Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.

6774521, ISSN 2822-4353

Research Article

Students’ Perception on Ka-Agapay Project: Basis for Project Sustainability

Rezve M. Sael*, Romer D. Loquinario, Queenah J. Gutierrez, Mark C. Maravillas
For affiliations and correspondence, see the last page.

Abstract
The purpose of this study is to ascertain students’ perception on Ka-Agapay Project as basis for
project continuity. The findings of the study served as the basis for project sustainability and it aimed
at helping the beneficiaries to recover from present crisis particularly but not limited to the COVID-
19 pandemic to make them empowered members of the community. Students’ perception was along
the lines of the Supreme Student Government (SSG) Ka-Agapay Projects’ sustainability or continuity
since they are the primary beneficiaries of the program. Total enumeration was used in selecting
respondents. There were a total of 122 respondents who were beneficiaries of either Learner’s
Support Group, Psychosocial Support Activities, Home Gardenscaping, and FB Page. The weighted
mean was used to analyze the students’ responses based from the given questionnaires. The findings
revealed that The Psychosocial Support Activities (PSA) were designed to overcome anxieties, fears,
and concerns brought by the COVID-19 pandemic. The project significantly improved the
participants' mental and emotional health through the Psychosocial Support Activities. Furthermore,
Ka-Agapay Project participants enjoyed the Home Gardenscaping in their backyards. They viewed
the activity as one that promotes a healthy lifestyle, which is one of the project’s objectives.
Participants unanimously agreed that backyard gardening taught them the value of indigenous foods.
In addition, Learners Support Group or LSG beneficiaries were able to cope the difficulties in
answering their modules with the help of the LSG volunteers. To continue the implementation of the
program, a sustainability plan was formulated.
Keywords: Students’ Perception, Ka-Agapay Project, Psychosocial Support Activities

Introduction multiple fake FB Page of the school; and the

Crisis is inevitable today. Crisis includes all forms of
unfavorable situations that hinder students’ learning
development. Examples of this are insufficient
learning aids, environmental and health threats,
unstable peace and order, poor students’ participation
in the decision-making, prevalent discrimination and
abuses in any form, and even poverty. These crises
seem to be unstoppable and should be given proper
attention and innovative solution. Gutalac National
High School, the community, and its constituents are
not free from these.
In fact, the following are issues raised during the first
General Assembly of all the classroom representatives
and during the SPG/SSG Leadership Training and
Program Updates pertaining to the occurrence of the
COVID-19 pandemic:
1. some students experienced difficulties in
coping up with their modules;
2. other students use their time unproductively
like engaging most of their time on social
media and mobile games which somehow lead
them to some cyber issues;
3. some are worried about Covid-19 pandemic
which affected their mental health; and
4. other issues are the spread of fake news and
deteriorating social and environmental
responsibilities of the students.
The Ka-Agapay Projects was made. The general
objective of the problem is to help the beneficiaries
recover from the present crisis and make them
empowered members of the community. It is a
Supreme Student Government (SSG) project,
described as a holistic approach and an innovative
solution to answer the uprising crisis in both the school
and the community. All possible interventions shall be
put in convergence just to achieve realistic impacts and
results. It was born to assist and support the
youth/learners in combating the crises brought by
some difficult situations especially but not limited to
the occurrence of the COVID-19 pandemic. It is a
convergence of five initiatives such as Learners
Support Group (LSG), Psychosocial Support
Activities, Home Gardenscaping, and creation of the
GNHS Official FB page.
Thus, the findings of the study served as the basis of
the project sustainability, and guide for the formulation
of the sustainability plan to help attain the general and
specific goals of the project. The purpose of this study
is to ascertain students’ perception on Ka-Agapay
Project as basis for project sustainability. All of the
project beneficiaries were treated as the respondents of
the study.

