Budget of Work - Science 7

Republic of the Philippines
Department of Education
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SCHOOLS DIVISION OF DAVAO ORIENTAL
CRISPIN E. ROJAS NATIONAL HIGH SCHOOL
LAMBAJON, BAGANGA, DAVAO ORIENTAL
BUDGET OF WORK FOR SCIENCE 7 – QUARTER 4

SY:2022-2023
Content Content Performance Learning No. of Topic Strategies Assessment References
Standard Standard Competencies Days
/Objectives
The learners The learners Using models,
demonstrate an should be able relate; 10 Earth’s Rotation and Lecture/ Sci.7
Seasons and understanding of to analyze the 1 the tilt of the Revolution Discussion Pen and Paper Teachers
Eclipses the relationship of advantage of Earth to the Test Guide,
the seasons and the the location of length of daytime Activity- Learner’s
(Week 4-5) position of the Sun the Philippines 2 the length of based Material,
in the sky. in relation to daytime to the SLMs
the climate, amount of energy Inquiry-
weather, and received based
seasons. 3 the position of
the Earth in its
orbit to the height
of the Sun in the
sky
4 the height of
the Sun in the
sky to the
amount of energy
received
5 the latitude of
an area to the
amount of energy
the area receives
Name of School: CRISPIN E. ROJAS NATIONAL HIGH SCHOOL

Address: Lambajon, Baganga, Davao Oriental
Email Address: crispinerojasnhs.baganganorth@deped.gov.ph
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6 tilt of the Earth

and the seasons
S7ES - IVh - 9
Prepared by: Checked and Reviewed by:
MARY ANGELIE L. GRECIA ABEGAIL B. CRAVE

Teacher I Head Teacher I

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Prepared by:
DAISY JANE T. PREGON

Adviser
GRADE 10 NEATNESS CLASSROOM OFFICERS

S.Y. 2022 – 2023
President : Lowie L. Clata

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Vice – President: Angel Bolanio
Secretary : Camille Cuare
Treasurer : Becera Genny
Auditor : Diether I. Mamontayao
P.I.O. : Enrico G. Boceron

Dave Ian Sereňo

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Office of the Supreme Student Government

Office Memo No. ____ s. 2020
TO : ALL TEACHERS
DATE : February 7, 2022
SUBJECT : Reading of School Forms for the 2nd Quarter
Good morning Everyone!
May I remind all the Head Teachers Incharge by year level to start the READING OF SF 1, 2, 9 AND 10.
Be sure to finish everything TODAY. We have enough time last week to attend to this matter. With this, an excuse is
highly discouraged.
At exactly 4 pm, All Focals will submit reports on the status of the reading.

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For strict compliance!
Tanggapan ng Punong Guro

TO : ALL TEACHERS
SUBJECT : 2-day Work From Home Arrangement

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Good afternoon! I believe that you will have a very happy and satisfying weekend this coming days, For it is so timely
that our long awaited PBB is already at hand. However, after this week, our task as teachers that will again satisfiy
the performance for our next PBB will definitely resume on Monday.
The 2-day WFH and 3-day Work on site is still to be continued as per memo from Feb 1 to 15, 2022. With this, we will
follow the schedule starting Monday, Feb.7, 2022. To wit;
Grade 9 and Grade 11 - Tuesday and Thursday
Grade 8 and Grade 12 - Wednesday and Thursday
Grade 7 and Grade 10 - Tuesday and Wednesday
Everyone should report every Mondays and Fridays and the respective day which is not included in your WFH.
To all HTs and Focals, please follow schedule of WFH on the scheduled day of your assigned year level.
Sir Ryan Morales will see the office for confirmation on his preferred day as to what year level in the SHS he has to
follow.
Accounting and Admins will shift sched from time to time depending on the urgency of work in the office.
For guidance and compliance.

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TO : ALL TEACHERS
DATE : January 25, 2022
SUBJECT : Work From Home Arrangement
Please be informed of the changes in WFH SCHEDULE next week.
WFH - JAN. 31 and FEB 4

Holiday - FEB 1
TIP / WORK ON SITE - FEB 2 AND 3
Please be guided accordingly!

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TO : ALL TEACHERS
DATE : January 24, 2022
SUBJECT :

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Good morning everyone!
Please be guided of this week's activities:

1. End of 2nd Quarter - Jan. 28
2. Last and Final Judging of GPP this time with the DepEd Regional and Division Personnel
3. Start of Provincial EO #1 s.2022 for our guidance limited face to face.
For our GPP, please make a MARK to the judges that CERNHS is still UNIQUE and CREATIVE from the rest of the schools!
Thanks!

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TO : ALL TEACHERS
SUBJECT :

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April 27, 2021
SARA JANE D. RABUYA

School Principal II

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Good day!
The Bread and Pastry Production course, which is part of the TVL track's Home Economics strand, offers a variety of activities
and opportunities for learners to improve their understanding of key concepts and acquire/master core competencies outlined in
the TESDA Bread and Pastry Production NCII Training Regulation.
In this regard, we respectfully request that you allow us to conduct actual performances for students enrolled in Bread and
Pastry Production so that we can properly determine the level of skills and expertise required to obtain a certificate and/or
National Certification. We will allocate seven students per day to perform the required skills.
We anticipate students arriving on each of these dates to conduct required skills starting May 3, 2021.
We are looking forward to merit this request in your office.
Thank You!
Respectfully yours,
MICHAEL P. ALMINE
Subject Teacher

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Approved by:
SARA JANE D. RABUYA

School Principal - II
Herewith are the schedule of the students to perform the aforementioned activity
Date Monday Tuesday Wednesday

Name of Students
May 03-05, Aumada, Jake Doysabas, Kent Ibaňez, Andrei
2021 Cabuyao, Shane Dullano, Christian Lanaban, Rudel
Diansay, Venjie Enriquez, Jhon Mark Liban, Jolly
Arocha, Grace Mae Astudillo, Grace Cabodbod, Mercy
Aslog, Hecel Balug, Reah Jane Cartagena, Cresel
Aspiras, Jenny Borog, Karen Cayogyog, Erika
May 10-12, Luna, Joemar Matucading, Joey Pandili, Richard

2021 Mangando, Rodel Meno, Antonio Silat, Jelmer
Martinez, Gregorio Jr. Napoli, Jason Silawan, Ericson
Clata, Daisy Ree Ester, Celine Mae Tabuasan, Joven
Espaňol, Christene Fuentes, Jayleen Gonzales,

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Espedillon, Danica Garcia, Mary Grace Angelina

Guimapang,
Diana Rose
May 17-19, Lagaran, Angel Vebs Manulat, Mery

2021 Lumpaodan, Ella Jean Nituda, Mary Ann
Lunay, Roselyn Pislan, Laica
Maglasang, Hanna Tolentino, Shiyla
Rose
Maglasang, Mary Jane
Manambay, Sarah
Jane

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CERTIFICATION
April 28, 2021
To whom it may concern:
This is to certify that MS. IGNACIA MARIE A. RAMOS is an employee of Crispin E. Rojas National High School since July
18, 2017 up to present as Senior High School Teacher, teaching Grade 12 Level and a SHS ICT Coordinator.
This certification is being issued upon the request of MS. IGNACIA MARIE A. RAMOS for whatever legal purpose it may
serve her.
Issued this 28th day of April 2021 at Crispin E. Rojas National High School, Lambajon, Baganga, Davao Oriental
Certified Correct:

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SARA JANE D. RABUYA

School Principal II
ORGANIZATIONAL
STRUCTURE
(JUNIOR HIGH SCHOOL)

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ATTENDANCE SHEET
NAME AGENCY POSITION SIGNATURE

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MONITORING CHECKLIST
Name: ____________________ Position: ________________________
Grade Level/Section: __________________
Rating Description:
7- EXCELLENT
6- VERY SATISFACTORY
5- SATISFACTORY
4- GOOD
3- FAIR
PROGRAM/PROJECT/ 3 4 5 6 7 NONE Remarks

ACTIVITY/RECORDS
PART 1: SCHOOL FORMS

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1 SCHOOL FORM 1
2 SCHOOL FORM 2
3 SCHOOL FORM 9
4 SCHOOL FORM 10
5 SCHOOL FORM 29
6 SCHOOL FORM 30
7 GRADING SHEETS AND
CONSOLIDATED
GRADES FOR Q1 & 2
8 E-Class Record
9 LEARNER ENROLMENT
& SURVEY FORM
Total
Average
PART II: INSTRUCTIONAL MATERIALS
1 School Calendar of
Activities (in folder)
2 School Learning
Continuity Plan
3 Weekly Home Learning
Plan
4 Classroom Program
including Budget of
Work for SY 2020-2021
5 DO No. 40, s. 2012

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(Child Protection
Policy)/Child Protection
Policy Committee
6 Most Essential Learning
Competencies
7 Instructional Materials
in all subjects for
Quarter 1 and 2
8 Interventions made to
learners at risk
9 Performance Indicator
(updated)
3 4 5 6 7 NONE Remarks
1 Number of Competencies
0 done for Quarter 1 and
2/Least Learned
Competencies
Total
Average
PART III. ACCOMPLISHMENT REPORT
1 Professional
Development Activities
and Learning Action Cell
Plan

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2 Individual Learning &

Monitoring Plan
3 LDM Portfolio/Individual
Rating Report
4 MPRE
Portfolio/Individual
Rating Report
5 Individual Workweek
Plan
6 Individual Daily Log and
Accomplishment Report
7 Competency Proficiency
Level (CPL)
8 Learner’s Outputs for
Quarter 1 and 2
Total
Average
PART IV: PHYSICAL ASPECT

A. Physical (inside the classroom)
1 Curtains and other
Aesthetics

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2 Chairs (CoVID-19 setup)

3 Teacher and Supervisory
Table
4 National Heroes, Lupang
Hinirang, Panatang
Makabayan
5 Organizational Chart
(School-based/Division
based)
6 Pictures of President and
DepEd Officials
7 DepEd Mission, Vision
and Core Values
8 National, Municipal,
Provincial and Barangay
Officials
9 General PTA and
Homeroom Officials
1 Over-all Appearance
0
1 Outside the classroom
1
1 Cleanliness of the
2 assigned area
1 Comfort Room

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3
B. Classroom Corners
1 Reading Corner
2 DRRM Corner
3 WATCH Corner
4 NDEP Corner
5 WinS Corner
6 Others
C. COVID-19 Health Protocols
1 Handwashing
2 Footbath
3 Alcohol/Sanitizer
4 Signage and Caution
Marks
5 Logbook for Contact
Tracing
D. Stakeholders and Engagement Support

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1 List of Donations
Received (BE Certificate
of Acceptance Form)
E. List of Initiated
Projects inside the
Classroom
Total
Average
General Weighted Average ( Part I to IV)
Over-all Rating
Description
Checked and Evaluated by:
____________________________ (Name)
____________________ (Position)

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ACTIVITY DESIGN
I. Title of Activity:
TARPAULINS/SIGNAGES PRINTING
II. Rationale:
Signages are an important aspect of any educational institution. From the main entrance “welcome” sign and motivational
displays to practical directional signage, they all have a part to play. Quite simply, signages are designed to help individuals
recognize or identify a specific school and its important activities.
Objective:
The activity aims to:
 Understand the demand and preferences of stakeholders towards signages/tarpaulins in community/school

 Give information and increase awareness towards school recognitions, best practices and activities
 Post recent updates and timeline activities of the school especially Brigada Eskwela 2021 and Oplan Balik Eskwela
III. Target Participants

A. Crispin E. Rojas National High School students, parents and visitors

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IV. Date and Venue of the Activity:

Date:
V. Budgetary Requirements:
3 pcs 4 x 6 tarpaulin @ 360/each P 1,080.00
Total: P 1, 080.00
VI. Source of Funds: Junior High School MOOE

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Prepared by:
AL LHEA B. MORALES
ICT Coordinator
Funds Available:
ADELFA D. BENANING
ADAS III
Approved:
SARA JANE D. RABUYA

School Principal II

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TRANSMITTAL
AUGUST 12, 2021
Human Resource Office

Division of Davao Oriental
Maam:
I submit herewith the Pertinent documents of our Senior High School applicants to wit:
1. Analiza V. Golosenda
2. Jean B. Liwana
3. Juliet L. Gregorio
4. Roselyn B. Masauding

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5. Roden Jogel D. Reyes

6. Ryan O. Morales
SARA JANE D. RABUYA

School Principal II
CLASS PROFICIENCY LEVEL ENGLISH

S.Y. 2020-2021

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GRADE AVERAGE PROFICIENCY
Q1 Q2 Q3 Q4
7 86.60 86.59 91.12 88.97
8 69.11 69.60 69.56 77.52
9 83.43 81.40 77.33 88.13
10 78.67 85.60 81.46 88.

