(TITLE)

SENIOR HIGH SCHOOL DEPARTMENT

Socially Responsible Leaders Making a Difference

A Research Study Presented to:

THE SENIOR HIGH SCHOOL FACULTY OF THE
COLLEGE OF THE IMMACULATE CONCEPTION
Cabanatuan City

In partial fulfillment of the requirement in

Research in Daily Life 1

Presented by:

PUNZAL, MARBELINE PUNZAL

PUNZAL, MARBELINE PUNZAL
PUNZAL, MARBELINE PUNZAL
PUNZAL, MARBELINE PUNZAL
PUNZAL, MARBELINE PUNZAL
PUNZAL, MARBELINE PUNZAL
PUNZAL, MARBELINE PUNZAL
PUNZAL, MARBELINE PUNZAL
PUNZAL, MARBELINE PUNZAL
PUNZAL, MARBELINE PUNZAL
PUNZAL, MARBELINE PUNZAL
PUNZAL, MARBELINE PUNZAL
(STEM 12- St. Patricia)

May 2024
 2

ABSTRACT

This study determined the reading comprehension of

first year students in selected colleges of Nueva Ecija
University of Science and Technology. Respondents were 133
students from the selected colleges namely: College of
Architecture (COA), College of Criminology (COC), College
of Education (COED), College of Engineering (COE) and
College of Nursing (CON). The descriptive method of
research was used for this study.
The results indicated that using dictionaries when
coming across new words in the English reading revealed as
the predicament in the factor language difficulties; the
students are not motivated to read if the reading texts are
non-fiction revealed in the factor motivation to read; the
students cannot comprehend the texts when someone is
reading the texts for them revealed in learning styles; the
students feel sleepy when they read revealed in
physiological factor; the students cannot comprehend the
texts when they are angry revealed in psychological factor
and the students cannot read when someone is talking to
them or when their surroundings are noisy revealed in
environmental factor.

Keywords: Reading Comprehension, Language Difficulties,

Motivation, Learning Styles, Physiological, Psychological
and Environmental.
 3

ACKNOWLEDGEMENT

The researchers wish to extend their profound and

heartfelt gratitude to the following:

The Senior High School Department for initiating the

subject Research in Daily Life 1;

Ms. Marbeline V. Punzal, the teacher of the subject

Research 1, for all the suggestions and recommendations

which greatly enriched the study that led to its

completion;

Ms. Gina DC. Perez, their instrument validator, for

the much-needed suggestions which set the pace towards the

completion of this paper;

Senior High School students of CIC who shared their

very precious time serving as respondents of the study;

And above all, to God Almighty, the source of

everything they have, and for the blessing of wisdom and

guidance.

-The Researchers
 4

DEDICATION

This research work is wholeheartedly dedicated to our

families and love ones who have been our source of

inspiration and gave us strength when we thought of giving

up, who continually provide their moral, spiritual,

emotional and financial support. A special feeling of

gratitude to our loving parents whose words of

encouragement and zeal filled our hearts throughout the

process.

We also dedicate this work to our friends who have

never left our side and their undying support. All of you

have been our best cheerleaders.

 5

TABLE OF CONTENTS
Page

TITLE PAGE i
ABSTRACT ii
ACKNOWLEDGMENT iv
DEDICATION v
LIST OF TABLES viii
LIST OF FIGURES ix

CHAPTER I THE PROBLEM AND ITS SETTING

Background of the Study . . . . . . . . . . .1
Research Paradigm . . . . . . . . . . . . . .1
Statement of the Problem . . . . . . . . . . 1
Significance of the Study . . . . . . . . . .1
Scope and Delimitation . . . . . . . . . . . 1
Definition of Terms . . . . . . . . . . . . .1

