Republic of the Philippines

Department of Education
Region I
Schools Division of Ilocos Norte
PASALENG NATIONAL HIGH SCHOOL
Pasaleng, Pagudpud, Ilocos Norte // 300026@deped.gov.ph

PARENTAL INVOLVEMENT IN STUDENTS PRINTED

MODULAR DISTANCE LEARNING IN THE NEW NORMAL

A Basic Research

Espiritu,Aries N.

Gali, Lyrielle Miryana

Ramirez, Lemuel l.

Sardual, Chester Allen G.

Espiritu, Maycee V.

School Year 2021-2022

 II. ABSTRACT
This study focused on the parental involvement in students printed

modular distance learning in the new normal, how it affects the academic

performance of Grade 7 learners in the local setting. It was also concentrated at this

grade level, as this is when learners tend to show signs of transitioning from

childhood to adolescent. This is a special time for parents and their involvement in

their children’s education and academic performance.

Academic performance is also a significant concern for parents. Parents are

concerned about whether their children are performing to their full potential,

developing excellent study habits, and completing their modules, assignments, and

behaving appropriately at school.

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 III. ACKNOWLEDGEMENT
The researchers would like to extend their sincerest thanks to the following

people who supported and assisted them throughout the completion of this action

research:

Mrs. Mildred C. Almazan, our very compassionate principal od Pasaleng

National high school, for her full and continuous support;

All the Grade 7 parents/guardians who have been the subject of the study;

Our colleagues who are always there to encourage us and keep motivating us

not to give up and to continue pursuing professional growth and fulfillment;

Above all, the Almighty God, all thanksgiving, honor, glory and praises, you

provided me with my necessity to make this study.

The Researchers

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 IV. INTRODUCTION OF THE RESEARCH

Education is essential to all Filipinos because it allows the next generation of

Filipinos to become full-pledge contributing members of society. Health and

education have been a major subject in the press and media in recent months, because

the majority of people oppose the start of school this year, they place a higher value

on the health of the learners and instructors than on knowledge and skills that will be

learned in the classroom in this time of pandemic. President Rodrigo Duterte is one of

the people who are against having face to face classes this school year. In that event,

the Department of Education would think of an alternative solution for the children.

As the country continues to confront different issues brought by the coronavirus

disease, the Department of Education proposed to use modular modality and other

learning modalities for distance learning as the school year continues. In distance

learning approach, parents would have to play an active role in the learning process.

They would be the one to facilitate and guide their children through the modular

lessons that would be sent to students while doing remote learning.

The fundamental function of parents in modular learning is to establish a

connection with their children and to guide them. Parents or guardians should be

responsible for interacting with teachers and barangays official to obtain the various

materials and resources required by the learner: checking the class schedule on a

regular basis: providing a conducive learning study space for the learner: and giving

adequate praises, encouragement, and rewards to enhance their child’s interest in

learning.

Parental involvement in the child’s education has always been discussed in

and out of the academe, both as rhetoric and a phenomenon. Parental involvement in

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the child’s education garnered support over the years as it is a factor that affects the

academic successes of children (Castro, Expósito-Casas, López-Martín, Lizasoain,

Navarro-Asencio, & Gaviria, 2015). But the reality of parental involvement,

specifically in Philippine context must be studied further as drastic changes in

behaviors relating to family, parenting and its indirect effect to the child’s academic

success and behavior are displayed in school. (Alampay, 2014).

There are evidences in school concerning lack of parental involvement. These

are the testimonies from the class advisers or subject teachers every time the they

retrieved modules from the learners. There are activities unfinished and outputs

undone. Through discourse, some parents unconsciously subscribe to the belief that it

was not their primary responsibility to be involved with the children’s schooling; that

it was their children’s teachers’ responsibility to ensure that their children perform

well (Blair, 2014).

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 V. LITERATURE REVIEW

Related Studies

This phenomenological study is designed to enquire parents of Pasaleng

National High School concerning parental involvement in students printed modular

distance learning in the new normal, for the school year 2021-2022. To give a view of

this research proposal, a literature review is presented below

Legal Basis

According to the Child and Youth Welfare code of the Philippines article 1,

“the child is one of the most important assets of the nation, every effort should be

exerted to promote his welfare and enhance his opportunities for a useful and happy

life”, it is also stated in the article that “the molding of the character of the child start

at the home. Consequently, every member of the family should strive to make the

home a wholesome and harmonious place as its atmosphere and conditions will

greatly influence the child’s development”. Batas Pambansa 232”an act providing for

the establishment and maintenance of an integrated system of education”. Stating that

Parents or guardians or the head of the institution or foster home which has custody of

the pupil or student.