81

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CLASS PROFICIENCY LEVEL MAPEH

S.Y. 2020-2021
Q1 Q2 Q3 Q4
7 72.69 76.01 77.32 80.12
8 72.24 75.32 76.46 80.03
9 72.69 75.05 76.20 82.15
10 72.02 75.78 75.72 80.84
CLASS PROFICIENCY LEVEL FILIPINO

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S.Y. 2020-2021
Q1 Q2 Q3 Q4
7 71.94 75.76 74.66 88.72
8 70.65 72.42 72.36 78.27
9 74.25 74.98 75.19 77.69
10 77.69 77.19 80.52 78.65

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CLASS PROFICIENCY LEVEL EsP

S.Y. 2020-2021
Q1 Q2 Q3 Q4
7 73.05 76.08 77.39 84.49
8 72.31 75.40 76.49 75.91
9 72.84 74.95 76.17 75.55
10 72.19 75.71 75.78 78.92

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CLASS PROFICIENCY LEVEL SCIENCE

S.Y. 2020-2021
Q1 Q2 Q3 Q4
7 88.09 71.71 72.50 70.00
8 77.33 78.83 80.00 79.03
9 75.60 76.66 72.58 75.90
10 88.37 86.25 83.88 81.25

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CLASS PROFICIENCY LEVEL MATHEMATICS

S.Y. 2020-2021
Q1 Q2 Q3 Q4
7 66.47 67.78 66.91 66.91
8 63.01 68.10 66.52 68.10
9 63.20 65.61 70.21 70.21
10 66.76 66.88 67.89 63.98

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CLASS PROFICIENCY LEVEL TLE

S.Y. 2020-2021
Q1 Q2 Q3 Q4
7 79.97 80.78 80.93 82.81
8 77.93 88.12 80.66 82.95
9 81.05 82.32 83.02 88.03
10 85.03 84.83 84.94 85.75

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CLASS PROFICIENCY LEVEL ARALING PANLIPUNAN

S.Y. 2020-2021
Q1 Q2 Q3 Q4
7 92.48 87.11 88.31 85.92
8 79.50 72.79 73.73 74.52
9 83.83 81.97 80.22 94.67
10 60.87 60.75 64.92 64.92

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LIST OF GRADE-9 TEACHERS
NAME SECTION
GIA MARIZ S. ORACION RESILIENCE
ANDREA M. DIO RADIANCE
SHEILA JHAN A. HARINA RELIANCE
JERAH MAE S. MANAPOL RESOURCEFULNESS
LOREVIC T. CAINGLET REVERENCE
AIZA L. SANGO RESPECT
IVY D. MANGUIOB REVITALITY

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Prepared by:
GIA MARIZ S. ORACION

Grade 9 Level Chairman
Checked by:
JERRY M. EMUY
Grade 9 and10 Level in-charge
LIST OF GRADE-10 TEACHERS
NAME SECTION

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CRESTY L. OLEA NOVELTY
DAISY JANE T. PREGON NEATNESS
RUSILIZA M. ALMUETE NOBILITY
MARY ANGELIE L. GRECIA NIFTY
LEA MAE A. DE MIRA NONPAREIL
MARY ANNALOU B. LARDIZABAL NASCENCE
Prepared by:
CRESTY L. OLEA
Grade 10 Level Chairman

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Checked by:
JERRY M. EMUY
Grade 9 and 10 Level in-charge

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BAYANIHAN PARA SA PAARALAN

MONITORING CHECKLIST ON “BRIGADAHAN SA LEARNING RESOURCES (LRs)
Name of School : CRISPIN E. ROJAS NHS Monitoring Date: 09/13/2021

Name of School Head : SARA JANE D. RABUYA Level of School : ___Elem
Contact Number : 09052423460 ___JHS /
Number of Teachers : 55 ___SHS
School ID : 304312
___Small ____ Medium ___Large /
Instruction: Put a check mark (/) next to the indicator, if observed.
INDICATORS Evident Not Remarks

Evident
1. Are all Self-Learning Modules (SLMs) accounted?
(MOV: With listing/recording found only in the
custodians of these SLMs)
2. Are all SLMs visible and properly stored in the

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designated areas?
3. Are all SLMs reusable since they undergo:
3.1 disinfecting?
3.2 dusting?
3.3 fixing?
4. Is there a mechanism system in the
4.1 distribution of SLMs?
4.2 retrieval of SLM?
4.3 storage of SLMs?
4.4 compliance with the health and safety protocols?
Comments and Suggestions on other Findings:
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
_________
SARA JANE D. RABUYA

School Principal II
Date: __________________

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Summative Test in TLE – ICT - Computer Hardware Servicing

Specialization (Grade 9)
Name: _____________________________ Section: _________________ Date: __________ Score: _______
Matching type: Match the items in Column A with its description in Column B. Write the letter only.
Supply the missing word / words.

Occupational Health and Safety Procedure:
11. Always __________ or discharge yourself before touching any part of the computer.
12. Be careful with the tools that may cause short __________.
13. Always pull the cable connector on the _________ and not on the cable itself.
14. Use only __________ shoes when standing on the ground or in a concrete floor.
15. Always power __________ and unplug the computer before working on it.
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11. Laser Printer

12. Light Pen
13. HDD
14. RJ45
15. Mouse
Identification
____________21. ____________26.
____________22. ____________27.

____________23. ____________28.
____________24. ____________29.
____________25. ____________30.
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Arrange the following steps in computer assembly. LAMBAJON, BAGANGA, DAVAO ORIENTAL
____________31. Install the CPU
____________32. Install Graphics / Video Cards
____________33. Install Memory (RAM Modules)
____________34. Prepare the Motherboard
____________35. Install the Add-in Cards
____________36. Connect the Power Supply
____________37. Install Internal Drives
____________38. Prepare your Workplace
____________39. Place the Motherboard into the Case
____________40. Install the CPU Heat Sink

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Arrange the following steps in computer assembly.

____________31. Install the CPU
____________32. Install Graphics / Video Cards
____________33. Install Memory (RAM Modules)
____________34. Prepare the Motherboard
____________35. Install the Add-in Cards
____________36. Connect the Power Supply
____________37. Install Internal Drives
____________38. Prepare your Workplace
____________39. Place the Motherboard into the Case
____________40. Install the CPU Heat Sink

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SUMMATIVE TEST IN TLE-ICT-COMPUTER HARDWARE SERVICING


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EMPOWERMENT TECHNOLOGIES
(Senior High School)
FIRST QUARTER EXAMINATION
S.Y. 2021-2022
Name: ____________________________________ Date: ________________ Score: _________
TEST I. MULTIPLE CHOICE: Read the following statements carefully. Choose the best answer from the choices given below and
write it on the space provided before each number.
Use CAPITAL letters only. AVOID ERASURES.
_______ 1. What do you call a web page that allows interaction from the user?
A. Static B. Dynamic C. Semantic D. Social
_______ 2. Which of the following refers to the feature where users are able to categorize and locate information through tagging?
A. Hashtags B. Folksonomy C. Taxonomy D. Rich User Experience
_______ 3. Which feature of a dynamic website allows users to put their own content?
A. Hashtags B. Folksonomy C. Taxonomy D. Rich User Experience
_______ 4. Which of the following aimed to have a machine or servers understand the users’ preference to be able to deliver web
content specifically targeting the user?
A. Web 1.0 B. Web 2.0 C. Web 3.0 D. Web 4.0
_______ 5. What type of media is designed to help people who have visual and reading impairment?
A. Assistive B. Social C. Bookmark D. Accessibility
_______ 6. The meteorologists of PAGASA used a system called Doppler radar in observing severe storms inside and outside
Philippine Area of Responsibility. Doppler radar is equipment that refers to:

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A. Platform B. Phishing C. ICT D. Computer

_______ 7. Mr. Cruz developed a new website for his business; however his website is not interactive. It does not cater users’
query, all pictures are just still and the only way to move to another web page is by clicking the hyperlink next. What particular
website does Mr. Cruz have created?
A. Web 1.0 B. Web 2.0 C. Web 3.0 D. Web 4.0
_______ 8. Joanna noticed that her email account has a lot of unwanted emails even if she does not email those senders. What
Internet Threat is being mentioned?
A. Spamming B. Scamming C. Phishing D. E-mailing
_______ 9. Maria is biologically blind but she can perform very well in her call center work by using a particular gadget or
technology. Where can you categorize this trend in ICT?
A. ICT B. Assistive Media C. Spamming D. Platform
_______ 10. Internet is truly a powerful tool; however, it is also considered as the most dangerous place. What do you think are
the information you don’t disclose in the Internet, EXCEPT for one:
A. First Name B. Phone Number C. Favorite Color D. Address
_______ 11. With your secret codes and passwords, you should:
A. Give them out to only your best friends.
B. Give them out to strangers.
C. Give them to your teachers.
D. Never give out your passwords, except to your parents.
_______ 12 When someone asks for personal information like phone numbers or addresses online, you should:
A. Give the information to anyone who asks because it's the polite thing to do.
B. Post the information on any public Web site so anyone can find it.
C. Share personal information to meet new friends and have an active social life.
D. Never give out personal information online in emails or instant messages because you never know who you
are really communicating with.
_______ 13. When you get an email or instant message from people you don't know, you should:

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A. Ignore it and put it in your trash folder.

B. Respond with a polite how-do-you-do.
C. Forward the message to your best friends.
D. Reply and have a friendly conversation.
_______ 14. When you receive an email with an attachment that you were NOT expecting from a friend, you should:
A. Open the attachment without thinking about it.
B. Open and save it. There is no hurt in trying.
C. Ask a friend if you think its okay to open the attachment.
D. Ask your parents if it is okay to open the attachment.
_______ 15. During a mail merge, what items are being merged?
A. An e-mail message and mailing list.
B. An e-mail message and a Word document.
C. A word document and a mailing list.
D. A Web page and a mailing list.
_______ 16. What Microsoft applications are used to create a mail merge?
A. Word and Power Point C. PowerPoint and Excel
B. Word and Access D. Word only
_______ 17. In Microsoft Word, what menu is 'Mail Merge' found under?
A. Insert B. Format C. Design D. Mailings
_______ 18. You are creating a new mail merge envelope to use in sending a letter to your customers. Which Word feature should
you use for a predefined format of the mailing address for each of your customers?
A. Type New List C. Select from Outlook
B. Use Existing List D. Contact Address block
_______ 19. Which of the following extensions represents a document created in MS Word?
A. .docx B. .xlsx C. .ppt D. .accdb
_______ 20. Which of the following extensions is applied to a data source you create in Word?
A. .docx B. .mdb C. .xlsx D. .dotx

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_______ 21. When a field name has a space in its title, such as Last Name, how is the merge field displayed in the mail merge
document?
A. LastName C. Last_Name
B. Last-Name D. Last\Name
_______ 22. In imaging and design for Online Environment, design and layout matter. What particular principle in graphics and
layout you will consider if you are after of the visual weight of objects, texture, colors and space that is evenly distributed on the
screen.
A. Balance C. Movement
B. Emphasis D. Variety
_______ 23. You are the layout artist of SMY clothing. Your company will be launching a new product and you are tasked to
create a tarpaulin about it. What would be the type of design you will create that attracts viewers’ attention?
A. Invitation C. Infographics
B. Tarpapel D. PowerPoint Presentation
_______ 24. Which of the following button will you click to insert hyperlink?
A. B. C. D.
_______ 25. What Microsoft office program designed to create spreadsheets which can later be used to analyze statistical data?
A. MS Excel B. MS Word C. MS Publisher D. MS OneNote
_______ 26. What are you going to type into an empty cell to start a formula?
A. * B. ( C. = D. ^
_______ 27. To divide 853 by 16 in a formula in Excel, you would use what math operator symbol?

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A. * B. / C. - D. +
_______ 28. In figure 1.1, what is the cell name of the cell where the
age of John is located?
A. B1 C. B2
B. B3 D. B4
Figure 1.1
_______ 29. What is the correct Average function are you going to
use for computing the average value of number of examinees
from the month of January to March in figure 1.2?
A. =AVE(B2+B3+B4/3) C. =AVERAGE(B2:B4)
B. =AVE(B2+B3+B4)/3 D. =AVERAGE(B2:B4)/3
Figure 1.2

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_______ 30. How will you compute the total sales in Figure 1.3?
A. =SUM(D4+D13) C. =SUM(D4-D13)
B. =SUM(D4:D13) D. =TOTAL(D4:D13)
Figure 1.3
_______ 31. How will you get the number of items under Food category in Figure 1.3?
A. =COUNTIF(“Food”) C. =COUNTIF(C4:C13.”Food”)
B. =COUNTIF(B4:B13.”Food”) D. =COUNTIF(”Food”,C4:C13)
_______ 32. If you will compute the average sales of Non-food in figure 1.7, what will be your range in your AVERAGEIF formula?
A. B4:B13 B. C4:C13 C. D4:D13 D. “Non-food”
_______ 33. Which of the following best describes PowerPoint?
A. Presentation software C. Drawing Software

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B. Database software D. Desktop publishing software

_______ 34. HTML page needs images and pictures to add beauty in it. If your website has a background about nature and you
will integrate animated image on it, what possible file format you will use in your image?
A. .html C. .jpeg
B. .png D. .gif
_______ 35. Rhea is a web developer of GNH Company. She wanted to create a new website for one of the departments of GNH,
what platform or application is she going to use?
A. PowerPoint C. Excel
B. Notepad D. Photoshop
_______ 36. Notepad is one of the platforms in the creation of website. In this platform file must be save using what particular file
extension?
A. .htm or .html C. .xcl
B. .css D. .docx
_______ 37. Online Collaborative Tools (OCT) help any group “go the distance” and work as if you already have your own office.
Among the names of websites, which is not considered an OCT?
A. Facebook C. Skype
B. Google Drive D. Google.com
_______ 38. Web portal is a website that contains information from different sources and places them in one location in a uniform
way. Among the websites below, which does not confirm to the idea of Web Portal?
A. CSFWISSHS.com C. Instagram.com
B. Facebook.com D. CSFWIS SHS Page
_______ 39. Manager Joey Rio is fun of watching online or live news. Which of the following web portals does not offer
livestreaming?
A. Facebook.com C. Yahoo.com
B. Ateneo.edu.ph D. ABS-CBN.com

REGION XI
_______ 40. Which of the following is used to represent information, statistical data, or knowledge in a graphical manner usually
done in a creative way to attract the viewer’s attention?
A. Word Document C. Inforgraphics
B. Spreadsheet D. PowerPoint Presentation
TEST II. Read and understand the following. Identify what image file format the statement belongs.
Write JPG, PNG or GIF on the space provided before each number.
_______ 41. Used for real-life photographs with high compression capabilities.
_______ 42. A good option for transparency and non-lossy, smaller files. Larger files, not so much,
unless you demand non-lossy images.
_______ 43. Considered as the king for photographs and photo-like images on the internet, but
be careful, as your file can degrade with every save.
_______ 44. Computer-generated graphics that supports transparency and animation.
_______ 45. Has high compatibility and quality that supports transparency but not animation.
TEST III. Below are lists of ACRONYMS. Write the WORD/s that acronym stands for.

REGION XI
46. JPG
47. PNG
48. GIF
49. WYSIWYG
50. WWW
SCHOOL EVALUATION SHEET FOR RANKING MASTER TEACHERS
Division: ________________________ District: _______________________

For Master Teacher ____ School: ________________________
NAME OF TEACHER APPLICANT

REGION XI
CRITERIA
Evaluator 1 Evaluator 2 Evaluator 3
CS Eligibility
Educational Qualification
Performance Rating (last 2 years)
Regular Teaching Load (No. Min.)
Minimum Requirements (points)
MT I=25 pts, MT II=30 pts,
MT III=45 pts
A. Introduced any of the following

which has been adopted or used by
the school or district/division (20
pts)
1. Curriculum or instructional
materials
2. Effective teaching techniques or
strategies
3. Simplification of work as in
reporting system, record keeping,
etc. or procedures that resulted in
cost reduction
4. A worthwhile Income Generating
Project for students given due
recognition by the higher officials of
the division
Attachments:
>Letter request to the SDS for the

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approval
>Project Proposal/Work Plan
>Division Memorandum
>Accomplishment/Financial Report
>Certification corroborated by 5
teachers
>MOVs (as specified by the
committee)
B. Subject Coordinatorship
(12 pts)
Attachments:
>Designation Order (2 consecutive
years)
>Division Memorandum
>Certification corroborated by 5
teachers
>Accomplishment Report (Division
Format)
>MOVs (Attendance Sheets,
Memorandum, Minutes of the
Meeting, Checklist, all duly noted by
the School Head, 2 page collage type
pictorials)

REGION XI
C. Organized/Managed an In-
service trainings for 2-3 days
(12 pts)
Attachments:
>Approved Training Design w/
Training Matrix
>Activity Completion Report (Division
Format)
>Certificate of Recognition
>MOVs (Attendance Sheets, Evidence
of Trainings Output, 2 page collage
type pictorials)
D. Demonstration Teaching:
(10 pts.)
3 or more demo lessons = 10 pts.
2 demo lessons=7 pts.
1 demo lesson=4 pts.
Attachments:
>Memorandum for the conduct of
the Demo Teaching
>Lesson Plan on Least Learned
Competencies (duly checked & noted
by the School Head/EPS)
>Certificate of Recognition
>MOVs (Minutes of the Critiquing
Session, Rating Sheets of the Process
Observers, Attendance Sheets
(Learners and Observers) and 2 page

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collage-type pictorials)
E. Authorship (10 pts.)