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Research Article
Research Questions
The findings of the study served as the basis for
project sustainability and it aimed at helping the
beneficiaries to recover from the present crisis
particularly but not limited to the COVID-19
pandemic to make them empowered members of the
community. The research specifically addressed the
following questions:
1. What are the students’ perceptions on the Ka-
Agapay project, specifically in terms of:psychological
support activity;
1.1 backyard gardening;
1.2 creation of learners’ support group; and
1.3 creation GNHS Facebook page?
2. Will there be a significant difference in the means of
the pre-test and post-test of the reading comprehension
test of the pre-identified struggling learners of Gutalac
National High School through the assistance of the
Learners Support Group of the Kaagapay Project?
3. Will there be a significant difference in the means of
the pre-test and post-test of the numeracy test of the
pre-identified struggling learners in Mathematics of
Gutalac National High School through the assistance
of Learners Support Group of the Kaagapay Project
4. What sustainability plan can be proposed to sustain
the Ka-Agapay Projects?
Literature Review
The disproportionate effect of the pandemic on young
people has amplified inequalities and risks reducing
the productive potential of an entire generation. The
International Labour Organization Director-General
Guy Ryder (2020) writes that the pandemic is
inflicting multiple shocks on young people. It is not
only destroying their jobs and employment prospects
but also disrupting their education and training and
having a serious impact on their mental well-being.
The pandemic has indeed tested the sanity of
everyone, especially our students. The school closures
and worrying headlines are making everyone stressed.
Expert adolescent psychologist and a best-selling
author and monthly New York Times columnist Dr.
Lisa Damour (2020) emphasized that there are many
things we can do to keep ourselves and others safe and
to feel in better control of our circumstances. Dr.
Damour also suggested that doing homework,
watching favourite movies, or reading books, and
others are ways to make it easier for ourselves and to
find a balance in everyday life.
Rezve M. Sael
The coronavirus disease brings with it feelings like
anxiety, stress and uncertainty which are felt especially
strongly to school-age children. Though all children
deal with such emotions in different ways, if your
child has been faced with school closures, cancelled
events or separation from friends, they are going to
need to feel loved and supported more than ever. With
school closures come cancelled school plays, concerts,
sports and activities that children are deeply
disappointed about missing out on because of the
coronavirus disease. Dr. Damour recommended that
parents should make sure that there’s a schedule for
the day that can include playtime where a kid can get
on their phone and connect with their friends, but it
also should have technology-free time and time set
aside to help around the house.
Stress is a common subject within the collective
conversation of our society. Stress affects nearly every
part of the human body and can lead to the
development or aggravation of many physical and
emotional disorders. Expressive arts therapies,
including visual art therapy, have the potential to help
adolescents manage developmental tasks and attain the
skills necessary to be resilient in times of stress. The
act of being socially engaged through art therapy can
decrease a client’s feeling of inferiority that is often
associated with emotional and behavioral problems
(Sutherland, Waldman, & Collins, 2010). Participation
in group work has resulted in stress reduction due to
the creation of a supportive social network (Mayo
Clinic, 2012).
Creating opportunities for students to get to know each
other is essential to student engagement. When
students feel connected, they develop interest and
motivation to learn. Jackson et. al (2014) in their study
Small Group Learning: Graduate Health Students’
Views of Challenges and Benefits concluded that
students experienced a range of challenges that
necessitated the development of problem-solving
strategies. However, they were able to elucidate some
enjoyable and positive aspects of group work.
Implications for teaching and learning are drawn from
this study. The ability to work effectively in small
groups and teams is essential for all health-care
workers in the contemporary health environment.
Findings of this study highlight the need for educators
to explore novel and effective ways in which to engage
nurses in group work.
Marjan Laal (2011) in his article Benefits of
Collaborative Learning concluded that CL compared
with competitive and individualistic efforts, has
numerous benefits and typically results in higher
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achievement and greater productivity, more caring,
supportive, and committed relationships; and greater
psychological health, social competence, and self
esteem.
Hamid Kamarzarin in his Comparative Study on the
Quality of the Implementation of Designing-Drawing
Therapy on Reducing Intergroup Stress in Preschool
Boys and Girls Children (2014) stated that Drawing
therapy engenders the children to enjoy more freedom
of action, recreation and necessary entertainment and
also, such programs are more fascinating and
appealing to the children. In his study, he investigated
training drawing therapy on children stress and
aggression. New findings by the researcher indicated
that art therapy could lead to an improvement of
emotions and some mental diseases among the
children.
Another way of reducing stress and anxiety is through
gardening. Community gardening is a sweeping
concept covering a wide range of activities. The
outcomes of community gardens include personal
health, aesthetic, social, cultural, environmental, and
economic benefits. Kelly Byers (2009) discussed in
her study The Psychosocial Benefits of Backyard and
Community Gardening Among Immigrants the impact
