PACIFIC INTERCONTINENTAL COLLEGE

GRADUATE SCHOOL
MASTER OF ARTS IN EDUCATION

ONLINE

RESEARCH SEMINAR: THESIS PROPOSAL

(Chapter 1-3)

GRACE F. FACUN
 THE ROLE AND RESPONSIBILITIES OF PARENTS IN
READING LITERACY OF GRADE THREE PUPILS OF SAN
ROQUE II ELEMENTARY SCHOOL: AN ASSESSMENT

A RESEARCH
BY

GRACE FORDAN-FACUN
 CHAPTER I
THE PROBLEM AND ITS SETTING

Introduction

Reading literacy is much more than decoding written words and comprehending the literal

content of those words. It includes understanding texts at a general level, interpreting them,

reflecting on their content and form in relation to the reader’s own knowledge of the world, and

arguing a point of view in relation to what has been read. This definition of reading literacy

incorporates the PISA emphasis on acquiring skills that will be relevant throughout life.

The assessment of reading literacy focuses on three areas: text format; reading processes;

and the situation for which the text was constructed. PISA makes the distinction between two types

of text format: continuous texts, which are organized in sentences and paragraphs, and non-

continuous texts, which present information in, for example, charts and graphs, forms and

information sheets.

In 2000, when reading literacy was the major domain, three reading literacy subscales were

created and used for reporting reading proficiency (retrieving information; interpreting texts; and

reflection and evaluation). For the purposes of the PISA assessment, ‘situation’ relates to the

general category of text based on the author’s intended use. There are four situations used in PISA:

reading for private use (personal); reading for public use; reading for work (occupational); and

reading for education.

 In San Roque II Elementary School, Reading Literacy were measured through the use of

Philippine Informal Reading Inventory (Phil-IRI) wherein the teachers conduct a pre-test and post-

test to measure the learner’s reading ability.

Readers are categorized into four: Independent Level, Instructional Level, Frustration

Level and Non-Reader. The conduct of Phil-IRI last SY 2015-2016 in San Roque II Elementary

School shows the following result: Independent Level from forty-one pupils it increases by one

hundred six pupils that makes it one hundred sixty seven pupils, Instructional Level from ninety-

one pupils to two hundred thirty-five pupils, Frustration Level eight hundred twenty-four pupils to

five hundred forty nine pupils and lastly from twenty-eight Non-Readers down to ten Non-

Readers. The data shown that thirty five percent were still Non-Reader, sixty-six percent were still

in Frustration Level, Instructional Level increased seventy-two percent and Independent Level

increased by eighty percent. An average of fifty percent were still left in the Frustration and Non-

Reader Level that makes the Literacy of San Roque II Elementary School is very low.

These data still arises even though the school is practicing a Project Carlo wherein the

teachers were obliged to have a reading time of one hour every day. The teachers need to produced

reading materials, different reading approaches but still the data above arises.
 Statement of the problem

The purpose of this study was to assess the status of the role and responsibilities of the

parents in their children’s reading literacy of San Roque II Elementary School.

Specifically, the researcher should answer the following questions:

1. What is the school heads data in terms of :

1.1. Age;

1.2. Sex;

1.3. Designation;

1.4. Length of Service;

1.5. Educational Attainment;

2. What is the teacher’s profile of Grade Three pupils in terms of:

2.1. Age;

2.2. Sex;

2.3. Designation;

2.4. Length of Service;

2.5. Educational Attainment;

3. What is the parent’s profile of Grade Three pupils in terms of:

3.1. Age;

3.2. Sex;

3.3. Educational Attainment;

4. What is the extent of the assessment of the school head, Teachers and Parents of Grade Three

pupils on the roles and responsibilities of parents in the reading literacy of Grade Three

Learners in terms of:

 4.1. Faculty

4.2. Instructions

4.3. Administrations

4.4. School-Community relations

5. To what extent is the profile of the school heads related to their assessment on the roles and

responsibilities of parents in the reading literacy of Grade Three learners of San Roque II

Elementary School.

6. To what extent is the profile of the teachers of Grade Three pupils related to their assessment

on the roles and responsibilities of parents in the reading literacy of Grade Three learners of

San Roque II Elementary School.

7. To what extent is the profile of the parents of the Grade Three pupils related to their assessment

on the roles and responsibilities of parents in the reading literacy of Grade Three learners of

San Roque II Elementary School.

8. What action plan is applicable to strengthen the role and responsibilities of the parents in the

reading literacy of the Grade Three learners.