CHAPTER II REVIEW OF RELATED LITERATURE

Review of Related Literature . . . . . . . . 2

CHAPTER III RESEARCH METHODOLOGY

Research Method . . . . . . . . . . . . . . .3
Research Locale . . . . . . . . . . . . . . .3
Respondents of the Study. . . . . . . . . . .3
Research Instrument . . . . . . . . . . . . .3
 6

Data Gathering and Procedure . . . . . . . . 3

Validation of the Research Instrument. . . . 3

CHAPTER IV RESULTS AND DISCUSSION

Demographic Profile of the Respondents . . . 4
Data Presentation . . . . . . . . . . . . . .4
Summary and Interpretation of Data . . . . . 4

Chapter V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary . . . . . . . . . . . . . . . . . . .5
Conclusions . . . . . . . . . . . . . . . . .5
Recommendations . . . . . . . . . . . . . . .5

APPENDICES
Appendix A: Bibliography. . . . . . . . . . .6
Appendix B: Survey Questionnaire . . . . . . 6
Appendix C: Communication Letter . . . . . . 6
Appendix D: Documentation . . . . . . . . . .6
Appendix E: Curriculum Vitae . . . . . . . . 6
 7

LIST OF FIGURES

Page

Figure 1: Research Paradigm 10

Figure 2: Locator Map 30
8
 1

CHAPTER I

THE PROBLEM AND ITS SETTING

Background of the Study

Research Paradigm

Figure 1. Research Paradigm

The figure above shows the ways of developing the

capabilities of students in handling their disabilities

which can help them improve to their academic performances

 2

and behavior. It will also help them to cope with the

different circumstances while achieving success.

Statement of the Problem

This study was conducted to determine how disabilities

affect students’ academics, relationships as well as how

they interact with their social environment.

Specifically, this research sought to answer the

following questions:

1. Are there some activities done by students with

disabilities that are different from normal students? If

yes, why and what are those activities? And if no, why not?

2. As a teacher, what is/are your common adjustment/s to

students with disabilities?

3. What are the common strategies used by students with

disabilities in their academics and behavior?

4. As a teacher, how do these strategies of students with

disabilities positively affect their academic performance

and behavior?

5. As a teacher, how do these strategies of students with

disabilities negatively affect their academic performance

and behavior?
 3

Significance of the Study

This study will be commenced to determine out how

students with disabilities cope with academics and

behavior.

Beneficiaries of the study are the several segments

that follow:

To the Students. The direct beneficiaries of the output of

this study are the children with special needs. The study

aims to determine how these children grip their studies and

behavior which can then assist their apprentices around

them by understanding how to manage their situation.

To the Parents. The study will be valuable to the parents

of the children with special needs as it will provide them

assurance that their children are carefully being taken

care of. It will also provide the parents the affirmation

of their children to function normally in the society.

To the Teachers. The study will be beneficial to teachers

as it will give them the opportunity to expand their

knowledge on how to cope with children with disabilities.

The study will also teach skills on how to handle them to

improve their own personal skills.

To the Future Researchers. Future researchers will be able

to get assistance from this study as it can offer narrow

 4

areas such as creating positive environment for students

with disabilities.

Scope and Delimitation

The main objective of this study was focused on how

disabilities affect students in handling their academics,

relationships as well as how they interact with their

social environment. The main respondents of the study were

Junior High School and Senior High School teachers in the

College of the Immaculate Conception who have experienced

handling students with delicate conditions. This way, the

study can become more valid as data gathering will be

genuine. Interviews was conducted on the professionals to

collect the most legitimate facts and opinions.

Definition of Terms

The following terms are hereby defined for the purpose

of the study:

Academic performance – it refers to the extent of student,

teacher or institution to attain short or long-term

educational goal.

Apparent – it refers to clearly visible or understood;

obvious.
 5

Behavior – it refers to the way which one acts or conducts

oneself, especially towards others.

Beneficiaries – these refer to people who derive advantage

from something, especially a life insurance policy.

Delicate – it refers to easily broken or damaged; fragile.

