DIVISION VIRTUAL

WORKSHOP FOR
DISSEMINATION AND
UTILIZATION FOR
COMPLETED AND ON-
GOING RESEARCH
MARIBEL S. ARELLANO
School Principal
Itawes National High School
Tuao West District
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When you hear the word RESEARCH,
what do you feel?

B
‘ano yan? Pati dito?’

A C
 What to expect today?
 At the end of the session,
the participants should be
able to craft title/s
 write a context and
rationale which clearly
argues for the importance
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of the CAGAYAN
research area.
 REITERATION ON
ACTION/ BASIC
RESEARCH WRITING
AND CALL FOR
PAPER GUIDELINES
FOR THE 2021
DIVISION RESEARCH
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 As required in our RPMS…
DUTIES AND RESPONSIBILITIES
1.Teaches grades/levels using appropriate and innovative teaching strategies
2.Facilitates learning in the elementary/secondary schools through functional lesson plans (for
new teachers up to 3 years) Daily Log (for teachers teaching 4 years and above) of activities
and appropriate, adequate and updated instructional materials
3.Monitors and evaluates pupils/students’ progress
4.Undertakes activities to improve performance indicators
5.Maintains updated pupils/students progress regularly
6.Supervises curricular and co-curricular projects and activities
7.Maintains updated pupil/student school records
8.Counsels and guides pupils/students
9.Supports activities of governmental and non-governmental organizations
10.Conducts Action Plan
11.Maintains Daily Routine (classroom cleanliness, classroom management, overall physical
classroom atmosphere
12.Maintains harmonious relationship with fellow teachers and other school personnel as well
as with parents and other stakeholders
13.Does related work

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 As required in our RPMS…

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 As required in our RPMS…

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2. Job Summary (2.2 Duties and Responsibilities)

Teacher I-III Please see page 133

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2. Job Summary (2.2 Duties and Responsibilities)

See page 153

Master Teacher I-IV

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 BASES OF DOING RESEARCH
DepEd Order No. 24, s, 2010 Basic Education
Research Fund
DepEd Order No. 13, s. 2015 Policy
Development Process
DepEd Order No. 43, s. 2015 / DepEd Order
No. 4, s 2016-Revised Basic Education
Research Fund (BERF) Guidelines
DepEd Order No. 39, s 2016-Adoption of the
Basic Education Research Agenda
DepEd
DEPED Order02-
REGION No.SCHOOLS
16, s 2017-RESEARCH
DIVISION OF
MANAGEMENT GUIDELINES
CAGAYAN
Conceptual Framework of Basic Education
Research Agenda

13
 THEME 1: TEACHING AND LEARNING
General Research Topics
Questions
• Class size
• Contact time
• Materials and resources
• Information and Communication Technology (ICT) in Education
What factors affect the • Language o Medium of instruction o MTB-MLE
teacher’s delivery of the • Continuing professional development and support (e.g. coaching and mentoring, Learning Action Cell [LAC])
curriculum? • Classroom management (e.g. positive discipline)
• Learning space/environment
• Lesson planning and creation of Instructional Materials (IMs)
• Teacher’s profile (e.g. background, specialization, knowledge, motivation)

-Inclusive education
o Special Education (SPED)
o Indigenous Peoples Education (IPEd)
o Madrasah Education
o Alternative Learning System (ALS)
o Alternative Delivery Modes (ADMs)
What teaching and learning •Disaster Risk Reduction (DRR) and Climate Change Adaptation (CCA)
strategies can teachers •Child-centered approach
apply to ensure inclusive •Emerging good practices
and learner-centered •ICT in Education
education? •Differentiated instruction
•Individual learning styles and multiple intelligences
•Collaborative learning
•Classroom management (e.g. positive discipline)
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General Research Questions Topics
• Contextualization
How is the curriculum able • Various subjects
to contribute to achieving • Spiral progression in the curriculum
learning outcomes? • Higher order thinking skills
• Integration (e.g. DRR and CCA)
How is the curriculum  Contextualization
responsive and relevant to o Localization
learners? o Indigenization

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General Research Questions Topics
• Child development
What factors affect the • External and internal environment
learning behaviors of • Teaching strategies
learners? • Multiple intelligences