Ten (10) points for a book and one
(1) point for each article on
education
a. Sole authorship =10 pts
b. Co-authorship= 5 pts
c. Article= 1 pt
Attachments:
>Copy of the Article/Book
>Certification from the National
Library/Publisher
F. Initiated/headed or participated
in an educational research activity
duly approved (12 pts)
For participation as member of such
activity, total points shall be divided
equally
Attachments:
>Letter request to the SDS to
conduct an Action Research
>Approved Research Proposal
>Research Report
>Accomplishment Report (Narrative

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& Pictorial)
G. Credited with meritorious
achievements
1. Trainor or coach of contestants
who have received prizes,
commendations or any form of
recognition
a. National Winner=10 pts
b. Regional Winner=5 pts
c. Division Winner= 3 pts
d. District Winner=1 pt
2. Athletic coach of athletes or teams
who won prizes as follows:
c. Division Winner= 3 pts
3. DavOr LIPAD/TAAMSIE/AGILA
a. Agila Winner= 5 pts
b. Division Level (Overall winner)=
4 pts
c. Division Level (Per Learning
Area)=3 pts
d. District Level = 2 pts
e. School Level= 1 pt
4. Writer of Evaluator (Language &
Content Editor) or illustrator or Lay

REGION XI
out Artist of the divisionally initiated

Learning Materials
a. Regional Level= 5 pts
b. Division Level=3 pts
c. District Level= 1 pt
5. Trainor or coach of Boy/Girl Scout
Competitions:
c. Division Winner=3 pts
Attachments:
>Certificate of the award
>District/Division/Regional/National
Bulletin
>Memorandum
>Pictorials
TOTAL POINTS
RANK
SCHOOL EVALUATION COMMITTEE FOR MASTER TEACHERS
Evaluated by:
ABIGAIL B. CRAVE LIEZEL E. LUNA

REGION XI
Head Teacher I Master Teacher I

Member Member
Reviewed by:
SARA JANE D. RABUYA

School Principal II
SUMMATIVE TEST IN TLE-ICT-COMPUTER HARDWARE SERVICING

Exploratory (Grade 7)
Name: ____________________________________ Date: ________________ Score: _________
write it on the space provided before each number. Use CAPITAL letters only. AVOID ERASURES.
_______1. Which tool is used for hardware to stand on to prevent static electricity from building

REGION XI
up?
a. Anti-static mat c. Philips head screwdriver
b. Hex driver d. Wire cutter
_______2. Which tool is used to loosen or tighten cross-head screws?
_______3. Which tool is sometimes called a nut driver? It is used to tighten nuts in the same way that a screwdriver tightens
screws?
_______4. Which tool is used to strip and cut wires?
_______5. Which tool is used to retrieve parts from location that are too small for your hand to fit?
a. Part Retriever c. Cable ties
b. Lint-free Cloth d. Flat head screwdriver
_______6. Which tool is used to clean different computer components without scratching or leaving debris?
_______7. Which tool is used to bundle cables neatly inside and outside of a computer?
_______8. Which tool is used to loosen or tighten slotted screws?
_______9. Which tool is used to loosen or tighten screws that have a star-like depression on the top, a feature that is mainly
found on laptop?

REGION XI

b. Torx screwdriver d. Wire cutter
_______10. Which tool is used to blow away dust and debris from different computer parts without touching the components?
a. Anti-static mat c. Compressed air
For items 11-15, write TRUE if the statement is correct and FALSE if it is wrong.
_______ 11. Selecting the best tool for each task requires training in the proper use of
the tools, field experience in their safe use, and following the manufacturer’s
guidance and instructions for that specific tool.
_______ 12. When obtaining the tool, all the associated tooling and consumable parts,
as recommended by the manufacturer, must be included.
_______ 13. The safe use of a tool depends on using the tool for the purpose for which it
was designed and also for other purposes where it can be used as
substitute where tool is not available.
_______ 14. All tools should be kept in good condition with regular maintenance.
_______ 15. Preparing for a task includes only knowing the task to be done
For items 16-25, identify the tools on the boxes. Write your answer on the space provided before each number.
16 19
_________________
_________________

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20
17
_________________
_________________
18 21
_________________ _________________
24
22
_________________
________________

REGION XI
23 25
_________________ _________________
For items 26-30, solve the problems indicated below. Show your solution.
How many 60 KB jpg files can be stored on a 2 MB folder in your hard drive?
(Given: 1024 kb = 1 mb)

REGION XI
Annex B
SCHOOL PROPERTY CUSTODIAN SIM CARD DISTRIBUTION MONITORING REPORT
Name of School: CRISPIN E. ROJAS School ID 304312

NATIONAL HIGH SCHOOL
Address of School: Lambajon, Baganga, Davao Division Davao Oriental
Oriental
Date: Region XI
Prepared by: Position: School Property

(Signature over LIEZEL E. LUNA Custodian
printed name)

REGION XI
Employee Name Sim Card

Employee ID First Name Middle Name Last Name No. Received by:
(DepEd)
8324550 GLAIZA GAYLAN MORALES
8321030 DAISY JANE TRAJANO PREGON
8321460 AL LHEA BANDAYANON MORALES
8321600 RUBY ANN POMALOY DAGANATO
8321680 AIRENE MADRONA MABANDOS
5020682 QUEENY DELA CUESTA LANGCUYAN
8321330 RYAN OLVIDA MORALES
8323100 IVY ESPIRITUSO ATUCAL
8321480 ABIGAIL BOHOLST CRAVE
8321570 CARLITA BUYSER ACASO
8321610 JERRY MALINO EMUY
8321590 ROSARIO MONDAY CERNIAS
8321395 LIEZEL ESPANOL LUNA
8321750 MARICEL MOCA COMBATE
1300300 SHEENA FRANCISQUETE BAUSING
8323920 ADELFA DALUMPINES BENANING
8321810 SARA JANE DELA TORRE RABUYA

REGION XI
2nd QUARTER SUMMATIVE TEST IN TLE-ICT-COMPUTER HARDWARE SERVICING

Name: ____________________________________ Date: ________________ Score: _________
I. TRUE OR FALSE: Write True if the statement is correct and otherwise write False if the statement is incorrect. Write your
answer on the space provided.
________________1. When you are working inside any computer-related equipment, it is necessary to remove all jewelry to prevent
electric shock.
________________2. Wearing shoes with conducive rubber soles to help reduce the chance of being shocked or seriously injured in
an electrical accident.
________________3. Computer equipment can be dangerous to you and others, it can injure or even kill you if you do not follow
proper safety guidelines when working along with PCs.
________________4. You do not need to use brush, compressed air or blower in cleaning the computer system.
________________5. Before touching anything inside the computer, touch a painted metal surface on the chassis such as the metal
around the card-slot openings at the back of your computer cannot discharge static energy.
II. IDENTIFICATION: Label the parts of the computer hardware and peripherals. Identify each part by writing the word that
corresponds to the numbered part.

REGION XI
___________________6. # 16
___________________7. # 2
___________________8. # 5
___________________9. # 8
___________________10. #11
III. Tools, Equipment and Testing Devices
11. Jim is cutting wires to use for network cabling. What proper tool used for cutting or trimming of connecting wires or terminal
leads in the circuit board?
a. pliers b. soldering pencil c. side cutter pliers d. long nose pliers
12. Anton is cleaning a motherboard. What appropriate tool he needs to use?

a. lens cleaner b. magnifier c. paint brush d. goggles
13. Which tool you need to use when you fasten a negative slotted screw?
a. flat screw driver b. Philips screw driver c. tweezer d. pliers

REGION XI
14. John is measuring a voltage of a power supply. What tool should he use to measure the voltage?
a. soldering pencil b. desoldering tool c. thermal paste d. multimeter
15. Nico has a problem seeing small objects. What appropriate tool should he use?
a. flashlight b. tweezer c. goggles d. magnifier
For items 16-20, arrange in logical manner on how to install CPU and Heat Sink/Fan Assembly in a motherboard. Write the
number 1 before the sentence which do you think the first step and so on.
______16. Place the CPU gently into the socket.

______17. Align the CPU so that the Connection 1 indicator is lined up with Pin 1 on the CPU socket.
______ 18. Close the CPU load plate and secure it by closing the load lever and moving it under the load lever retention tab.
______ 19. Tighten the heat sink/fan assembly retainers to secure the assembly in place.
______ 20. Connect the heat sink/fan assembly power cable to the header on the motherboard.
For items 21-25: Based on the picture below, draw the missing keyboard keys or combination of keys which is used during the
initial startup sequence when entering a CMOS Set up. Also, explain why BIOS is very important in the Computer (for items 26-
30)

REGION XI
ATTENDANCE SHEET
SLAC ON TEACHER INDUCTION PROGRAM (TIP)

March 10, 2022
8:30 PM | AUDIO VISUAL ROOM
Name Designation Signature

REGION XI
ATTENDANCE SHEET
Title of the Activity: _____________________________________________________

Date: __________________________________________________
No. Name Designation Signature

REGION XI
10
11
12

REGION XI
3rd QUARTER SUMMATIVE TEST IN TLE-ICT-COMPUTER HARDWARE SERVICING

Name: ____________________________________ Date: ________________ Score: _________
GENERAL INSTRUCTION: Read the following statements carefully. Choose the best answer from the choices given below and
I. For questions 1-10, label the parts of the Microsoft PowerPoint 2011 window. Choose the letter that corresponds to the
labeled part.

REGION XI
A. Heading Tabs F. Slides/Outline Pane

B. Help Button G. Quick Access Toolbar
C. New PowerPoint Slide H. Ribbon
D. File Button I. Status Bar
E. Section for Speaker Notes J. Minimize Button
11. To launch MS Excel 2010 spreadsheet, select the cell in which you want to create a hyperlink and right-click to select
Hyperlink.
A. True B. False
12. This is the shortcut key when you are going to print a document.
A. Ctrl + P B. Ctrl + A C. Ctrl + C D. Ctrl + V

REGION XI
13. ______ can change to several predefined views or create your custom view with specific settings that suit the way you work.
A. Word 2010 B. Excel 2010 C. PowerPoint 2010 D. Publisher 2010
14. In saving a file, you must click the file tab and Save as.
A. True B. False
15. To launch MS Excel 2010 Spreadsheet, select the cell in which you want to create a hyperlink and right-click to select
Hyperlink.
A. True B. False
16. It is the main editing view wherein you can write and design your presentations.
A. Normal View B. Master View C. Slides Tab D. Notes Page View
17. This will let you specify settings for what you want to print like handouts, notes
pages, outline, or slides.
A. Slide Sorter View B. Print Preview C. Reading View D. Master View
18. This view occupies the full computer screen, exactly the way a presentation
will look on a big screen when your audience sees it.
A. Slide Show View B. Master View C. Presenter View D. Reading View
19. It is commonly used when you want to view a presentation, not in the fullscreen slide show view.
A. Presenter View B. Master View C. Reading View D. Quick Access Toolbar
20. _______________ is located under the slide pane. You can type notes that apply
to the current slide. What do you call this kind of view?
A. Master View B. Slide Show View C. Notes Page View D. Presenter View
For items 21-25, fill in the blanks with the correct letters to complete the word in each sentence.
21. Normal view is usually the _____________ that is used when creating your
worksheet.
A. Excel 2010 B. Worksheet C. Print D. Pages E. View F. Layout
22. Page Break Preview displays the content as it would appear over several
______________.

REGION XI

23. Full Screen View displays only the ______________, no formula bar, ribbon or status
bars are visible.
24. The _____________ titles command allows you to select specific rows and columns
to appear on each page.
25. ___________ can change to several predefined views or create your custom view
with specific settings that suit the way you work.
26-30 Answer the question below: (5 pts)

As a student, how are you going to apply the learning in MS PowerPoint and Excel?
3rd QUARTER SUMMATIVE TEST IN TLE-ICT-COMPUTER HARDWARE SERVICING

Name: ____________________________________ Date: ________________ Score: _________
I. Below are statements about Diagnoses and Identification of Faulty Computer and Network Systems, determine whether the statement is
correct or incorrect. Write A if the statement is correct and B if it is incorrect.

REGION XI
_______1. Your computer is going to fail

_______2. Too much dust inside, especially on the fans. Dust can reduce performance and cause overheating.
_______3. Give your computer a break.
_______4. Warranty is not important in your PC hardware.
_______5. Backing up your files are very important.
_______6. Unplugged or loose network cables are one of the most common reasons why you might suddenly find yourself unable to
connect to the Internet.
_______7. If your computer and another on the network both have the same IP address,
the conflict between them will prevent either from working properly online.
_______8. The performance of Wi-Fi network connections depends on distance between the device and the wireless access point.
_______9. If someone changes the encryption keys or password on the access point, devices that worked before will suddenly be unable
to establish sessions and Internet connections.
_______10. Computers suffer from technical glitches or malfunctions.
11. When determining if the problem is related to hardware or software, which of the
following is one of the most important questions to ask?
A. Is the computer plugged in?
B. What operating system are you using?
C. Have you recently installed any new hardware or software?
D. Does the monitor work?
12. Sally complains that her laptop is overheating even though all the internal cooling
systems are working properly. What suggestions can you give to her, that can
help her in that situation?
A. Don't leave her laptop on for extended periods of time.
B. Buy a cooling pad for laptops.
C. Install a liquid cooling system.
D. Buy a new laptop.
13. You are working for a small business as a computer technician. You notice that one of the users keeps shutting her computer down by
pressing the power button, instead of using the shut down process of the operating system. You inform the user that this is not a good
practice because _____?

REGION XI
A. Over time it will cause component failure

B. Power surges to components could cause damage
C. It takes time for the power supply to recharge
D. It damage the monitor
14. If the mouse pointer moves intermittently on the screen but has not failed
altogether, which of the following troubleshooting steps should you take?
A. Check its connection to the port.
B. Clean the mouse.
C. Reinstall the drivers.
D. Check for a conflict with the modem.
15. What are the two ways that the hardware can fail?
A. electronically B. statically
C. physically D. sonically
16. It contains graphics and icons and is commonly navigated by using a computer mouse. Some of its examples are Systems 7.x, Windows
98 and Windows CE.
A. Operating System B. Graphical User Interface
C. Multi-user D. Multi-processing
17. Who developed the Mac OS X ?
A. Microsoft B. Corel C. Apple D. Mandrake
18. Which of the following OS does not belong to the group?
A. Android B. iOS c. Windows Phone OS D. None of the above
19. Which of the following is a Mac OS X logo?
A. B. C. D.
20. Which of the following is the primary purpose of an operating system?