Interview – it refers to structured conversation where one

participant asks questions, and the other provides answers.

Legitimate – it refers to lawfully begotten, accordance

with law or with established legal forms and requirements,

ruling by or based on the strict principle of hereditary

rights.

Oppression - it refers to a kind of oppression includes the

systematic mistreatment, exploitation, and abuse of a group

or groups of people by another group or groups.

Positive mental attitude – it refers to a mental attitude

that sees the good and the accomplishments in your life,

rather than the negative and failure.

Social Environment – it refers to the environment developed

by humans as contrasted with the natural environment;

society especially in its relation to the individual.

 6

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter includes the review of related literature

and studies which the researchers have pursued to shed

light on the topic under study.

 7

The literature and studies listed above are one of the

recent studies that deals with the effects of the price

hike on school supplies in financial, mental, and social

terms. This aims to identify the problems facing the

students in purchasing school supplies and to identify the

possible solutions that will help the students purchase

school supplies in a good quantity at a low price. Among

the problems in purchasing school supplies, some issues

that can be highlighted are that the costs of school

supplies fluctuate often, which makes students uncertain of

their school supply costs, the lack of a suitable way to

buy school supplies (low price, good quality), the heavy

financial burdens of buying school supplies, and so on.

Hence the problems of poor supplies, constant demand, and

low prices, whereby many parents buy what is best at the

cheapest price rather than what is most important for their

children and meets their requirements and hardships, and

whereby some families turn to loaning and borrowing money

from their friends or local community organizations.

 8

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research method, research

locale, respondents of this study, research instrument,

data gathering procedures and validity of the research

instrument used in this study.

Research Method

The study “The Effects of Disabilities to Students’

Academic Performance and Behavior of the College of the

Immaculate Conception” used the qualitative research method

for it was the most appropriate method to use in aiming to

provide credible answers regarding the chosen topic.

According to Government Design Service Manual (2016),

qualitative research is exploratory or interrogative

research and tries to get “under the surface”. The aim is

to gather insights into how people live; what they do; how

they use things; or what they need in their everyday or

professional lives. In addition, Leung (2015) defined that

the findings should be generalizable and thus can be

applied to other populations, being able to look at cause

 9

and effect as well as making predictions.

Therefore, this method is the most suitable for the

study because it will help the researchers observed their

respondents’ behavior, emotions and interpretations

precisely so that they can determine whether the

respondents’ statements were sincere or not which can help

improved the gathered data on the said topic.

Research Locale

Figure 2. Locator Map

The study was conducted at College of the Immaculate

Conception located at Sumacab Este, Cabanatuan City, Nueva

Ecija during the first semester of academic year 2022-2023.

College of the Immaculate Conception (CIC) is one of

the prestigious schools in Cabanatuan City. CIC traces its

roots from the institution founded by Rev. Ruperto T.

Rosario, then parish priest of Cabanatuan City, when he

 10

founded the San Nicholas Catholic School in 1926. It is the

region’s leading institution in Catholic education. It has

five departments, namely; pre-school department, grade

school department, high school department, college

department and graduate school.

According to Philippine Accrediting Association of

Schools, Colleges and Universities (PAASCU), CIC is the

first school in the Nueva Ecija with the grade school at

Level III Accreditation and the high school and college at

Level II Accreditation from the Philippine Accrediting

Association of Schools, Colleges and Universities (PAASCU)

for its Arts & Sciences, Business Administration, Grade

School and High School programs.

Furthermore, this study was conducted at CIC because

___________________.

Respondents of the Study

The researchers chose a target population of Grade 11

and 12 students from College of the Immaculate Conception

because this population was known to be engaged in studying

and they were eager to learn which can help about the

effects of online platforms to the populations’ academic

performance. The researchers used purposive sampling

 11

technique. According to ___________, purposive sampling is

_______________. The researchers selected ten (10) Senior

High School students as the respondents with

__________________________.

Research Instrument

The questionnaire was the instrument used in this

study to gather the data needed. It was constructed by the

researchers. Also, it was based on the Statement of the

Problem. The researchers chose this instrument because it

is the quickest and most comprehensive way of data

gathering.