of the relationships between people and their gardens.
The participants of the study indicated there were
multiple benefits of gardening at different dimensions.
The respondents indicated through gardening they
were able to maintain and establish an intimate
connection with nature and their surrounding
environment. The perceived psychosocial benefits of
gardening were immense as well. Gardening provides
a time and space for therapeutic activity while
fostering physical health benefits like improved
nutrition and diet. Additionally, gardening provides a
means for social interaction.
Even in the midst of covid-19 pandemic, the
Department of Education emphasized that every
school shall perform continuous improvement
commitments and advancements. Stakeholders of
learning must work collaboratively to understand
problems, identify potential solutions, use data to
quickly assess what does and does not work, and
integrate successful solutions. District and school
leaders must also put in place and strengthen the
structures, practices, and cultures to support meanigful
implementation of continuous improvement. DepEd
developed a Basic Eduaction Learning Continuity Plan
(BE-LCP) that responds to basic education challenges
brought about by the covid-19 pandemic.Learning
opportunities shall be available. In the time of
Rezve M. Sael
Covid-19, supporting students socio-emotional
learning, mental health and wellbeing can help
students to return to school, catch up on lost learning,
and adapt to new circumstances.
Methodology
Sampling and Participants
The researchers conducted this study using quatitative
research methods and total enumeration. The study
surveyed all of the participants of the project.
Psychosocial Support Activities had 27 participants,
Home Gardenscaping had 18 participants, and
Learners Support Group had 77 participants. There
were a total of 122 respondents.
Research Instrument
The data were gathered using a checklist survey
questionnaire in order to meet the study's objectives.
Due to the pandemic, the survey waas performed using
Google Forms to avoid direct contact with the
respondents and ensure everyone's safety. The
researchers used researcher-made questionnaire. It is a
25 item questions having 5-point scale choice that is
answerable by the following: Strongly Agree, Agree,
Neutral, Disagree, and Strongly Disagree.
Validation of Instrument
Research instrument should meet the qualities of a
good instrument before they are used. These
measuring instruments are used for gathering or
collecting data, and are important devices because the
success or failure of a study lies on the data gathered.
In this study, three competent juries validated the
instrument with expertise in educational research
available in the researcher’s locality. After the
validation of the questionnaire by professionals, it
generates a grand mean of 4.64 out of 5 which can be
interpreted as “Highly Valid”. The researcher used the
criteria developed for evaluating survey questionnaire
set forth by Falible R. F. (2020).
A pilot test was performed to thirty (30) students. It
was done to determine the internal consistency of the
questionnaire. The end results of the Cronbach alpha
taken from the pilot test was .932 which can be
interpreted as acceptable.
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Data Collection Procedure
After the approval of the letter of permission, the
researchers distributed the hard copies of the
questionnaire who did not have access to the internet,
while respondents who did have access to the internet
responded to the questionnaire online. The gathered
data were appropriately recorded, organized, analyzed,
and interpreted.
Ethical Issues
The researchers followed the data’s confidentiality and
the respondents were not dictated as to what they were
going to answer. Everything was treated with privacy.
Other researchers’ studies were annexed and were
used as guidelines. Respondents can access their own
data if they so desire. Consent forms were sent to
respondents before they responded the survey forms.
Data Analysis
The data collected in response to the first statement of
the problem was analyzed and interpreted using
weighted mean with the following interpretation: (a)
Strongly Disagree; (2) Disagree; (c) Undecided; (d)
Agree; and (e) Strong Disagree. The remaining
problems were interpreted with paired T-test using
SPSS version 26.
Results and Discussion
This part presents the findings and interpretations
based on the data gathered from the study. The order
of the presentation follows the sequence of the
research problems presented in part C of section IV.
The questionnaire responses of the students were
tabulated, analyzed, and interpreted using statistics.
The Students’ Perceptions on Ka-Agapay Project
Table 1. Students’ Perception on Ka-Agapay Project
Psychosocial Support Activities
According to the data in Table 1, students agreed that
Rezve M. Sael
the Ka-Agapay project's activities through the
psychosocial support activities went well and that the
project's primary objective was met. The students
viewed the project as one that helped overcome
anxieties, fears, and concerns brought by the
pandemic. This finding corroborates Kamarzarin's
(2014) assertion that artistic creation possesses an
inherent capacity for treatment and healing.
Additionally, the result generated a weighted mean of
4.19 with a verbal description of "agree," implying that
the project has a beneficial effect on the target
beneficiaries.
Additionally, the project significantly improved the
participants' mental and emotional health. It produced
weighted means of 4.22 and 4.37 with a verbal
description of strongly agree. This finding
corroborates Madadi's previous research (2000).
The essay writing and slogan-making contests
provided a forum for students to express their fears,
concerns, and anxiety during the uncertain times
surrounding the Covid-19 pandemic. In addition, this
enabled them to communicate their circumstances
through art. This view is consistent with the findings
of previous studies, including Rastle (2008), Alimoradi
(2014), and Morris (2015).
Additionally, the project was successfully launched