A. To make the most efficient use of the computer hardware
B. To allow people use the computer

REGION XI
C. To keep systems programmer employed

D. To make computers easier to use
For items 21-25, arrange the following steps in computer hardware assembly in correct order. Write the letter on the space provided before
the number.
___21. All the parts have been installed and ready to boot the computer.
___22. Data cables connect the drives and front panel devices to the motherboard.
___23. Line up the mounting holes in the power supply and case then attach the screws and tighten them.
___24. Hold the fan to the mounting pad and align it with the mounting hole inside the case.
___25. Place the fan on the CPU with the mounting tabs aligned with one another.
For items 26-30, explain in 5 sentences (5 points)
What will happen to the computer if the operating system will not function anymore?
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
__________________
4th QUARTER SUMMATIVE TEST IN TLE-ICT-COMPUTER HARDWARE SERVICING
Name: ____________________________________ Date: ________________ Score: _________

REGION XI
1. It is a program designed to detect, identify, and remove computer viruses and

other malicious software from the computer.
a. Utility Software b. Device Driver c. Anti-Virus d. Operating System
2. What do you call the network facility that translates domain names to Internet
protocol (IP) addresses and the Dynamic Host Configuration Protocol (DHCP)
to assign networking configuration information to network hosts.?
a. DNS b. DHCP c. Ping d. TCP
3. Which refers to programs that surreptitiously monitor activity on a

computer system?
a. Botnet b. Ransomware c. Scareware d. Spyware
4. What type of flags can create, modify, enable, disable, and delete edit
filters as well as view private filters and their associated logs?
a. Event coordinator b. Template editor.
c. Edit filter managers d. Oversight
5. Which of these is scam software of usually limited or no benefit?

a. Botnet b. Ransomware c. Scareware d. Spyware
6. What is the basic controller that allows all of the components that make up a
computer system to talk to one another?

REGION XI
A. BIOS B. BIOS/CMOS C. CMOS D. CMOS Setting
7. Which is the order to access BIOS on a Windows PC, you must press your BIOS
key set by your manufacturer?
A. Del B. F1 C. F2 D. F10
8. Which system is also responsible for managing data flow between your
computer’s operating system and any attached devices including a hard drive,
keyboard, video adapter, printer, or mouse.?
A. BIOS system B. BIOS/CMOS system C. CMOS system D. CMOS Setting
9. What do you call that process with each time you power your PC on, BIOS runs
through?
A. Restart B. POST C. Shutdown D. BIOS loading10
10. Which method for accessing the BIOS is dependent upon the manufacturer of
the____?
A. BIOS B. Computer C. CMOS D. Motherboard
11. Which of the following steps happens after Windows has finished Copying
Windows files?
a. Installing Features b. Expanding Windows files
c. Installing Updates d. Completing Installation
12. Suppose that you will install Windows 7 on a system with more than one partition,
what important process should be done?

REGION XI
a. Select the partition where you want windows to be installed.

b. Install windows in two partitions.
c. Delete all the data and files on all partitions
d. Delete all partitions
13. It is the most important software that runs on a computer.

a. Utility Software b. Operating System c. Anti-Virus d. Device Drive
14. It is a type of software that works behind the scene and without user intervention
in most situations perform other tasks.
a. System Software b. Application Software c. Utility Software d. Programming Software
15. What would NOT happen when the Set Up Windows asks for a Product key and
chose to skip it by clicking Next?
a. Windows will proceed to Windows Updates Set Up.
b. Windows will run for only 30 days as a trial version.
c. Windows will ask for the product key later.
d. Windows will generate its product key.
For items 16-20, identify the word/s that best describe the following statements. Write your answer on the space provided.
________________16. It is a physical computer that provides services to all client computers connected to it, allowing them (client
computers) to access available
information or resources.
________________17. It is the brain of a Window Server Network.
________________18. It involves the authorization of access to data in a network, which
is controlled by the network administrator.

REGION XI
________________19. A server computer on a client/server network can be considered both

hardware and software.
________________20. It is a computer that offers a computer network service to allow clients to make indirect network connections
to other network services.
For items 21-28, arrange the steps in Installing Printer by writing the numbered order.
_____21. Print a test page

_____22. Installing of the printer driver software
_____23. Connect your printer
_____24. Insert the CD installer to the CD/DVD drive
_____25. Install additional software
_____26. System Check & Installation
_____27. Printer Setup
_____28. Accept product license agreement
For items 29-35, deeply reflect on 3 what you have learned, 2 insights you have had, and 2 questions you still have about the
module.
Three (3) things you have learned:

29 ____________________________________________________________________________________
30.____________________________________________________________________________________
31. ___________________________________________________________________________________

REGION XI
Two (2) things insights have:

32.____________________________________________________________________________________
33. ___________________________________________________________________________________
Two (2) questions you still have:

34.____________________________________________________________________________________
35. ___________________________________________________________________________________
4th QUARTER SUMMATIVE TEST IN TLE-ICT-COMPUTER HARDWARE SERVICING

Name: ____________________________________ Date: ________________ Score: _________

REGION XI
A. For items 1-10, identify the order of the steps together with the correct descriptions in creating brochures using Microsoft
Publisher.
NO. STEPS NO. STEPS

REGION XI

REGION XI

REGION XI
For items 11-15, identify what classification of OS errors are being described in each statement. Choose from the word pool for
your answers.
SYSTEM ERRORS RUNTIME ERRORS POST CODE ERRORS

APPLICATION ERRORS STOP ERRORS BROWSER STATUS CODES
DEVICE MANAGER ERROR
_________________11. Characterized by short beep sounds from the tiny internal speaker of motherboard
_________________12. Caused by corrupted or malfunctioning system files or software executables
_________________13. These are usually caused by applications while those are running
_________________14. Caused by malfunctioning hardware components, corrupted operating system modules
_________________15. Caused by malfunctioning RAM modules and bad sectors on hard disks

REGION XI
For items 16-20, match the computer error in Column A with its description in Column B. Write the letter only.
Column A Column B
____16. No Video Output a. All you will see is a list of files

____17. Computer doesn’t boot in Command prompt style
____18. Lots of pop up windows showing on b. When you open the PC it will
Standby mode show the processor brand and
____19. Safe mode doesn’t work the motherboard brand but
____20. Keyboard and mouse system restart doesn’t continue and it will take
A lifetime if you’re going to wait
for it to load
c. happens even if you try
disconnecting computer set from the internet
d. this will happen only in standby
mode, when moving or typing,
system will automatically restart
e. Nothing shows up in the monitor
and the LED indicator of the
monitor is flashing in yellow
color

REGION XI
For items 21-30, write True if the statement is True. If the statement is False, underline or identify the word in the statement
that makes it wrong.
______________21-22. POST stands for Power On Surge-Test.

______________23-24. We should listen to the computer, if the hard drive is scratching or making loud noises, shut down the
computer and have a professional diagnose the hard drive.
______________25-26. Performance problems can be caused by malware on the computer, so it is important to run a virus scan
and use a commonly updated virus scanner.
______________27-28. Reduced graphics may indicate driver failures or hardware failures with graphic cards.
______________29-30. A longer than usual load time may indicate errors in the hard drive.
2nd QUARTER SUMMATIVE TEST IN CREATIVE WRITING - Grade 11
Name: ____________________________________ Date: ________________ Score: _________
GENERAL INSTRUCTION: Read the following statements carefully. Choose the best answer from the choices given below and write it on the
space provided before each number. Use CAPITAL letters only. AVOID ERASURES.
1. Any writing, fiction, poetry, or nonfiction, that goes outside the bounds of normal professional, journalistic,
academic, and technical forms of literature.

REGION XI
A. Creative Non-Fiction B. Creative Writing C. Flash Fiction D. Technical Writing

2. These are words or phrases that describe the content of the text.
A. Creative Non-Fiction B. Creative Writing C. Sensory details D. Vocabulary words
3. It refers to the actual, dictionary meaning of a word or language that means what it appears to mean.
A. Figurative B. Literal C. Colloquial D. Connotation
4. A word composition arranged in a rhythmic pattern; it is used to express one’s creative thoughts and feelings
through a specialized and heightened language.
A. Figures of Speech b. Novel c. Non-Fiction d. Poetry
5. This element of poetry adds musical quality to the poem which gives the readers reading pleasure.
a. rhyme b. rhythm c. theme d. tone
6. It summarizes the statement containing the min thought or meaning of the poem.
7. Refers to the attitude and mood of the poem.
8. In a play, the climax represents which of the following?
A. the conclusion of the story line
B. the initial incident that captures the audience's attention
C. the turning point of the plot
D. the ongoing through line that links the scenes together
9. The repetition of the intermediate or final consonant sound.
a. alliteration b. assonance c. consonance d. personification
10. The repetition of vowel sound.
a. alliteration b. assonance c. consonance d. personification
11. How do we differentiate creative writing from technical writing?
a. Creative writing is journalistic and uses wide array of jargons unlike technical writing.
b. Creative writing is objective while technical writing is subjective.
c. Creative writing uses formal language while technical uses informal.

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d. Creative writing id fictional and imaginative while technical writing is factual.

12. How to create an interesting setting ?
a. Choose a scene / Do lots of Research / Write what u had researched about.
b. Choose a scene / think very hard / write what you had thought about.
c. Choose a scene / Visualise / Write what u had visualised.
d. Choose a scene / Discuss / Write everything u discussed.
13. How would you add character ?
a. Focus on a person, add such details as what that person would do or feel.
b. Focus on a person's life story - the more disastrous the better.
c. Invent as many interesting stories filled with humor.
d. Incorporate very sad stories
14. What applies to Sensory details?
a. Details that require common sense.
b. Details that involve your sight.
c. Details that involve sense and sensibility.
d. Details that involve your 5 senses - sight / hearing / taste / feel and smell
15. Which of the following choices is arranged proper sequence?
a. Character, Setting, Plot, Resolution, Conflict
b. Character, Setting, Conflict, Plot, Resolution
c. Setting, Plot, Character, Conflict, Resolution
d. Character, Setting, Plot, Conflict, Resolution
16. In Maupassant's short story "The Necklace", the main character learns that honesty is indeed the best policy. The
main idea or the possible opinion of the author is known as what term?
a. Conflict b. setting c. point of view d. theme
17. What should you include when writing a summary for a NONFICTION text?
a. Characters b. Conflict c. Details and Facts d. solution
18. Which best describes a summary?

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a. a really long detailed piece of writing c. the entire text told in your own words
b. anything that teachers make you write d. the main ideas and important details of a text
19. What is the rhyme scheme for the poem “Dreams”?
“Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.”
a. AABB b. ABAB c. ABCB d. AABC
20. Which of the following lines from “Dreams” (Refer to question number 45) contains an example of alliteration?
a. "Hold fast to dreams” c. “For if dreams die”
b. For when dreams go” d. “Life is a barren field”
21. Which of the following lines from contains onomatopoeia?
a. He ran to the kitchen c. Her heels clacked on the floor
b. He dropped the napkin d. She slept through dinner
22. Choose the correct rhyme scheme:
"Beware the dangershine of Moon,
Do not disturb the bugs of June!"
The elder mouncelors whisperoon
A tune that tells Jam what to fear:”
a. AABB b. AAAB c. ABCA d. ABAB
23. Which word does not rhyme with the following three?
Kite, light, rewrite
a. meteorite b. satellite c. sigh d. stoplight
24. Choose the clue words that indicate COMPARE and CONTRAST.
a. therefore, cause, effect, consequently c. later, then, next, Monday

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b. similar, different, common, on the other hand d. possibility, struggle, hope, problem
“The Crocodile”
How doth the little crocodile
Improve his shining tail,
And pour the water of the Nile
On every golden scale!”
25. What is the main idea or tone of the poem?
a. crocodiles are awesome creatures c. the danger of a crocodile
b. crocodiles have shiny scales d. these creatures can be tamed
26. Which line supports your answer on No. 24?
a. And pour water on the Nile c. Improve his shining tail
b. How doth the little crocodile d. On every golden scale
27. He is as funny as a barrel of monkeys.”

a. Hyperbole b. Metaphor c. Simile d. Personification
28. “The sun glared down at me from the sky”.. This can be interpreted as..
a. a hyperbole which means the sky is looking down
b. a metaphor that compares the sun and sky
c. personification which means the sun is too hot
d. personification which means the sun is bright
29. “There is a thing beneath the stair with slimy face and oily hair”. This statement implies which element of poetry?
a. idiom b. imagery c. metaphor d. rhythm
30. Which of the following sentence is an Onomatopoeia?
a. I like pancakes so much I could eat a million of them

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b. Hope is a thing with feathers.

c. I was so hungry that I even ate the plate.
d. Ding dong! the bells are gonna chime.
FINAL QUIZ CREATIVE WRITING - Grade 11

Name: ____________________________________ Date: ________________ Score: _________
Please read the following selection and answer the questions correctly.
Although Sherri was only seven years old, people always wanted to know what she wanted to be when she grew up. Her
response was easy, a teacher. She had the perfect picture in her mind what her classes would look like and how they would
behave. The only problem was that she didn't have any worksheets or materials to give to her imaginary class. In class she
watched the teacher walk over to her file cabinet and throw mounds of unused worksheets in the trash. "What a waste!" Sherri
murmured to herself. An idea suddenly blossomed in her head. She would use the worksheets that had ended up in the trash.
After school, when the halls were clear of students and teachers, she sneaked into Mrs. Smith's class, her first grade classroom

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and grabbed the discarded worksheets. Feeling confident that she had accomplished her mission, she walked around the corner
with her new teaching materials under her arms. A loud, booming voice startled her as the janitor yelled, "What are you doing
here? Go home!"
Sherri didn't wait to respond to his questions as she ran out of the school's front doors. As she walked home, she kept
looking behind her to see if the janitor had followed her. Safely home, she closed her bedroom door and announced to her
imaginary students, "Good morning, students. Today you are going to learn about nouns and verbs. I am going to pass out a few
worksheets and explain the assignment to you."
1. Sherri can be best described as _______________.

A. Goal orientated (she knows what she would like to do) C. Angry
B. Shy D. Moody.
2. Sherri's imaginary class is located in the ________________.
A. Dining room. B. School C. Library D. Her Bedroom
3. What was the last event of the story?
A. The janitor yelled at her. C. She walked home.
B. She ran out of the school. D. She greeted her imaginary class.
4. Sherri's conflict at the beginning of the story is _______________________.
A. She doesn't have any teaching material.
B. She doesn't know what she wants to do when she grows up.
C. That the janitor catches her sneaking into the trash.
D. That her teacher doesn't recycle.
5. Which one of the following is a major character?
A. Mrs. Smith B. Sherri C. Teacher D. janitor
Please read the following selection and answer the questions correctly.

