac Telephone No: 09951072320 teal! Address 106528.calamayes@deped gov. ph — ~ —_ 0 CE a oe© ROSEMARIE B BAUTISTA Project TUGATOG * irvely Financial A fortunate Le stance t ners 10 ain * cademic Excellence rough rganized 5 (001 income enerating Project (IGPy" repared by Mnodln MARIFER NOVIDA Teacher Noted ( ANGELINA, Aeaciaise ESHT i Approved: ROGER P. RAMOS, EdD Public Schools District Supervisor GFF, Address: Calamay, Moncada, Tarlac oF Telephone No - 09951072320 CY Torrie esas osoyesceped gov on =z + —“a, a ses, memes,& » a SM HOW Bil saiac rrovisce OVER-ALL CHAIRMAN, DR. ROGER F RAMOS ASSISTANT OVERALL CHAIRMAN DR. CONS ETO GIDEL CARMEN. ye PHYSICAL ARRANGEMENT ——JORY AAG APY IML ee nary FVEFED 0X51 PAIARIVEN STAGE AND DECOR ee Pe so . 7 tory ye tr me oo Whee Si x oars Preggeauure' pn ate eas thir Bi jy, 8 pet ADO NED ACCOMODATION ww Wy ho rnin F Piss ORIEL SMSCERUAINE SOLAS PROGRAMS AND IN BELO NA ag DOCUMENTATION 410 5. VILE \NUEMM RNC ee a cr 3 esanifest our patriotism to our National Flac =: AGELLAINE SORIANO TIrr nveil ctr love to our Almighty Ged RACHELLE B. STCAT T-1t DR. CONSUELO G. DEL CARMEN, cap eeve a varm welcome Esp n+--FLORBELIZA A. RAMOS estou 3 food for thought bn Plighter us with their messages mis XEGWG~ BARBARA LLAMA Ergy: Kagewagy Come § wey a Copeainy manini R “MON. EEXTER 8. nENDOZA Bray. Captains Rinee eveal seme words to work on TrTPR ROGER P-Ranos: ; a PSDS“Roncade North as ae : f Yams exteCctacn: scuriy sm in sink Tunicipel Mays! earning is Because LAUNCHING 4 te BEGIN “<* ‘ = Jaycee + Sasin laster of Ceremonyb Republic of the Philippines: Bepartment of Education REGION Ih ‘SCHOOLS DIVISION OF TARLAC PROVINCE January § DR. RONALDO A. POZON. CESO V Schools Division Superintendent Schools Division of Tarlac Province City SIR ‘Moncada North District in coordination with the |.ocal Government Unit of Moncada, Tarlac pioneers on the Mulherry Farming among schools as dubbed to our District Project on Food Basket and Sustainable School | elihood Program entitled PROJECT LUNTIAN (Livelihood Program A UNited School Sustainable Program on Agriculture and Food Basket to Reach Targets of Initating Income Resource Generation Activities as Noteworthy Schoo! Projects sstuich will commence this January 2021 In this connection, the undersixned sould like to request your good office the permission. the approval ot he following project proposal of the following teachers of Moncada Noni District to wit Teacher-Proponent School Title of Project Proposal Jory A Agapay Calamay ES PROIECT Re-SOURCLS Realyn G Espejo - Calamay ES Project RISE Annie P tbanee Lapsi Project LIGHT Finily F Pont Lapsing ES Projet SMART Rosalyn | Barlaan Lapying FS. | Project HOPE Hlordeliza M_ Ramos Mabini ES Project HERO Jaycee D Oasin Mabini ES Project B-GAY Belinda V ) - | Mabini ES Project AHON, "Rochelle B Sieat Maluac FS Proyect MES-SHINE Manive L Gomez | Maluac LS. — “Proyect MASAY A “May F Cuchapin Moncada North CLS: Ismael Cuchapin “Joy § Villanueva | Moneada North CES | Moneada North CES Proyect MNCES -GROW Project SMILT Project HAPPY MNCES Hilda G Apelado, San Pedio FS Project SUPPORT very A Corte San Pedra ES. Project 7ERA " Mavellaine B_ Soriano San Pedro ES Project SAGIP, ‘Thank you in anticipation of your fayyrable fexponse on this matter \ ery tnuly yours, heap ae ROGER P. RAMOS, EdD Dis{riet Supervisor APPROVED. Whe DR. RONALDO A. POZON, CESO \ Schools Division Superintendent @ sca== a = Republic of the Philippines Department of Education REGION IIL ‘SCHOOLS DIVISION OF TARLAC PROVINCE MONCADA NORTH DISTRICT CALAMAY ELEMENTARY SCHOOL PROJECT RISE (Rendering Financial Assistance to Indigent Learners in the School in their Educational Needs through Mulberry Propagation) Prepared by: REALYN G. ESPEJO ProponentRepublic of the Philippines Bepartment of €nucation REGION IIE SCHOOLS DIVISION OF TARLAC PROVINCE MONCADA NORTH DISTRICT __ CALAMAY ELEMENTARY SCHOOL ____~ PROJECT RISE (Rendering Financial Assistance to Indigent Learners in the School in their Educational Needs through Mulberry Propagation) Prepared by: REALYN G. tSPE)0 Proponent Noted, ANGELINA A. MACARAEG School Head ROGEI RAMOS, EdD Distlict Supervisor Recommending Approval: PAULING. PANO, PhD Chief-CID Approved: DR. RONALDO A. POZON, CESO V Schools Division SuperintendentRepublic of the Philippines Bepartment of Education REGION IL SCHOOLS DIVISION OF TARLAC PROVINCE MONCADA NORTH DISTRICT CALAMAY ELEMENTARY SCHOOL _ PROJECT PROPOSAL PROJECT SUMMARY INFORMATION 1. Project Title Project RISE (Rendering Financial Assistance to Indigent Learners in the School in their Educational Needs through Mulberry Propagation 2. Proponent Realyn G. Espejo Teacher III 3. Address/Project Site Calamay Elementary School Moncada North District, Moncada, Tarlac 4. Contact Persons Realyn G. Espejo (Proponent) CP No. 0912-466-1843 DepEd Email: realyn.espejo002@deped.gov.ph Angelina A. Macaraeg (Consultant) CP No. 0908-986-9321/0995-107-2320 DepEd Email: angelina.macaraeg0U 1 @deped.gov.phRoger P. Ramos (Consultant) CP No. 0950-02 DepEd Email roger.ramos004@deped.gov.ph 5. Number of Beneficiaries 27 Indigent Grade II and III Pupils 6. Total Project Cost P 2,500.00 for the purchase of Mulberry cuttings @ 50.00 each 7. Source of Funds Self-Helped RATIONALE ‘The Barangay Calamay, Moncada, Tarlac is one of the barangays in the a, Tarlac which is known to be an agricultural Municipality of Mone: community where local folks are engaged into farming both rice and vegetables. Meanwhile, Calamay Elementary School pioneers the promotion of sustainable gardening and vegetable backyard gardening among learners as, one of its trusts to help indigent learners for a free feeding program. The severely wasted and wasted learners are benefiting from this endeavor. The proponent who is a teacher in the primary grades adheres to the school advocacy of greening program and school advocacy of saving the less fortunate learners in acquiring basic education eventhough the life conditions of these less fortunate learners is somehow lean and unfair. Hence, the proponent is pursuing this School Income Generating Project entitled RISE otherwise known as Rendering Financial Assistance to Indigent Learners in the School in their Educational Needs through Mulberry Propagation through the of the Indigent Learners to Basic Education to provide scholarship to the chosen indigent-learner beneficiaries through the selling of mulberry fruits and mulberry cuttings in the community and nearby communitiesWrest INE ANTS a REAR HANS he RAN ae os SR RRR ENS RR A, PREETI en ee ae BD, RRR An oe pgagedn «erent ON gene RON SENN RRS Japan HIRI eA ENS ~ ae RS aan ee REE END SSN ae SEN Ree neta RARER RS SiS a, EN REN a RRR RS . ee RRS DRIES en ee NS ee ks =, Re FSR RNS een, Bene BR AeA OS RN RRO RR ENT LS ~— RRR RR RRS eet PRN AR RS RR NASR ARAL, a HR ERE ‘ Re RE AOA TMNNE, ASN Renee AREAL. HIE BRAN HS eR A SRS SN ae aeeent ROR RRR RAEN A EASA TERRES * Ae we PRR ARE ANS Se ROO ae ed SA SE NNER RR AL ERA HE BR RRNA RRR RRR RENN RRR REE A oe FRE 2 RAHA We RAS HERE RAE SRE RR RE Het 8 Rae ee PERE | Re ns Nea Asad SERSPropagation amy (0 help the less fortunate learners in Calamay Elementary School by giving thenr allowance front the proceeds af the project The proponent through the help of the school stakeholders will grow SO preces ot albery cuttings which ts expected to provide allowance for the learners for more than S years or so The proponent will teach the leamer-beneficiaries on how to harvest mulberry fruits, repack mulberry fruits and mulberry cuttings, The proponent will also teach the beneticuines on how to cultivate mulberry cuttings 10 be sold to the community and neathy communities: The beneficwtries of this projcet will be the 27 Grade IT and III learners of Calamay Elementiry School Moreover since this project is 8 sustainable project every year there will be new sets of Jearner-beneficuiries who will do the different activities and tasks of the project aligned to the set of objectives. Furthermore, this project aims to promote sustainable mulberry farming among the local folks at Calamay, Moncada, Varlac to help the parents in augmenting their meager resources and to provide the baste needs of therr children in the school such as daily allowance, school supplies and among others ISMS AND IMPLEMENTATION (Pre, During and Post) n- Planning-December 14, 2020 hers in conducting IGP Project MECHAN' Pre Implementatior Attending a retooling activity for teach ss with the school principal regarding the permission in * Disc conducting the IGP and the overview of the project. Meeting with Grade I and III parents regarding the different activities during the implementation of the project. 4 Dialogue and Consultation with the PSDS of Moncada North District for Technical Assistance Submission of project proposal for the approval of the Schools Division Superintendent. During Implementation- Launching of the PROJECT RISE Launch Project RISE 6s Invite DepEd Officials, PSDS, Principals and School North District, Brey. Officials, GPTA Officers, and s+ Invite School EPP Leaders for benchmarking Monitor the progress of the Project. + Conducting series of orientation to pi on the importance of the project Post Implementation- Submission of the Accomp! Awarding of monthly stipend to qua + “+ Awarding of school supplies to learner + Gather docume! “ Submission y. EXPECTED OUTPUT Production Capacity and Expected Outputs Expected Income Beneficiary i May | June july | August_ Group 1 _| P2,200 | P2000, P1850 | P 2,200 Group2 | P 1,800 P 1,700, P2125 [Pp Group3 | P2000 | P1500 | P2,200 | Total Earn) p6ooo0 | P5,200 | P6175 | P7,050 Per Month _ | | a ~ Projected Summary of Gross Sale of Products of the accomplishment report of the ntation reports on the different acti program to the school. Heads of Moncada School Stakeholders. arents and learner -beneficiaries er Month. Projected Production P P2,500 | | Projected Production Per Month Beneficiary |" May ___June July | August _| Sep’ Fpz000 | P3500 | P4500 ) P4000 | Group 2 | P2000 | P2500 p4so0 | P4000 | P4 p 2,000 | P2,500 | P4500_| p4oo0 | P Group 1 Group 3 | Total Earn | | 5 | per Month | 6.0000 | P8500 | 13,500 | P12,000 P 4,200 200 12,600 beneficiaries lishment Report lified learner-beneficiaries vities of the project: Total_ ~ P10,250 P9,825 P.10,100 P30,175 _P.17,200 ‘17,200 P52,600VI. WORKPLAN OF ACTIVITIES Major Activities | Persons Responsible | Time Frame Training of the beneficiaries on | Project Proponent | December 21-22, | -Beneficiari | the preparation and planting | Pupil-Beneficiaries | 299 methods of the mulberry seedlings. | Preparing and selling of | - “Mulberry Fruits and Stem Project Proponent | May 1, 2021 to Pupil-Beneficiaries Cuttings” ; | September 1, 2021 Distribution of pupils’ Share Project Proponent May 15, 2021 to every end of the Month Pupil-Beneficiaries | September 15, 2021 | Culminating Activity | -Awarding of Highest Earner per | Project Proponent — | | Group and Individual Pupil-Beneficiaries | -Donating of Learning Materials | School Head September 20, 2021 | to School VII. BUDGETARY REQU! IREMENTS *production Project Project “RISE” is not an expensive rt the program are the following: project to undertake. The only ingredients and materials needed to sta Quantity | Price | “Amount 50 pes | P5000 | P2,500.00 2sacks | P60.00 | P 120.00 Materials Needed | Mulberry Cuttings { | — + | Organic Soil | | + P30.00 | P240.00 | | Fertilizer Bkilos | | _ ee ee | | Bbottles | P100.00 | P 200.00 | Seedling Bags | P243.00 | P 3,210.00, | | 50 pes p3.00 | P 150.00 | - } _t Total | |‘The project with 3 groups of beneficiaries can be pursued from P 3,210.00 as its total