and monitored by providing a contact number for
participants to submit inquiries. As a result, the
participants expressed no reservations about the
project's communication. Furthermore, the
participants' parents enthusiastically supported their
children's participation in the activity, as mentioned
earlier, as they recognized its benefits.
The Ka-Agapay Project, as implemented through one
of its umbrellas, the psychosocial support activities
initiative, was deemed beneficial by both students and
parents, resulting in a grand mean of 4.24 and a verbal
description of strongly agree. Thus, the beneficiaries'
perceptions of the current investigation will
corroborate the findings of Lindsey et al (2018).
Additionally, this study emphasized the beneficial
effect of art and recreation on the anxiety, fear, and
worries that a person may experience during times of
uncertainty.
Backyard Gardening
According to the information in Table 1, backyard
gardening is essential during a pandemic. The
participants enjoyed gardening in their backyards. This
observation is accurate and corroborated by Blake &
Fisher's (2009) study, which found that one of their
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Research Article
respondents stated, "Backyard gardening enables us to
enjoy it." These words also apply to participants in the
Ka-agapay Project's backyard gardening program,
which helps them make the most of their free time.
The first indicator in the table received a weighted
mean of 4.50 and a verbal description of strongly
agree. As mentioned earlier, this data implies that
participants in the activity find backyard gardening
beneficial, particularly given the lengthy lockdown
period.
One of the stated activity's objectives is to value food
security. The weighted mean of 4.44 (strongly agree)
indicates that the activity accomplished its objective.
The participants unanimously agree that the Ka-
Agapay Project taught them the value of indigenous
foods through backyard gardening. This conclusion is
consistent with the most frequently cited studies by
Hackman and Wagner (1990), Blair et al. (1991),
Armstrong (2000), Hanna & Oh (2000), Twiss et al.
(2003), and Wakefield et al. (2007).
Schmelzkopf (1995), Myers (1998), Armstrong
(2000), and Hanna & Oh (2000) established backyard
gardening as a mechanism for promoting health and
well-being. This idea is consistent with the responses
of the study's participants. They viewed the activity to
promote a healthy lifestyle, which is one of the
activities' objectives.
The organizers planned the activity meticulously and
ensured that it ran smoothly. Additionally, the scoring
was established prior to the start of the activity. A
verbal description of strongly agree generated a
weighted mean of 4.50 and 4.22, respectively.
On the other hand, parents perceived the activity to be
beneficial and thus encouraged their children to
participate. This finding corroborates Schmelzkopf's
(1995), Myers' (1998), Armstrong's (2000), and
Hanna's & Oh's (2000) findings that backyard farming
strengthened intergenerational ties among family
members.
The Ka-Agapay Project's backyard gardening activity
has a significant positive impact on individuals,
families, and the community, garnering a grand mean
of 4.33 with a verbal description of strongly agree.
Table 1 shows the data on the students' perception of
the Learners' Support Group. The data shows that the
program helps in assisting learners in keeping up with
their modules. With a weighted mean of 4.03 and a
verbal description equivalent to strongly agree, the
students' perception implies that the Learner's Support
Group has a considerable impact on the keeping of
Rezve M. Sael
learning modules to struggling learners.
There is no doubt also that being friendly and
approachable tutors help struggling learners do their
modules. Although this is the lowest in the weighted
mean under the indicators, it still falls to a verbal
description which is ''agree". So, it still implies a
positive view as to the tutors being friendly and
approachable.
The participants find no issue with the materials being
used in the intervention. The materials are seen to be
user-friendly and easy to use. Because of the materials
being user-friendly, it serves its purpose, and it
reached the program's primary objective, which is to
help struggling learners develop their numeracy and
literacy skills based on the participants' skill
assessment. This note implies further that the
intervention is beneficial to its target participants.
The participants' parents see the project as beneficial
to them, especially the working parents and the
illiterate parents who have problems assisting their
children in making their children modules. With this,
the Learners Support Group has a significant impact in
helping and facilitates the learning module. The
overall perception of the learners towards Learners"
Support Group is in coherence with the findings of the
studies of Johnson (1971) and Peterson et al. (1985)
that say, students working together represents the most
effective interaction.
Learners’ Support Group
When a student works in pairs, one person is listening
while the other partner is discussing, and both are
developing. This setup works the same way with the
tutees and tutors. Although the tutors are the ones
giving the concepts, they too are learning out of their
experience. And that relationship was made possible
by the intervention of the LSG through the initiative of
the Ka-Agapay Project. Therefore, the project has a
considerable impact on the struggling learners, the
tutees, and tutors.
Establishment of a Facebook Page
The establishment of a Facebook page for Gutalac
National High School generates a favorable response
from the students. The page has a significant impact on
the spread of legitimate information. The weighted
mean of 4.15 combined with a verbal description of
agree indicates that the page positively affected the
learners. The page educated them about the school's
programs and services.
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Table 2. Groups in pretest and posttest in the literacy