• School influence
What contributes to the • Community
values formation of learners? • Culture
• Extra- and co-curricular activities

• School influence
What makes a well-rounded, • Community
happy, and smart learner? • Culture
• Extra- and co-curricular activities

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 General Research Additional Explanation
Topics
Questions
• Classroom assessment (i.e. formative
and summative)
• Emerging good practices
What factors affect the • Teachers’ expertise in constructing
implementation of various types of assessments
• Availability of assessment tools and
classroom assessment?
resources (e.g.
materials, manpower, environment,
portfolio assessment)

Levels This question refers to the process of

o Classroom assessments conducting assessments, as well as its
o National utilization in terms of:
assessments •Policy formulation and
How is assessment o International implementation
conducted and utilized in assessments •Resource allocation
the Philippine education o System assessments •Training of teachers and personnel
•Review and improvement of curriculum and
system?
instruction
•Progress tracking of learners

How effective is • Basic Literacy Program

Recognition of Prior • A&E
Learning (RPL) in • PEPT (Grade Level
determining students to Placement)
special programs? • Special Programs

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General Research Questions Topics
• Teacher’s profile (e.g. specialization, training,
experience)
What factors affect the • Learning environment
achievement of learning • Learning resources
outcomes? • Language
• Assessment
• Governance

• Regional, division, and school variation

How does achievement of • School typology
expected learning outcomes • Role of leaders
vary in terms of practices per • Geographic, political, and economic factors
region, division, and/or • Partnerships (i.e. LGUs, other private and public
school? organizations and institutions)

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THEME 2: CHILD PROTECTION
General Research
Specific Topics General Topics
Questions
How can DepEd best • History of problem
address the following • Prevalence
child protection concerns: • Factors contributing to the problem
(e.g.
• Physical Bullying access to technology,
Bullying • Emotional Bullying environment)
• Cyber Bullying • Vulnerable
 Reproductive Health
Teenage Pregnancy Education
• Grave Child Rights segments (e.g. gender,
Child Abuse Violations (GCRVs) location, economic status,
• SHS Work Immersion Context persons with disabilities,
children in conflict with the law,
• Substance Abuse
children at risk)
Addiction • Online Gaming
•Effects (e.g.
• Social Media
physical, mental, emotional,
• Internet social)
• TV and film •Policies/ programs/ interventions
• Magazines •Learning interventions
• Radio •Monitoring and evaluation of
Media Consumption interventions
•Partnerships

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THEME 3: HUMAN RESOURCE DEVELOPMENT
General Research Questions Topics Additional Explanation
• Specialization This research question intends to
How effective is the professional • Quality of years of experience examine the
development framework in the • Language proficiency responsiveness of the
delivery of the K to 12 (Mother tongue) Department’s existing
curriculum? • Academic skills professional development
• Psycho-social skills framework.
• ICT integration in teaching
What qualifications and  Skills for:
competencies are
o Inclusive education o DRR and CCA o
Teaching Beginning Reading
required for teaching in an •Qualification standards and criteria for
inclusive learning environment? hiring
•Psychosocial skills
•Interpersonal skills
• Teacher education institutions
• Core courses
• Relevant non-core courses
• New courses
How can pre-service teacher • Preparation on:
education be improved to o Contextualization of the
develop teachers who can curriculum
effectively deliver the K to 12 o Integration (e.g.
curriculum? DRR and CCA) o Teaching Beginning
Reading o Inclusive education

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Continuation….

General Research Additional Explanation

Topics
Questions
What qualifications and • Qualification standards and criteria
competencies are required for hiring
of non-teaching staff to • Psychosocial skills
support the effective • Interpersonal skills
delivery of the K to 12 • Technical skills
curriculum?
• Localization law  Ranking system
• Natural vacancies
• Planned positions
• Notice of Organization, Staffing, and
Compensation Action
• Political influence
What are the issues and • Competition between public and
challenges in hiring public private sector
school teachers, and how • Emigration and/or foreign
can these be addressed? contractual
work
• Entry levels
• Qualification standards and criteria
for hiring
• Allocation of teacher items
• Verification of eligibility documents