cost. 1X. PROJECT OPERATIONAL DESCRIPTION A. Market The Mulberry Fruits and seedlings will be sold at Calamay Elementary School. It can also be sold in other stores in the nearby community through arrangement with the store owners that is satisfactory in price to both parties. B. Technical a. Project Location Calamay Elementary School, Moncada North District, Calamay, Moncada, Tarlac. b. Production Capacity and Expected Output | Projected Production Per Month Beneficiary May | june __aly_—__ August September | Total Group 1 P 2,000.00 | P 3,500.00 P4,500.00 P 4,000.00 P4,200.00 | P 18,200.00 + p2,000.00 | P2,500.00 | PA,500.00 | P 4,000.00 | P 4200.00 | P 17,200.00 Group 2 | | | Group 3 | P2,000.00 | P 2,500.00 | 14,500.00 P4.000.00 | P4,20000 P.17,200.00 Total Ear | y6.999,00 7'6,500.00 13,500.00 712,000.00 12,600 00 P'52,600.00 Per Month | ___| a L a. Technical Production Processes | Training of the Preparation and Planting and growing | beneficiaries on the plotting of the site for of the mulberry mulberry farming ; seedling | preparation of planting | mulberry cuttings and | methods in seedling | production Pruning of young Harvesting and selling branches to initiate mulberry fruits and spurs of fruits | seedlings BS. Organization and Management Project Organization and Management Structure ANGELINA A. MACARAEG | School Head | | REALYN G. ESPEJO Proponent Group 1 Group 2 Andrea Marie A. Anis | 1.Norman E. Tacdol 2.Mhary Jasmine G. Espejo 2.Chloie Ivan Solar 3.Ashley Joy S. Gamurot | 3.Michael B. Tolosa Jr. | 4.Meagan D. Acosta 4.Krista Mae G. Garnace 5, Ma. Christina C. Prago 5.Rhenalyne P. Cuaresma 6John Timothy G. Anis _6.Cyril Airish S. Haboc 7.Kezaiah Charm G. Quibuyen 8.Dexter S. Acosta QJhian A. Jimeno 7.Glenn Sean G. Saraos 8.Chioie Ivan Solar 9 Emjay C. Silvestre | Group 3 | 1.Anne Louise C. Marifosque _ 2Jenny P. Rafael | 3.freyncess C. Manglicmot | 4.lirahjane T. Hingpit | 5.Prince Zyrus D. Calawagan | 6.Ven Kingsly R. Carranto | 7.Hiaham Malik G. Pucan | B.Lance T. Delos Reyes 9, Justine Q. FelipeD. Financial a. Capital Requirement Sow | Materials Mulberry Cuttings | organic Soil } | Fertilizer Pesticides | Seedling Bags b. Investment Cost Projected Inco! ected Income Statement | Beneficiary | May Group1_| 2,000 | Group2 | P2,000 | Group 3 | P 2,000 | Total Earn Per Month P6,000 vil. RESULTS AND EVALUATION The propo! the activities to be executed by their groups and will all be recorded by group leaders. Actual m done by the teacher progress of the project. ent of the success of the project shall be measured in t The ext the learners g . Investment Cost Proj | p8500 P13,500 rce of Funds Quantity Price Amount 50 pes p50.00 P2,500.00 2 sacks p60.00 | P120.00 8 kilos p30.00 | P240.00 Zbottles P0000 P200.00 50 pes p30 P150.00 P 243.00 | 3,210.00 me Statement | July August 4,500 P 4,000 P4500 P 4,000 P4,500 P 4,000 P12,000 nent will assist and supervise all the learners incl nonitoring on the proper implementation of the projet enerating extra income for their allowance and encou i | September Total P4200 P 18,200 | p4,200 P-17,200 p4,200 -P.17,200 12,600 P52,600 Juding all yy the ct will be proponentevery week so with the evaluation on the erms of raging,CO EEO ness to provide an extra income for the a small busi family household to start family. Aculminating activity shall be conducted in september 2021. Prepared by: ana WE Ese E0 Proponent Noted: / ANGELINA A. |ACARAEG school Head Ditrict Supervisor Recommending Approval PAULING D. be PANO, PhD Chjef-C1D Approved DR. RONALDO A. POZON, CESO V Schools Division SuperintendentRepublic of the Philippines Department of Education Region Ill- Central Luzon Schools Division of Tarlac Province Moncada North District CALAMAY ELEMENTARY SCHOOL ‘Moncada, Tarlac/ 106828 colamayes@deped gov ph INCOME GENERATING PROJECT PROJECT ReSOURCES) ( Re-Inventing The School Outsourcing Activities Through IGP To Address the Utmost Pressing Challenges of The Indigent Learners And To Redress Their Struggles by Helping Them Earn ; Their Allowance As A Worthwhile Endeavor of Calamay Elementary School) 7 q 7 F Prepared by JORY A. AGAPAY c Propone| Noted ANGELINA A. MACARAEG ESHT-IIT ROGER P. RAMOS, EdD District Supervisor 9999999999994 rere coreeeeeeeeeeey \~ “HN NEY,Republic of the Bepartment of Cbucation Dhitippines N OF TARLAC PROVINCE MONCADA NORTH DISTRICT CALAMAY ELEMENTARY SCHOOL Moncada, Tarlac SCHOOL ID; 106528 Pace ‘CHOOL INNOVATION IN SCHOOL FOR SCHOOL Year 2020-2021 IGP NAME OF PROPONENTS 1.JORY A. AGAPay | Helping them earn Their Allowance ASA Worthwhile Endeavor of Galamay Elementary | Schoor” 2. REALYN G. ESPEJO | Project RISE “Rendering Financial Assistance to {ndigent Learners inthe School in their Educational Needs Through Mulberry Propagation.” 3. MARIFE A. NOVIDA Towards the Completi Mulberry Farming” Project KABALIKAT “T Show Kindness to At. “4. LILIBETH T. TAMAYO Risks Learners to Benefit from Mulberry Project Proceeds torase thein | Geademic and Learning Performance a income Generating Project And to Re-Kindle Learner's Aptitude Towards Sustainable Livelihood Program ‘ 5. LILY JEAN S, CAINGUITAN | Project CATCH UP ‘Committing Financial Assistance To Unfortunate Learners to Overcome | challenges that Hinder Unfortunate Learners to Achieve Academic Success through income | Generating Project (IGP) SS Address: Calamay, Moncada, Tarlac 3) Telephone No.: 08951072320 @) Ema Address:106528.calamayes@deped,gov.ph a sme6. ROSEMARIE B. BAUTISTA 7. ROSALYN M. SAGUN 8. DIVINA GRACIA M. BARROGA Prepared by: Aforonda, MARIFE A. NOVIDA Teacher II Noted Address: Calamay, Moncada, Tarlac Telephone No.: 09951072320 | Project TUGATOG “Timely Financial Assistance to | Unfortunate Learners to Gain Academic | Excellence Through Organized School Income _| Generating Project (IGP)” in 7 | Project HOME “ A School Mulberry Project to | Raise the Academic Performance of the indigent Learners Through School- initiated Scholarship | Project” i i Ee 7 et Project RISE “ Redressing Challenges Among indigent Learners in Achieving Better Scholastic | Endeavors in the School” ieche aer ESHT Ill Approved: ROGER P. RAMOS, EdD Public Schools District Supervisor Email Address:106528,calamayes@deped. gov.ph: B yiiae Republic of the Philippines oe Bepartment of Education REGION III ‘SCHOOLS DIVISION OF TARLAC PROVINCE MONCADA NORTH DISTRICT CALAMAY ELEMENTARY SCHOOL PROJECT Re-SOURCE (Re-Inventing The School Outsourcing Activities Through IGP To Address the Utmost Pressing Challenges of The Indigent Learners And To Redress Their Struggles by Helping Them Earn Their Allowance ‘As A Worthwhile Endeavor of Calamay Elementary School) JORY A. AGAPAY Proponent eSRepublic of the PoAippines Department of Education REGION IIT SCHOOLS DIVISION OF TARLAC PROVINCE MONCADA NORTH DISTRICT CALAMAY ELEMENTARY SCHOOL ~ PROJECT Re-SOURCE (Re-Inventing The School Qutsourcing Activities Through IGP To Address the Utmost Pressing Challenges of The Indigent Learners And To Redress Their Struggles by Helping Them Earn Their Allowance As A Worthwhile Endeavor of Calamay Elementary School) Prepared by: JORY A.(AGAPAY Proponent Noted: ANGELINA Oe clans School Head ROGER). RAMOS, EdD Recommending Approval: paving ap PANO, PhD Chief-CID Approved: DR. RONALDO A. POZON, CESO V Schools Division Superintendent1. Republic of the Philippines Pepartment of Education REGION LI SCHOOLS DIVISION OF TARLAC PROVINCE MONCADA NORTH DISTRICT _CALAMAY ELEMENTARY SCHOOL ___- PROJECT PROPOSAL PROJECT SUMMARY INFORMATION Project Title ting The Schoot Qutsourcing Activities Through IG earners And To Redress Their orthwhile Endeavor Re-Inven P To Address the Utmost Pressing Challenges of The Indigent L struggles by Helping Them Earn Their Allowance As AW of Calamay Elementary School . Proponent Jory A. Agapay Teacher III Address/Project Site Calamay Elementary School Moncada North District Moncada, Tarlac Contact Persons Jory A. Agapay (Proponent) CP No. 0912-2092049 DepEd Email : jory.agapay001@deped.gov.ph Angelina A. Macaraeg (Consultant) CP No, 0908-9869321 DepEd Email : angelinamacaraeg001@deped.gov.ph Roger P. Ramos (Consultant) CP No. 0950-0395524ee ely Moncada Ca LL? nas implements... OJECT Re-SC af School istrict (Re-inventing The Schoo roing Activit IGP To Address the Litme a Indigent Leartigva:And ress Their tite by Helping The t eir ‘Allowance As A Worthwhile Ende; nay Elementaty School) eS a A mn at (asa aan ‘ROGER P. RAMOS, EDThe extent of the success of,the project shall be measured in terms of the learners generating extra income for their allowance and encouraging family household to start a small business to provide an extra income for the family. Aculminating activity shall be conducted in September 2021 Prepared by: soni Abeanay Proponent Noted: Cay ANGELINA A.\MACARAEG School Head ROGER|P. RAMOS, EdD t Supervisor Recommending Approval: PAULING D. BE PANO, PhD chief-ciD Approved: DR. RONALDO A. POZON, CESO V Schools Division SuperintendentD. Financial a. Capital Requirement Source of Funds | Quantity Price | Amount Materials | SOpes | P 2,500 | P 2,500 Mulberry cuttings { { | p120.00 | P120.00 © Organic Soil 2 sacs fertilizer 10 kg | 300.00 | P 300.00 | Seedling bag "50 pes * Pp 150.00 | P 150.00 pesticides 2 bottles P 180.00 | P 180.00 | ~~ p23300 | 3250.00 | Total b. Investment Cost Projected Income Statement Benefici Investment Cost Projected Income Statement _ eneficiary | yay | june | July | August | September | Total 3,600 | 3.550 | 0 —Group1 | 3.450 | 3,050 Group2 | 3,800 | 3,750 _ 3,450 ae Group3 3450 | 3250 | 3450 | 3900 | 3.3 , Total Earn 49.799 | 10,050 | 10,500 | 11,100 9,750 Per Month | _ fo | vill. RESULTS AND EVALUATION The proponent will assist and supervise all the students including all the activities to be executed by their groups and will all be recorded by the group leaders. ‘Actual monitoring on the pro every week so with the evaluation on the per implementation of the project will be done by the teacher proponent progress of the project. 12C. Organization and Management Project Organization and Management Structure | Angelina A. Macaraeg, | a Head et Jory A. Agapay Proponent | 10. Nathalie Saraos 10. Mia Joy Tacdol | | | Group 1 | Group 2 | 1, Michael Casila ook Benedict Cortez 2, Benefred Contawe |r. | 2. Bdrell James Felipe | | 3, Mark Yuri Delos Reyes | 3, Piolo Gallctes | | 4 Benjan Gamurot i 4. Dennis Gamilla | | | 5. Kyle Justin Samonte | | 5. Roxanne Acosta | | 6 Thomas Elja Cortez «==. Angelie Elevalo | | 7, Ma. Aura Jean Cortez | 7, Kimberlyn Cortez | | 8. Yeishaly Eunice Galletes | 8. Ly An Jeanele Juigo | | 8 Ice Nhei JCainguitan 9 Chezca Agatha Lazaro | | . | | L Group 3 . April Ann Silvestre . John Cristhan Felipe 1 2. 