12

PRACTICAL RESEARCH 2
Guided Learning Activity Kit
Research Instruments & Data
Collection
Quarter 2- Week 2

1 |Page
Practical Research 2 – Grade 12
Guided Learning Activity Kit
Research Instruments and Data Collection
Quarter 2- Week 2

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.

Development Team of the Activity Sheet

Writer: Bryan Jester S. Balmeo

Editor: Edison Betonio
Reviewers: Norlene L. Menguan
Julie Anne M. Villanueva
Graphic Artist: Bryan Dexter D. Mayo
Management Team: Leonardo D. Zapanta EdD, CESO V
Michelle A. Mejica EdD
Manolito B. Basillo EdD
Rachelle Crisostomo-Diviva
Garry M. Achacoso

Printed in the Philippines by Department of Education

Region III
Schools Division of Zambales
Zone 6, Iba, Zambales
Tel./Fax No. (047) 602 1391
E-mail Address: [email protected] Website:
www.depedzambales.ph
|Page
 RESEARCH INSTRUMENTS &
DATA COLLECTION

Introduction

Welcome to the second week Quarter 2 of Practical Research 2! For this Guided
Learning Activity Kit (GLAK), you are going to study about quantitative research
instruments and data collection procedure. Specifically, this GLAK will discuss the
most common types of research instruments, how to establish reliability and validity,
and the process you must undergo when you started in your data collection
procedure. Happy Researching!

Learning Competency

1. Constructs an instrument and establishes its validity and reliability.

(CS_RS12-IIa-c-3)
2. Describes intervention (if applicable) (CS_RS12-IIa-c-4)
3. Plans Data Collection Procedure
(CS_RS12-IIa-c-5)

Objectives

At the end of this Guided Learning Activity Kit, you are expected to:

1|Page
 1. write research instrument appropriate on the given study; 2.
identify ways to make the instrument reliable and valid; and
3. create a plan on how to collect needed data.

Review

What’s your status?

Have a quick look at your research output and see which parts of the research
paper are yet to be written. Remember that by this time, you should have already
completed the first chapter. Seek the help of your research teacher if you are lagging
and need further guidance.
Here are the parts for your reference:

CHAPTER 1. THE PROBLEM AND ITS SETTING

Introduction (including background of research, scope and
delimitations, and significance of the study)
Conceptual Framework (including brief literature review)
Statement of the Problem
Definition of Terms
CHAPTER 2. RESEARCH METHODOLOGY
Research Method
Sampling, Respondents, and Locale

Discussion

Lesson 1. Research Instruments

• These are tools used in data collection procedure that will aid the researcher
in answering his/her research questions.
• It is important that the content of the research instrument must be consistent
to the research questions.

2|Page
 • If the instrument is researcher-made, it must undergo a test for validity and
reliability.
• If the instrument is adopted, meaning the researcher used an instrument
crafted by other researchers nearly verbatim (meaning word for word), then
the description of the instrument must be included.
• If the instrument is adapted, meaning the researcher changed some parts of
an instrument crafted by other researchers, then it must undergo validation
again.

Common Research Instruments

1. Questionnaire. Good defined this as “a list of planned, written questions related

to a particular topic, with space provided for indicating the response to each
question, intended for submission for a number of persons for reply”. It was
invented by Sir Francis Galton.
• Structured Questionnaire. It is a type of questionnaire that is consist
of a set of standardized questions that are organized in a predetermined
order and provide several possible answers.
• Unstructured Questionnaire. It is a type of questionnaire that does
not have suggested answers and is consist of open-ended questions.
Types of Questionnaires

A. Yes or No Type
Example: Do you agree that research is needed in our everyday lives?

B. Recognition Type
Example: Which of the following do you consider when renting a house?
_____ distance
_____ monthly rent
_____ floor area
_____ others, please specify

C. Coding Type
I participate in various extra-curricular activities in school.
______4 Always
______3 Often
______2 Seldom ______1
Never

D. Completion Type
When I hear the word ‘research’, I feel _____________________.

3|Page
 E. Subjective Type
How do you feel every time you receive your module for the week?

F. Combination Type
(Combination of the different types of questions in a questionnaire)

Sample questionnaire 1 (Part 1).

STRESSORS IN THE WORKPLACE: A BASELINE FOR CONTINUOUS IMPROVEMENT OF SCHOOL-

BASED MANAGEMENT POLICIES IN SCHOOLS DIVISION OF ZAMBALES

BRYAN JESTER S. BALMEO, Researcher

Dear Respondent,
Thank you very much for the willingness to answer this survey questionnaire!
This study aims to determine the public school teachers’ sources of stress in the workplace. It is very
important for the researcher that you answer this survey questionnaire honestly because the data that will
be gathered in this research will be submitted to SDO Zambales for future reference.
This is another opportunity for us to be heard by our considerate and ever open DepEd officials in the
division.
Once again, thank you very much and may Heavenly Father bless us all.