Clarifications and school-related concerns can also and numeracy skills assessment
be expressed via the Schools' Facebook page.
Students regard the page as beneficial because it
accomplishes its objective. It produces a weighted
mean of 4.24 based on a verbal description of
strongly agree.

The overall perception of the Facebook page's

creation generates a grand mean of 4.21, indicating
agreement with the page's purpose and impact on
the students. Additionally, the page featured several
engaging and timely activities that elicit positive The present findings agree with Kessler and
McCleod's (1985) conclusions, which state that
responses from students.
The Significant Difference in the Means of the
Pre- Test And Post-Test of the Reading
Comprehension and Numeracy Tests
Table 2 presents the results of the analysis between
the pretest’s and posttests on the assessment of the
literacy and numeracy skills of the tutees,
respectively. Based on the pretest mean under
literacy skill assessment which is 4.8000, the tutee's
literacy skill improved a lot measured in the
posttest with the mean of 8.3125. The negative
result of the T-test for paired samples (-22.216)
explains that the assessment scores in the posts test
was significantly higher, showing the Sig. (2-tailed)
value of .000**. This means that the intervention
initiated by the Ka-Agapay Project through
Learners’ Support Group was effective with respect
to the present investigation. Therefore, the null
hypothesis is rejected while the alternative
hypothesis is accepted.
On the other hand, the pretest’s mean under
numeracy skill assessment which is 3.8250, the
tutees' numeracy skill improved a lot measured in
the posttest with the mean of 7.6250. The negative
result of the T-test for paired samples (-22.981)
explains that the assessment scores in the posts test
was significantly higher showing the Sig. (2-tailed)
value of .000**. This means that the intervention
initiated by the Ka-Agapay Project through
Learners’ Support Group was effective with respect
to the present investigation. Therefore, the null
hypothesis is rejected while the alternative
hypothesis is accepted
students often have difficulties outside of class, and
opening them with another student in a non-
threatening way will become additional support from
each other beneficial by-product. Utilizing students-to-
student learning is healthy as to the present study is a
concern because it destroys the gap in communication.
The tutee will learn the concept through a tutor
because the communication gap and threat to be
reprimanded is eliminated.
Conclusion
Since there was a significant difference in the means
of the pre-test and post-test of the reading
comprehension test of the pre-identified struggling
learners of Gutalac National High School through the
assistance of Learners Support Group of the Kaagapay
Project; therefore, the first null hypothesis “There was
a significant difference in the means of the pre-test and
post-test of the reading comprehension test of the pre-
identified struggling learners of Gutalac National
High School through the assistance of Learners
Support Group of the Kaagapay Project” is hereby
rejected. However, the alternative hypothesis is being
accepted.
Furthermore, there was a significant difference in the
means of the pre-test and post-test of the numeracy test
of the pre-identified struggling learners in
Mathematics of Gutalac National High School through
the assistance of Learners Support Group of the
Kaagapay Project; therefore, the second null
hypothesis “There was a significant difference in the
means of the pre-test and post-test of the numeracy test
of the pre-identified struggling learners in
Mathematics of Gutalac National High School through
the assistance of Learners Support Group of the