3. Ronald Rabi 4, Wilfred Marifosque 5. Justin Ruel Saraos 6. James Pena 7. Jay Ann Gadia 8. Mizpah Sagun 9, Altheia Saraos 10. Loren Cortezarrangement with the store owners that is satis parties. B. Technical a. Project Location factory in price to both Calamay Elementary School, Moncada North District, Moncada, Tarlac pb. Production Capacity and Expected Output Projected Production Per Month Benoficiry|| | june July, August ‘September | Total “Group1 | 3,050 600 | 3,550 3,250 | 16,900 "Group 2 [3,750 3,450 3,650 3,150 17,800 Group 3 3,250 | 3,450 3,900 3,350 | 17,400 Total Earn | | Per Month _ L ish | 10,050 | 10,500 [ 11,100 9,750 | 52,100 c. Technical Production Processes ‘Training of the preparation and Planting and growing beneficiaries on the plotting of the site for ofthe mulberry preparation of planting mulberry farming “I seedling mulberry cuttings and methods in seedling production Pruning of young Harvesting and selling mulberry fruits and 2 seedlings branches to initiate spurs of fruitsPreparing and selling of | Project Proponent ~ | May 1, 2021 to Baha : “Mulberry Fruits and Seedlings” | Pupil'Beneficiaries / sentember 1, 2021 Distribution of Students’ Share | Project Proponent 2 “) May 15, 2021 to every end of the Month | Pupil Beneficiarics | contember 15,2021 Culminating Activity | Project Proponent _| September 20, 2021 -Awarding of Highest Earner per | Pupil-Beneficiaries Group and Individual | School Head -Donating of Learning Materials | to School VII. BUDGETARY REQUIREMENTS *Production Project Project “Re-SOURCES" is not an expensive project to undertake, The only materials needed to start the program are the following: Materials Quantity | Price | Amount Mulberry cuttings | SOpcs | P50.00 | P 2,500 Organic Soil sacs P6000 | P120.00 fertilizer 7 qokg | P3000 P30 | “Seediingbag —sopes 3.00 | P150.00 — Le eset | pesticides | 2 bottles | P90.00 | P180.00 P 233.00 | P 3,250.00 Total The project with 3 groups of beneficiaries can be pursued from P 3,250.00 as its total cost. 1X. PROJECT OPERATIONAL DESCRIPTION A. Market The 1 Itcan also be sold in other stores in the nearby community through Mulberry Fruits and seedlings will be sold at Calamay Elementary School 9% Conducting series of orientation to parents and learner-beneficiaries on the importance of the project Post Implementation- Submission of the Accomplishment Report “+ Awarding of monthly stipend to qualified learner-beneficiaries + Awarding of school supplies to learner -beneficiaries “+ Gather documentation reports on the different activities of the project. + Submission of the accomplishment report of the program to the school. Vv. EXPECTED OUTPUT Production Capacity and Expected Outputs __ Projected Production Per Month Expected Income Beneficiary May [June [july | August _| September Total _ Group? | 2450 | 2,000 | 1,650 | 1,800 | 1,850 | 9,750 Group2 | 1800 | 1950 | 2400 | 1,950 1,900 _ | 10,000 Group3 | 2400 | 1850 | 1450 | 1,900 | | 9,450 Total Earn | | “PerMonth | 6650 | 5800 | 5500 | 5650 | 5600 | 29,200 Projected Summary of Gross Sale of Product Boe Soe 7 Projected Producti Benefici - ed M Eee eneficiary “May | june | July | August _| September | Total Group} | 3450 | 3,050 | 3600 | sbsu |, 16,900 _Group2__| 3800 3,750 3,450 | 3650 | 3,150 | 47,800 Group3 | 3450 3250 | 3450 3,900 | 3,350 | ‘17,400 Total Earn lecce y PerMonth | 1700 | 10,050 | 10,500 11,100 | 9750 | 52,100 Vi. WORKPLAN OF ACTIVITIES { Major Activities Persons Responsible | Time Frame ie : a | Training of the beneficiaries on | Project Proponent December 21-22, | A qi | 7 | the preparation and planting Pupll-Beneficiaries | 2020 | methods of the mulberry | | | seedlings. | |how to cultivate mulberry cuttings to be sold to the community and nearby communities. ‘The beneficiaries of this project will be the 30 Grade IV, V and Grade VI learners of Calamay Elementary School. Moreover, since this project is a sustainable project, every year there will he new sets of learner-beneficiaries who will do the different activities and tasks of the project aligned to the set of objectives. Furthermore, this project aims to promote sustainable mulberry farming among the local folks of Calamay, Moncada, Tarlac to help the parents in augmenting their meager resources and to provide the basic needs of their children in the school such as daily allowance, school supplies and among others MECHANISMS AND IMPLEMENTATION (Pre, During and Post) Pre Implementation- Planning-December 14, 2020 Attending a retooling activity for teachers in conducting IGP Project % Dialogue with the school principal regarding the permission in conducting the IGP and the overview of the project. Meeting with Grade IV-VI parents regarding the different activities during the implementation of the project. Dialogue and Consultation with the PSDS of Moncada North District for Technical Assistance * * Submission of project proposal for the approval of the Schools Division Superintendent. During Implementation- Launching of the PROJECT Re-SOURCES “Launch Project Re-SOURCES & Invite DepEd Officials, PSDS, Principals and School Heads of Calamay, Brgy. Officials, GPTA Officers, and School Stakeholders. Invite School EPP Leaders for benchmarking ‘+ Monitor the progress of the Project.ml. PROJECT OBJECTIVES A. General This Income Generating Project aims to help the Grade IV, V and VI pupils of Calamay Elementary School to get scholarship gr ant from the proceeds of the mulberry farming by giving them allowance. B. Specific: this Income Generating Project aims for the following: Specifically, cate to the mind of the learners the importance of gardening a. To incules particularly mulberry farming among learners of CES; b, To promote entrepreneur skills among learners as a means of economic stability. c. To instill in the learners’ mind the importance of product innovation. d. To maximize the skills of the learners to earn for a living. e. To encourage the learners to become self-reliant and self-sufficient. f. To instill in the learners’ mind the importance of one's participation in the success of a group or an institution. PROJECT DESCRIPTION The IGP entitled RE-SOURCES otherwise known as School Qutsourcing Activities Through IGP To Address the Utmost Pressing Challenges Of The indigent Learners And To Redress Their Struggles by Helping Them Earn Their Allowance As A Worthwhile Endeavor of Calamay Elementary School aims to help the less fortunate learners in Calamay Elementary School by giving them allowance from the proceeds of the project. The proponent through the help of the school stakeholders will grow 50 pieces of mulberry cuttings which is expected to provide allowance for the learners for more 0. The proponent will teach the learner-beneficiaries on how to harvest than 5 years or s mulberry fruits, repack mulberry fruits and to cook pastries using the mulberry fruits such as mulberry jam and candies. ‘The proponent will also teach the beneficiaries onRedress Their Struggles by Helping Them Earn Their Allowance AS A Worthwhile Endeavor of Calamay Elementary School to provide scholarship to the chosen indigent-learner beneficiaries through the selling of mulberry fruits and mulberry cuttings in the community and nearby communities. Researches on the nutritional value of mulberry fruits revealed that it ry fiber which helps in improving digestion by bulking up ient of food through the digestive tract. The cantly boosts the production of red contains lots of dietai stool and speeding up the movern high iron content in mulberries can signifi blood cells which helps the body to increase its distribution of oxygen to important tissues and organ systems, hence, helping to boost metabolism and optimize functionality of those systems. It also contains Vitamin C which is a great weapon against any infection and foreign pathogens as it makes you stronger from within. Drinking a glass of mulberry juice every day may help improve your vision. It has a high content of Vitamin A which is good for strengthening your eyesight and relieving eye strains. Mulberry leaves can be used to treat extremely dry skin by infusing them in coconut or olive oil for a few days and thereafter applying the oil onto your skin, Itis also known to aid in the production of melanin in your hair. This allows you to retain your hair's natural color. It is especially beneficial for people who suffer from premature greying of the hair. Mulberries, like all the other berries, are rich in anti-oxidants which are renowned as effective anti- aging agents and promote glowing, youthful skin. And finally, eating mulberries is beneficial for your heart. It strengthens the nervous system and reduces bad cholesterol thus preventing the blockage in the flow of blood. So, it can reduce the risk of heart attacks and strokes. Meanwhile mulberries can also be a raw ingredient in deriving other products like mulberry jam, candies, dried fruit mulberry (where they more often sold as food product than as food supplement), and a mulberry leaf tea. —————_DepEd Email: ager ramios004@e eped.gov.ph 5. Number of Beneficiaries 30 Indigent Grade IV, V, and VI Pupils 6. Total Project Cost P 2,500.00 for the purchase of Mulberry cuttings @ 50.00 each 7. Source of Funds Self-Helped RATIONALE ‘The Philippines is an agricultural country for it was blessed with bountiful fertile agricultural lands and other natural resources, The Philippines was once a major exporter of rice and other agricultural crops not only in Asia but the entire world. The Barangay Calamay, Moncada, Tarlac is rich with agricultural lands where local folks are engaged into farming both rice and vegetables produces tons and tons of rice and vegetables for the consumption not only for its local folks but also for the neighboring municipalities and other provinces in the Region. Meanwhile, Calamay Elementary School pioneers the promotion of sustainable gardening and vegetable backyard gardening among learners as one of its trusts to help indigent learners for a free feeding program. The severely wasted and wasted learners are benefiting from this endeavor. The proponent who is a teacher in the intermediate grades adheres to the school advocacy of greening program and school advocacy of saving the less fortunate learners in acquiring basic education even though the life Conditions of these less fortunate learners is somehow lean and unfair, Hence, the proponent is pursuing this School Income Generating Project entitled Re-SOURCES otherwise known as_School Outsourcing Activities Through IGP To Address the Utmost Pressing Challenges Of The Indigent Learners And To 4SCHOOLS DIVISION OF TARLAC PROVINCE Moncada North District 1 Calamay Elementary School CERTIFICA -E OF ACCEPTANCE This basic research proposal entitled T OF PA S TATION OF DISTANC BASIS FOR PARENT! BUILDING PROGRAM” prepared and submitted by ANGELINA A. MACARAEG, was evaluated by the committee and recommended for acceptance IN THE MONCADA NORTH ols Division Superintendent CHairman NSAO, EdD tion Supervisor 4+ School Governance and Operations Division Member Member rautand, DE PANO, PhD son fh Chief Education Supervisor Chief Itdi Curriculum and Implementation Division Accepted on Nbr lyf RONALDO A. POZON, PhD, CESO V Schools Division SuperintendentQUESTIONNAIRE NAME: (optional): School: Direction: Please check the column with the description in each statement that applies to you. A. STAKE OF PARENTS AS PARA-TEACHERS IN THE IMPLEMENTATION OF DISTANCE LEARNING Legend: O- Outstanding (5) F -Fair(2) VS- Very Satisfactory (4) P- Poor (1) S- Satisfactory (3) [ = Statement Oo |vs|s | F | Para-Teacher 1.Attends virtual meetings of the school regarding the implementation of Modular Distance Learning 2. Attend virtual orientation and seminars of parents in their roles and responsibilities in the Modular Distance Learning 3 Attends simulation/dry run programs/projects/activities of the school in line with Distance Learning 4. Participates in the distribution and collection of | modules on the scheduled date and time 5,Consults teachers in some gray areas of the modules “6. Collaborates with the teachers in the learning performance of the leamers - Submits progress reports of the leamers to their teachers 8. Model positive attitudes towards home-based learning or distance learning _ 9. Sets parameters or home policy on the implementation of modular distance learning at home Facilitator of Learning at Home | 10. Encourage learners to watch educational DepEd TV” as learning support system to the learners 11. Guides the leamers in accomplishing their modules 12. Provides the learners with learning space at home 13. Provides the learners necessary