The questionnaire was divided into two parts namely;

profile of the respondents and the specific questions about

the problem.

Data Gathering and Procedure

The researchers of this study followed some procedures

in order for them to achieve the objectives of this work.

The procedures that had been used are as follows:

First, the researchers created numerous interview

questions that are related in the present study and

selected the best ones from the group. Second, the research
 12

adviser, Ms. Marbeline V. Punzal, checked and finalized the

final questions needed in the interview. Third, the

researchers asked for permission from the principal and

assistant principal. Fourth, the researchers conducted the

study to some of the Junior High School and Senior High

School Faculty Members who already taught students with

disabilities as their respondents. The interviews were

scheduled based on respondents' availability to obtain the

necessary data on the effects of disabilities to students’

academic performance and behavior. Lastly, after the

interviews were done by the respondents, the researchers

collected, analyzed and interpreted the data.

Validity of the Research Instrument

The main purpose of this study determined the effects

of disabilities to students’ academic performance and

behavior in College of the Immaculate Conception. In order

to arrive on the validated interview guide, the researchers

had some procedures done such as:

First, the researchers did brainstorming about the

chosen topic on the effects of disabilities to students’

academic performance and behavior. Next, the researchers

considered some factors that might be affected by the

 13

study. Lastly, the questions under the interview guides

used face validity through consultation from research

adviser who is considered highly knowledgeable in the field

of Reading and English proficiency. Also, it was validated

by the research teacher, Mr. Justine E. Madrelejos, before

allowing the researchers to conduct the study. Revisions

were made and suggestions from expert were sought in order

to come up with a validated research instrument. Some

modifications were made before it was finalized.

 14

CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents the demographic profile of the

respondents, data presentation and summary and

interpretation of the present study regarding the effects

of disabilities to the students’ academic performance and

behavior.

Demographic Profile of the Respondents

The respondents of the study were taken from the

Junior and Senior High School Department of College of the

Immaculate Conception. The researchers looked for

qualifying students that were able to provide the needed

information through the survey given. There were ten (10)

respondents: three (3) male and seven (7) female teachers.

Two (2) male respondents have an age range of 20-25 years

old while the other male respondent has an age range of

26-30. Meanwhile, three (3) of the female respondents have

an age range of 20-25, another two (2) female respondents

have an of 26-30, one (1) female respondent has an age

 15

range of 36-40 and lastly, another one (1) female

respondent has an age range of 41-45.

Data Presentation

In the first question, “Are there some activities done

by students with disabilities that are different from

normal students? If yes, why and what are those activities?

And if no, why not?,” participant 1 answered yes because

somehow, their compatibilities are not the same with those

with no disability. She would provide them those activities

in order for her students to keep up on the learning

target. Participant 2 stated yes and those activities are

done by providing visual aids such as videos, graphics and

simple words in the presentation. Participant 3 said yes

because according to her, some of them cannot catch up with

the topic. Participant 4 articulated yes. She added that

CARES Center of College of The Immaculate Conception has

different programs/ activities focusing mainly for the

development of our students with disabilities. Participant

5 declared yes, they have, because they can only know

limited and basic information. Participant 6 answered that

yes, she does prepare activities like peer tutoring.

 16

Participant 7 said that yes, especially those who are deaf.

Participant 8 articulated yes, some of their activities are

different from their classmates. Participant 9 answered

yes, visual sign language aid. Lastly, participant 10

stated yes because they have their own uniqueness like

painting with their feet and etc.