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General Research Questions Topics
• Career path and progression
• Personal considerations
• Quota system
How can selection, retention, • Item reclassification
assessment, development, • Mentoring
promotion, and recognition be • Training and development
enhanced to support DepEd • Patronage and corruption
employees in different career stages? • Results-Based Performance
Management System (RPMS)
• Scholarships and grants
• Succession planning

• Overall training program

• Specialized training program
What kind of capacitybuilding • Process of capacity-building
activities are necessary and most • Training strategy
effective in addressing development • Selection process
needs and improving the work • Practical application
performance of teachers and other • Monitoring and evaluation
DepEd personnel? • Other development options o Classroom training o Coaching
and mentoring o Experience

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General Research Questions Topics
• Professionalization
• Salary
• Benefits
• Incentives (e.g. awards and recognition, cash and non-
cash rewards)
What mechanisms are the most • Non-cash compensation (e.g. service credits)
appropriate to promote the welfare of • Protection and safeguards
all DepEd employees? • Grievance mechanism
• Teaching load and ancillary services
• Employee wellness (e.g. physical, emotional, spiritual,
mental)
• Hazard pay
• Risk insurance
 Monetization Program  Gender and
Development
What motivates teaching and non-
teaching personnel to sustain
commitment and passion to high-quality  Intrinsic and extrinsic motivation
teaching, learning, and work
performance?
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 THEME 4: GOVERNANCE
General Research Questions Topics
Process/tools o Typologies and classifications o Planning
•
considerations for nonformal education
o Comprehensive School Safety or
Disaster Risk Reduction and
Management in Education
How can DepEd determine effective • Critical resources o Teachers, teaching-related, and
and efficient standards for critical nonteaching personnel
education resources for schools, o Education facilities (e.g. laboratories)
community learning centers, and other o Tools and equipment
delivery units? o Water, Sanitation, and Hygiene
(WASH) o School sites o Health and nutrition o Operating
budget

• Strategic planning (e.g. contingency planning)

How can DepEd improve its planning • Operations planning
process across levels? • Data management
• Monitoring and evaluation
• Policy research and development

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Financial management is a critical component in the governance of basic education.
Relevant research areas include meeting government budget, accounting, and
auditing requirements without compromising efficiency. This highlights the need to
closely examine the effects of financial management not just on program managers,
but also on the intended beneficiaries. Key topics under Finance include, but are not
limited to, the following:

General Research Questions Topics

How can DepEd improve its • Policies and practices

process in the sourcing, • Issues and challenges
acquisition, disbursement, • Timeframe
recording, and reporting of • Budget deliberation and complete staff work
program and project funds, • Budget execution
consistent with applicable laws, • Evaluation and policy amendment
policies, rules, and regulations? • Computation of Maintenance and Other Operating
Expenses (MOOE) to provide implementing units with
accurate funding needs

How does financial performance • Fund managers

affect key stakeholders in • Target beneficiaries
DepEd? • Community
• DepEd internal stakeholders

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Program Management focuses on how DepEd can best develop, implement, monitor, and evaluate
programs, projects,
and activities. While evaluation is discussed separately, this section focuses on the core implementation
phases of program
management. After the core mandate of teaching, program management is essentially the next most
important function of DepEd.
Key topics under Program Management include, but are not limited to, the following:
General Research Questions Topics Additional Explanation

• Program and project development

• Operational efficiency
• Coordination and provision of technical
assistance
• Monitoring and feedback
How effective is DepEd’s overall • Capability-building  Personnel selection
program management system? • Support structures and processes
• Sustainability and mainstreaming
• Networking and linkages

How can we maximize external • Bilateral and multilateral agreements One area of interest from this
partnerships locally and abroad to • Public-Private research question is the delivery of
facilitate the delivery Partnerships (e.g. basic
Build-OperateTransfer, Build-Lease- education services to
of basic education? Transfer, BuildTransfer) undocumented
Filipino learners abroad.