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Unto Others
By Mr. Morton
When the Spellman family moved next door to us, my mother swore the Lord himself sent them to test her good nature. See,
our block was pretty quiet until the Spellman’s came. There were some senior citizens, the newlywed couple, Mr. Tatum the
librarian, and us, the Middleton family, and we didn’t live any way like the Spellman family did. We kept our lawn cut, turned off
our lights at 9PM, and went to church every Sunday. The Spellman’s had a different life style all together. The first thing that you
must know is that there were sixteen of them, all different ages from twin babies to grown men. That part is only relevant because
each Spellman had a loud personality, and sixteen loud personalities is a lot of volume. They played loud music all hours of the
day and night, had crowds of noisy guests coming and going, and every one of those sixteen Spellman’s must have owned a bike
that they kept resting in the front yard.
Living next to those Spellman’s almost drove my mother insane. If she wasn’t shaming them for not attending mass, or
complaining to her sister Jackie about the way the Spellman girls dressed, then she was shoeing the Spellman’s dogs out of our
yard or filing noise complaints with the police. My mother had never been so busy. She was even organizing a “good neighbors”
committee to discuss ways to improve the neighborhood. All she ever spoke of any more were the Spellman’s and their
wrongdoings. One Sunday afternoon after church service, my mother was driving old Ms. Parker home to her house on the hill
when we got a flat tire. My father was out of town at the time, so it was just me, my mother, and old Ms. Parker. All of us together
might have been able to get the spare tire out of the trunk if we put our wits together; but as far as changing the tire, let’s just
say that we were at the mercy of the good Lord. Since old Ms. Parker lived so far up that hill, not a lot of traffic drove by us. It
had been about fifteen minutes since the last car passed when we heard the rattling and puttering of an old pick-up truck as it
pulled over to assist us.
The Spellman boys ran up on our car like a NASCAR pit crew. Before my mother could even protest, they had ushered us out
of the car, thrown the car on a jack, and took the tire off. “Her spare is flat,” said the middle one to the big one. “Give her ours,”
replied the big one, barely acknowledging the sacrifice. The Spellman boys whizzed and zoomed around the car and like that we
were back on wheels. My mother was stunned. “I don’t know what to say,” she stammered. The big one said, “Well, the Lord said
love thy neighbor, and we are neighbors, right?” After that my mother started acting like a neighbor. The next day when the
Spellman’s dogs went traipsing through my mother’s flower garden, she put out a bowl of water for them. When she saw the
Spellman girls walking out with nothing but a halter on, she lectured them about being upright ladies and offered them sweaters.

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And when she heard the Spellman’s music through our walls, she tried to dance a little bit. She even invited the Spellman’s to be
part of the good neighbors committee. So she finally took a page from that book she was always thumping and became a good
neighbor herself, and the neighborhood was a better place because of it.
6. Which of the following is best described as the inciting incident of the story?
A. The Spellman family moves in next door. B. The narrator’s mother gets a flat tire.
C. Mother starts the “good neighbors” committee. D. The dogs walk through mom’s garden.
7. Which of the following is best described as part of the climax of the story?
A. Mother offers sweaters to the Spellman girls. B. The Spellman’s move in next door.
C. The Spellman’s give mom their spare tire. D. Mom files noise complaints.
8. Which of the following is best described as part of the exposition of the story?
A. The narrator’s block is quiet. B. The Spellman’s change Mom’s tire.
C. Mom gives the dogs water. D. Mom gives a ride to old Ms. Parker
9. Which of the following is best described as part of the rising action of the story?
A. Mom dances a little bit to the music. B. Mom becomes a good neighbor.
C. The Spellman’s give mom their spare tire. D. Mom shames them for missing mass
10. Which of the following is best described as the resolution of the story?
A. Mom becomes a good neighbor. B. The Spellman’s change moms tire.
C. Mom files noise complaints on the Spellman’s. D. Mom drives old Ms. Parker home.
11. Which of the following is best described as part of the falling action of the story?
A. Mom shoes away the Spellman’s dogs. B. Mom dances a little bit to the music.
C. Mom talks about the girls to her sister, Jackie. D. The Spellman’s move in next door.

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12. At the beginning of the story, which of the following character traits best describes mom?
A. judgmental B. tolerant C. kind D. helpful
13. At the end of the story, which of the following character traits best describes mom?
A. boring B. helpful C. angry D. impolite
14. Which term best describes the following: modern day, on the block, and on an empty road?
A. conflict B. plot C. character D. setting
15. Which term best describes the following: new wild neighbors move in on a quiet block?
A. conflict B. plot C. character D. setting
16. Which of the following is an example of creative writing?
A. A biography B. A research paper C. A play D. A news article
17. Unlike novels and plays, poems do not have to rely on _________________.
A. Metaphors and similes B. Rhyming C. Immediacy D. Narrative structure
18. Creative writing is writing that tries to share ___________________________.
A. Facts B. History C. Human Experience D. Other famous writers
19. What is a monologue?
A. one character is killed on stage B. a break between acts in a play C. speech/lines
delivered by one actor, either alone, or uninterrupted in the presence of others D. the people
who watch the play
20. In a play, the climax represents which of the following?
A. the conclusion of the story line
B. the initial incident that captures the audience's attention
C. the turning point of the plot
D. the ongoing through line that links the scenes together

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21. A director can best help actors discover their characters' objectives by ____________________.
A. planning an early rehearsal in which the actors explore possible objectives based on the text.
B. giving each actor a list of objectives to use as a guide during the rehearsal process.
C. leading an improvisation during which the actors will develop their own personal objectives.
D. stopping the actors in rehearsal every time they begin to stray from the correct objectives.
22. Which technique is used to increase the clarity of pantomime?
A. accentuating the moments when movement stops and starts
B. making actions twice as large as they are in real life
C. concentrating movement into quick bursts
D. focusing the energy of actions toward the ground
23. Which creative dramatics activity would be most effective for activating students' creative thinking skills?
A. Students read a play aloud, with different students being assigned different roles.
B. Students move to music, focusing on moving particular body parts as the teacher calls them out.
C. Each member of a small group of students reads the same poem aloud, putting emphasis on different
words.
D. Small groups of students receive several props and each group creates a scene using all of the props.
24. James is very nervous about performing in front of the class; his friends want to support him. The best way James’ friends
can help is by:
A. Cheering for him C. Using appropriate audience etiquette
B. Reminding James to open his mouth D. Giving him ideas
25. Molly’s performance in front of the class is so quiet the teacher can hardly hear her; she knows her lines and uses some
facial expressions. The main thing Molly should work on is her:
A. Articulation B. Memorization C. Projection D. Inflection
26. A playwright is adapting a favorite novel into a two-act play. Which of the following exercises would best help the playwright
begin distilling the text into a meaningful adaptation?

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A. making a list of key moments in the novel and then brainstorming the most efficient transitions from one moment to the next
B. working through the novel and crossing out everything except the dialogue
C. drafting a 15–20 page synopsis of the novel from memory and then using the synopsis as the basis for the first draft of the
script
D. selecting five key characters from the novel and then outlining a short scene and monologue for each character
27. Which of the following exercises would best help a playwright develop ideas for characters to include in future scripts?
A. taking previously created characters and changing one or more aspects of their appearance or personality
B. creating a character scrapbook containing photo clippings of a wide range of celebrities, including actors, political figures, and
professional athletes
C. asking friends and family members to describe the types of characters they most enjoy seeing represented in a play
D. scheduling a weekly time for people watching and using the observations to create a collection of short character profiles
28. Shrek is one of the most popular children movie series. It is about an ogre, Shrek, who marries Princess Fiona, who turns out
to be an ogre too, and describes their adventures with their best friend, a talking Donkey. The Shrek movie series weaves these
characters in its story to make it more entertaining. The involvement of these supporting characters makes Shrek a fairy tale as
well. This concept is known as __________________.
A. Intertextuality B. Melodrama C. Realism D. Expressionism
29. Noel Coward’s heart breaking drama Still Life, Brief Encounter, tells the story of two people who seemed destined to be
unhappy. In the film, a leading role and married woman, Laura Jesson, encounters a doctor, Alec Harvey, in a train station. They
decide to meet once in a week at the same station. Soon they begin to feel delighted in each other’s company and share
everything. Eventually they come to realize that they are in love with each other. Their realization, however, leads to a tragic
notion that they cannot leave their families, which finally ends up in unrequited love, with their lives doomed into despondency.
This dramatic form is known as ____________________.
A. Tragedy B. Melodrama C. Realism D. Expressionism
30. The two young lovers meet and fall in love, but because of the age-old feud between their families, they are destined for
misfortune. Juliet's cousin Tybalt kills Romeo's friend Mercutio. Romeo kills Tybalt and becomes a criminal. The friar tries to

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help the couple by having Juliet fake her death. But, Romeo thinks she is truly dead and kills himself-which leads to Juliet's
suicide as well. This dramatic form is known as__________________.
31. Eliot’s most significant novel entitled “Middlemarch: A study of Provincial Life”, tells the life in the provincial town of
Middlemarch, a fictional location. Through this, Eliot used psychological nuance and insight, as well as focused on the mundane
details of provincial life. This dramatic form is known as ____________________.
32. Which of the following elements is indicative of a playwright utilizing a presentational dramatic style?
A. one or more characters who directly address the audience
B. a realistic interior set
C. the incorporation of an imaginary "fourth wall"
D. dialogue based around the rhythms of everyday speech
33. A writer has been working on a play for six months and is ready to polish and edit the final draft. Which of the following
tasks will most likely be a part of this step in the playwriting process?
A. developing a climax and resolution that resolve the central conflict
B. discarding any scenes that do not contribute to the dramatic arc
C. evaluating the sounds of individual words and phrases for effectiveness
D. committing to a structure that will best serve the story
34. A playwright is working on a play set in a lower-class neighborhood of nineteenth-century England. Which of the following
sources of research would best help the playwright capture the unique vocabulary of the period?
A. a series of novels by Charles Dickens or other authors from that time
B. a nonfiction book about the country's social unrest between 1812 and 1838
C. an interview with a person who currently lives in that type of neighborhood
D. an audio recording by a dialect coach who specializes in British accent
35. Edmond Rostand’s play Cyrano de Bergerac is an example of which of the following theatrical genres, which stresses the
importance of emotion, the natural world, and spiritual truth?

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A. Romanticism B. Realism C. Surrealism D. Impressionism

36. As the play Pygmalion opens, a number of Londoners are standing under a canopy waiting for the rain to stop. Without
speaking, the characters perform various actions that reveal their responses to the situation. Which of the following terms best
describes what actors playing these characters must do during this opening scene?
A. Articulate B. Pantomime C. Soliloquy D. Improvise
37. Which of the following elements plays the primary role in a director's choice of production concept?
A. analysis of the text C. demographics of the audience
B. knowledge of the theatre space D. input from the designers
38. A director is planning auditions for a physical theatre work about the invention of electricity that will be devised largely
during rehearsals. Which of the following methods of holding auditions would be most effective for this production?
A. asking actors to prepare and present contrasting one-minute monologues that showcase their ability to make bold choices
B. leading groups of actors through a series of exercises that explore their movement capabilities and give them an idea of what
to expect from the show's creative process
C. pairing actors up for cold readings of text borrowed from newspaper articles, science
textbooks, and technical writings
D. interviewing actors individually and asking questions about their performance backgrounds and the unique contributions
they would make to the process
III. TYPES OF CONFLICT

Directions: Read the statements carefully. Identify the type of conflict being described in the given statement.

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39. You are invited to go to the mall with a new group of friends from school. You don't know them that well, but are excited that
they included you in their plans. When you go into a crowded music store, you think you see one of them slip a CD into a pocket
without paying and they want you to do it too. You are scared and know that it is wrong, but you don't want to seem uncool. You
don't know what to do. What type of conflict is
this?
A. character vs. self B. character vs. nature C. character vs. society D. character vs. character
40. Your friend tells you a secret in absolute confidence. You don't really mean to, but you tell another friend. Soon the whole
school seems to know what your friend's secret is. Your friend is really mad at you. Your friend confronts you and both get mad
and start yelling at each other. Now you are both mad. What kind of conflict is this?
41. Johnʼs hands trembled in the cold as he fished through his coat pockets for a match. He had already gathered scraps of
wood and piled them up to make a fire. Now, he had to figure out how to kindle it. The sun had already set and all light was
quickly fading from the sky; John could feel the temperature dropping just as rapidly. Without a match, there was no way to get
this fire going, and without a fire, he wasnʼt sure how he would survive the night. Nobody knew he was stuck out there, alone,
without food or shelter. His best hope was to try to avoid freezing, then head out at dawn to find help.
42. Mike hit the snooze button for the fifth time. He had to get up now, or else heʼd be late again. After the usual cereal and
coffee, stepped into the bathroom to shave and brush his teeth. Every morning, he had the same conversation with his reflection
in the mirror. “Todayʼs the day,” he thought, “Today I am going to quit. Iʼm going to walk right into Mr. Maloneyʼs office and tell
him what I think about this stupid job, and then Iʼll quit. Iʼll leave today.” Even as he rehearsed his final speech, he knew that it
would never happen. The thought of being unemployed terrified him, and he was too much of a coward to speak his mind to his
boss. Instead, he would work another day at a job he hated. The next morning, he began again. “Todayʼs the day. Today I am
going to quit.”
43. Sara had to decide between babysitting her sister or going to the football game.
A. character vs. self B. character vs. nature C. character vs. society D. character vs. fate

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44. The gods cursed Narcissus’ vanity by him starving to death because he could not leave his own reflection he was so in love
with it.
A. character vs. self B. character vs. fate C. character vs. society D. character vs. fate
45. A group of girl scouts went camping, and after a long night of roasting marshmallows, they hear the roar of a bear as it
approaches them.
46. Billy wants to be a dancer in the London Modern Ballet Company, but the town expects him to be a miner like every other
male orphan in the orphanage.
47. The Griswold family find themselves at odds with the town after their Christmas lights blow out electricity on the entire
block.
A. character vs. character B. character vs. nature C. character vs. society D. character vs. fate
48. Max feels torn between pleasing his dad and going to college, and following his own dreams of going into the military.
A. character vs. character B. character vs. nature C. character vs. society D. character vs. fate
49. Sarah is trying to get to a job interview on time, but the GPS system in her car isn’t working and she doesn’t know how to get
there.
A. Technology B. character vs. nature C. character vs. society D. character vs. fate