Meanwhile, in the second question, “As a teacher, what

is/are your common adjustment/s to students with

disabilities?,” participant 1 responded that in terms of

activities and exams, she provides separate exams and

activities for SPED. In discussion, she writes it on paper

and let them read it to explain the lesson and also let

them write back as a response. Participant 2 answered that

if you are a hearing teacher, the best way to your

adjustment for the student with disabilities is to learn

more about their ability in order to understand them

effectively and prepare the lessons caring to individuals

with disabilities. Participant 3 said that she makes

another exams or quizzes for them. She is also giving them

more attention since they are different from the students

with disabilities. Participant 4 stated that he always

request the other students to assist the student with

disabilities in every given task that they are doing.

 17

Participant 5 answered that the adjustments differ on

disabilities. Participant 6 articulated that she allows

students with disabilities extra time to complete tasks,

encourage support for the student from classmates, and

incorporate advice from therapists in the student’s

program. Participant 7 declared that those students with

disabilities in GAS-12 rely most on the teachers given

hand-outs. Participant 8 said that because it is his first

time to handle students that has disabilities, he tried to

learn sign language in order to clearly understand what the

student is saying. Participant 9 answered visual aids such

as the pictures, videos as well as sign language. Lastly,

participant 10 answered that her common adjustment is to

understand them during their difficulties.

Furthermore, in the third question, “What are the

common strategies used by students with disabilities in

their academics and behavior?,” participant 1 answered that

they usually rely on visual materials like handouts and

illustrations to cope up with the lesson. Participant 2

said that one of these strategies in academic and behavior

is memorization learned by the students but it has negative

effects on their learning. So, you have to be the best in

learning sign language that can help in giving the better

 18

academics and behavior for the students with disabilities.

Participant 3 responded that they are doing their best to

join the normal as they are treated as normal also.

Participant 4 stated that students with disabilities use

small group strategies to improve their self-esteem.

Participant 5 said that he always or usually do a pen and

paper activity for them to communicate with each other.

Participant 6 answered that some strategies done by

students with disabilities are lecturing notes, peer

tutoring and other strategies as well, depending on the

disability of learners. Participant 7 articulated that

because they are having difficulties in catching up with

the lessons, they tend to ask their classmates to help

them. Participant 8 responded that they collaborate with

those students without disabilities so they can be treated

fair. Participant 9 answered they present their strategies

based on visual aids such as pictures, videos and sign

language. Lastly, participant 10 stated giving special

treatment and strategies.

In addition, in the fourth question, “As a teacher,

how do these strategies of students with positively affect

their academic performance and behavior?,” participant 1

answered that it enables them to catch up with the lessons

 19

and let them pass the subjects. Participant 2 said that it

develops their memorization skills and helps them to

socialize with others through simple words. Participant 3

stated that they do not think that they are discriminated.

Participant 4 responded that this strategy helps the

students with disabilities to develop their interpersonal

skills/self-esteem at a slow pace or unhurriedly.

Participant 5 answered that they can understand the

behavior and the typical setting of a class. Participant 6

stated that strategies are helpful for students with

disabilities for them to experience fairness and equality.

Participant 7 articulated that there are instances that

students with disabilities study their lessons together

with their group of friends. Participant 8 declared that

they will not feel discriminated. Participant 9 answered

that their strategies of them to understand the lesson and

their classmates. Lastly, participant 10 articulated that

it encourages the learner to participate like a normal one.

Lastly, in the question, “As a teacher, how do these

strategies of students with disabilities negatively affect

their academic performance and behavior?,” participant 1

answered that at some point, they learn less than those

students with no capabilities. Participant 2 said that

 20

memorization sometimes is not effective for lifelong

learning and simple words limit them to explore.

Participant 3 answered that the negative effect of it is

that some of them are having a hard time or slow in

catching up the lesson. Participant 4 responded that it has

no negative impact to the student. Participant 5 said that

both the teacher and the student find it different

especially in nature. Participant 6 has seen it fit to not

answer the fifth question. Participant 7 articulated that

it is sometimes hard to communicate with students with

disabilities so catching up with the lessons became a

struggle. Participant 8 responded that there are no

negative effects with the strategies used by students with

disabilities. Participant 9 answered that this strategy

created by the students may delay learning in real life.