 Statement of the Hypotheses

The hypotheses of the study are:

1. The profile of the school head is not related to their assessment on the role and

responsibilities of the parents in the reading literacy of the Grade Three learners of San

Roque II Elementary School.

2. The profile of the Grade Three teachers is not related to their assessment on the role and

responsibilities of the parents in the reading literacy of the Grade Three learners of San

Roque II Elementary School.

Significance of the Study

This study would be beneficial to the following:

School Heads. This study will serve as a guide in making interventions, decisions and planning for

possible activities and trainings for the professional development of the teachers and for the

improvement of roles and responsibilities of parents towards the reading literacy of the learners.

Remarkable information on the weakness of the role and responsibilities of parents in the reading

literacy of grade three pupils will be revealed in the study.

Teachers. The result of the study may help teachers to understand better the needs and interest of

their learners. This study will inform the teachers in dealing with reading literacy that they can

make a difference in their reading approach.

Parents. It will help parents/guardians to be more understanding and supportive of the situation of

their daughter/son in their reading literacy. Further the result of the study can also reinforce the

relationship between parents and children.

Learners. This study will be helpful to learners; improvement will be made in the school that will

enhance the learner’s performance.

Community and Local Government Unit. This study will serve as a reminder of the needs of the

children so that they will provide and understand the basic needs of children for having quality

education and that parents also have responsibilities for the progress of the learners.

Curriculum Planners. It will serve as guide in understanding the real situation of learners with

reading difficulty and in reinventing and re-aligning the curriculum that will benefit the learners

Future Researchers. They could use this research work as a reference for their new search, and

could also be a basis for another exploration in the learning process.

 Scope and Delimitation of the Study

The study focused on the roles and responsibilities of the parents in the reading literacy of

the Grade Three pupils. Specifically this study includes the areas which are considered in the

assessment of Grade Three learners such as; (a) faculty (b) administration (c) school-community

relations.

The respondents of this study are the school head, teachers and parents of grade three pupils

of San Roque II Elementary School. The study covered only SY 2016-2017.

Theoretical Framework

The researcher will anchor her study on different approaches that govern the reading

literacy with the ultimate goal of achieving quality education which the learners deserved to have.

Factors that have major impact in the reading literacy is the quality of education which is

one of the performance indicator of the public school. As per School Improvement Plan of San

Roque II elementary School, one of the indicators or key factor to achieve a quality education are

the Performance Indicators which are: Access, Quality and Governance wherein reading literacy

falls under the Quality.

 The Conceptual Framework

The conceptual framework below showed the different variables that are considered in the

study. This study would help the researcher identify the results of it by understanding how these

variables become effective factors of each other variables.

School Head’s
Profile
Role and
 Age
Responsibilities
 Sex
of Parents in the
 Designation Reading Literacy
 Length of of Grade III
Service Learners
 Educational Action Plan
Attainment Teachers
Impact of Roles
Teacher’s Profile Parents and
 Age Responsibilities
 Sex Pupils of Teachers in
 Designation the Reading
 Length of Administration
Literacy of
Service Grade Three
 Educational School-
Learners
Attainment Community
Relations
Parent’s Profile San Roque II
 Age Elementary
 Sex School’s
 Educational performance
Attainment Indicator
 The independent variable in this study is the profile of the respondents. The profile includes

age, sex, designation, length of service and educational attainment. It is assumed that the age, sex,

designation, length of service and educational attainment influenced assessment in the role and

responsibilities of Grade Three pupils.

Meanwhile, the dependent variables are teachers, parents, pupils, administration, school-

community relations and performance indicator of San Roque II Elementary School which could

be directly influenced by the independent variables.

Finally, an outcome of this study is an action plan that aims to upgrade and give proper

strategies to improve the reading literacy of grade three pupils of San Roque II Elementary School.

Definition of Terms

For better understanding and clarity, the researcher defines the following terms

operationally:

Action plan. This refers to the document that lists steps that must be taken in order to

improve the roles and responsibilities of parents in the reading literacy of grade three pupils of San

Roque II Elementary School.

Administration. This pertains to the way of handling and management of the school head

for the improvement of the latter, faculty and the pupils to achieve the quality education.

Assessment. It is the process of collecting evidence and making judgment in the status of

roles and responsibilities of parents in the reading literacy of grade three pupils of San Roque II
Elementary School whether the standards on having education and progress of the educational

program have been achieved or not.