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Kaagapay Project” is hereby rejected. However, the

alternative hypothesis is being accepted.
Moreover, the Ka-Agapay Project provided a positive
impact on the perception of the Gutalac National High
School stakeholders. The following are the
researchers’ recommendation:
• The school administration to assist the SSG in
succeeding the sustainability plan.
• The school to formulate a Memorandum of
Agreement (MOA) to the local government units to
support the “para-teachers” for funding.
• The school will provide more training to the tutors for
them to perform well their duties and
responsibilities in the field. This step may also awaken
their interest to become educators in the future.
• The school administration will provide financial
support intended for the prizes to gain more
participants in the contest.
• The school will designate a person-in-charge to respond
to stakeholders’ queries.
• The entire Gutalac I district will adopt the project since
the needed workforce is readily available each school.
(Please see the Sustainability Plan for Ka- Agapay
Projects [Appendix 1])

References
Byers, L. (2003). The Psycho-social Benefits of Backyard and
Community Gardening Among Immigrants.

Jackson, D. (2015). Small Group Learning: Graduate Health

Students’ Views of Challenges and Benefits

Kamarzarin, H. (2014). A Comparative Study On the Quality of the

Implementation of Designing-Drawing Therapy on Reducing
Intergroup Stress in Preschool Boys and Girls Children.

Laal, M. (2011). Benefits of Collaborative Learning.

Lavy, S. (2016). Who Benefits from Group Work in Higher

Education? An Attachment Theory Perspective.

Lindsey, L. (2018). Expressive Arts and Mindfulness: Aiding

Adolescents in Understanding and Managing Their Stress.

Affiliations and Corresponding Information

Corresponding: Rezve M. Sael
Email: saelrezve@gmail.com

Rezve M. Sael
Gutalac National High School
Department ofEducation, Zamboanga Del Norte, Philippines

Romer D. Loquinario
Gutalac National High School
Department ofEducation, Zamboanga Del Norte, Philippines

Queenah J. Gutierrez
Gutalac National High School
Department ofEducation, Zamboanga Del Norte, Philippines

Mark C. Maravillas
Gutalac National High School
Department ofEducation, Zamboanga Del Norte, Philippines

Rezve M. Sael
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Appendix 1. Sustainability Plan for Ka-Agapay Projects

INTERVENTION
MODE OF PERSON/ BUDGET / EMERGING ISSUES SUGGESTED FUTURE
TIME-
ACTIVITY OBJECTIVE IMPLEMENTA PARTNERS SOURCE DURING PLANS/
FRAME
TION INVOLVED OF FUND IMPLEMENTATION INNOVATIONS
Lobby for “Para-
To assist peers Tutors, Far Flung Brgys. have
Teachers”
tagged as Tutees, no volunteers for LSG
Prospect Partners:
struggling with numbers of
Whole Face-to-face Teachers, BLGU & MLGU for
LSG

learners in their struggling learners.

literacy skill. / To
School (within their Partner None funding
Year barangay) Agencies, Inconsistency of the
help learners cope
SSG Officers LSG volunteers in Provide additional
up with their
& Volunteers assisting the trainings.
modules.
struggling learners.
GARDENSCA-

To appreciate
IP Learners, Learners from
local food security Dec. Face-to-face remaining 32 Forge MOA to the
HOME

Parents, DA, 1,500.00

PING

and to help
2020 to (one barangay barangays were not school integrating the
learners use their DOH, BLGU, SSG able to avail due to program to TVL
time productively April shall be
SSG Officers FUNDS limited capacities of subjects and to YES-O
in times of home 2021 selected)
& Volunteers the SSG considering program.
quarantine.
its scope.
Enable the
CREATION OF GNHS ONLINE PSYCHOSOCIAL
SUPPORT ACTIVITIES

students to
manage their
thoughts and
1.Continuously accept
feelings, reframe
Learners, 800.00 entries and conduct
their anxieties and Jan.- judging and recognition
help them move Virtual Teachers, SSG SSG
beyond worries
Dec. Short Term Activity quarterly via FB Page.
Officers & FUNDS 2. Conduct mental
and fears brought 2020
Volunteers health awareness
about by the
seminar.
pandemic so they
would be
empowered.

Gives the students

a venue to check Learners,
FB PAGE

Teachers, ICT Assign a person-in-

legit information
Whole charge for the posting
related to the Online Coordinator, None The page needs
of information and
school and its Year housekeeping.
SSG Officers maintenance of the
programs and & Volunteers page.
services.

Rezve M. Sael
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