Parents Involvement. The benefits of positive, active relationships between

families, schools, and the community (not only in the academic outcomes of the

children, but also in the family’s and school’s wellbeing) have, up to now, had plenty

of supportive evidence. Nevertheless, experience shows that there are many

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difficulties involved in making participation a reality. Family in the Philippines is

perceived as an important part of the society. It has been shaped by the unique history,

values, experiences, adaptations, and ways of being that characterize the Filipino

people and their culture (Alampay, n.d.). Coupled with the long history of political

and social strife, it would seem that Filipino parents face insurmountable challenges

in raising their children (Blair, 2014). Filipino parents, in general, subscribe to

authoritarian attitudes. The study reveals that the foregoing cultural values of kapwa

(helping others), hiya (shyness), and utang na loob (paying back) are among the

interdependent themes that pervade the dynamics of Filipino parenting and parent-

child relationships, these are characterized by respect for parental authority and

obedience on the part of children, family cohesion, and meeting familial obligations.

(Alampay n.d). As such, behavioral involvement and home supervision magnifies the

academic performance of children. (Ma, Shen, Krenn, Hu, & Yuan, 2016;

Partin ,2017). Another benefit that was established regarding parental involvement is

that parent teacher partnership is improved, thus, become an integral foundation of

academic performance of children as problems arising from academic performance

are easily solved by the partnership of parents and the school (Llamas &

Tuazon,2016). This will pave way to a strong collaborative relationship between the

school and the parents to improve the learning capabilities of the students and their

academic achievement. With their parents involved in their education, children tend to

focus more in schoolwork. This primarily motivates them to strive more and not give

up easily when they are having a hard time (Sapungan & Sapungan, 2015; Kwatubana

& Makhalemele, 2015). Parent-teacher partnership makes tremendous impact on

children's education (Llamas and Tuazon 2016). Parents become comfortable when

the education system requires their involvement in school activities. The National

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PTA also shares that “family involvement improves student success, regardless of

race/ethnicity, class or parents’ level of education (National PTA). In the 2002

research review A New Wave of Evidence: The Impact of School, Family, and

Community Connections on Student Achievement, (Anne T. Henderson and Karen L.

Mapp) conclude that there is a positive and convincing relationship between family

involvement and student success, regardless of race/ethnicity, class, or parents’ level

of education. In other words, when families are involved in their children’s learning

both at home and at school, their children do better in school. The report also points to

specific types of involvement as being especially beneficial to children’s academic

success.

The strong collaboration of parents with school authorities can lead to

increased improvement in both physical and academic performance of the school.

Hence, school administrators have to encourage parents to get involved and make

contribution towards helping the school achievement its missions and goals

(Sapungan & Sapungan, 2014:45). Seeing parents involved in the education of their

children is a good thing because it improves academic performance. Learners become

more focused in their school work (Kwatubana & Makhalemele, 2015:315). Learners

whose parents are involved, are active and ready to learn, they learn to be punctual

from young age, they learn to be persistent as the parents would be continuously

enquiring about their progress and they would not want to disappoint them. Taking

responsibility becomes a part of the nature of such children as they plan ahead and are

able to do their work according to their schedule, which is the quality of being

organized (Sapungan & Sapungan, 2014:45)

A recent report from the National Center for Education Statistics found that

over 90% of parents of elementary school children reported attending general school

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meetings, like those for the PTA/PTO, as well as participating in regularly scheduled

parent teacher meetings throughout the school year. Roughly 80% of parents in the

nationally representative sample reported attending school events and about 60%

reported volunteering in the classroom (Herrold and O'Donnel 2008). Some parents in

the province of Ilocos Norte took a pause from work early Monday to ensure their

children are able to attend the official opening of classes at home. In Pila village,

Police Senior M/Sgt. Noel Abad, a widow with a 12-year-old son joined the virtual

flag-raising ceremony inside his son’s study room before he kissed his forehead and

left for work.“I’m confident he can make it. He had been used to studying alone with

minimal supervision,” as Abad said’ (Leilanie Adriano October 5, 2020). The

importance of early academic success, a child's academic success, has been found to

be relatively stable after early elementary school (Mwirichia ,2013). The benefits of

parental involvement have been found for students of all ages from all economic,

educational, racial and ethnic backgrounds. These could be attained through Parent