Designation. This pertains to the current position of the teacher or school head in the place

of learning and Department of Education (DepEd).

Educational Attainment. This pertains to the highest educational degree obtained by the

respondents.

Faculty. This refers to all the elementary teachers in grade three of San Roque II

Elementary School, whether they are permanent teachers or not or locally paid teachers.

Instruction. It is the act or practice of instructing or teaching in multi-grade education. It

refers to the delivery of the curriculum and the assessment of quality of instructional practices for

the achievement of expectations on pupil’s learning.

Length of Service. This refers to the duration of service or employment or on how long a

teacher or school head works in school and Department of Education (DepEd).

School and community relations. This pertains to the relationship between the school and

community as they work together for the common goal of achieving quality education for the

pupils.

Parents. This refers to the officers of Parents Teachers Association (PTA) grade three

pupils of San Roque II Elementary School.

Performance Indicator. Performance indicators (PIs) are defined as data indices of

information by which the functional quality of institutions or systems may be measured and

evaluated. Typically, within the context of specified goals and objectives, PI data are ‘measures’
of various operational and functional aspects of organizations and/or systems, and provide

evidential bases for determining the extent to which such goals and objectives have and are being

met. PIs serve various purposes, the most notable of which are for monitoring, policy formulation,

target-setting, evaluating and reforming. Although the essential features of educational PIs are

consistent with their counterparts in other government and corporate enterprises, they also have

unique characteristics – key aspects of which are highlighted in this paper. At the outset, however,

it is helpful to note the importance of educational PIs in the prevailing international context.
 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature and Studies

This chapter presents a review of related literature studies which are relevant to this

manuscript for they deal the assessment of roles and responsibilities of parents in the reading

literacy of grade three pupils of San Roque II Elementary School.

Age

Age is considered as one of the factors that affect the performance of the school heads

(Sabado, 2014). Growing old of the school heads gives wisdom, profound knowledge and deeper

understanding of people, events and other happening around them (Bulusan, 2002 as cited by

Montero, 2010). Siniscalco (2002) said that the proportion of younger teachers is highest in many

of the least developed countries where most of them have very little experience in teaching.

It may be more difficult for an older teacher to have effective connection with his class. It

is also quite probable that the young graduate has more up-to-date knowledge and eagerness for

his learners. He may also still see himself as a learner.

Sex

In the study of single-age and multi-age groupings in kindergarten schools, Corrigan,

Hemmings and Kay (2006) took a methodological decision to ensure balance in gender. Siniscalco

(2002) stated that the percentage of female teachers varies considerably across the world. In

general, the education sector is a more important source of employment for women than for men

in developed countries. The gender of teachers affects their judgment of academic skills and male
teachers do not fare any better than female teachers. To impart discipline, male teachers are needed

and fulfill the role of second mothers, female teachers are essential (Wood, 2012; Bulach & Berry,

2001).

Meanwhile, a survey of parents in 2007 found that fathers helped less often with

homework than mothers, however among parents working full time, there was no gender

difference. It suggests that the quality and content of father’s involvement matter more for

children’s outcomes than the quantity of time fathers spend with their children

(www.tsoshop.co.uk).

Designation

Many factors may be playing a part in these patterns, including turnover rates, age profiles

of head teachers, changing status of such positions which reduce attractiveness for men, and

increase or decrease in the number of school (Wylie, 2000). Rule III of Education Act of 1982

defines the responsibility of teachers to maintaining their professional growth and advancement

and sustaining professionalism at all times. They can avail themselves of the promotion or

reclassification in teaching in as much as they can meet the requirements set by the Department of

Education (DepEd). This rule further explains why most of the teachers were holding teacher I

position despite their length of service in the institution. Ramazanoglu and Holland (2000) describe

that the distinct world of women, it has been assumed, engenders a diverse reality, which occurs

not by comparison to the male educational leaders‟ reality, but stands as an independent and equal

one. Krechowiecka (2013) said an inspiring position title can increase confidence. For all of these,

enhancing position titles can be extremely motivating to employees. In the context, position of the
teacher or school head in the school is a powerful predictor of students‟ academic performance

and its performance.

Length of Service

Darling-Hammond (2000) concludes that the benefits of experience appear to level off after

5 years so that there are no detectable differences between teachers with 5 and 10 years of

experience, but that teachers with 5–10 years of experience are more effective than new teacher.