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The Governance theme encompasses Transparency and Accountability in various levels of DepEd’s operations.
At the central and field offices, the Department aims to consider ways to incorporate accountability in the budget
process for the achievement of targets and outcomes. Studies can delve into how mechanisms such as the transparency
board and grievance procedures promote transparency and accountability in schools. Key topics under
Transparency and Accountability include, but are not limited to, the following:
General Research Questions Topics
• Accounting and auditing rules and regulations
• Procurement law
• Transparency reporting
What factors affect transparency and • Implementing units
accountability in DepEd operations? • Fiscal autonomy
• Manpower and resource requirements
• Process audit
• Engagement of stakeholders

• Compliance to laws, policies, rules, and regulations

• Government Accounting and Auditing Manual (GAAM)
• R.A. 9184 (Procurement Law)
• DepEd Order/Memorandum
How effective are internal business processes • Recording and reporting of implementing units
in allowing the public to monitor and document • Fiscal control
the performance of DepEd? • Audit
• Manpower
• Penal clause/accountability
• Engagement of stakeholders

• Policies and practices

How can schools effectively respond to • School structures (e.g. School Governing Council, Child Protection
grievances from teachers, learners, parents, Committee)
and the community? • Nature/types
• Issues and challenges
• Resolution

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A separate section is dedicated to Evaluation, which by itself offers a multitude of topics. In this document, monitoring is
treated as part of management, as it provides timely information for periodic decisions that need to be made while
implementing various programs, policies, and activities. Evaluation, on the other hand, aims to determine if the undertaking
produced its intended result in the best way possible so that decisions can be made to continue, discontinue, or revise the said
undertaking at the appropriate stages of the cycle. Key topics under Evaluation include, but are not limited to, the following:
General Research Questions Topics
• Decentralization of basic education governance
• Private school regulations
• Private sector partnerships
• Community engagement and participation
• Civil society organization (CSO) engagement in governance
• Human Resource Training and
Development
• Early Language, Literacy, and
Numeracy (formerly Every Child A
Reader Program)
How effective have DepEd policies, programs, • Multi-grade schools
and projects been in meeting their stated
• Regional Science High Schools
objectives?
• Special Science Elementary Schools
• Science, Technology, Engineering, and
What are the unintended consequences?
Math Program
• Strengthened Technical-Vocational
Education Program
• Adopt-a-School Program
• Library Hub
• MTB-MLE
• ADMs
• School-based initiatives implemented in various versions in different divisions
• Temporary Learning Spaces (TLS)

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Continuation…

A separate section is dedicated to Evaluation, which by itself offers a

multitude of topics. In this document, monitoring is treated as part of
management, as it provides timely information for periodic decisions that
need to be made while implementing various programs, policies, and
activities. Evaluation, on the other hand, aims to determine if the undertaking
produced its intended result in the best way possible so that decisions can be
made to continue, discontinue, or revise the said undertaking at the
appropriate stages of the cycle. Key topics under Evaluation include, but are
not limited to, the following:
General Research Questions Topics
How can DepEd maximize the • Research utilization
benefits gained from the • Partnerships and joint undertakings
evaluation outputs and expertise • Issues and concerns
from within and outside the • Roles and responsibilities
department? • Capability-building
• Incentives
How can DepEd improve its • Evaluation standards
evaluation process? • Professionalizing evaluation discipline
• External accreditation of schools and other units

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Cross-cutting and emerging education social concerns will be considered in developing research questions under
all of the four themes. To inform policies and programs on these concerns, also listed below are research
questions specific to each crosscutting theme.
1. Disaster Risk Reduction and Management (DRRM)
General Research Questions Topics
Prevention and Mitigation
• DepEd systems and structures (e.g.organizational structure, DRRM
Committee)
How effective are current prevention and • Current prevention and mitigation practices in schools
mitigation measures in DepEd offices and • DRRM plans
schools? • Structural designs
• Natural hazards and conflict
• CLC considerations
• Curriculum integration
How are prevention and mitigation • Capacity of implementers
practices integrated in the curriculum? • Learning materials
• Implementation strategies
Preparedness
• Curriculum integration
How are prevention and mitigation • Learning materials
practices being translated into disaster • Structural designs
preparedness and awareness in DepEd • DRRM plans
offices and schools? • Plan implementation (e.g. evacuation drills, trainings, inspection)
• Natural hazards and conflict
30