Teacher Association (PTA). Parent Teacher Association addresses issues that are

important to parents and public-school administrators. It comprises millions of

families, students, teachers, administrators and business and community leaders

committed to the educational success of children and the promotion of parental

engagement in schools. (Ocampo, 2015). Parental involvement uses the contextual

description which includes communication with teachers about school progress and

school visits at home which includes encouragement of children to success,

monitoring of homework and attending fieldtrips. (Nyarko ,2011). Studies show that

students with helicopter parents have significantly higher levels of anxiety, depression

and less satisfaction with life. This negative effect on the students is largely explained

by the perceived violation of the students need for autonomy, independence and

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competence. (Schiffrin, Liss, Miles-McLean, Geary, Erchull, & Tashner, 2014). With

age-appropriate parental involvement, the students feel that they are supported, and

the learners react more positively translating through their academic achievement.

(Fingerman, Cheng, Wesselmann, Zarit, Furstenberg, & Birditt, 2012). In this regard,

family’s emotional support is beneficial to the students, as it promotes academic

success and psychological well-being, this in turn encourages better student

engagement in schools (Roksa & Kinsley, 2019). Children whose parents have more

time to spend helping and guiding them in school works, developed significant verbal

and communication skills (Fox, Levitt, & Nelson III, 2010; Weisleder, & Fernald,

2013). Studies also established that caregivers or parents of children influence

cognitive development. (Sperry, Sperry, & Miller, 2018). Students whose parents

finished college level and graduate degrees are over five times more likely to earn

college degree themselves as they evidently found a relevant model through their

parents (Carnevale, & Strohl, 2013).

Parents Awareness. In distance Learning approach, parents would have to

play an active role in the learning process. The modular approach situates Filipino

students to learn in the comfort of their homes. Limited contact with teachers will

place parents or guardian as the learner’s model parents are partners of the teachers in

education. ‘They are home facilitator ‘the tagapagdaloy’, but they will not teach the

subject matter. Communication is seen as the basic foundation for learning and the

means for developing parent awareness on programs and building a strong home-

school partnership. The guide presents strategies that schools and teachers are using to

communicate with parents and suggests ideas and information that parents need to

help their children succeed in school. It provides examples of the following

categories: (1) PTA Organization; (2) school papers; (3) school handbooks; (4) parent

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surveys and interviews; (5) using the phone; (6) special meetings; (7) home visits; and

(8) communicating through volunteers. The second section is organized to provide

ideas on how teachers can improve their working relations with parents. It presents

examples of the following categories: (1) introductory and end-of-the-year letters; (2)

classroom newsletters; (3) report cards (4) homework; (5) home learning activities;

(6) parent-teacher conferencing; and (7) telephone reports. When parents are

involved, the students feel that they are supported, and they react more positively and

is evident through their academic achievement. Family’s emotional support is

beneficial to the students, as it not only promotes academic success but also

psychological well-being and thus encourages better student engagement in schools

(Roksa & Kinsley, 2019). Aside from such support, a parent’s influence also helps in

shaping the child’s predisposition to academics and school related skills. From a very

early age, parental habits strongly influence childhood development and their

capabilities to learn. Children whose parents have more time to spend helping and

guiding their children in school works, developed significant verbal and

communication skills (Fernald, 2013). In that same manner, caregivers or parents of

children influences cognitive development. (Sperry, Sperry, & Miller, 2018). The

revised guidelines governing “Parents-Teachers Association” clearly prescribed that

both elementary and secondary schools shall organize a Parents-Teachers Association

(PTA) for the purpose of providing a forum for the discussion of issues and their

solutions related to the total school program, It also ensured total cooperation of

parents in the implementation of such program to emphasize that parents should

always be part of decision making for their child’s education (DepEd, 2009).