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GROUP 2 TEACHER INDUCTION PROGRAM TIMELINE

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ACTIVITIES/PROGRAM
Teacher Induction Program Orientation February 2-3, 2022
Course 1: BECOMING A DEPED TEACHER
Module Title Facilitator/ Date/s to start Date of Remarks
Speaker answering the Checking/
module Submission
Becoming a Accomplished/
1 DepEd KHIEN C. February 14, February 18, Checked and
Teacher AYUBA 2022 2022 Submitted
Gearing up for Accomplished/
2 the School WELLA MAE February 21, February 24, Checked and
Year SOBRECAREY 2022 2022 Submitted
Starting off as
3 DepEd CHERRYVEL February 28, March 4, Accomplished/
Teacher CAPADUGAN 2022 2022 Checked and
Submitted
Course 2: PROFESSIONAL RESPONSIBILITIES
1 Understanding To be
the K to 12 DOLMER March 7, 2022 March 11, accomplished
Curriculum PANSAG 2022
2 Navigating the To be
K to 12 AL LHEA March 14, March 18, accomplished
Curriculum MORALES 2022 2022
Guides
3 Lesson To be
Planning LIEZEL LUNA March 21, March 25, accomplished

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2022 2022
4 Implementing
Learning Plans LIEZEL LUNA March 28, April 1, 2022 To be
& Enriching 2022 accomplished
Teaching
Practice
Course 3: THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS AND ITS
ALIGNED SYSTEMS AND TOOLS
1 Achieving
Teacher CHERRYVEL April 4, 2022 April 8, 2022 To be
Quality CAPADUGAN accomplished
through PPST
2 Embedding
the PPST in KHIEN C. April 11, 2022 April 18, 2022 To be
HR Systems AYUBA accomplished
3 The Results-
Based WELLA MAE April 22, 2022 April 25, 2022 To be
Performance SOBRECAREY accomplished
Management
System
Course 4: RESPONDING TO COMMUNITY CONTEXTS
1 Building
Relationships DOLMER April 29, 2022 May 2, 2022 To be
with the Wider PANSAG accomplished
School
Community

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2 Teaching with
the context in AL LHEA May 9, 2022 May 13, 2022 To be
mind MORALES accomplished
Course 5: THE DEPED TEACHER

1 DepEd
Organizational LIEZEL LUNA May 16, 2022 May 20, 2022 To be
Structure and accomplished
Processes
2 Relevant Laws
for Teachers LIEZEL LUNA May 23, 2022 May 27, 2022 To be
accomplished
Course 6: TEACHER’S PROFESSIONAL AND PERSONAL DEVELOPMENT

1 Salaries,
Wages & KHIEN C. May 30, 2022 June 3, 2022 To be
Benefits of AYUBA accomplished
Teachers
2 Continuing
Professional CHERRYVEL June 6, 2022 June 10, 2022 To be
Development CAPADUGAN accomplished
3 Policies on
Promotion & LIEZEL LUNA June 13, 2022 June 17, 2022 To be
Opportunities accomplished
for Progression

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4 Personal
Development DOLMER June 20, 2022 June 24, 2022 To be
and Well- PANSAG accomplished
Being
Prepared by: Approved by:
LIEZEL E. LUNA SARA JANE D. RABUYA

Master Teacher I/Group 2 LAC Mentor School Principal II
June 03, 2022
HON. PAULO B. SERRA

Barangay Captain
Lambajon, Baganga, Davao Oriental
Sir:
The Crispin E. Rojas National High School, in preparation for the Validation of School-Based Management-Level 3 is in the phase
of gathering and collecting Means of Verifications that will support each principles and indicators to be verified by the SBM
Evaluators from the Division of Davao Oriental.

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With these, we humbly ask your support in this school’s endeavor as we will prepare documents and MOVs. One of these
documents will be the Child Mapping Tool. Such purpose for the conduct of the Child Mapping will be accounting children in the
community enrolled in our institution. Please allow us to have a copy of such information, either photocopy or in digital form so
we can compile it for our portfolio.
Thank you so much and God bless!
Respectfully yours,
SARA JANE D. RABUYA

School Principal II
June 03, 2022

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HON. RONALD BALUG

Barangay Captain
Saoquigue, Baganga, Davao Oriental
Sir:

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Respectfully yours,
SARA JANE D. RABUYA

School Principal II
June 03, 2022
HON. ANDY MONDAY

Barangay Captain
Dapnan, Baganga, Davao Oriental
Sir:

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Respectfully yours,
SARA JANE D. RABUYA

School Principal II

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June 03, 2022
HON. CRISOLOGO ORONAN

Barangay Captain
Mikit, Baganga, Davao Oriental
Sir:

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Respectfully yours,
SARA JANE D. RABUYA

School Principal II
June 03, 2022
HON. LORADEL BANTAYAN

Barangay Captain
Campawan, Baganga, Davao Oriental

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Madam:
Respectfully yours,
SARA JANE D. RABUYA

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School Principal II
June 03, 2022
HON. MODESTO LAYUPAN

Barangay Captain
San Isidro, Baganga, Davao Oriental
Sir:

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Respectfully yours,
SARA JANE D. RABUYA

School Principal II

Office of the Principal
Office Memo No. ______ s. 2021
TO : AL LHEA B. MORALES
Teacher I

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DATE : November 8, 2021
SUBJECT : DESIGNATION AS SCHOOL ICT COORDINATOR-JHS
In the exigency of service, you are hereby designated as School ICT Coordinator-JHS of Crispin E. Rojas National High School
effective immediately until recalled by this office.
This designation does not carry with any additional compensation; remuneration as would not be used as basis in getting priority
in promotion.
For your guidance and compliance.
Recommending approval:

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SARA JANE D. RABUYA

School Principal II

TO : CARLITA B. ACASO
Head Teacher I
SUBJECT : DESIGNATION AS GRADE 7 LEVEL IN-CHARGE

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In the exigency of service, you are hereby designated as Grade 7 Level In-Charge of Crispin E. Rojas National High School
in promotion.
SARA JANE D. RABUYA

School Principal II

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TO : JERRY M. EMUY
Head Teacher I

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in promotion.
SARA JANE D. RABUYA

School Principal II


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TO : ROSARIO M. CERNIAS
Head Teacher I
in promotion.

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SARA JANE D. RABUYA

School Principal II

TO : LIEZEL E. LUNA
Master Teacher I

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in promotion.
SARA JANE D. RABUYA

School Principal II

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TO : ABIGAIL B. CRAVE
Head Teacher I
SUBJECT : DESIGNATION AS SHS LEVEL IN-CHARGE
In the exigency of service, you are hereby designated as SHS Level In-Charge of Crispin E. Rojas National High School effective
immediately until recalled by this office.

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in promotion.
SARA JANE D. RABUYA

School Principal II


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Teacher I
SUBJECT : DESIGNATION AS GRADE 7 LEVEL FOCAL PERSON
In the exigency of service, you are hereby designated as Grade 7 Level Focal Person of Crispin E. Rojas National High School
in promotion.

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SARA JANE D. RABUYA

School Principal II

TO : RUBY ANN P. DAGANATO

Teacher I

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in promotion.
SARA JANE D. RABUYA

School Principal II

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TO : AIRENE M. MABANDOS
Teacher II

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in promotion.
SARA JANE D. RABUYA

School Principal II

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TO : QUEENY D. LANGCUYAN
Teacher II
in promotion.

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SARA JANE D. RABUYA

School Principal II

TO : MARY ANNALOU B. LARDIZABAL

Teacher I

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SUBJECT : DESIGNATION AS ENGLISH COORDINATOR
In the exigency of service, you are hereby designated as English Coordinator of Crispin E. Rojas National High School effective
in promotion.
SARA JANE D. RABUYA

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School Principal II


Teacher I
SUBJECT : DESIGNATION AS ENGLISH COORDINATOR

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In the exigency of service, you are hereby designated as English Coordinator of Crispin E. Rojas National High School effective
in promotion.
SARA JANE D. RABUYA

School Principal II

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Teacher I
SUBJECT : DESIGNATION AS TLE COORDINATOR
In the exigency of service, you are hereby designated as TLE Coordinator of Crispin E. Rojas National High School effective

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in promotion.
SARA JANE D. RABUYA

School Principal II


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TO : RYAN O. MORALES
Teacher I
SUBJECT : DESIGNATION AS FILIPINO COORDINATOR
In the exigency of service, you are hereby designated as TLE Coordinator of Crispin E. Rojas National High School effective
in promotion.

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SARA JANE D. RABUYA

School Principal II

TO : RUSILIZA M. ALMUETE
Teacher I

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SUBJECT : DESIGNATION AS MATH COORDINATOR
In the exigency of service, you are hereby designated as Math Coordinator of Crispin E. Rojas National High School effective
in promotion.
SARA JANE D. RABUYA

School Principal II

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TO : RICHILINE D. PAGUIO
Teacher I
SUBJECT : DESIGNATION AS SCIENCE COORDINATOR

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In the exigency of service, you are hereby designated as Science Coordinator of Crispin E. Rojas National High School effective
in promotion.
SARA JANE D. RABUYA

School Principal II

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TO : LIEZEL E. LUNA
Master Teacher I
SUBJECT : DESIGNATION AS MATH COORDINATOR
In the exigency of service, you are hereby designated as Araling Panlipunan Coordinator of Crispin E. Rojas National High
School effective immediately until recalled by this office.
in promotion.

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SARA JANE D. RABUYA

School Principal II

Head Teacher I

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SUBJECT : DESIGNATION AS Edukasyon sa Pagpapakatao

COORDINATOR
In the exigency of service, you are hereby designated as Edukasyon sa Pagpapakatao Coordinator of Crispin E. Rojas
National High School effective immediately until recalled by this office.
in promotion.

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SARA JANE D. RABUYA

School Principal II

Teacher II
SUBJECT : DESIGNATION AS M.A.P.E.H COORDINATOR

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In the exigency of service, you are hereby designated as MAPEH Coordinator of Crispin E. Rojas National High School effective
in promotion.
SARA JANE D. RABUYA

School Principal II

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TO : IGNACIA MARIE A. RAMOS

Teacher I
SUBJECT : DESIGNATION AS SCHOOL ICT COORDINATOR-SHS
In the exigency of service, you are hereby designated as School ICT Coordinator-SHS of Crispin E. Rojas National High School
in promotion.

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SARA JANE D. RABUYA

School Principal II

Teacher I

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SUBJECT : DESIGNATION AS SCHOOL BRIGADA ESKWELA

COORDINATOR
In the exigency of service, you are hereby designated as School Brigada Eskwela Coordinator of Crispin E. Rojas National
High School effective immediately until recalled by this office.
in promotion.

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SARA JANE D. RABUYA

School Principal II

Teacher I
SUBJECT : DESIGNATION AS SCHOOL DRRM COORDINATOR

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In the exigency of service, you are hereby designated as School DRRM Coordinator of Crispin E. Rojas National High School
in promotion.
SARA JANE D. RABUYA

School Principal II

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Teacher I
SUBJECT : DESIGNATION AS SCHOOL GPP COORDINATOR
In the exigency of service, you are hereby designated as School GPP Coordinator of Crispin E. Rojas National High School
in promotion.

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SARA JANE D. RABUYA

School Principal II

TO : DAISY JANE T. PREGON

Teacher I

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SUBJECT : DESIGNATION AS SCHOOL LIS COORDINATOR
In the exigency of service, you are hereby designated as School LIS Coordinator of Crispin E. Rojas National High School
in promotion.

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SARA JANE D. RABUYA

School Principal II

TO : LIEZEL E. LUNA
Master Teacher I
SUBJECT : DESIGNATION AS SCHOOL PROPERTY CUSTODIAN

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In the exigency of service, you are hereby designated as School Property Custodian of Crispin E. Rojas National High School
in promotion.
SARA JANE D. RABUYA

School Principal II

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Teacher II
SUBJECT : DESIGNATION AS TEEN CENTER IN-CHARGE
In the exigency of service, you are hereby designated as School Teen Center In-Charge of Crispin E. Rojas National High

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in promotion.
SARA JANE D. RABUYA

School Principal II


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TO : IVY E. ATUCAL
Teacher I
SUBJECT : DESIGNATION AS SCHOOL CLINIC IN-CHARGE
In the exigency of service, you are hereby designated as School Clinic In-Charge of Crispin E. Rojas National High School
in promotion.

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SARA JANE D. RABUYA

School Principal II

Head Teacher I

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SUBJECT : DESIGNATION AS SCHOOL RECORDS IN-CHARGE
In the exigency of service, you are hereby designated as School Records In-charge of Crispin E. Rojas National High School
in promotion.
SARA JANE D. RABUYA

School Principal II

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Teacher II
SUBJECT : DESIGNATION AS SCHOOL GUIDANCE DESIGNATE

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In the exigency of service, you are hereby designated as School Guidance Designate of Crispin E. Rojas National High School
in promotion.
SARA JANE D. RABUYA

School Principal II

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TO : LIEZEL E. LUNA
Master Teacher I
SUBJECT : DESIGNATION AS SCHOOL PTA COORDINATOR
In the exigency of service, you are hereby designated as School PTA Coordinator of Crispin E. Rojas National High School
in promotion.

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SARA JANE D. RABUYA

School Principal II

TO : GLAIZA G. MORALES
Teacher I

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SUBJECT : DESIGNATION AS AUDIO-VISUAL ROOM IN-CHARGE
In the exigency of service, you are hereby designated as School Audio-Visual Room In-Charge of Crispin E. Rojas National High
in promotion.
SARA JANE D. RABUYA

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School Principal II

TO : LIEZEL E. LUNA
Master Teacher I
SUBJECT : DESIGNATION AS CURRICULUM AND INSTRUCTION

MANAGER

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In the exigency of service, you are hereby designated as Curriculum and Instruction Manager of Crispin E. Rojas National
in promotion.
SARA JANE D. RABUYA

School Principal II

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Teacher II
SUBJECT : DESIGNATION AS SCHOOL PHYSICAL PROPERTY

COORDINATOR
In the exigency of service, you are hereby designated as School Physical Property Coordinator of Crispin E. Rojas National
in promotion.

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SARA JANE D. RABUYA

School Principal II

TO : MICHAEL P. ALMINE
Teacher I

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SUBJECT : DESIGNATION AS SHS COOKERY LABORATORY

IN-CHARGE
In the exigency of service, you are hereby designated as SHS Cookery Laboratory In-Charge of Crispin E. Rojas National High
in promotion.
SARA JANE D. RABUYA

School Principal II

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TO : RICHILINE D. PAGUIO
Teacher I
SUBJECT : DESIGNATION AS SHS SCIENCE LABORATORY

IN-CHARGE

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In the exigency of service, you are hereby designated as SHS Science Laboratory In-Charge of Crispin E. Rojas National High
in promotion.
SARA JANE D. RABUYA

School Principal II

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TO : GLAIZA G. MORALES
Teacher I
SUBJECT : DESIGNATION AS SSG ADVISER
In the exigency of service, you are hereby designated as SSG Adviser of Crispin E. Rojas National High School effective
in promotion.