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Cross-cutting and emerging education social concerns will be considered in developing research questions under
all of the four themes. To inform policies and programs on these concerns, also listed below are research
questions specific to each crosscutting theme.
1. Disaster Risk Reduction and Management (DRRM)
General Research Questions Topics
• Structural resilience
• Construction protocols, practices, and monitoring
What are the factors that contribute to • Community integration
risk reduction and preparedness? • Contextualization of DRRM concepts
• Capacity for response
• Risk information
• Early warning
Response
• Types of response
• Capacity for response
• External practices of LGUs, barangays, and other external
How do education response practices stakeholders
ensure the protection of our students, • Institutional analysis
teachers, and non-teaching personnel? • Provision for affected personnel
• Emerging best practices
• Coordination and support mechanisms
• Monitoring
• Natural hazards and conflict

• Gender and conflict studies

How do we address gender • Response protocols
considerations during disasters? • Natural hazards and conflict
• Rehabilitation and recovery programs
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Cross-cutting and emerging education social concerns will be considered in developing research questions under
all of the four themes. To inform policies and programs on these concerns, also listed below are research
questions specific to each crosscutting theme.

1. Disaster Risk Reduction and Management (DRRM)

General Research Questions Topics

Rehabilitation and recovery
What are the factors affecting the effective • DepEd systems and structures
delivery of learning • Implementation strategies
• Assessment mechanisms

continuity in schools? • Capacity of implementers

• Coordination mechanisms
• Partnerships/Stakeholder engagement
• Temporary Learning Spaces (TLS)
• ADM Implementation
• Assessment
• Other rehabilitation/recovery/repair initiatives and programs

• Psychosocial support for teachers and learners

How effective are rehabilitation and • Classroom construction
recovery interventions of the Department in • Temporary Learning Spaces (TLS)
delivering learning continuity in schools? • Learning materials
• Support from partners

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2. Gender and Development
Research questions under Gender and Development may delve
into
gender mainstreaming in and gender-
responsiveness of DepEd structures, policies,
programs, and projects.
3. Inclusive Education
General Research Questions Topics
How ready is DepEd in providing  Inclusive education programs
an inclusive learning  Teaching strategies
environment?  Assessment
 Capacity building programs
 Instructional materials
What are the perceptions of  Internal and external stakeholders
internal and external  Inclusive education in the Philippines
stakeholders on inclusive
education in the Philippine
education system?
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WRITING THE
TITLE
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Research title (a review)
 A good title predicts the
content of the research
paper. - show window
 It should contain important
keywords that will make it
easier to be located during
a keyword search.
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 Research title (a review)
 Indicate accurately the subject
and scope of the study.
 Limited to 15 substantive
words.
 If the title is too long it usually
contains too many unnecessary
words, e.g., "A Study to Investigate
the...."
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Research title (a review)

 A title which is too short often

uses words which are too
general, e.g., “Philippine
Education" could be the title
of a book, but it does not
provide any information on
the focus of a research paper.
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Use of Acronyms is allowed
to catch the attention of
the reader. An acronym is
considered as one word. In
cases where grade level is
placed, use Hindu Arabic
Number (e.g. Grade 5)
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Use words that promote positive
connotation (avoid the words
“lack”)
Title format: ALL CAPITAL LETTER.
Not bold, not underlined.

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 Research title (a review)