When schools have reputations for being successful, they generally have lots

of engagement from parents” (Peters 2012). In a qualitative study on Parent

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Involvement in Public Primary Schools in Kenya that a society needs to increase its

level of educational involvement and that starts with the support by the parents. He

claims that parent-school linkages can be enhanced through the teacher/parent

relationship (Mwai Kimu 2012). There are varied strategies that the schools can use to

get the parents involvement in their children's learning. This could be done through

going out to the community, or by encouraging parent’s participation by publicizing

through traditional means (announcements, flyers) and non-traditional methods which

include the use of television, phone calls and sending emails. To improve the

awareness and involvement of parents in the education process, several programs

were launched by the Philippine’s Department of Education such as the “Adopt-A

School-Program” as well as the “Brigada Eskwela” Program which brought together

teachers, parents, and community members every 3rd week of May to prepare public

schools for opening. The spirit of “Bayanihan” (spirit of kinship and camaraderie)

was revived when private organizations in the community contribute in generating

resources needed for repairs and upkeep of school facilities. This is one way of

fostering parental involvement since parents are the major stakeholders of every

school and should realize their roles in their child’s learning development with the

help of the teachers of the Department of Education (DepEd, 2008). Some school

systems have employed parent involvement coordinators to lead and coordinate

parental involvement activities and programs within the system in an effort to

overcome obstacles between the home and school (Epstein, 2001). Epstein described

the role of parent involvement coordinators as a way of encouraging more parents to

become involved in a variety of aspects of the school. Parental involvement

coordinators often conduct workshops for parents to inform them of the school

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curriculum and remind them that they are their child’s most important teacher

(Epstein, 2009).

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 VI. RESEARCH QUESTIONS

This study aimed to determine the extent of parental involvement in the

academic education of Grade 7 learners on distance learning of Pasaleng National

High School. Specifically answers the following questions:

1) What is the level of parent’s involvement in PMDL?

2) What is the level of awareness of parents on the PMDL?

3) What strategies can be proposed to increase parental involvement on PMDL?

VII. SCOPE AND LIMITATION

The study is quantitative in nature. Which focused on the involvement of parents in

students printed modular distance learning in the New Normal. For Grade 7 parents of

Pasaleng National High School during school year 2021-2022.

VIII. RESEARCH METHODOLOGY

Sampling

This study involved fifty Grade 7 parents of Pasaleng National High School.

The stratified sampling technique was used to select or choose the respondents of the

study in as much as the researchers was already immersed in the context of the

research study.

The number of respondents were identified via Raosoft sample size calculator

with a a margin of error equals 5%, confidence level of 76% and response distribution

of 50% to a population of 76 grade 7 learners.

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Data Collection

The data is gathered through developing two survey questionnaires on the

level of awareness and parental involvement on PMDL. These two survey

questionnaires were distributed to the respondents using google forms and sent thru

their group chat messengers.

Ethical Issues

The researchers asked permission from the school principal and Class

Advisers of the target respondents to conduct the research in the school. Upon

approval, consent from the respondents was secured before they will be permitted to

answer the survey questionnaires. The researchers assured the respondents that data-

gathering will purposely for the research purpose only.

Plan for Data Analysis

To answer the problems posed in this study, the statistical treatment employed

was the weighted mean. It was used to compute and determine the mean score of the

respondents’ assessment on parents’ level of awareness and involvement in the

implementation of printed modular distance learning. The data gathered will be

interpreted through Likert Scale.

Formula:

Weighted Mean =
∑ fX
N

where f is frequency

X is the weighted scale

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 N is the Total number of respondents

For the mean of the Level of Awareness of Parents, the interpretation will be

facilitated through the following ranges.

Table 1

Mass Interval Descriptive Interpretation

4.21-5.00 Extremely Aware

3.41-4.20 Moderately Aware

2.61-3.40 Somewhat Aware

1.81-3.40 Slightly Aware

1.00-1.80 Not at all Aware

For the mean of the Level of Parents Involvement, the facilitated through the

following ranges.

Table 2

Mass Interval Descriptive Interpretation

4.21-5.00 Always

3.41-4.20 Often

2.61-3.40 Neutral

1.81-3.40 Sometimes

1.00-1.80 Never

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 X. DISCUSSION OF RESULTS AND RECOMMENDATION

On this section the data gathered are presented and interpreted by the use of table.