resources in | consultation with the teachers:14 Assesses the leamer’s learning performance in accomplishing their modules 15. Submits reports on leamer’s learning perfarmance to the teachers 16. Provides the learners with scaffolding support on the gray areas in their tasks in the modules 17, Coordinates to the teachers for the non-mastered | competencies for supplementary activities Evaluator of the Learner's Learning Tasks 18. Monitor the learner’s learning tasks in their modules 19. Administer the given weekly written works to the learners 20. Submits results of the given weekly written works to the learners learners 22. Submits results of the performance tasks of the | learners | 23. Coordinates to the teacher for the provision | remediation activities to the learners for the non-mastered | skills 24, Administers Summative test for the leamers and | submits results to the teachers 21, Administers/Supervises the performance tasks of the | | - ae es eoeeeele A. INVOLVMENT OF PARENTS AS PARA-TEACHERS IN THE IMPLEMENTATION OF DISTANCE LEARNING IN TERMS OF THEIR RESPONSIBILITIES Legend: O- Outstanding (5) F-Fair(2) VS- Very Satisfactory (4) P- Poor (1) S- Satisfactory (3) a OT | Creating Positive Environment ae } [Provides the learners with lea learning space in the home "2, Provides the needed learni 3. Provides learning 4. Creates sense of order on the learning space of the learners 8 [5 Employ Class-Building Games and Activities | ' Building Positive Environment | 1.Celebrates accomplishments ofthe le 2. Get to know the learning strengths and weaknesses of | (the learners§ Promotes tii Usks and Assess Greets the CCV ities in thy Hess and Impartiality YM the pertormance SMent of the learners, leamers eve ewe my S Makes learning j "ytime before the Starts of the | dules class program | the Iearning spy ice relevant | | | © Develops code of “oduct ithe learning space | I EMPIOVS positive Setions on the different | Nev tes tasks oF the learners anaging Anger | i 9 NOMS judging leamers’ 'carming competence oMoLES happy learning enviconment while the | eee leamers are on BOM in their learning detivitigs | 10. Avoids Aisplays of anger or disappointment for! | Sarner's mistakes and shortcomings | 1. Disptays Considerations on the learner's lapses or | Shortcomings | '2. Provides the leamers with feedbacks on Positive | a) Perspective fe Creating A Routine and Time Schedule fr the Cilden | | 15. Establishes daily routines the learning space | | | '4. Displays blocks of tine (class program) in the learning space 1S. Displays do's and dont’ Modeling a Behavior 16. Shows enthusiasm in the learner's performance | | 17, Models positive attitudes to the leamers while in the learning space | 8. Encourages learners to displays postive behavior s their tasks/activities towards their tasks/ac oe 19. Promotes happy moments in the leamer’s learning n the Learning space success fs 20. Promotes psychological support to leamers dl ith positive views s of learning situation w changes of leami ‘Thank youSCHOOLS DIVISION OF TARLAC PROVINCE Moncada North District Ho Calamay Elementary School CERTIFICATE OF ACCEPTANCE This basic research proposal entitled “INVOLVEMENT OF PARENTS AS PARA-TEACHERS _ IN THE IMPLEMENTATION OF DISTANCE LEARNING IN MONCADA NORTH DISTRICT: BASIS FOR PARENTS’ CAPACITY BUILDING PROGRAM” prepared and submitted by ANGELINA A. MACARAEG, was evaluated by the committee and recommended for acceptance. DIVISION RESEARCH EVALUATION COMMITTEE MARIA CELINA’L.V EGA, CESE Assistant Schools [Division Superintendent CHairman pautand if PANO, PhD sor fuss, EdD Chief Educatign Supervisor Chief Hducation Supervisor 3° Curriculum and Implementation Division School Governance and Operations Division Member Member Accepted on Vikm lyr RONALDO A. POZON, PhD, CESO V Schools Division SuperintendentSCHOOLS DIVISION OF TARLAC PROVINCE 00°)" Moncada North District Calamay Elementary School / CERTIFICATE OF ACCEPTANCE "| -—- han ' “ya netl This basic research proposal entitled \ | JEMENT OF PARENTS AS PARA-TEACHERS ~ IN THE MENTATION OF DISTANCE LEARNING IN MONCADA.: NORTH DISTRICT: BASIS FOR PARENTS’ CAPACITY BUILDING ate by the 0! IMPLI prepared and submitted by ANGELINA A. MACARAEG, was evaluated) by the committee and recommended for acceptance. DIVISION RESEARCH EVALUATION COMMITTEE MARIA CELINA L.V EGA, CESE Assistant Schools Division Superintendent Chairman PAULINO D. DE PANO, PhD Chief Education Supervisor Curriculum and Implementation Division Member NOEL L. LINSAO, EdD Chief Education Supervisor School Governance and Operations Division Member Accepted on _ : RONALDO A. POZON, PhD, CESO V Schools Division SuperintendentB. PROPONENT INFORMATION Lead Proponent/Individual Proponent LAST NAME: | FIRST NAME: | MIDDLE NAME: | MACAR: ANGELINA _| APOSTOL BIRTHDATE (mm/dd/yyyy) SEX: POSITION/DESIGNATION | FEMALE | HEAD TEACHER III 03/26/1966 | STATION:CALAMAY ES- MONCADA NORTH DISTRICT CONTACT NO. I CONTACT CONTACT NUMBER 3: | 0908-986-9321 NUMBER 2: | a : | | 09951072320 | EDUCATIONAL | TITLE OF THESIS/ RELATED | ATTAINMENT (DEGREE RESEARCH PROJECT TITLE): Enumerate from bachelor’s degree _ up to doctorate degree | | BEED | MAED Doctor of Education SIGNATURE OF PROPO! IMMEDIATE SUPERVISOR’S COFORME .¢ the attached research proposal. | certify that the proponent’s has/have I hereby endors udy without compromising his her their office the capacity to implement a research st functions. ROGER P. RAMOS, EdD Name and Signature of Immediate Supervisor Position Designation: District Supervisor Date: September 14, 2020B. PROPONE INFORMATION " Lead Proponent’ Individual Proponent LAST NA Es | FIRST NAME: | MIDDLE NAME: MACARAEG _ ANGELINA BIRTHDATE (mm/dd/yy) : POSITION/DESIGNATION FEMALE | HEAD TEACHER III 03/26/1966 | STATION:CALAMAY ES: MONCADA NORTH DISTRICT CONTACT NO, | CONTACT | CONTACT NUMBER 3: 0908-986-932 | NUMBER 2: | | |09951072320 EDUCATIONAL TITLE OF THESIS/ RELATED ATTAINMENT (DEGREE RESEARCH PROJECT TITLE): Enumerate from bachelor’s degree up to doctorate degree BEED MAED | Doctor of Education SIGNATURE OF PROPONENT IMMEDIATE SUPERVISOR’: 'S COFORME Thereby endorse the attached Tesearch proposal. I certi the capacity to implement ify that the Proponents has/have a research study without cor functions. mpromising his/her/their office ROGER P. RAMO: EdD Name and Signature of Immediate Sy visor Position Designation; District § upervisor Date: September 14, 2020RESEARCH PROPOSAL APPLICATION AND ii ENDORSMENT OF IMMEDIATE SUPERVISOR (Annex 1 of DO No. 16 8. 2017) A, RESEARCH INFORMATION _ a ee Research Title: Involvement of Parents as Para-Teachers in the Implementation of Distance Learning in Moncada North District: Basis for Parents’ _ Capacity Building Program Short Description of the Research: This study would like to determine the involvement of parents as para- teachers in the implementation of Distance Learning in Moncada North District: Basis for Parents’ Capacity Building Program. This study aims to determine the involvement of the para-teachers in the implementation of Distance Learning such as (a) para-teacher, (b) facilitator of learning at home, and (c) evaluator of their children’s learning tasks | The study will also look into parents’ responsibilities in the learning of their children in | terms of: (a) creating positive environment; (b) building positive interactions;(c) | managing anger; (d) engaging with their children in their work; (e) creating a routine and time schedule for their children and (f) modeling a behavior. The respondents of the study will the group of parents from the 15 elementary schools in Moncada North District "Research Category (Check only one) | Research Agenda ‘Category (Check only ONational one main research theme) ORegion ‘O Teaching and Learning OSchools Division O Child Protection | QDistrict O Human Resource Development | QSchool | % Governance | | (Check only one) | Q. Action Research (Check up to one cross cutting theme, | i if applicabl | 2 if applicable) | © Basic Research PORRM O Gender and Development Q Inclusive Education O Others (please specify) Fund Source Amount (e.g. BERF, SEF, others)*_ | Personal Fund - 10,000.00 | TOTAL: 10,000.00 = * Indicate also if proponent will use personal fundB, PROPONENT INFORMATION iii Lead Proponent/Individual Proponent | FIRST NAME: | MIDDLE NAME: — | LAST NAME: MACARAEG _ ANGELINA APOSTOL BIRTHDATE (mm/dd/yy) SEX: POSITION/DESIGNATION FEMALE | HEAD TEACHER III 03/26/1966 - = STATION:CALAMAY ES- MONCADA NORTH DISTRICT CONTACT NO. 1 CONTACT CONTACT NUMBER 3: 0908-986-9321 | NUMBER 2: (09951072320 | | EDUCATIONAL — | TITLE OF THESIS/ RELATED | ATTAINMENT (DEGREE RESEARCH PROJECT TITLE): Enumerate from bachelor’s degree up to doctorate degree : — BEED : i = _MAED_ = : Doctor of Education os : cna SIGNATURE OF PROPO! IMMEDIATE SUPERVISOR’S COFORME hereby endorse the attached research proposal. I certify that the proponents has/have the capacity to implement a research study without compromising his/her/their office functions. Name dnd Signature of Immediate Supervisor Posittoh Designation: District Supervisor Date: September 14, 2020Involvement of Parents as Para Teachers in the Implementation of Distance Learning in Moncada North Distnet Haste for Parents’ Capacity Hutlding Program Angelina A Macaracy Calamay Elementary School September 2020Table of Contents Acceptance Sheet Research Proposal Application Form And Endorsement of Immediate Supervisor Title Page Table of Contents Introduction Review Related Literature and Studies Conceptual Framework Research Questions Significant of Study Scope and Limitation Method Type of Research Respondents Sampling Method Instrument Data Collection Procedure Ethical Consideration Data Analysis Time Table/Gantt Chart Cost Estimate Plan for Dissemination and AdvocacyReferences Appendices A. Instrument B Declaration of Anti-Plagiarism C Declaration of Absence of Conflict 20 21Parents as Para-Teachers in the Implementation of Distance Learning 1 Involvement of Introduction en's learning. Research shows that Parents have a lasting impact on childr ation, children are more engaged with when parents are involved in their children's educé their school work, tay in school longer, and achieve better learning outcomes As Muller (2009) states “Family-school and community partnerships are re- defining the boundaries and functions of education. They enlarge parental and community capacity; they create conditions in which children learn more effectively. In these ways they take education beyond the school gates” Parents and extended families have the most direct and lasting impact on children's sful parents’ involvement learning and play a key role in supporting their education. Suc can be defined as the active, ongoing participation of a parent or primary caregiver In the education of his or her child. Parents can demonstrate involvement at home-by reading with their children, helping with homework, and discussing school events-or at school, by attending functions or volunteering in classrooms. Schools with involved parents engage those parents, communicate with them regularly, and incorporate them into the learning process. On the same note, parental encouragement and support for learning activities at home combined with parental involvement in schooling is critical to children’s education. ‘A growing body of research shows that building effective partnerships between parents, families and schools to support children’s learning leads to improved learning outcomes Parents are the first and continuing educators of their children. Research also shows that teacher quality, including standards and training in parental engagement, is important forHence, the Parent-schoo| Partnership allows for the Telatonships and the ‘pact on the Conceptualization of roles and evelopment of children in 4 broader way (Christenson roach, fi Contributing to academic D » among other positive Consequences. (Epstein and Sander, 2000; Hotz and Pantano, 2015 ; Sebastian et al,, 2017). Furthermore, engagement in their children’s education and student Outcomes. Studies have also shown that Parental involvement is associated with student outcomes such as lower dropout and truancy rates. Whether or Not parental involvement can improve student Outcomes is no longer in question On the other hand, research shows that when parents are involved in their children’s education, children are more engaged with their school work, stay in school longer, and achieve better learning outcomes. This also translates into longer-term economic and social benefits Even though the role of a parent in their children’s education evolves as children get older, it’s important to remember that parents remain role models. Their attitudes towards education can both inspire children and empower them as they go through their own educational journey.