The experienced teachers are more effective and efficient than novice teacher (Aziz, 2010;

Clotfelter, Ladd, & Vigdor, 2004; Moran & Hoy, 2002). According to Rockoff, Staiger and

Kane(2007) teachers make long strides in their first three years, with very little experience-related

improvement after that the students of third-year teachers score 6 percent and 3 percent of a

standard deviation higher in Math and reading, respectively, than students of first-year teachers.

Moreover, teachers with more years of experience are more satisfied with teaching

(Medina, 2011; Ramsey, 2008). The experience of the teacher is also an important factor in the

progress of teaching- learning process as well as in attaining the desired goals in the educational

system (Ngipol, 2006). Teachers with more years in teaching are more positive about the culture

and climate of their school (Bulach& Berry, 2001). They learn to love the school and treat it as

their own. Furthermore, the teacher characteristics, such as experience, credentials and selectivity

of the college that the teacher attended, could not explain 90 percent of variance in teacher effects

on student learning (Aaronson, Barrow, & Sander, 2007). The years rendered of the school heads

and teachers in their schools have meaningful and strong influences in the learning process of the

multi-grade pupils.
Educational Attainment

Schneider (2011) states that educational attainment is defined as the highest level of

education an individual has successfully completed. Another term typically used in the literature

is (highest) „educational qualification‟.Educational attainment distinguishes individuals on a

vertical scale, i.e. educational attainment categories can largely (although often not entirely) be

ordered hierarchically.

Educational attainment refers to an important direct outcome of education (Jenkins &

Sabates, 2007). When the education level of the general population is high, citizens are more likely

to effectively hold governments to account and thus instigate government discipline (Botero,

Ponce & Shleifer, 2012 as cited in Arezki, Lui, Quintyn, &Toscani, 2012). Moreover, educational

attainment has become an increasingly important determinant of life course results – including

employment, marriage and incarceration (Fischer & Hout, 2006; Pettit & Western, 2004; Goldin

& Katz, 2000).

Meanwhile, the level of education of parents led to low performance of pupils in schools

(Nyipir, 2010) Educational qualifications are official documents which certify that an individual

has reached a certain level of competence in one field of education or in a group of fields of

education, which is usually formally assessed through examinations. They indicate individuals‟

ability to learn and their determination (Jenkins & Sabates, 2007).

Educational attainment is essential because it can be a significant predictor of the teaching

performance (Kreiter & Kinicki, 2007; Gerawa, 2006).Furthermore, teachers with higher

educational attainment have better judgment of their capability to impact students‟ outcomes

(Moran & Hoy, 2002; Wenglinsky, 2001). Therefore, Duka (2006); Bilbao, Corpuz, & Llagas,
(2006) suggest that there is a need for teachers to pursue their studies to improve their efficiency,

enhance the prestige of the profession in order that they will become productive professionals.

Javate (2013) in her study shows that almost all of the school heads (or 91.7%) in

Mamburao District have earned units in master‟s degree while one or 8.3% of them is a full-

fledged master‟s degree holder. She recommended that school heads must keep on updating

themselves academically by aiming at getting a graduate school degree.

Moreover, Labadia (2010) affirmed also that earning master‟s units or completing the

degree connotes higher degree of professional competence and a higher chance for promotion.

In the context the study considers educational attainment or qualifications as a strong

determinant of achievement and opportunities, which affects the teaching and learning process of

grade three pupils of San Roque II Elementary School.

Faculty

The grade three teachers are the key to planning, designing, and managing a reading

materials to be used as activities for children to keep them engaged in reading. Their efficiency

and developing exciting and stimulating activity-effectiveness rest on creating a modules to be

used by developing exciting and stimulating activities. Grade three teachers understands the

attitude of the parents towards education and how expectations of reading literacy of grade three

pupils. Consequently, majority of parents lacks in education to be able to teach their children at

home. Furthermore, grade three teachers find planning and preparation for reading modules more

difficult and time-consuming than that for remedial classes, given that they have to plan for the

modules to be used.
Administration

Rakiz and Swanson (2000) describe leadership as being in a period of dynamic change.

Moreover, Besley et al. (2011) as cited in Arezki, Lui, Quintyn, and Toscani, (2012) provide

empirical evidence that the educational attainment of leaders matters for economic growth.

The effectiveness, as well as relevance and innovativeness of the programs, lie in the school

leadership (Gonzales, 2000 as cited in Maderazo, 2004). In fact, an effective leader is concerned

not only with result or the performance of the school but also with people (Everard, Morris, &

Wilson, 2004cited in Undung, 2009).