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SARA JANE D. RABUYA

School Principal II


Teacher I

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SUBJECT : DESIGNATION AS SCHOOL READING

COORDINATOR
In the exigency of service, you are hereby designated as School Reading Coordinator of Crispin E. Rojas National High School
in promotion.
SARA JANE D. RABUYA

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School Principal II

Teacher I
SUBJECT : DESIGNATION AS ADMINISTRATIVE SECRETARIAT

TO THE OFFICE OF THE PRINCIPAL

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In the exigency of service, you are hereby designated as Administrative Secretariat to the Office of the Principal of Crispin
E. Rojas National High School effective immediately until recalled by this office.
in promotion.
SARA JANE D. RABUYA

School Principal II

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TO : ABIGAIL B. CRAVE
Head Teacher I/Asst. to the Principal
SUBJECT : DESIGNATION AS SBM COORDINATOR
In the exigency of service, you are hereby designated as SBM Coordinator of Crispin E. Rojas National High School effective
in promotion.

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SARA JANE D. RABUYA

School Principal II

TO : ROSARIO M. CERNIAS
Head Teacher I

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SUBJECT : DESIGNATION AS SCHOOL LIBRARIAN
In the exigency of service, you are hereby designated as School Librarian of Crispin E. Rojas National High School effective
in promotion.

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SARA JANE D. RABUYA

School Principal II
SCHOOL GOVERNING COUNCIL MEETING

July 13, 2022
2:00 pm
ATTENDANCE SHEET
CONTACT
NAME POSITION/ NUMBER SIGNATURE
DESIGNATION

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Using Differentiated Instruction in Improving the

Academic Performance of Grade 10 Students in TLE-ICT
AL LHEA B.MORALES
Crispin E. Rojas National High School
Lambajon, Baganga, Davao Oriental
al.morales@deped.gov.ph
Abstract
Student diversity inside the classroom challenges educators to create an environment focused on individual learning.
Differentiated instruction based on different learning styles of each student can facilitate individual learning. The purpose of the
study was to investigate the effectiveness of differentiated instruction in the academic performance of grade ten students in
Technology and Livelihood Education-ICT subject. In this study, quasi-experimental design was used to determine the
effectiveness of differentiated instruction in terms of improving the academic performance of the students. The participants were
purposively chosen for the control and experimental group, respectively. The learning styles of the students were identified using
the Grasha-Riechmann Student Learning Style Scale which served as the basis for designing differentiated activities in the
Filipino subject. The experimental group received differentiated instruction for two months while the control group received
traditional teaching instruction. The results revealed that the academic performance of the students in the experimental group is
higher compared to the control group. This study concludes that differentiated instruction based on different learning styles was
effective in teaching the Technology and Livelihood Education-ICT subject to Grade ten students.

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INTRODUCTION
Classrooms are full of diverse learners in this second decade of the 21st century, both culturally and linguistically (Gregory &
Chapman, 2013). Diversity is common in every classroom, and in each room we can find distinctive perspectives and
characteristics of young individuals ready and willing to learn, and teaching diverse students is always a great challenge to every
educator. It is very crucial to the teachers to be mindful on how the students learn best in order for them to satisfy the needs of
their diverse students (Gregory & Chapman, 2013). Teaching students that possess individual differences and with the variety of
learning styles really a big responsibility of the teachers that need to develop and enhance.
Educators should consider the academic differences of the learners to help them integrate the content of the curriculum to their
own lives and modify the complexity of instruction so all students experience learning success thus, making learning meaningful
and interesting to them (Green, 1999 on Subban, 2006). Having diverse classroom and teaching diverse students will help
discover the many benefits and learning opportunities both for the students and the teachers.
The scenario of having a diverse classroom with diverse students is not new in Philippine education and it is always a problem on
how to address the different learning preferences and styles of the students. It is observed in the Philippine classroom that most
of the teachers are engaged in traditional instruction, in which one lesson is designed to meet the needs of all learners, and these
teachers think they are using differentiation but actually not. Filipino subject like other academic subjects, suffered much
because students’ diversity were not addressed. Learning preferences and styles were not given attention, thus, learning becomes
difficult and boring.

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“Education For All” is the primary goal of Philippine education regardless of the “differences”. The Philippine Education For All
(EFA) 2015 is a vision and a holistic program of reforms that aims at improving the quality of basic education for every Filipino
by 2015. Through this, the Philippine government is committed in improving the quality of education at all grade levels
(Philippine Education for All, 2015). As grade 11 start this school year 2016-2017, the teachers are challenged to address the
diversity of Filipino students, and to accommodate these differences as they motivate the students to learn. In response to the
different levels and needs of the students, differentiated instruction will be the approach in the learning environment in the
Philippine classroom that has 40-50 students or more. In this study differentiated instruction will be applied to determine
whether there is a difference in achievement between the students who are exposed to differentiated instruction and those that
undergo the traditional or conservative instructional approach. Through this, the learning styles of grade ten students will be
identified and this will help in preparing lessons for each learning styles.
Teachers teaching Technology and Livelihood Education-ICT subject believed they were using differentiated instruction because
they used group works and activities inside the classroom but in reality, it’s not because they designed one lesson for all
students and as teachers we believe that “one size doesn’t fit all”, thus, the learning preference and styles of the students were
not met. Conducting learning style inventory before the school year start is very necessary because knowing the different learning
styles of the students will help the teacher plan and design the appropriate lessons for them. In this study, the learning style
inventory of Grasha and Riechmann Student Learning Style Scales (GRSLSS) was used to identify the different learning styles of
the students. Through experimentation, it showed how it helped the teachers in creating lessons designed to meet the six (6)
learning styles developed by Grasha and Riechmann.
1.1 Theoretical Background of Differentiated Instruction

Differentiated instruction is a philosophy grounded in Vygotsky's theory of sociocultural with key concept on Zone of Proximal
Development and Scaffolding (ZPD) that explain, to achieve meaningful learning, it needs teacher scaffolding, collaboration with

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peers, and most specially, slightly difficult task that beyond the comfort level of the students (Konstantinou-Katzi et. al.,2013).
This given tasks can be done through the help of someone who is more skilled, which is the teacher.
Differentiated instruction as Tomlinson (2003) defines, it is a philosophy of teaching that is based on the premise that students
learn best when their teachers accommodate the differences in their readiness levels, interest, and learning profiles. A chief
objective of differentiated instruction is to take full advantage of every student’s ability to learn (Subban, 2006). Using
differentiated instruction inside the classroom recognizes the diversity of the learner, and it affirms that each learner has his or
her own style of learning inside the classroom.
The differentiated classroom will help the teacher to support and respond to the academic needs of the learner. According to
Prince and Howard (2002) in Koeze ( 2007), in a differentiated classroom, there is no room for fear and students are free to take
risks in their learning. By developing lessons according to students’ readiness levels, interest, learning profiles, teachers will be
able to integrate students prior knowledge and experiences outside the school environment which will empower students to view
things differently and share their opinions because they already have knowledge and interest in the topic. With modifications
made to lessons, students are challenged at appropriate levels to eliminate frustrations and boredom. According to Tomlinson
(1999) in a differentiated classroom, the teacher plans and carries out varied approaches to content, process and product in
anticipation of and response to student differences in readiness, interest and learning needs. She also identified content, process,
and products as components that are differentiated in a classroom. Content pertains to “what to teach,” and it’s what students
learn or acquire. Process deals with “how to teach” the ideas and skills that the students need to learn. Product shows the
personal interpretation of the learners, and it demonstrates what they have learned (Martin and Loomis, 2014).
Learners learn and process information in different ways (Gregory and Chapman, 2013). Some students prefer certain methods of
learning, and it is important that educators utilize a wide variety of teaching activities to address learning preferences of the
students. Being able to identify the various learning styles of students and teaching them with an informed awareness of those
differences can assist students to achieve a better academic result and improve their attitudes towards learning. Grasha (1996),
has defined learning styles as, "personal qualities that influence a student's ability to acquire information, to interact with peers

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and the teacher, and otherwise participate in learning experiences. " Identifying learning styles enables a teacher to capitalize on
a student’s strengths and to become familiar with concepts they may find challenging (Subban, 2006). Outfitting student’s
unique style will make every student bring up their full potential and provide opportunities for genuine learning based on
learners’ interest and needs; thus, the rewards are great. Teachers who are unaware of student learning styles will likely teach in
a manner that prevents pupils from doing their best work (Morgan, 2014).
1.2 Research Studies in Differentiated Instruction
There is increase in numbers of researchers conducting studies that shows evidence how differentiated instruction gain positive
results in the classroom. Indeed using differentiated instruction improve the academic performance of the students.
In a recent study of Valiandes (2015), it was found out that students made better progress in classrooms where differentiated
instruction methods were systematically employed, compared to students in classrooms where differentiated instruction methods
were not employed. Based on the findings, the quality of differentiated teaching being given by the teacher has a great effect on
students’ achievement as well as the systematic employment of differentiated instruction methods in mixed ability classrooms in
promoting equity, optimization of quality and effectiveness in teaching.
In a research conducted by Koeze (2007), it is evidently showed that differentiated instruction had a positive effect on students
performance. Based on study, it had an increase in performance and has impact on student achievement, and it is greatly
suggested that teacher using differentiated instruction should first administer a learning style inventory to their students before
implementing differentiated instruction because this learning style inventory will provide the teacher with the necessary
information on how to differentiate lessons according to the choice and interest of the students.
The study presented by Konstantinou-Katzi et. al. (2013) proved that differentiated instruction was effective in improving
students’ performance and in enhancing their motivation and engagement. There was a positive impact on student learning and
attitudes towards mathematics when differentiated instruction applied to engineering students in college-level mathematics.
Based on the observations of the researchers, the whole class was being transformed into more interactive and livelier one and

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showed enthusiasm during the interviews and has a lively participation throughout the semester when the differentiated
instruction was applied. Through the differentiated instruction, the students felt that they were given the chance to actually do
and understand mathematics and not feel handicapped by any lack of prerequisite knowledge. Students felt they had
constructive interaction with the instructor and their peers. As a result, the differentiated instruction was shown to be effective in
improving students’ performance.
Allcock (2010) conducted a study comparing learning styles to academic ability as a basis for differentiation to improved A-level
student performance of psychology students. In one class, learning activities were differentiated by academic ability; in the other
class, learning activities were differentiated by learning style for nine weeks, followed by a further class test. Both classes showed
significant improvement from the beginning to the final test, but there was no significant difference in improvement between the
two groups. The study recommended further research in personalized learning make student-focused intervention to enable
students to better understand and to employ their own learning styles as a tool for independent study.
Dosch and Zidon (2014) explored the implementation of differentiated instruction in higher education to understand if
quantitative improvements were noted in a differentiated (DI) classroom compared to a non-differentiated (NDI) classroom in two
different sections of the same Educational Psychology course taught by the same instructor
Findings showed, the DI group significantly outperformed the NDI group in the combined assignments and the exams. However,
only two assignments and one exam showed significantly higher scores for the DI group when examined individually. The DI
group perceived differentiated methods as beneficial to their learning as noted on the course evaluation and survey questions.
Research has found that implementation of differentiated instruction can help not only in the students achievement but also in
the teaching performance of the teachers including their perceptions and attitudes. In a study conducted by Maeng and Bell
(2015), it investigated the implementation practices of secondary science teachers who differentiate instruction and all the
participants employed differentiated instruction (DI) in the delivery of their lessons. Based on the results, participants
implemented a variety of differentiation strategies in their classrooms with varying proficiency. Evidence suggested all

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participants used instructional modifications that required little advance preparation to accommodate differences in students'
interests and learning profile.
This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction.
Participants included seven high school science teachers purposefully selected from four different schools located in a mid-
Atlantic state
The same study conducted by Robinson, Maldonado, and Whaley (2014), it investigated how teacher participants from an
elementary school, a middle school, and a high school successfully differentiate instruction. Teachers’ understanding and
knowledge in a differentiating classroom are crucial in achieving students’ success. The interviews explored participants'
perceptions of how differentiated instruction has influenced their ability to successfully reach the diverse needs of learners in
their classrooms. Major findings in the case study included a lack of professional development, time constraints, how
differentiated instruction meets the needs of all learners, the difficulties of learning how to initially implement differentiated
instruction, and the belief that differentiated instruction is essential for student success.
The study presented by Wan (2016) examined prospective teachers’ teaching beliefs toward differentiated instruction and
teaching efficacy. Changes in teaching beliefs regarding differentiated instruction as well as teaching efficacy levels were found
and more positive attitudes toward differentiated teaching were noted. Though there are some different concerns in class
management and conflicts with personal teaching beliefs, these concerns may be related to practical experiences and confidence
as well as expectations for students.
Hence, the present study is very similar in the studies of Koeze ( 2007) and Allcock (2010) that resulted in a positive effect of
differentiated instruction using learning style inventory as the basis for differentiation. Studies of Valiandes (2015),
Konstantinou-Katzi et. al. (2013), and Dosch and Zidon (2014) addressed the problem on student diversity by using differentiated
instruction and results of these studies confirmed that students made better progress compared to students in a non-
differentiated classroom. Studies of Maeng and Bell (2015), Robinson, Maldonado, and Whaley (2014), and Wan (2016) address

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the teachers’ teaching beliefs, perceptions, attitudes and understanding on how to differentiate lessons. Results revealed that
there were positive attitudes toward differentiated teaching and the belief that differentiated instruction is essential for student
success.
METHODOLOGY
The study used a quasi-experimental design in comparing two variables, the control and the experimental group using pretest
and posttest. This is to determine the effectiveness of differentiated instruction in terms of improving the academic performance
of the students in the experimental group. Non-equivalent group design using purposive sampling technique was employed in
two groups using two sections, homogenous in nature, in grade ten that the researcher is teaching which are involved in the
research.
2.1 Context of Study and Participants
The study took place in Crispin E. Rojas National High School in Lambajon, Baganga, Davao Oriental having 44 grade ten
students under Section Novelty who are all regular students and were all enrolled in a class who are taking eight academic
subjects including Filipino subject. Out of 7 sections, one section composed of forty-four (44) students were purposively chosen
for the control and experimental group, respectively. The control group was exposed to a traditional method of teaching
instruction for eight weeks while the experimental was exposed to differentiated instruction. Both classes met four times a week
having one hour per session, a total of 32 hours for two months.
2.2 Instrument
To be able to gather from the control and experimental groups sufficient data for analysis, the researcher utilized pretest to
determine students readiness before subjecting them into instruction. The test came from K to 12 Grade Ten Curriculum Module
and was being administered at the beginning of every grading period. This test is composed of 30 multiple choice questions.