——_—————r S : LEARNING 3 PECTIVE ON PRINTED MODULAR DIS TANCE LEA! lives, students have the home PARENTS’ PERS! but also develop 4 nildren’s school ged in their ¢ iT assignments, When parents are ene” 1 support and knowledge they need to not only finish th parental involvement 15 reflected in current jear. Parental 5 not always cl lifelong love for learning ‘ad support for s, what this means generally refers 10 ing. These investme Although widespre ies and practice we of behaviors but their children's schooli proving children’s | educational polic! rents’ and family involvement includes @ wide ran} pai nts tment of resources 17 earning, members’ use and inve: ice in or outside of school jome can include activitie: children. Involvement at S attending workshops, or attending school plays and can take plat 1, with the intention of im s such as discussions about school, Parental involvement at hy helping with homework, and reading with chool may include room, parents volunteering in the class! sporting events. see a profound s on parent engagement often teachers who focus dren’s education, the Connectedly, he more parents involved in their chil change in their classrooms. T es become. Encouraging parent class’s motivation, behavior, and gradi better their entire It’s one of the best ways to create a positive ment is more than common courtesy. I engage! ery student. To create a community built on pare! Jearning environment for ev‘ nt-teache -teacher our school, find out what parent engagement is and how to nurture it. relationships in y‘ ‘According to experts, the definition of paren ir children learn and meet educational goals. Parent t engagement is parents and teachers sharing a responsibility to help th engagement happens when teachers involve parents in school meetings or event d vents, an parents volunteer their support at home and at school. In this way, they make aPARENTS’ PERSPECTIVE ON PRINTED MODULAR DISTANCE LEARNING... 4 commitment Parents commit to prioritizing their child’s educational goals, and teachers commit to listening and providing a space for collaboration with parents Moreover, the parent engagement in schools is different from parent involvement, though both are useful. Parent involvement is when parents participate 1n school events or activities, and teachers provide learning resources or information about their student's grades. Unlike in parent engagement, teachers hold the primary responsibility to set educational goals. They relate to parents not as a partner but as adviser who guides them through academic support for their child Therefore, the school which is charged with the great and delicate task of providing quality education for citizenry cannot operate successfully and attain its objectives without the spontaneous support and cooperation of all entities, the lay people, individually or in organized groups be it private or governmental. This cooperation can only be harmonious and mutual by enlisting the voluntary services of the parents On the other hand, the COVID-19 global health pandemic has illuminated disparities experienced by children across the world and managing learning continuity has been difficult for many countries including the Philippines. The Department of Education (DepED) struggles in the implementation of the Distance Learning. Similarly, schools in Moncada North District grapple on how they can effectively implement Distance Learning such as Modular Distance Learning, Radio Based Instruction, Television-based Instruction, Online Learning and Blended Learning through their collaboration with the parents as parent-partners for the benefit of the learners. It is in this premise that the researcher would like to pursue this research entitledANCE LEARNING... 5 PARENTS’ PERSPECTIVE ON PRINTED MODULAR D hers in the Implementation of Distance Learning in involvement of Parents as Para-Tes Moncada North District: Basis for Parents” Capacity Building Program: Review of Related Literature and Studies This part of the study presents the researcher's reading on related literature and studies which gave her proper insights and direction in the conduct of the study. Its presents research literature and studies undertaken by both local and foreign writers on the present study In the article published in The Manila Times on July 30, 2020 it was reiterated that parents have always played a crucial role in their children’s emotional and intellectual development. They serve as their children’s first teachers, and give them the stepping stones they need to adapt to life in school. As the coronavirus pandemic puts face-to-face learning to a halt, parents find themselves at the frontlines of education once more. Parents now have the important task of ensuring that their children receive quality education without compromising their safety. Although education takes a major hit as classrooms are forced to close their doors to eager students, countless parents are stepping up to support their children who are adjusting to the new set-up for the incoming school year. Children learn best when the significant adults in their lives- parents, teachers and other family and community members, work together to encourage and support them, The basic fact should be a guiding principle as we think about how schools should be organized and how children should be taught. Schools alone cannot address all of a child’s developmental needs. The meaningful involvement of parents and support from the community are essentialB 6 CTIVE ON PRINTED MODULAR DISTANCE LEARNING : PARENTS’ PERS! between schools and families a strong partnership relationship Was in simpler times, this bors and found many Furthermore, children need for children may seem like common sense. I to educate tain, Teachers and par ents were often neigh me messages from teachers natural and easy to main scuss a child’s progres at they were expected to Uj s, Children heard the sal phold the same standards at home occasions to di parent and understood thi et. Al. 2007). and and at school (Come! Thorson and Gohl (2020) in th Afar revealed that research al cir article entitled Engaging Families in Distance Learning Supporting from nd practice have long recognized ce of engaging families in learnin ween schools and families 1s 1 ilies work through the challenj 1. This is true now more than ever asa strong the importan and supportive partnership bet he Iynchpin upon which .w kind of learning rests. As fam ges of success for this ne’ making these transitions, educators must use best practices for family engagement in order and encouragement as they to provide emotional and technical support, compassion, partner on facilitating learning from the home Bartolome et. al. (2017) in their review on the different literatures on parental involvement entitled Parental Involvement in the Philippines: A Review of Literatures defined Parental involvement as the amount of participation a parent has when it comes to the schooling of his/her children. Some schools foster healthy parental involvement, but sometimes parents have hesitations if they will involve themselves with their children's education. It has been advocated in Western countries. ere is a body of literature that examines the significance of social and However, th cultural influences and the effects of parents’ involvement in and tions oO} Ir influences: expectations of the iS eiPARENTS’ PERSPECTIVE ON PRINTED MODULAR DISTANCE LEARNING... 7 children’s development and learning. It is important for schools to recognize the existence of cultural variations in parents’ involvement because there are differences among parents with diverse background on when, why, and how they are involved in their children’s education. Parenting is important in the Philippine society because family is viewed as a center to one's social world. But, social contexts in which Filipino families are embedded have changed rapidly over the past ten years (Ochoa & Torre, n.d.). Children’s learning is increasingly moving toward a broader vision of the 21st century leaning. As children’s educations increasingly occur across a range of settings, parents are uniquely positioned to help ensure that these settings best support their children’s specific learning needs. Thus, parental involvement researches remain misrepresentative of parents and the involvement that they have with their children’s education (Jackson, 2010), In the study conducted by Sampson (2014) entitled “Parental Involvement and Children’s Performance: A Comparison of Filipino and US Parents” underscored that parental involvement can substantially influence children's academic performance. There is a paucity of research which has focused on this relationship in developing nations, Using data from two surveys of parents, one sample from the Philippine and one sample from the United States, this study examined the nature of parental involvement and how it affects the school success of elementary students. Among American parents’ direct involvement (e.g, helping with homework) yields positive benefits for children’s grade performance Among Filipino parents, indirect forms involvement (e.g. volunteering at their children's schools) are associated with higher grade performance. Overall Filipino parent are shown to be more active in their children's school activities. The influence of parental involvementPARENTS’ PE RSPECTIVE ON PRINTED MODUL AR DISTANCE LEARNING... & upon children’s performance in school is shown (0 vary substantially between the two countries depending upon the type of parental involvement and household characteristics 4s upon Filipino and U.S. children's grade Household income in particular, different eff ed within a social capital paradigm. performance. The results are discus In the study of De Jesus et.al (2014) entitled Parental Involvement and Children’s s their parents. If Academie Performance in School stated that a child’s first teacher 1 parents want the child to reach the standard of excellence, they have to work hard for improvement to inspire and support the child, It is established in some studies that parental involvement is linked to children’s success in school. The primary purpose of the study ‘the was to determine parents’ involvement and its relation to the academic performance of child. This is a descriptive correlational study wherein a researcher-made questionnaire was used The questionnaires were validated by three experts and have undergone reliability testing with a Cronbach alpha of .84. The study had 30 respondents from the Grade IV section of Cabantian Elementary School. The academic performance of the respondents was based on their second grading period. The findings revealed that the parents were very much involved in PTA meetings. However, there is no significant relationship between parents’ involvement and academic performance. A study entitled Parental Involvement in Academic and non-academic Programs of Public Elementary Schools in Pili District was conducted by Cortez (2018) to determine the parental involvement in the academic and non-academic programs of public elementary schools in Pili District, School Year 2012-2013. It focused on determining the a) academic and non-academic programs implemented for parental involvement, b) level of parentalPARENTS’ PERSPECTIVE ON PRINTED MODULAR DISTANCE LEARNING... 