Further, research during the past decade continues to support the role of the principal in

school success (Allen, 2003; Bolman & Deal, 2002). Meanwhile, the leadership behavior has

significant relationship with age, sex and educational attainment but has no significant relationship

with length of service and designation (Cansanay, 2004 as cited in Orsos, 2013).

On the other hand, caring leadership promotes the value of each individual in the

educational organization and enables administrators to treat each individual as a human person

(Isenbarger, & Zembyla, 2005; Ferreir, 2000 as cited in Undung, 2009).

The school administrator is knowledgeable in addressing the changes and creating learners

with high academic performance (DuFour, 2002). Likewise, the school administrators as chief

executive officer of the school who assumes the vital responsibility for the success of the institution

when it comes to producing quality education (Bottoms & O‟Neil, 2001).

Consequently, administrators have important role to play in educational assessment for the

purpose of school improvement. The school administrators must enhance and upgrade the level of

performance of their National Achievement Test (NAT) and even the teaching performance of
their teachers, besides the school administrators are expected to be fully prepared with leadership

and managerial abilities needed for the pupil‟s achievements and performance.

School-Community Relations

Many of today's leaders in education, business and community development are coming

to realize schools alone cannot prepare our youth for productive adulthood. It is evident schools

and communities should work closely with each other to meet their mutual goals. Schools can

provide more support for students, families and staff when they are an integral part of the

community (Mitrofanova, 2004). In fact, the school and the community are the mainsprings of

effective and powerful forces that can create wholesome climate for mutual gains and betterment

(Fariñas, 2013).Titus (2004) stated that education in a multi-grade setting is doomed to failure if

the stakeholders: parents, teachers and the community at large are not invited to make a

contribution to the school. Moreover, Cuden (2013) school community members should be more

aware of how to properly deal with the feelings and attitudes of their colleagues which are reflected

on the concern for school improvements and fostering equal opportunities to all school community

members to succeed.

Sanders and Harvey (2000) cited in Henderson and Mapp(2002) studied how one urban

elementary school was able to develop partnerships with community organizations. On the other

hand, joint rural school-community projects are sustained when developed by a collaborative

group (Boethel, 2000 as cited in Maderazo, 2004).

 Consequently, parental involvement has a positive influence on children‟s achievement

by the importance of education (www.tsoshop.co.uk; Gratz, 2006). Moreover, working relations

characterized by trust strengthens cooperation, reduces conflicts, increases organizational

commitment and diminishes tendency to leave (Tschannen-Moran, & Holy, 2000 cited in Undung,

2009; Morgan, & Hunt, 1994; cited in Park, & Henkin, 2005).

Parental involvement helps student education and the components of this involvement are

most important. It is associated with higher student achievement outcomes.

Research aimed to come up with outcomes that will help improve the current system. To

determine the effectiveness of multi-grade school system and arrive in policies and programs that

will help multi-grade schools enhance its delivery of quality education and mastery of learning to

pupils, the researchers descriptive research, determines the extent of influence of some factors on

school and pupils achievement or performance.

 CHAPTER III
METHODOLOGY

This chapter presents the methodology used in the study. It provides discussion of the

research design, respondents, instrument, data gathering procedure, data processing, validation,

reliability procedure and statistical treatment.

Research Design

This study made use of the descriptive correlation of research to find answers to specific

questions posed for investigation. The researcher has collected numerical data like frequencies

and percentages in order to understand, explain and predict phenomena of interest. Moreover, to

look at cause and effect and make predictions statistical treatments are done to test hypotheses.

The study aimed to assess the roles and responsibilities of the parents in the reading literacy

of grade three pupils of San Roque II Elementary School, San Jose, Occidental Mindoro.

Respondents of the Study

In general, this study involved one hundred ninety-eight grade three pupils (198)

respondents in all: three (3) sections, five (5) regular permanent teachers, and one hundred ninety-

eight parents (198) of San Roque II Elementary School during the SY 2016-2017.
Research Instrument

In gathering data for this study, the researcher utilized the questionnaires as a basic material

used in this study.. However, necessary modification and revisions were done to fit and suit the

purpose of this study, which is to assess the roles and responsibilities of parents in the reading

literacy of grade three pupils of San Roque II Elementary School.

A set of modules were prepared by the researcher using the different approach; Phonics

Approach, Marungko Approach, Claveria Approach and Reading with pictures. Questionnaires

for parents were composed of two parts; the personal data sheet with the current financial status or

the profile of teachers, parents and school heads, part 2 focuses on the modules. The respondents

were asked to finish the module before end of the school year.