Lastly, participant 10 did not see any negative effects in

these strategies.

Summary and Interpretation of Data

Based on the gathered data, all respondents are

knowledgeable to have taught students with disabilities.

Most of the respondents have been considerate in terms of

school work for those students with disabilities. The

 21

respondents have conducted some adjustments for them to

effectively teach these students. They are giving more

attention to those students since their capabilities to do

other things are different from the others.

Moreover, respondents say that students with

disabilities may be different from others but they are

doing their best to perform better in their academics as

well as their behavior and this includes their strategies

for their academic performance and behavior like as relying

on visual materials like handouts and illustrations, using

pen and paper as their way of a better communication,

memorization and small group strategies.

In addition, others defined that having disabilities

has some positive and negative effects on the students’

academic performance and how they behave towards others

but, the students did not see it as a hindrance for them to

continue their studies but instead they have established

some strategies in order to cope up with school lessons and

activities.

Furthermore, most of the respondents admitted that

adjustments/strategies are done in order to cope with

students with disabilities. Some of these include visual

assistance to those who can’t speak, special exams and

 22

quizzes and lastly, learning sign language. However, few

respondents have stated that some of these have a negative

effect on students as it is much harder to practice in real

life. Learning can be slow with these strategies compared

to students who follow the normal strategies of learning.

Overall, teachers that had responded mostly stated

that having a disability is not much different from normal

students. Strategies are present but it does not really

affect the student’s learning abilities but rather improve

them.
 23

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter is the concluding chapter, which

will bring the purpose of conducting this research study.

This chapter discusses the findings of the researchers and

the conclusion of the study. This chapter also aims to

provide recommendations for the school’s administrators and

parents of the youths of the present generation.

Summary

This study aimed to determine the effects of

disabilities to the students’ academic performance and

behavior.

Based on the gathered data, all of the respondents say

that there are some strategies those by students with

 24

disabilities use in their academic performance and

behavior. These strategies include relying on visual

materials like handouts and illustrations, using pen and

paper as their way of a better communication, memorization

and small group strategies. The respondents stated that

having a disability motivate the students to strive harder

in their academic performance so that they will not be seen

as someone who is different from the other students without

disabilities.

Furthermore, some of the respondents articulated that

students having a disability have some negative effects on

the students’ academic performance and behavior. They also

added that having a disability can delay the learning of

the students.

In overall, despite of having disabilities, they can

still handle their academic performance and their behavior

towards other people.

The findings of the research study will be beneficial

to the students, parents, teachers, and to the future

researchers as it will serve as their guide and source of

information.

The researchers used the qualitative method of

research as it is often to answer the whys and how of human

 25

behavior, opinion, and experience-information that is

difficult to obtain through more quantitative-oriented

methods of data collection.

The respondents in the study are the teachers of

College of the Immaculate Conception Junior High School and

Senior High School Department. They are ages 20-45 years

old and they are capable in giving the information for the

study.

The instrument used to collect date and information

was a questionnaire, in which a set of carefully designed

questions which is suitable for researchers to collect data

about the topic they are interested.

Conclusions

Based on the findings analyzed, the following

conclusions were drawn.

With respect to the opinions of the respondents, it

was discovered that every person has different vision in

the different aspects of situation.

According to the respondents, having a disability is

not just a simple situation that a student can have, they

are experiencing difficulties and hard time in studying and

having a disability is also a matter that affects one’s

 26

personal life. The respondents believed that the primary

needs of students with disabilities are understanding,

support and love from those people surrounds them. They do

not need any kind of discrimination because it will just

make their self-esteem low. They also recognized that these

students must be given enough attention in order for them

to cope up with the lessons and activities done in school

and for them to have a good relationship to the people

around them. They also perceived that there is nothing

wrong with having a disability as long as the student is

able to handle his/her situation and not make it a

hindrance in his/her academic performance, behavior and

their goals in life. The respondents also prove that having

a disability does not always have negative effects but it

can also provide positive effects in the students’ academic

performance and behavior in school such as being motivated

and striving harder for the best.