9 ms, ¢) significant differences in the level of parental involvement in the school progral ment, and e) problems on, d) factors affecting parental involve! involvement by locati programs. Results of the study school in implementing the school encountered by the 1m by parents was Brigada Eskwela and revealed that the most participated school prograt olvement in school programs, parents were greatly Math quiz. As to the level of parental inv laborator. After conducting the test for significant differences involved as observer and coll: in the level of parental involvement among locations, the data revealed that there was a significant difference in the parents” involvement as financier, observer, collaborator, and decision -maker among locations. The major factors affecting parental involvement in the school programs were the age, occupation and employment status of the parents. The main problem encountered by the school in implementing the programs was the lack or insufficient resources, Sound communication or exchange of thoughts between the parents and school personnel could be of great help to build harmonious relationship between them that may increase parental involvement in the school programs In the study conducted by Lara and Saracostti (2019) entitled Effect of Parental Involvement on Children’s Academic Achievement in Chile revealed that parental involvement in school has been demonstrated to be a key factor for children’s academic outcomes. The present study aimed to analyze the associations between parental involvement in school and children’s academic achievement. Cluster analysis results from a sample of 498 parents or guardians whose children attended second and third grades in 16 public elementary schools in Chile suggested the existence of three different profiles of parental involvement (high, medium, and low) considering different forms of parental. eee eee PARENTS" PERSPECTIVE ON PRINTED MODULAR DISTANCE. LEARNING 10 involvement (at home, at school and through the invitations made by the children, the teachers, and the school). Results show that there are differences in children’s academic achievement between the parental involvement profiles, indicating children whose parents have a low involvement have lower academic achievement. In the study of Hooze (2010) entitled Parental Involvement In Children’s Education n Children's School Education ‘A Review Study about the Effect of Parental Involvement o1 \derscored that parental involvel ment with a Focus on the Position of Illiterate Parents, he unt e in children’s education matters. It matters for their achievement, motivation and well-being at school. It was stressed in the said study that over the last decade, parents and teachers are supposed to collaborate more and more as partners 1n education. Furthermore, it was stated that in order to establish these partnerships, the primacy 'S placed on teachers and schools as they are the professional partners. The results of the review study revealed different good practices to enhance parental involvement from parent and teacher training programs to reorganization of the school structure and family interventions. When illiterate e parents want to be involved in their children's education, they are faced with many difficulties. Remarkably, the research findings on the involvement of illiterate parents appeared tobe limited, in contrast with the results of our literature search on the topic of parental involvement in children’s education in general, which was very extensive However, it was found out that some good practices to foster the involvement of illiterate parents in their children's education. In the study of Ceka and Murati (2016) entitled The Role of Parents in the Education of Children stated that “home education” as a term, represents educationalTS° PERSPECTIVE ON PRINTED. MODULAR DISTANCE LEARNING 1 PAl mily on children, It has been proved that in various family environments, impact of the fa performing various activities and is children do acquire a variety of experiences, through ce and expectations from the people he/she constantly exposed 0 a range of influen ze the influence of the parents over th family has different cohabits. In this paper, they analy: yeir children’s vironment. It focused on issues why each education within family e the family has a huge and very potentials. In nowaday' social circumstances, educational re on their health, their physical tough responsibility, as it has to take proper ca development, their overall education, the development of their intellectual affinities, as well as creation for a better moral values and convictions and attitudes, habits to a firm and well behaved cultural relations in the family itself as well as in the society where the child lives. On the other hand, the family as an institution has to create conditions for development of positive relationship towards work, which as such isa predispose ‘The study of Lyman (2014) entitled Impact of Parental Involvement and Poverty ‘on Academic Achievement indicated that parental involvement can increase a student’s academic achievement, but the literature still has not determined which specific aspects of parental involvement help to increase academic achievement for economically at-risk students. This study examined the impact of parental homework involvement and parental school involvement on the academic achievement for a sample of 219 economically disadvantaged students attending 36 schools in a Midwestem state. Parental involvement was measured using factors derived from a parent survey and academic achievement was measured using results from an individually administered norm-referenced achievement test. Regression analyses were conducted to determine the relationship between a set ofMODULAR DISTANCE LEARNING... 12 PARENTS” PERSPECTIVE ON PRINT riables (i¢., parental homework involvement and parental two parental involvement var school involvement) and an academic achievement) In the study of Vijaya (2016) entitled Parental Involvement and Academic Students, she underscored the term "parent ‘Achievement. Among High School " as getting an imperative status 1n the field of education. It includes several d with the schools. Parents can support their obligations involvement’ different forms of participation in education an children's schooling by attending school functions and responding ‘0 school (parent-teacher conferences, for example). They can become more involved in helping their children to improve their schoolwork by providing encouragement, arranging for appropriate study time and space, modeling desired behavior (such as reading for pleasure), monitoring homework, and actively tutoring their children at home. Outside the home, parents can serve as advocates for the school. They can volunteer to help out with school activities or work in the classroom Or they can take an active role in the governance and leveloping, and providing education for the decision making necessary for planning, d community's children ent in whelmingly demonstrates that parent involvemé The said research ove! hows that the children's learning 1s positively related to achievement. F urther, the research sl more intensively parents are involved in their children's learning the more beneficial are the achievement effects. This holds true for all types of parent involvement in children's learning and for all types and ages of students. The research also shows that if parent involvement begins the earlier in a child’s educational process, the effects will be more powerful. Educators frequently point out the critical role of the home and familyPARENTS? PERSPECTIVE ON PRINTED MODULAR DISTANCE LEARNING... 13 environment in determining children's school Success, and it appears that the earlier this Influence is "hamessed," the greater the likelihood of higher student achievement. In this Study an attempt has been made to explore the relationship between academic achievement and parental involvement among high school students, The study also analyzed differences tm gender and living place among 300 high school students A study entitled “Understanding the Impact of Parent School Involvement on Children’s Educational Outcomes” was conducted by Zellman and Waterman (2010) and it was highlighted in the study that parents’ school involvement in children's education is associated with positive educational outcomes. This association has prompted efforts to ‘crease such involvement through formal programs. However, among the few programs that have been rigorously evaluated, most do not appear to improve child outcomes. Using data from a study of 193 Los Angeles area 2nd- and Sth-grade children and their mothers, the authors attempted to confirm the relationship between parent involvement and child outcomes and understand what underlies it. The findings indicate that parent school involvement contributes to positive child outcomes. However, such involvement appears. to be a manifestation of parental enthusiasm and positive Parenting style. Parent- involvement programs might be more effective if they focused on such underlying constructs. A study entitled Parental Involvement in Homework: Relations with Parents and Student Achievement Related Motivational Beliefs and Achievement was conducted by Gonida and Cortina (2014) and the researchers endeavored to study the parental involvement in homework which is a home-based type of involvement in children'sPARENTS’ PERSPECTIVE ON PRINTED MODULAR DISTANCE LEARNING... 14 education. Research and theory suggest that it is beneficial for learning and achievement under certain conditions and for particular groups of individuals, The study examined whether different types of parents’ involvement in homework (autonomy support, control, interference, cognitive engagement) (1) are predicted by their mastery and performance goals for their child and their beliefs of the child's academic efficacy, and (2) predict student achievement goal orientations, efficacy beliefs, and achievement. Grade-level differences were also investigated. The results of the study were as follows: (1) Autonomy support during homework was predicted by parent mastery goal. parents’ control and interference by their performance goal and perceptions of child efficacy, and cognitive engagement as supplementary to homework by parent perceptions of child efficacy: (2) Parental autonomy support. control, and interference were differentially associated with student mastery and performance goal orientations. whereas parent cognitive engagement was associated with student efficacy beliefs. (3) The structural model was the same for elementary and junior high school students but the latent means for a number of vanables were different. It was concluded in the said study that different types of parental involvement in homework were associated with different outcomes with parent autonomy support to be the most beneficial one. Shute in 2011 conducted a study entitled A Review of the Relationship Between Parental Involvement and Secondary School Students’ Academic Achievement which ure on the relationship between parental involvement (PI) and reviewed research literat academic achievement, with special focus on the secondary school (middle and highPARENTS’ PERSPECTIVE ON PRINTED MODULAR DISTANCE LEARNING... 