TABLE 3. PARENT INVOLVEMENT

QUESTIONS INTERPRETATION

SOMETIMES

WEIGHTED
NEUTRAL
ALWAYS

NEVER
OFTEN

MEAN
1. I attend conferences with teachers to 21 12 10 5 2 3.9
talk about my child’s/children’s learning NEUTRAL
or behavior.
2. I have regular contact with my 15 20 10 4 1 3.88
child’s/children’s teacher/teachers NEUTRAL
3. I provide assistance or check-in 19 16 8 7 0 3.94
with my child/children when they are OFTEN
completing homework.
4. I plan for a daily schedule for 15 15 7 10 3 3.58
helping my child/children in answering
their modules/LAS/summative tests. OFTEN
5. I ensure that my child/children 22 14 8 5 1 4.02
has/have a quiet place at home where OFTEN
they can complete schoolwork.
6. I maintain clear rules at home that 21 17 10 2 0 4.14
my teenager should obey OFTEN
7. I talk with school staff about 10 14 14 10 2 3.4
schoolwork my teenager is expected to NEUTRAL
complete at home.
8. I help my child/children with 16 15 5 13 1 3.64
subjects they are struggling with. OFTEN
9. I bring home or research learning 10 14 14 9 3 3.38
materials for my child/children. NEUTRAL
10. I spend time with my child/children 13 18 6 12 1 3.6
working on their performance tasks. OFTEN
OVERALL WEIGHTED MEAN= 3.75 OFTEN

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 Table 3 shows the accumulated responses of all 50 respondents in terms of the

parent’s involvement in the PMDL with the corresponding descriptive interpretation.

The descriptive rating for items 1, 2, 7 and 9 is neutral. While for items

3,4,5,6,8 and 10 has a descriptive rating of often. To sum it up, Parents/guardians are

more often involved in their children’s school activities in the PMDL.

Item number 5 received the highest rating in terms of parents’ involvement

which shows that parents ensures that their child/children has/have a quiet place at

home where they can complete schoolwork.

Though parents/guardians have a positive result in their involvement in the

PMDL, 3 parents/guardians still answered NEVER in both items 4 and 9 which are

whether they plan for a daily schedule for helping their child/children in answering

their modules/LAS/summative tests and bring home or research learning materials for

their child/children.

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 TABLE 4. PARENT AWARENESS

QUESTIONS INTERPRETATION

MODERATEL

SOMEWHAT

NOT AT ALL
EXREMELY

WEIGHTED
Y AWARE
AWARE

AWARE

AWARE

MEAN
1.Are you aware of the schedule of module 33 7 8 2 0 4.42 EXTREMELY
distribution and retrieval? AWARE
(Ammum kadi ti aldaw iti panagisubli ken
panagala ti modyuls iti ubing/ubbing mo?)
2. Are you aware of the outputs/tests/quizzes 22 11 11 6 0 3.98 MODERATELY
to be accomplished/answered by your AWARE
child/children?
(Ammum kadi dagiti maanseran/maaramid
nga outputs/tests/quizzes ti ubing/ubbing
mo?)
3. Are you familiar of your 18 13 10 9 0 3.8 MODERATELY
child’s/children’s adviser and subject AWARE
teachers?
(Pamilyar ka metlang kadagiti
adviser/memestro ken memestra ti
ubing/ubbing mo?)
4. Are you aware of the conduct of quarterly 20 11 14 2 3 3.86 MODERATELY
meeting or card day in school? AWARE
(Ammum kadi ti regular a pannakaangay ti
parents-teacher meeting kada quarter?)
5. Are you aware of the school 21 16 10 2 1 4.08 MODERATELY
policies/programs that involves your AWARE
child’s/children’s development?
(Naipakaamo metla kenka dagiti
paggalagadan ken programa ti iskwela nga
pakaairamanan ti panagbasa ti ubing/ubbing
mo?)
6. Are you aware of your child’s/children’s 24 14 11 0 1 4.2 MODERATELY
academic standing in his/her class? AWARE
(Ammum kadi metlang iti agdama nga grado
ti ubing/ubbing mo kadegiti naduma-duma a
klase na?)

OVERALL WEIGHTED MEAN= 4.06 MODERATELY AWARE

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 Table 4 shows the accumulated responses of all 50 respondents in terms of the

parent’s awareness in the PMDL with the corresponding descriptive interpretation.

The descriptive rating for items 1 is extremely aware. While for items 2,3,4,5

and 6 has a descriptive rating of moderately aware. To sum it up, Parents/guardians

are moderately aware in their children’s school activities in the PMDL.

Item number 6 received the highest rating in terms of parents’ awareness

which shows that parents are aware of their child’s/children’s academic standing in

his/her class. This means that we should continue on giving feedbacks on their

children’s progress during the PMDL

Though parents/guardians have a positive result in their awareness in the

PMDL, 3 parents/guardians still answered not at all aware of the conduct of quarterly

meeting or card day in school. This suggests that we must enhance the information

dissemination regarding quarterly meeting and card day in school through Facebook

messenger group chats phone calls and test messages.