 BUT WHY IS IT SIGNIFICANT

TO CONSIDER ALL THESE?
 …..Because the research
title sets the parameters of
our Statement of the
Problem.
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Examples of Titles
 EXPLORING LEVEL OF SCHOOL-READINESS: BASIS IN DEVELOPING CONTEXTUALIZED BASIC
EDUCATION LEARNING CONTINUITY PROGRAM (BE-LCP) AMID COVID-19 PANDEMIC AND
BEYOND (ORLANDO E. MANUEL, PhD.,CESO V, ROMEL L. LIBANG, PhD., CESE, WILMA C.
BUMAGAT, PhD., CESE)
 IDEALS to Grade 8 Students' Problem-Solving Skills (MERIJOY D. CONAG, BERF 6.0
GRANTEE)
 TEACHERS’ EPISTEMOLOGICAL BELIEFS AND UNDERSTANDING ON PHYSICAL SCIENCE: A
BASIS FOR POLICY DEVELOPMENT (GERRY C. GOZE, PHD.)
 IMPACT OF FINGERPRINT ATTENDANCE (BIOMETRICS)TO TEACHERS’ PUNCTUALITY AND
ATTENDANCE (EDEN P. MALABAG, VIOLETA T. IBERA, BENIGNA A. TABACO, BERF 5.0 grantee)
 LEVEL OF PRACTICE ON THE DEPED CORE VALUES BY THE PUPILS OF AGAMAN SUR ES
(BERNARDO G. LIM, BERF 6.0 grantee)
 CRAFT (COMPREHENSIVE READING ACTIVITY-FILLED TECHNIQUE) IN IMPROVING THE
READING COMPREHENSION SKILLS OF GRADE 6 PUPILS (LOILA L. UBIAS, BERF 5.0 grantee)
 ARRESTING GAPS IN ISYUNG PANGKASARIAN THROUGH STRATEGY TLS (Think-Link-Share)
(SHERYL MALUPENG, BERF 5.0)
 PHONE-KIT in improving the Spelling of Grade 3 Pupils of Magsaysay ES (Ahllyn Danguilan,
BERF 5.0)

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 I. CONTEXT AND RATIONALE
THE SIX KEY ELEMENTS TO WRITING THE
CONTEXT AND RATIONALE
1. Introduction of the research proposed study.
What is the general situation/circumstance that makes
you develop your research proposal? Why is the
proposed research significant in education particularly
in supporting the Basic Education research Agenda?
Define also key concepts and variables.
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 I. CONTEXT AND RATIONALE
2. Importance of your
research proposal.
Why the research is important,
interesting and problematic?
3. Related studies.
What has been done by other
researchers in this area?
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 I. CONTEXT AND RATIONALE
4. Gaps related to the proposed
research.
Given those relevant research cited
in item 3. what are the current gaps
in the literature? Your answer to
this question will provide evidence
that your research proposal will “fill
the gap” in the literature.
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 I. CONTEXT AND RATIONALE
5.Aims of your proposed research.
What are the aims of your research
proposal?
6. Potential contribution.
Your answer to this question will
highlight the value of your research
proposal. You need to clearly argue for
the practical and theoretical value of
your proposed research
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 I. CONTEXT AND RATIONALE
In summary these are the important things
to be placed in the context and rationale
1. Topic ( supported by related literatures for
3-5)
2. Importance of the topic
3. Reasons of choosing the topic ( with
baseline data)
4. Purpose of the
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 I. CONTEXT AND RATIONALE
KEY POINTS
The introduction and rationale provides the context
of and argues for the importance of the research
area. This should 500-700 words. Therefore, it
needs to be concise but clearly articulates the
context, rationale, related studies, and how your
proposed research relates to those related studies.
It also includes the general aim and the potential
contribution of the proposed research.

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 PAIRS IN THE STUDENTS’ MIS OF CORNHS
Each child is endowed with unique potentials. His
uniqueness is associated with intelligence that must
liberate with ample space for him to explore and develop
his strengths. Thus, the idea of meeting his needs in
school as to his multiple intelligences, learning styles, and
intelligence quotient must venture into the capacity and
capability of the teachers to manage well their classes.
However, determining how and to what degree parents'
action, involvement, response, and support develop
multiple intelligences in students is a critical issue in
identifying points of leverage in improving students'
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 CONTEXT AND RATIONALE
Believing then that each child exhibits a
distinctive profile of different abilities or
spectrums of intelligence which are unhinged
must be recognized, valued, and individualized
first by their parents and will be enhanced by
educational opportunities rich in stimulating
materials and activities. Thus, there is a need
to examine and evaluate where the students
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 CONTEXT AND RATIONALE
Moreover, a paradigm shift in educational planning has
begun to take shape. Our political and educational leaders
have recognized the age-old educational philosophy of
developing the "total man," who is endowed with more
potentials for great things than simply "intellectualizing."
One can become a productive member of society with the
right education, resources, and opportunities. This
enlightened awareness and awakening have resulted in
innovations in educational planning and practice. This led
to a welcoming attitude to, and acceptance of recent
educational and technological changes.
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 CONTEXT AND RATIONALE
A breakthrough in Philippine education was crystallized
through the inclusion of multiple intelligences as a key
feature in its K to 12 Basic Education Curriculum. This
opened the door to an emerging awareness of an
educational concern that could be one rallying point of
modern educational practices.
Schools face an increased pressure to improve teaching
and learning which includes not only raising the
performance achievement level but also creating a shared
vision that engages the entire school staff, children, and
their parents in making decisions resulting in school
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reform initiatives.
CAGAYAN
 CONTEXT AND RATIONALE
In an earlier presentation, according to the principles of
family law (RA 8533), parents are obliged to maintain,
protect and care for their children. They were expected to
take responsibility for their children's physical and
emotional needs, as well as to raise them in a way that
allows them to adapt to society and participate
successfully in its activities. Parents have a responsibility
to protect their children's fundamental rights to education,
food, clothing, shelter, and health care.