15 school) level. The results first present how individual P! variables correlate with academic achievement and then move to more complex analyses of multiple variables on the general construct described in the literature. Several PI variables with correlations to academic achievement show promise: (a) communication between children and parents about school activities and plans, (b) parents holding high expectations/aspirations for their children's schooling, and (c) parents employing an authoritative parenting style All the cited literature and studies were all related to the present study as the present study dwells with the importance of parents’ involvement in the implementation of Distance Learning among the learners of Moncada North District, Moncada, Tarlac Conceptual Framework The study aims to determine the involvement of parents as para-teachers in the implementation of Distance Learning in the New Normal in Education in Moncada North District, Moncada, Tarlac. In this study the involvement of the parents as para-teachers in their roles in the implementation of Distance Learning in terms of: (a) para-teachers, (b) facilitator of learning at home; and (c) evaluator of their children’s learning tasks. The study will also look into parents’ responsibilities in the learning of their children in terms of: (a) creating positive environment; (b) building positive interactions; (c) managing anger, (d) engaging with their children in their work; (e) creating a routine and time schedule for their children and (f) modeling a behavior Figure | presents the conceptual framework of the study Concepts in this study shown in the following conceptual paradigmPARENTS’ PERSPECTIVE ON PRINTED MODULAR DISTANCE LEARNING... 16 Responsibilities of Parents in their children’s Learning - Creating positive environment —- building positive interactions -Managing anger; -engaging with their children in their work; -Creating a routine and time schedule for their | children and -Modeling a | behavior. Involvement of Parents as Para- Teachers in the Implementation of Distance Learning in Moncada North District Role of Parents in the Distance Learning -para-teachers -facilitator of learning at home -evaluator of their children’s learning tasks Proposed Parents’ Capacity Building Program Figure 1, Paradigm of the Study Research Questions The main purpose of the study is to determine the involvement of parents as para- teachers in the implementation of Distance Learning in Moncada North District, Moncada, Tarlac for School Year 2020-2021 Specifically, this study seeks to answer to the following questions. 1. How is the involvement of parents as para-teachers in the implementation of DistancePARENTS’ PERSPECTIVE ON PRINTED MODULAR DISTANCE LEARNING... 17 Learning in terms of their roles as 1.1 Para-teachers: 1.2 Facilitator of learning at home: and 1.3 Evaluator of their children’s learning tasks? 5 How is the involvement of parents as para-teachers in the implementation of Distance Leaming in terms of their responsibilities as 2.1 creating positive environment 2.2 building positive interactions 2.3 managing anger 2.4 creating a routine and time schedule for their children: 2.5 modeling a behavior 3. What Capacity Building Program could be proposed to improve the capacity of the Parent-partners in engaging themselves towards their roles and responsibilities in the implementation of Distance Learning? Significance of the Study This study is relevant and timely to the present situation every school is confronted with due to COVID-19 Pandemic. To the school heads, this study would provide them insights on the important involvement of the parents in the implementation of Distance Learning in the New Normal in Education. The findings and recommendations will be the bases for the school heads to make a plan on how to capacitate the parents to become effective parent-partners with for the learners who deserve nothing but quality instructional delivery despite of the presentPARENTS? PERSPECTIVE ON PRINTED MODULAR DISTANCE LEARNING... 18 global pandemic which shifted the conventional face to face modality to distance learning modality To the teachers, the results of this study would help them gain better understanding of many significant services which Parents can perform for the successful implementation of Distance Learning amidst the present health crises the whole world is facing right now. The results and recommendations will guide the teachers on how to nurture and strengthen their collaboration with the parents of their learners in order to provide the learners with quality instructional delivery To the parents, the results of this study may give them important information about the efforts exerted by the teachers and school heads Just to provide the school children with quality instructional delivery even in times of health crisis and the importance of their roles and responsibilities as parent-partners in New Normal in Education specifically in the implementation of Distance Learning. To the Future Researchers, they may find this work as useful reference for future research. The findings may provide them pertinent data and insight and necessary background in conducting related studies. Scope and Limitations This study is limited to determining the involvement of parents as para-teachers in the implementation of Distance Learning in terms of their roles such as (a) para-teachers; (b) facilitator of learning at home; and (c) evaluator of their children’s learning tasks as well as on their responsibilities in the learning of their children such as (a) creating positive environment, (b) building positive interactions;(c) managing anger; (d) engaging with theirPARENTS’ PERSPECTIVE ON PRIN’ D MODULAR DISTANCE LEARNING... 19 children in their work, (c) creating a routine and time schedule for their children and (f) modeling a behavior. ME HOD This study will use quantitative research. ‘Type of research and the methods are discussed below. Type of Research The design of this study is the descriptive research which establishes the proclivity of parents as parent-pariners in the implementation of Distance Learning in Moncada North District. Descriptive research is used to describe characteristics of a population or phenomenon being studied. It does not answer questions about how/when/why the characteristics occurred. Rather it addresses the "what" question (what are the characteristics of the population or situation being studied?). The characteristics used 10 describe the situation or population are usually some kind of categorical scheme also known as descriptive categories Furthermore, this research is an example of Descriptive-survey research which uses surveys to gather data about varying subjects. This data aims to know the extent to which different conditions can be obtained among these subjects. Respondents The respondents of this study will the group of parents from the 15 elementary schools in Moncada, North District, Moncada, TarlacPARENTS” PERSPECTIVE ON PRINTED MODULAR DISTANCE LEARNING... 20 Sampling Method In this study, the researcher will employ the Slovin Sampling Method Slovin’s formula is used to calculate an appropriate sample size from a population Statistics 1s a way of looking at a population's behavior by taking a sample. It is used to calculate the sample size (n) given the population size (N) and a margin of error (e). -It is computed as n = N /(14Ne2 Instruments The researcher will prepare the survey questionnaire which is the main tool in gathering needed data from the parent-respondents. The researcher will consult her Statistician for the validity of the questions and reliability of probable answers. The researcher will consult experts in the field of governance and School-Based Management (SBM) such as the District Supervisor, SEPS in charge of School Management Monitoring and Evaluation and School Heads. Data Collection Procedure ‘The researcher after the approval of the research proposal will submit letter of request to the Office of the Schools Division Superintendent for the administration of the survey questionnaires to the respondents. The approved letter of request to float survey - questionnaire will be submitted to the District Supervisor and school heads. The researcher will personally administer the survey questionnaires to the respondents and retrieve the accomplished survey questionnaire for the interpretation of results.PARENTS’ PERSPECTIVE ON PRINTED MODULAR DIST ANCE LEARNING... 21 Ethical Consideration The researcher will follow all the existing ethical standards in conducting research Projects, The researcher will follow the provisions of the Data Privacy Act in dealing with information and data gathered from the survey questionnaires. All the information and data gathered will be used for research purposes only. All information and data gathered will be treated with utmost confidentiality for the protection of the respondents. Data Analysis The researcher will consult an statistician for the data analysis and statistical treatment sulted to the research questions. The researcher will compute the weighted mean of cach indicator using the following computation: all the responses per item will be summed up: the sum will be multiplied by the weighted value ‘The mean weights will be computed by dividing the sum total by the total number of response. The researcher will employ simple frequency, counts, and percentage in the study Hence, relative values, symbols and statistical limits will be used. The data gathered will be carefully tabulated, analyzed and interpreted,PARENTS’ PERSPECTIVE ON PRINTED MODULAR DISTANCE LEARNING. Time Table/Gantt Chart Activity Conceptualizing a research proposal related to Modular Distance Learning Drafting a research proposal related to Modular Distance | Learning Finalizing a research proposal related 10 Modular Distance Learning Submission of research proposal for TA and approval Preparing survey questionnaire and consultation with statistician for TA Administering the —_survey- questionnaires to school heads | Retrieval of accomplished survey | questionnaires for data analysis Consulting a statistician for data | tabulation, analysis and statistical treatment Preparing the final copy of the study Printing of Final Copy for approval Reproduction and distribution of approved final copies to school heads Aug. Sept Oct Nov Dec Jan. Feb.PARENTS’ PERSPECTIVE ON PRINTED MODULAR DISTANCE LEARNING Cost Estimates Particular/Activity Amount | _ Source of Fund _ Purchase of supplies such as 2,500.00 Self-helped Bond Paper supplies and ink | 7 Printing of survey 2,500.00 Self-helped questionnaires | Transportation Expenses | 3,000.00 | ‘Self-helped Total 8,000.00 | PRP Fund Plans for Dissemination and Advocacy Activity January | February | March | April | May 2021 2021 | 2021 | 20212021 Virtual Meeting — with School Heads and Teachers | and discussion of the results Distribution of copies to school heads and Teacher [Virtual Meeting with the | school heads and Teachers | in other district and distribution of copies Visit School for information dissemination | and advocacy regarding the results of the research | [Publish the completed research in an education | journal or publicationReferences Bartolome, M. et.al (2016). Parental Involvement in the Philippines. A Review of Literatures. PNU. Manila, Philippines Berthelsen & Walker (2008). Parents Involvement in the Children’s Education. Blackboard (2016). How K-12 Schools Are Meeting the Expectations of Parents for Digital Communications. Retrieved from cdn2.hubspot net Blair, SL. (2014) Parental Involvement and Children’s Educational Performance: A Comparison of Filipino and US Parents. Journal of Comparative Family Studies. Ceka, A & Murati, R. (2016). The Role of Parents in the Education of Children Child Trends. (2018). Parental Involvement in Schools. Retrieved from childtrends.org Comer, et.al. (2007). The Home -School Team: An Emphasis on Parental Involvement. Cortez, JC, (2018), Parental Involvement in Academic and Non-Academic Programs of Public Elementary Schools in Pili District. International Journal of Scientific and Engineering Research, August 2018. Dearing, E., Kreider, H., Simpkins, S., & Weiss, H. B. (2006). Family involvement in school and low-income children’s literacy performance: Longitudinal associations between and within families. Journal of Educational Psychology, 98, 653-664 De Jesus et.al. (2014). Parental Involvement and Children’s Academic Performance in School, Ferlazzo, J, (2011), Involvement or Engagement? ASCD, pp. 10-14 Gonida & Cortina (2014), Parental Involvement in Homework: Relations with Parents and Students Achievement, Related Motivational Beliefs and Achievement. The British Journal of Educational PsychologyPARENTS’ PERSPECTIVE ON PRINTED MODULAR DISTANCE LEARNING... 