The Researcher

4|Page
PART I. PROFILE OF THE RESPONDENTS
A. Age
____ 15 – 20 ____ 31 – 35 ____ 46 – 50 ____ 61 – 65
____ 21 – 25 ____ 36 – 40 ____ 51 – 55
____ 26 – 30 ____ 41 – 45 ____ 56 – 60

B. Gender
____ Male ____ Female _____ LGBTQ

C. Net Proceeds
_____ 6,000 – 10,000 _____ 21,000 – 25,000 _____ 36,000 – 40,000
_____ 11,000 – 15,000 _____ 26,000 – 30,000 _____ 41,000 – 45,000
_____ 16,000 – 20,000 _____ 31,000 – 35,000 _____ 46,000 – 50,000

D. Position
_____ Teacher I _____ Teacher III _____ Master Teacher II
_____ Teacher II _____ Master Teacher I

E. Number of years in service

_____ 0 – 5 years _____ 16 – 20 years _____ 31 – 35 years
_____ 6 – 10 years _____ 21 – 25 years _____ 36 – 40 years
_____ 11 – 15 years _____ 26 – 30 years _____ 41 years above

F. Highest Educational Qualification

____ Bachelor’s Degree
____ Bachelor’s Degree w/ CPE
____ With Masteral Units
_____ Masteral Graduate
_____ With Doctoral Units
_____ Doctoral Degree

Sample questionnaire 1 (Part 2).

5|Page
PART II. WHAT IS/ARE THE THING/S THAT YOU EXPERIENCE THAT YOU ATTRIBUTE WITH
STRESS? (Check all that applies.)

____ Emotional manifestations (feelings of sadness, irritability, anger)

____ Fatigue manifestations (constant tiredness, always sleepy)
____ Cardiovascular manifestations (blood pressure, heart palpitations
____ Gastronomical manifestations (stomach pains, cramps, acid)
____ Behavioral manifestations (using prescription drugs, using alcohol, always late or absent)

PART III. WHAT IS THE LEVEL OF STRESS THAT YOU EXPERIENCE ON THE FOLLOWING
VARIABLES? (Tick the column that corresponds to your answer.)

Variable Very Above Average Below Very

High Average Average Low
(5) (4) (3) (2) (1)
DepEd policies
Salary
Personal conflict among co-workers
Class size
Workload
Immediate superior’s behavior
Lack of support from peers
Professional distress

PART IV. WHAT ARE THE OTHER SOURCES OF STRESS THAT YOU EXPERIENCE IN TEACHING?

1.

2.

3.

4.

5.

Sample questionnaire 2.

6|Page
 SAN ANTONIO NATIONAL HIGH SCHOOL

STUDENT – ATHLETE’S PARTICIPATION TOWARDS SCHOOL’S SUPPORT IN SPORT-RELATED ACTIVITIES Rexie Rose R.
Gamboa, Ziehra E. Dela Cruz, Researchers

1) Name: (Optional) _______________________

2) Age: _________
3) Sex: _________
4) Grade & Section/Strand: ________

How do you describe the support given to student – athletes like you? Read the statements below and rate
using this scale:
1 – Strongly Agree (SA) 2 – Agree (A) 3 – Neutral (N) 4 – Disagree (DA) 5 – Strongly Disagree (SD)

No. STATEMENT 1 2 (Agree) 3 4 (Disagree) 5

(Strongly (Neutral) (Strongly
Agree) Disagree)

1 The school provided us enough training before the

competition.
2 The school provided a coach that helped us in our
training.
3 The school assured the players that they were
excused while training is ongoing.
4 The school established a year round training
program for students and not just when the
competition is already near.
5 The school provided us monetary allowance all
throughout the competition.
6 The school provided all our needs such as shoes,
uniforms, and sports equipment.
7 The teachers helped us by extending deadlines in
submitting the requirements in their class.

8 The teachers helped us by giving special

examinations in case we missed the regular
schedule because of the competition.

9 The teachers helped us by excusing us in attending

their classes.
10 The teachers helped us by giving us remedial
lessons instead of giving us failed/low grades.