A Five-point Likert Scale was utilized in the assessment of the respondents about the

variables being investigated. The respondents were asked to rate each statement and the responses

were keyed as:

5 – Very great extent

4 – Considerable extent

3 – Fair extent

2 – Limited extent

1 – No perceived evidence
The weighted mean scores were interpreted as follows:
Table 2 Index of Interpretation for the Responses

Numerical Scale Verbal Description

4.20 – 5.00 Very High

3.40 – 4.19 High

2.60 – 3.39 Moderate

1.80 – 2.59 Low

1.00 – 1.79 Very Low

Table 2 shows the index of interpretation for the responses. It involves the numerical scale

which is the weighted mean scores and its verbal description. In 4.20 to 5.00 it is interpreted with

a very high response. 3.40 to 4.19 it is interpreted with a high response. In 2.60 to 3.39 it is

interpreted with a very moderate response. While, 1.80 to 2.59 is interpreted with a low response

and 1.00 to 1.79 is a very low response.

Validity and Reliability of the Instrument

For validation of the instruments, the researcher sought the help and expertise of three (3)

Master Teachers of San Roque II Elementary School for evaluation of and suggestions to the topic

for review of the given items for possible improvement. After changes and improvements have

been done in the instrument, the researcher tested its reliability using the modules in different

levels of elementary pupils of San Roque II Elementary School on selected five (5) teachers who

are not considered as respondents of the study. The instrument to be used in this study will be the

first time to be used since there is only one administration of the questionnaire to the twenty-two

teacher-respondents and which employed the Spearman-Brown formula.

Data Gathering Procedure

Permission to solicit school heads‟, teachers‟ and parents‟ participation should be

obtained through a letter addressed to the school heads of San Roque II Elementary School. The

researcher should also made a personal visit to the school heads to explain the purpose of the study

and to request their assistance. Meanwhile, a letter was drafted by the researcher and distributed

it to each of the respondents explaining the process of the survey and the confidentiality therein.

They were given the questionnaires to answer. Confidentiality of the responses was ensured by not

indicating the respondents‟ names in the forms. Actual data gathering took place in December

2014 in the multi-grade schools. There were one hundred sixty (160) questionnaires administered

to the subjects of the study and the distributed questionnaires were 100% retrieved.

Statistical Treatment of Data

The following statistical techniques were used to come up with valid and reliable

interpretation of data. Frequency and percent distributions were used to describe the profile of the

respondents. The level of assessment made by the respondents in the multi-grade education was

described using the weighted mean computation. Weighted mean is a method which was employed

to interpret data from responses provided. This response was interpreted according to point scale

that was used to determine the weighted mean response on the terms provided in the questionnaire.

To establish the possible correlation between the profile and the level of assessment in the multi-

grade education, multiple regression was used. Among its different techniques, stepwise was

utilized to 0.05 level of confidence. This attempts to select the best predictor simultaneously

among several independent variables. Multiple regression analysis is a powerful technique used
for predicting the unknown value of a variable from the known value of two or more variables-

also called the predictors (Faraway, 2002). The analysis of the correlation was anchored on the

0.05 level of significance. The following intervals were used to interpret the multiple r values.

Below 0.20 – Very Low relationship

0.20 – 0.39 – Low relationship

0.40 – 0.59 – Moderate relationship

0.60 – 0.79 – High relationship

0.80 – 0.99 – Very high relationship

 Questionnaires Set A

(Parents/School Head/Teacher’s Profile)

Name: ___________________________________________________________ Age: _______

(Surname) (First Name) (Middle Name)

Address: _______________________________________________Birthday: ____________________

(House No.) (Street) (City) (Province) (mm/dd/yyyy)

Place of Birth: __________________________________________Sex: _______Civil Status: ______

(City) (Province)

Spouse Name: ___________________________________________________ Age: _______

(Surname) (First Name) (Middle Name)

Occupation: _____________________________________________________ Citizenship:_______

Name of Children Age Grade Level School

____________________________ _______ ____________ ___________________

____________________________ _______ ____________ ___________________

____________________________ _______ ____________ ___________________

Educational Background

Level Name of School Degree/Course Year Graduated

Elementary

Secondary

College

Graduate Studies

____________________________ _____________________
Signature Over Printed Name Date Accomplished
Grade and Section: ___________________
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