25 Hill, N. E., & Tyson, D. F, (2009), Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement. Developmental psychology, 45(3), 740-63. Hooze, FE. (2010). Parental Involvement in Children’s Education: A Review Study about the Effect of Parental Involvement on Children’s School Education with a Focus ‘on Position of Illiterate Parents, January 2010. Lara & Saracostti. (2019). Effect of Parental Involvement on Children’s Academic Achievement in Chile. Lynch, K. (2018). Parents Involvement in the Children’s Education: A Key to Success GPE Secretariat. June 1, 2018. Lyman, J. (2014). Impact of Parental Involvement and Poverty on Academic Achievement Miami University, Oxford , Ohio, USA. PTA, N. (2000). Building Successful Partner. Sheldon, SB. (2019). Research on Parental Involvement, Effects on Parental Involvement, Obstacles to Parental Involvement, Controversies and Current Issues, Sheldon, SB & Jung, SB. (2015), Parents Involvement and Children’s Academic and Social Development in Elementary School. John Hopkins University, Ohio, USA Shute, VJ. (2011). A Review of the Relationship between Parental Involvement and Secondary School Students Academic Achievement The Manila Times (2020), Crucial Role Parents Play in Children’s Continuous Learning July 30, 2020. Thorson & Gohl. (2020). Engaging Families in Distance Learning: Supporting from Afar Vijaya, R. (2016). Parental Involvement and Academic Achievement among High School Students. International Journal of Multidisciplinary Research Review. Zellman & Waterman. (2010). Understanding the Impact of Parent School Involvement on Children’s Educational OutcomesDECLARATION OF ANTI-PLAGIARISM | L Angelina A. Macaraeg, understand that plagiarism is the act of taking and using another's ideas and works and Passing them off as one’s own. This includes explicitly copying the whole work of other person and/or using some parts of their work without Proper acknowledgement and referencing 2. Thereby attest to the originality of this research Proposal and has cited properly all the references used. | further commit that all deliverables and the final research study emanating from this proposal shall be of. original content. | shall use appropriate citations in referencing other works from various sources, 3. Lunderstand that the violation from this declaration and commitment shall be subject {0 consequences and shall be dealt with accordingly by the Department of Education and (insert grant mechanism) Proponent: ANGELINA Dee G Signature Date: September, 2020DECLARATION OF ABSENCE OF CONFLICT OF INTEREST (Annex 3 of DO No. 168. 2017) I 1, Angelina A. Macaraeg, understand that conflict of interest refers to situations in which financial or other personal considerations may compromise mu judgement in evaluating, conducting or reporting research. 2. Thereby declare that I do not have any personal conflict of interest that may arise from my application and submission of my research proposal, | understand that my research proposal may be returned to me if found out that there is conflict of interest during the initial screening as per DO No. 16, s. 2017. 3. Further, in case of any form of conflict of interest (possible or actual) which may inadvertently emerge during the conflict of my research, | will duly report it to the research committee for immediate action 4 | understand that | may be held accountable by the Department of Education and (insert grant mechanism) for any conflict of interest which | have intentionally concealed/ Proponent: Angelina A. Macaraeg Signature: ay Date: September, 2020PARENTS’ PERSPECTIVE ON PRINTED MODULAR DISTANCE LEARNING... 28 QUESTIONNAIRE NAME: (optional School: Direction: you, Please check the column with the description in each statement that applies to A. INVOLVEMENT OF PARENTS AS PARA-TEACHERS IN THE IMPLEMENTATION OF DISTANCE Legend: O- Outstanding (5) VS- Very Satisfactory (4) S- Satisfactory (3) [ Statement | 0 | vs Para-Teacher | T | T 1 Attends virtual meetings of the school regarding the | implementation of Modular Distance Learning | 2 Attend virtual orientation and seminars of parents in | if if | their roles and responsibilities in the Modular Distance Leaming 3 Attends simulation/dry run | | programs/projects/activities of the school in line with | Distance Learning | | "4 Participates in the distribution and collection of | | modules on the scheduled date and time | 5 Consults teachers in some gray areas of the modules | 6 Collaborates with the teachers in the leaming performance of the leamers | 7 Submits progress reports of the leamers to their | teachers | | 8% Model positive attitudes towards home-based | learning. or distance learning 9 Sets parameters or home policy on the implementation of modular distance learning at home Facilitator of Learning at Home 10 Encourage leamers to watch educational DepEd | TV as leaming support system to the learners | 11 Guides the leamers in accomplishing their modules 12. Provides the leamers with learning space at home |PARENTS’ PERSPECTIVE ON PRINTED MODULAR DISTANCE LEARNING... 29 13 Provides the leamers necessary resources in| | consultation with the teachers see 14 Assesses the leamer’s leaming performance in| | accomplishing their modules | | | | 15. Submits reports on learner's learning performance | to the teachers 16 Provides the leamers with scaffolding support on | the gray areas in their tasks in the modules | | pee 17 Coordinates to the teachers for the non-mastered | | competencies for supplementary activities | Evaluator of the Leamer's Leaming Tasks I I I 18° Monitor the Tearner’s learning tasks in their | | _ modules | | | | 19. Administer the given weekly written works to the | leamers | 20. Submits results of the given weekly written works | i ae | 1 (to the learners | 21, Administers/Supervises the performance tasks of the leamers i | 22. Submits resulis of the performance tasks of the | leamers if | | 23. Coordinates to the teacher for the provision ] |_| remediation activities to the leamers for the non- | mastered skills, | 24" Admunisters Summative test for the learners and | submits results to the teachers | A. INVOLVMENT OF PARENTS AS PARA-TEACHERS IN THE IMPLEMENTATION OF DISTANCE LEARNING IN TERMS OF THEIR RESPONSIBILITIES Legend: O- Outstanding (5) F -Fair (2) VS- Very Satisfactory (4) P- Poor (1) S- Satisfactory (3) Statement 2 FOr VS Hits F P Creating Positive Environment rea. i | [Provides the leamers with learning space in the home 2. Provides the needed learning resources of the Teamers : 7 | | 3. Provides learning facilities in the learning space | [ 1 | jesse see |PARENTS’ PERSPECTIVE ON PRINTED MODULAR DISTANCE LEARNING... 30 (t | 4 Creates sense of order on the learning space{ || i | of the learners 5. Employ Class-Building Games and _ Activities: | Butlding Positive Environment |_1 Celebrates accomplishments ofthe learners | 2 Get to know the learning strengths and weaknesses | | of the leamers (3. Promotes faimess and impartiality in the | performance tasks and assessment of the learners | 4) Greets the learners every time before the starts of | the activities in their modules/class program 5. Makes learning in the learning space relevant | © Develops code of conduct in the learning space 7 Employs positive actions on the different activities/tasks of the leamers | Managing Anger 18 Avoids judging leamers” learning competence | 9 Promotes happy leaming environment while the | | Teamers are on- going in their learning activities [10 Avoids displays of anger or disappointment for | leamer’s mistakes and shortcomings | 11. Displays considerations on the leamer’s lapses or shortcomings 12. Provides the learners with feedbacks on positive _ perspective “Creating A Routine and Time Schedule for the | Children 13 Establishes daily routines in the learning space | 14 Displays blocks of tume (class program) in the _ learning space 15. Displays do's and don'ts in the learning space Modeling a Behavior 16, Shows enthusiasm in the feamer’s performance | 17. Models positive attitudes to the leamers while | | the leaming space | 18 Encourages leamers to displays positive behavior towards their tasks/activities 19 Promotes happy moments in the leamer’s learning t | success | 20. Promotes psychological support to leamers inthe | changes of learning situation with positive views ea ELE— PARENTS: PERSPECTIVE ON PRINTED MODULAR DISTANCE LEARNING 31PARENTS? PERSPECTIVE ON PRINTED MODULAR DISTANCE LEARNING... | INFORMED CONSENT LETTER Dear Respondents, ‘The undersigned is currently working her applied research with the title “Involvement of Parents as Para-Teachers in the Implementation of Distance Learning in Moncada North District: Basis for Parents’ Capacity Building Program”. The respondent are the parents from Moncada North District. In this regard, I am humble asking your precious time and effort to answer all the questions in the questionnaire that will help for the compliance of the study. Rest assured that the data will be treated with confidentiality and in accordance to the Republic Act 10173- Data Privacy Act of 2012. Your positive response is very much appreciated. Respectfully yours, ANGELINA A, MACARAEG Researcheree, PARENTS’ PERSPECTIVE ON PRINTED MODULAR DISTANCE LEARNING 1 INFORMED CONSENT LETTER Dear Respondents, ‘The undersigned is currently working her basic research with the title “Involvement of Parents as Para-Teachers in the Implementation of Distance Learning in Moncada North Basis for Parents’ Capacity Building Program”. The respondent are the parents from Moncada North District. In this regard, I am humble asking your precious time and effort to answer all the questions in the questionnaire that will help for the compliance of the study. Rest assured that the data will be treated with confidentiality and in accordance to the Republic Act 10173- Data Privacy Act of 2012. ‘Your positive response is very much appreciated. Respectfully yours, ANGELINA a \CARAEG Researcher