How does the school help you manage your time between academics and training?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
5) ____________________________________________________________________________________

7|Page
Sample questionnaire 3.
Pedagogical Discontentment Checklist
UNVEILING SECONDARY ENGLISH TEACHERS’ PEDAGOGICAL DISCONTENTMENT
GROUNDED ON SATISFACTION THEORY
BRYAN JESTER BALMEO, Researcher

PEDAGOGICAL DISCONTENTMENT CHECKLIST

NAME OF TEACHER: ____________________________________________
SCHOOL: _________________________

Directions. The following are the general characteristics of a teacher who is experiencing
pedagogical discontentment (PD). PD is a state of cognitive conflict that exists when a
teacher recognizes a mismatch between her/his teaching pedagogical goals and
classroom practices (expectations versus results). It is a teacher’s behavioral response to
her evaluation of the effectiveness of her existing teaching practices and goals.

Kindly check the item that is applicable to you using the following scale:
5 - No Discontentment
4 - Very Low Discontentment
3 - Low Discontentment
2 - High Discontentment
1 - Very High Discontentment
No. NORMS 5 4 3 2 1
1 Teaching English to students of a lower academic achievement.
2 Teaching English to students of a higher academic achievement.
3 Balancing personal English teaching goals with those
requirements, standards, goals set out by the Department of
Education.
4 Monitoring students understanding through authentic
assessments.
5 Including all ability-levels during teaching and learning.
6 Orchestrating a balance between the needs of both high and low
ability level students.
7 Preparing students to assume new roles as learners within explicit
learning.
8 Usingexplicit instruction within all content areas.
9 Assessing students’ understandings from explicit instruction.
10 Assessing students’ nature of the English language
understandings.
11 Teaching English to students from economically disadvantaged
background.
12 Planning and using authentic forms of assessment.

8|Page
 13 Having sufficient English content knowledge to generate lessons.
14 Teaching English subject matter that is unfamiliar to me.
15 Integrating the nature of the English language throughout the
curriculum.
16 Having sufficient English content knowledge to generate lessons.
17 Using assessment practices to modify English teaching methods.
18 Developing strategies to teach the nature of English.
19 Ability to plan successful explicit instruction.
20 Balancing the depth versus breadth of English content being
taught.

2. Tests. These are used to measure the knowledge, intelligence, or aptitude of a

respondent. It can also assess feeling or skills. According to Gay (1996), tests
are used to “identify, classify, or evaluate test takers”.

Sample Test 1

PRE-TEST
ADVANCED ENGLISH 9

Name: __________________________________ Date: _________

Grade & Section: ________________________ Score: ________

Directions: Blacken the circle that corresponds to the correct answer.

1. The following questions will aid the researcher in formulating

A B C D the introduction EXCEPT one. Which is it?

a. What is the rationale of the research problem?

b. How serious is the chosen research problem?
c. What is the general objective of the research problem?
d. How much is the budget needed for the research to be
conducted?

9|Page
 A B C D 2. What is the difference between anonymity and confidentiality?

a. Confidentiality means that information is private, but that

it is possible for a determined person to figure out a
subject's identity while anonymity refers to the situation
where the participant's identity is not known to the
researcher.
b. Anonymity means that information is private, but that it is
possible for a determined person to figure out a subject's
identity while confidentiality refers to the situation where
the participant's identity is not known even to the
researcher.
c. Confidentiality means that the information is private but
the subject’s identity may be revealed while in anonymity,
both subject and the information being conveyed should
not be revealed.
d. Confidentiality and anonymity are synonymous, ergo, they
do not have differences.
A 3. Which of the following is NOT a qualitative research method?
B C D
a. focus group discussions b. Observations
c. Interviews d. surveys

A B C D 4. Consider this title: “Lived Experience of Surviving a Tornado”.

Which of the following designs did the researcher most likely
to use?

a. ethnography b. phenomenology
c. grounded theory d. case study

A B C D 5. It is a sampling method where all members of the population

are given equal chances to be included in the sample.

a. Probability b. Non-probability
c. Purposive d. Quota

A B C D 6. Every person who enters the gate is included in the sample.

a. Systematic b. Non-probability
c. Convenience d. Quota
A B C D 7. A sampling method which uses every nth element of the
population

a. Systematic b. Non-probability
c. Convenience d. Quota

10 | P a g e
A B C D 8. It is a process of selecting respondents in which not all
members of the entire population are given a chance of being
selected as samples.

a. Probability b. Non-probability
c. Purposive d. Quota
A B C D 9. It is a material that provides first hand information.

a. Primary sources b. Secondary sources

c. Purposive d. Quota
A B C D 10. It is a process of compiling, classifying and evaluating what
other researchers have written on a certain topic. What is it?

a. Literature review b. Delimitation

b. c. Importance d. Significance of the study
C D 11. You plan to make a study about people who already watched
A B
the movie Logan. The problem is you do not know who among
your schoolmates already watched the movie except for one.
What sampling technique should you use and why?

a. Convenience/Accidental b. Snowball Sampling

Sampling
c. Random Sampling d. Quota Sampling

11 | P a g e
 A 12. You are assigned to conduct a study but looking at the data,
B C D
the result will not come out the way you want to. What are you
going to do?

a. Just do not emphasize the data that do not suit your

hypothesis and give emphasis to data that support it.
b. You may alter the data slightly so that it will be consistent
to your hypothesis.
c. Stop the research study and just think of another study to
conduct. Do not waste your resources.
d. Consult with your teacher/immediate supervisor.