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CAGAYAN
 CONTEXT AND RATIONALE
Attached hereto, then, is the responsibility of parents to understand
the needs and goals of the school, and their involvement can range
from occasional attendance of school functions to membership of
parent-teacher organizations and school governing bodies. It is a
generally acknowledged reality that if students are to reach their
full potential in education, they will need their parents' full support.
Attempts to enhance parental involvement in education occupy
governments, administrators, educators, and parents' organizations
across the archipelago. Parents are supposed to play a part not only
in supporting their own children's successes but also in education
development and democratization of school government. The
DepEd One Vision-Mission, for example, holds that the degree of
parental participation is a significant indicator of the quality of
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schooling.
CAGAYAN
 CONTEXT AND RATIONALE
In Cordova National High School, records showed that for SY 2018-
2019, meetings, assemblies, and curriculum held by and for the
parents like monthly PTA Meeting, distribution of progress report
cards, and Brigada Eskwela, parents manifested an attendance and
participation rate of 92%, 95%, and 98% respectively. While, in
extra-curricular activities where students showcased their multiple
intelligences such as cooking, painting, drawing, gardening, athletic
competitions, dance and cultural shows, sulkas (sulat at bigkas),
math bowl, GSP & BSP, and the like, parents recorded a 65%
attendance and participation rates. Along with these, classroom
observation tools showed albeit teachers’ differentiated instructions
profiling learners according to their multiple intelligences; students’
outputs did not meet the standards set in the rubrics.
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CAGAYAN
 CONTEXT AND RATIONALE
For this reason, the researcher is
challenged to have an intensive
look at the parents' actions,
involvement, response, and
support to their children's
multiple intelligences, thus this
study.
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CAGAYAN
 Context and Rationale
The nature, extent and salience of the
identified problem or issue are
comprehensively discussed. Different aspects
of the action research setting should be
elaborated showing in depth and critical
analysis of the situation. The context should
capture the real situation in the
classroom/office, that is based on the
reflection on the DLL.
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CAGAYAN
 Context and Rationale
Tips in writing this part:
• Begin with your OWN idea and not with a
quote or anything lifted or cited from
another author.
• Cite at least two (2) Legal Bases as you
explain the rationale or the underlying
reason why you are conducting the
research. It can be a Republic Act, a
DepEd Order or Memorandum.
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CAGAYAN
 Context and Rationale
Tips in writing this part:
• Highlight the context (setting or background) of
your study, “what’s happening in your
school/classroom?” Use quantitative data like the
results of your Item Analysis or qualitative data
like preliminary interview, anecdotal records or
observations relative to your research problem.
You may present one (1) table or graph of your
Item Analysis.
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CAGAYAN
 Context and Rationale
Tips in writing this part:
• A 1-2 page (Font: Arial, 1.5 spacing, 11)
Context and Rationale is enough.
• End this chapter with a paragraph stating
your general objective or aim and citing the
“intervention” that you will use and the
competency that you aim to improve.
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CAGAYAN
GUIDE FOR APPRAISING THE
CONTEXT & RATIONALE

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DEPED REGION 02- SCHOOLS DIVISION OF
CAGAYAN
“Those who do not
embrace change
are the architects
of decay.”

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CAGAYAN