The following are the recommendation based on the results

1. Empower and continue the teaching practices such as

• creating a Group chat on messenger

• Home Visitation

• Reading programs

• Contact Parents through phone call or text messages

2. Always give Feedback to Parents about their child improvements or needs.

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 3. Encourage face-to-face/limited face-to-face orientation at the beginning of

the school year.

X. DISSEMINATION AND ADVOCACY PLANS

The research findings will be communicated to the school's internal and external

stakeholders through parents-teachers meeting, school management committee

meeting, district and division conferences, and the school conference and seminars.

These untapped avenues will be used to discuss perspectives on the current research

findings as well as recommendations for the future activities that will benefit K-12

instructors. As a result of this study, the research findings will be used to inform

curriculum development and policy formulation in support of the improved basic

education curriculum.

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 XI. REFERENCES

Castro, Expósito-Casas, López-Martín, Lizasoain, Navarro-Asencio, & Gaviria, 2015:

https://pcw.gov.ph/presidential-decree-no-603-the-child-and-youth-welfare-code/
https://leb.gov.ph/wp-content/uploads/2018/01/LEBMEMO-Book-Education-
Act-of-1982-Final-Draft.pdf. Parental involvement on student academic
achievement: A meta-analysis

Epstein,2001Influence of Parental Care on Preschool Pupils Learning Outcomes In

District III Ikoyi
Lagos.https://azresearchconsult.com/influenceparentalcarepreschoolpupilslearnin
goutcomesdistrictiiiikoyilagos/

Ma, Shen, Krenn, Hu, & Yuan, 2016; Partin ,2017. Effect of Parental Involvement on
Children’s Academic Achievement in Chile.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6610476/

Rai Alampay, L.P. (2014. Parenting in the Philippines. In H. Selin and P.

Schvaneveldt (Eds.), Parenting Across Cultures: Childrearing, Motherhood and
Fatherhood in Non-Western Cultures.

TheNetherlands:Springer.https://www.researchgate.net/publication/
259643797_Alampay_LP_2014_Parenting_in_the_Philippines_In_H_Selin_and_
P_Schvaneveldt_Eds_Parenting_Across_Cultures_Childrearing_Motherhood_an
d_Fatherhood_in_NonWestern_Cultures_The_Netherlands_Springer

Blair, 2014. The role of childcare professionals in supporting mental health and
wellbeing in young people, a literature review.
https://www.pacey.org.uk/Pacey/media/Website-files/PACEY%20general/
Emotional-wellbeing_literaturereview_Dec2015.pdf

Winfred Wairimu Ngure, Prof.Paul Odundo Amollo.Influence of Parents Education

Level onAcademic Achievement of Unity Preschool Children in Embakasi, Nairobi
County.
https://www.academia.edu/32300441/Influence_of_Parents_Education_Level_on_a
cademic_achievement_of_unity_preschool_children_in_Embakasi_Nairobi_county

Erlendsdóttir,2010. Assessment of Parental Role on Students Academic Performance

in Secondary
Schools.https://www.researchgate.net/publication/352368179_Amidst_the_Onlin
e_Learning_in_the_Philippines_The_Parental_Involvement_and_Its_Relationshi
p_to_the_Student%27s_Academic_Performance.

WallaceandHentgens(2017).https://www.researchgate.net/publication/
352368179_Amidst_the_Online_Learning_in_the_Philippines_The_Parental_Inv
olvement_and_Its_Relationship_to_the_Student%27s_Academic_Performance.

AlAwan,2014. The effects of parental involvement on academic performance of

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Sambayon, H. (2020). Utilization of Contextualized Teacher–Made Activity Sheets in
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 XII. FINANCIAL REPORT

Preparation of material for the research

Activity Item Qty Unit Price Total Price
Preparation for the
Research Proposal Load 200.00 200.00
Printing of Research A4 Bond 1 ream 200.00 250.00
Proposal
paper ink 1 set 1,500.00 1,500.00
Printing of approval letters A4 Bond 1 ream 200.00 200.00
and Survey Questionnaires paper ink 1 set 1,100.00 1,100.00
A4 Bond 1 ream 200.00 250.00
Printing of Completed
Research
paper ink 1 set 1,500.00 1,500.00
TOTAL PhP5,000.00

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