In support with the conclusion, according to Walsh

(2017), the teaching strategies to make students with special

needs successful academically are: work one-on-one with

students, promote active participation and collaboration

among all students, follow a similar classroom structure

each day, and collaborate with fellow faculty several times

 27

a week to brainstorm new strategies.

Recommendations

In light of the findings and conclusion arrived, the

following recommendation are hereby suggested:

For students who have a disability, they may not let

their situation bring them down but rather use it as a

motivation to strive harder in their academic performance

and behavior. Prove to others that no matter how difficult

their situation is, they can still achieve their hopes and

admirations in life parallel to normal students who does

not experience their situation. They can also make their

selves serve as an instrument of inspiration to others who

are in the same shoes as them.

For the parents of the students, they may know that

their children are being handled carefully in the school

setting and is treated equally like normal students. They

may know that the disabilities of their children do not

affect their child’s learning environment but rather help

them to strive better.

For the teachers of the students, they may consider

their students capability to excel despite the physical

disability they possess inside of them. They may also know

 28

that they should not pressure their students to act like

normal students and make an imprint into their minds that

the student’s disability will not limit their learning

capabilities. And that this also may or may not require a

lot of patience with them.

For the future researchers, they may know how to pick

their respondents properly due to the fact that this is a

sensitive topic which would require an extensive amount of

understanding to carefully consider their respondents’

background.
 29

Appendices
 30

Appendix A

Bibliography

Baker, A. (n.d.). Thinking Critically and Creatively.

Retrieved from:

https://milnepublishing.geneseo.edu/foundations-of-aca

demic-success/chapter/thinking-critically-and-creative

ly/

Boys & Girls Clubs of America in Parent Resources (2022).

Ways to Build Trust Between Parents and Teens.

Retrieved from:

https://www.bgca.org/news-stories/2022/June/ways-to-bu

ild-trust-between-parents-and-teens
 31

Strickland, J. & Punzal, M. (2020). Why It's Important To

Be At School On Time. Retrieved from:

https://www.springmont.com/community/why-its-important

-to-be-at-school-on-time/

Appendix B

Survey Questionnaire

QUESTIONNAIRE
 32

“_______________________________________________________________”

PART I. PROFILE OF THE RESPONDENTS

Name (Optional): __________________________________ Date: _______________

Directions: Put a check (✔) on the box that corresponds to your response in the following items.
1. Profile of the Respondents
1.1.

1.2.

1.3.

PART II. RESPONSES

Directions: Answer the following questions briefly but substantially.

1. Are there some activities done by students with disabilities that are different from normal students?

If yes, why and what are those activities? And if no, why not?

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________

2. As a teacher, what is/are your common adjustment/s to students with disabilities?

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________

3. What are the common strategies used by students with disabilities in their academics and

behavior?

______________________________________________________________________________
 33

______________________________________________________________________________

______________________________________________________________________________

4. As a teacher, how do these strategies of students with disabilities positively affect their academic

performance and behavior?

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________

5. As a teacher, how do these strategies of students with disabilities negatively affect their academic

performance and behavior?

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________

Appendix C

Communication Letter
 34

Appendix D

Documentation
 35

Appendix E

Curriculum Vitae

PERSONAL DATA
Name:
Date of Birth:
Civil Status:
Address:
Nationality:
Religion:
Parents:

EDUCATIONAL ATTAINMENT
Secondary: Senior High School
(Name of School)
 36

(Address)
S.Y.

Junior High School

(Name of School)
(Address)
S.Y.

Primary: Elementary
(Name of School)
(Address)
S.Y.