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After the pretest, an instrument on learning style inventory was administered to determine students’ learning style to both
groups. In this study the Grasha- Reichmann Student Learning Styles Scales (GRSLSS) was used. There are six styles included
in GRSLSS namely (1) Avoidant, (2)Dependent, (3) Participant, (4) Independent,(5) Competitive , and (6) Collaborative. After
eight weeks of applying differentiated instruction, a post-test was administered. The post-test is a 35 multiple – choice item test
and was made by the researcher based on the pre-test given at the beginning of the 3rd quarter.
2.3 Data gathering
Before the differentiation started, the researcher identified the learning profile of the students by conducting pre-test that will
show the readiness of the students using K to 12 Basic Curriculum module and learning style inventory from Grasha –
Reichmann Student Learning Styles Scales (GRSLSS). This was administered to both control and experimental groups during the
first week of the 3rd quarter. The experimental group inventory result was used in giving differentiated instructions while the
result of the control group was used only in comparing if there are a difference in learning styles of the students in control and
experimental group.
2.3.1 Control Group
The control group was given traditional or direct instruction in their TLE lessons in the 3rd quarter using lecture method,
teaching lessons and conducting the same activities for all types of students learning styles.
2.3.2 Experimental Group
After assessing the different learning styles of the students, the researcher prepared the lesson according to the six styles of
learning. The teacher identified at least three learning styles of each student, for the reason that, each student can have one or
more learning styles. Every lesson was designed specifically for the characteristics of each learning types of the students and
made used of flexible grouping. For eight weeks, the experiment group was exposed to the differentiated instruction. During the

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experiment, assessment, and diagnostic tests were given every two weeks in order to determine whether or not the instruction is
receptive to the needs of the students.
3. RESULTS AND DISCUSSION

Findings from the study verified the researcher’s assumption that there was a significant improvement on learners’ learning
when differentiated instruction applied in teaching Filipino literature and language.
In order to reveal the effectiveness of differentiated instruction on student’s achievement, the teacher employed a learner-
centered approach that provided grade ten students to collaborate with peers and teachers. To facilitate learning, the teacher
initiated group participation in all activities and to interact with other groups. The lesson prepared for each session was based on
the intended learning activities for each learning style of the students. Data on Table 1 shows the mean score obtained by
students in pre-test of both groups.
Table 1 Mean Score of Participants of Two Groups in Pre-test
Group N Mean Standard Deviation
Experimental 46 10.11 2.302
Control 46 14.28 4.400

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As seen in Table 1, before the experiment, pre-test was conducted and results showed that scores in the pre-test of the two
groups were not close. Experimental category got the lowest mean score of 10.11 with a standard deviation of 2.302 compared to
control category who got a higher mean score of 14.28 with a standard deviation of 4.400. It can be noticed that there is a mean
difference in a pretest of two groups. Data on Table 2 shows the mean score obtained by students in post-test of both groups.
Table 2 Mean Score of Participants of Two Groups in Post-test
Group N Mean Standard Deviation
Experimental 46 24.57 2.730

Control 46 17.57 4.015
Table 2 shows the result after the intervention, the teacher conducted post-test to see if there is an improvement of learning
performance of the students. The posttest results showed that experiment group got a higher mean score of 24.57 compared to
the 17.57 mean score for the control group. It can be deduced through the mean scores that students excel in the class after
being exposed to differentiated instruction. There was a great improvement in the scores of experiment group. The findings of the
study agree with the findings of Muthomi & Mbugua (2014) that the students when given compare to the students given a
traditional method of teaching.
Table 3. Descriptive Statistics and Result of the participants in t-test on pretest and posttest

REGION XI
Pre-test Post Test T df Sig.
M VI SD N M VI SD N
12.20 HN 4.074 92 21.07 KN 4.903 92 -11.614 91 0.000
Table 3 shows there is significant difference on the result of pretest and posttest with (t(91)=11.614, p, <0.000. The participants
performed better in posttest than in pretest wherein the mean score is
21.07 with SD of 4.903 compare to pretest with a mean score of 12.20 and SD of 4.074.
The results are also in consonance with Lim (2005), Ladson-Billings (1994) and Sternberg (1997) who found out that if the
curriculum and interaction fit with the learning styles and academic intelligence, they will perform best in the classroom. The
findings of the study were similar with that of Muthomi and Mbugua (2014) affirming that students who were taught using
differentiated instruction performed better than those taught using conventional instructional approach.
A comparison was made on students’ improvement from pretest to posttest in control and experimental group. The scores
revealed that in the experimental group, the dependent category got the highest number of students and challenging got the
lowest number of students while the control category, collaborative, and differentiated instruction significantly improve
student achievement. Data on table 3 shows the mean score and mean gain obtained by students in experimental and control
group of both pretest and posttest.

REGION XI
Table 2: Mean difference of the participants on experimental group in pretest and posttest.
Pre-test Post-test
Style of
N Mean V.I SD Mean V.I SD t - value
Learning Sig. Decision
Independent 8 10 HN 2.507 24.63 KN 1.188 12.733 0.000 Significant
Avoidant 7 9.57 HN 2.992 25.57 KN 1.397 16.395 0.000 Significant
Collaborative 9 10.11 HN 2.421 24.78 KN 2.682 12.975 0.000 Significant

REGION XI
Dependent 14 10.71 HN 1.729 23.50 KN 3.898 11.172 0.000 Significant
Challenging
Participant 7 9.43 HN 2.302 25.29 KN 2.289 16.077 0.000 Significant
TOTAL 46 10.11 HN 2.302 24.57 KN 2.73 27.909 0.000 Significant
Results revealed that there is a significant mean difference in five categories. Significance in Challenging was not computed
because only one participant belongs to this category. Specifically, independent has mean difference of p –value >0.00, Avoidant
with mean difference of p – value >0.00, Collaborative with mean difference of p – value >0.00, Dependent mean difference of p –
value >0.00, Challenging with mean difference of p – value >0.00, and Participant with mean difference of p – value >0.00. It can
be observed that there is improvement of scores of all the participant within the experimental group. The findings are consistent
also with Affholder (2003) who concluded that teachers who used differentiated instruction have shown improvement on their
perception and became responsible for the students’ academic performance.

REGION XI
CONCLUSION
The objective of the study was to determine the effectiveness of differentiated instruction
in terms of improving the academic performance of the grade ten students in Filipino subject. Differentiated instruction was
applied and the researcher made lessons according to the six learning styles. The students explored, collaborated, worked with
groups in different activities for the whole duration of the eight-week experiment.
It was found out that in six learning styles used, a majority in the experimental group fall under dependent category while in a
control group majority fall under collaborative and participant with the same number of students. There is a significant
difference in the pre-test of experimental and control groups and there is a significant difference in overall mean of the control
group rather than the two experimental group because differentiated instruction was not yet administered. But after the
application of differentiated instruction and post-test was given, there was an increase in academic performance of the
experimental group.
Findings also confirmed with other research studies that it is necessary to administer learning style inventory at the beginning of
school year to help teachers design lessons according to learning preferences and styles of the students before implementing
differentiated instruction.
As discuss earlier, there are many research studies confirming the benefits of differentiated instruction inside the classroom but
there are concerns that need to be addressed in the implementation of differentiated instruction, first is the teacher itself. The
teacher should be given training on how to differentiate instruction because the preparation of designing everyday lessons that fit
each learning styles of the students is not easy. It needs a lot of effort and require more time for both teacher and students.
Another notable concern is the number of students in the classroom. It is difficult to manage differentiated instruction in big
classes having group work and activities and attending to each groups’ needs. It is highly suggested that another study on
differentiated instruction using other learning inventory scale in major subjects be conducted.

REGION XI
Using differentiated instruction is a great challenge to all teachers especially in the Philippines that has a big number of students
per class and also the continuous training and professional development of the teachers on how to differentiate lessons. There
are many challenges to face but if the teacher discover how to handle those challenges, learning would be meaningful and
interesting for the students.
ACKNOWLEDGMENT
The author would like to thank the students and teachers from Crispin E. Rojas National High School, Lambajon, Baganga,
Davao Oriental. Special thanks to the TLE Coordinator Ruby Ann P. Daganato and Grade 10 teacher-advisers who helped in the
implementation and validation of the instruments and materials.
REFERENCES
Affholder, L. P. (2003). Differentiated instruction in inclusive elementary classrooms – published thesis Ed. D. University of
Kansas, Kansas.
Allcock, S. and Hulme, J. (2010). Learning styles in the classroom: Educational benefit or planning exercise?.
Psychology Teaching Review. v16 n2 p67-79 2010
Dosch, M., and Zidon, M. (2014). "The Course Fit

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Us": Differentiated Instruction in the College Classroom. International Journal of Teaching and Learning in Higher Education,
Vol26 n3 p343-357 2014. 15 pp.
Grasha, A. F. (1996). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles.
Pittsburg: Alliance Publishers.
Gregory, G. H. & Chapman, C. (2013).
Differentiated instructional Strategies. USA: Corwin.
Koeze, P. A. (2007). Differentiated Instruction: The effect on student achievement in an elementary school. Master’s thesis and
doctoral dissertation. Paper 31.
Konstantinou-Katzi, P., Tsolaki, E., Meletiou-Mavrotheris, M. and Koutselini, M. (2013). Differentiation of teaching and learning
mathematics: an action research study in tertiary education. International Journal of Mathematical Education in Science &
Technology. Vol. 44 Issue 3, p332-349. 18p.
K to 12 Curriculum, 2016. Republic of the Philippines Department of Education Retrieved from:
http://www.deped.gov.ph/mandate
Ladson-Billings, G. (1994). The Dreamkeepers: Successful teachers of African American Children. San Francisco: Jossey-Bass.
Lewis, S. & Bates, K. (2005).How to implement differentiated instruction .Journal of Staff Development, 26(4), 26-31.
Lim, C. P. (2005). Classroom management issues in information and communication technology (ICT)-Mediated Learning
Environments: Back to Basics, Journal of Educational Multimedia & Hypermedia 14, (4), 391-
414. McAdamis, S. (2001). Maeng, J. L. and Bell, R.L.(2015).

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Differentiating Science Instruction: Secondary science teachers' practices. International Journal of Science Education. Vol. 37
Issue 13, p2065-
2090. 26p.
Martin, J. M. & Loomis, K. S. (2014). Building teachers a constructivist approach to introducing education. (2nd ed.).
Wadsworth: Cencage.
Morgan, H. (2014). Maximizing student success with differentiated learning. The Clearing House, 87:34-38.
Muthomi, M. W. & Mbugua, Z. K. (2014).
Effectiveness of differentiated instruction on secondary school students achievement in mathematics.
International Journal of Applied Science and Technology, 4, 116-122. www.ijastnet.com/journals/Vol_4_No_1
_January_2014/12.pdf Philippine Education For All 2015:
Implementation and Challenges,. Retrieved from: http://planipolis.iiep.unesco.org/upload/
Philippines/Philippines_EFA_MDA.pdf
Robinson, L., Maldonado, N. and Whaley, J. (2014). Perceptions about Implementation
of Differentiated Instruction. Paper presented at the Mid-South Educational Research (MSERA) Annual Conference.
Sternberg, R. J., Torff, B., & Grigorenko, E. (1997). Teaching for successful intelligence raises school achievement. Phi Delta
Kappan, 79(9), 667-669.

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Tomlinson, C. et al. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in
academically diverse classrooms: A review of the literature. Journal for the Education of the Gifted.
Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA. Association for
Supervision and Curriculum Development.
Valiandes, S. (2015). Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms:
Quality and equity dimensions of education effectiveness. Studies in Educational Evaluation.
Vol. 45, p17-26. 10p.
Wan, S. W. (2016).
Differentiated instruction: Hong Kong prospective teachers’ teaching efficacy and beliefs. Teachers & Teaching. Vol. 22 issue 2,
p148-176. 29 p .

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Republic of the Philippines

BUDGET OF WORK FOR SCIENCE 7 – QUARTER 4

Name of School: CRISPIN E. ROJAS NATIONAL HIGH SCHOOL

6 tilt of the Earth

Prepared by: Checked and Reviewed by:

MARY ANGELIE L. GRECIA ABEGAIL B. CRAVE

Name of School: CRISPIN E. ROJAS NATIONAL HIGH SCHOOL

Name of School: CRISPIN E. ROJAS NATIONAL HIGH SCHOOL

DAISY JANE T. PREGON

GRADE 10 NEATNESS CLASSROOM OFFICERS

President : Lowie L. Clata

Name of School: CRISPIN E. ROJAS NATIONAL HIGH SCHOOL

Vice – President: Angel Bolanio

Secretary : Camille Cuare

Treasurer : Becera Genny

Auditor : Diether I. Mamontayao

P.I.O. : Enrico G. Boceron

Name of School: CRISPIN E. ROJAS NATIONAL HIGH SCHOOL

Name of School: CRISPIN E. ROJAS NATIONAL HIGH SCHOOL

Office of the Supreme Student Government

DATE : February 7, 2022

SUBJECT : Reading of School Forms for the 2nd Quarter

Good morning Everyone!

Name of School: CRISPIN E. ROJAS NATIONAL HIGH SCHOOL

For strict compliance!

Tanggapan ng Punong Guro

DATE : February 3, 2022

SUBJECT : 2-day Work From Home Arrangement

Name of School: CRISPIN E. ROJAS NATIONAL HIGH SCHOOL

Name of School: CRISPIN E. ROJAS NATIONAL HIGH SCHOOL

Office of the Supreme Student Government

DATE : January 25, 2022

SUBJECT : Work From Home Arrangement

Please be informed of the changes in WFH SCHEDULE next week.

WFH - JAN. 31 and FEB 4

Please be guided accordingly!

Name of School: CRISPIN E. ROJAS NATIONAL HIGH SCHOOL

Tanggapan ng Punong Guro

DATE : January 24, 2022

Name of School: CRISPIN E. ROJAS NATIONAL HIGH SCHOOL

Good morning everyone!

Please be guided of this week's activities:

Name of School: CRISPIN E. ROJAS NATIONAL HIGH SCHOOL

Tanggapan ng Punong Guro

DATE : February 18, 2022

Name of School: CRISPIN E. ROJAS NATIONAL HIGH SCHOOL

Name of School: CRISPIN E. ROJAS NATIONAL HIGH SCHOOL

Tanggapan ng Punong Guro

DATE : February 18, 2022

SUBJECT : Work From Home Arrangement

Name of School: CRISPIN E. ROJAS NATIONAL HIGH SCHOOL

Tanggapan ng Punong Guro

DATE : February 18, 2022

Name of School: CRISPIN E. ROJAS NATIONAL HIGH SCHOOL

SUBJECT : Work From Home Arrangement

Name of School: CRISPIN E. ROJAS NATIONAL HIGH SCHOOL

Tanggapan ng Punong Guro

DATE : February 18, 2022

SUBJECT : Work From Home Arrangement

Name of School: CRISPIN E. ROJAS NATIONAL HIGH SCHOOL

Name of School: CRISPIN E. ROJAS NATIONAL HIGH SCHOOL

Tanggapan ng Punong Guro

DATE : February 18, 2022