Sample Permission to Conduct Study

Date

NAME OF ORGANIZATION HEAD

Position
Name of Organization
Place of Organization

SIR/MADAM:
This is to request permission to conduct my study entitled: “name of study”.
The undersigned will use *insert research instrument to be used* in collecting
essential data for the study.

Participants of the study are *insert number of participants and place where
study will be conducted (research locale)*. Rest assured that the responses of the
participants will be held with utmost confidentiality. Further proper protocol and
ethical considerations in conducting this research will be strictly observed by the
undersigned.

Hoping for your favorable approval in this regard.

Thank you very much and God bless!

Respectfully Yours,
Signature over Printed Name of Researcher/s

Noted:
NAME OF ADVISER/RESEARCH TEACHER

12 | P a g e
 Position of adviser/research teacher
Lesson 2. Validity and Reliability of Research Instrument

Validity refers to the accuracy of an instrument to measure what it intends to

measure.

Four Main Types of Validity

1. Face Validity
• It answers the question, “does the content of the test match the objectives
of the study?”
• It is an informal and subjective type of assessment and is the simplest and
easiest type of validity.
• The validator just skims the surface of the instrument to form an opinion.
• For example, you create a survey to measure the student’s study habits.
After browsing the survey, you realized it is a good representation of what
you want to test. Therefore, the instrument has high face validity.
2. Content Validity
• It answers the question, “does the test represent all aspects of the study?”
• It often includes people who are expert in the field or are familiar to the
topic being studied.
• For example, an English teacher constructs a summative test for the topic
discussed for the week which is parts of speech. If there were parts of
speech not included in the instrument or topics included in the test which
was not discussed, then the test does not represent the students’
understanding of the topic.
3. Criterion Validity
• It answers the question, “do the results of this instrument similar to the
result of a different test?”
• For example, a Filipino teacher constructs a new test to measure
student’s literacy skills. To assess the validity of the test, the teacher
finds an established test considered to be a valid measurement of
students’ literacy skills, let the same group of students take both tests,
and if results are very similar, then it means that the new test has a high
criterion validity.
4. Construct Validity
• It answers the question, “does the test represent what is intended to
measure?”
• For example, if there is a new phenomenon that occurred and there were
no existing tests to measure it, the researcher may choose to use a test
using current knowledge about the topic to answer identified questions.

13 | P a g e
Reliability refers to how accurate and precise an instrument is.

Four Types of Reliability

1. Stability or Test-retest reliability.

• It is considered as the simplest type of reliability.
• The same questionnaire is administered twice.
2. Interrater
• It is where the same test is conducted by different people.
• For example, two (2) doctors are conducting a study to the same set of
patients. If after the results of the two doctors are compared and it was
found out that there is a high correlation between the two (2), then there
is a high interrater reliability.
3. Parallel forms
• It is the use of one set of questionnaires that are administered to two (2)
equivalent sets.
• For example, give test A to a group A on Monday and test B on group B on
Monday then correlate the results.
4. Internal consistency
• It refers to a single form of test administered on a single occasion.
• For example, if the statements, “I love research” and “I like conducting
research” both received positive results, then it is an indicative of a good
internal consistency.
Steps in the Distribution of Research Instrument

1. Establish the validity and reliability of instruments.

2. Administer the questionnaire to other respondents not included in your study.
This is called pilot testing.
3. Revise the instruments.
4. Distribute the research instrument to target respondents.
Lesson 3. Intervention

• An intervention is a strategy, a combination of strategies, element, or a

combination of elements that are designed to produce changes.
• For example, to improve the academic performance of students, a technique
is applied to a set of respondents. The technique serves as the intervention.
• This intervention is often the independent variable.
How to describe intervention in the research output?

1. Identify how many groups the respondents are divided.

14 | P a g e
 2. If there are two or more groups, state the similarities and differences (e.g.
identification of experimental and control groups).
3. Discuss the step-by-step procedure of the research study.
4. Also discuss the roles of the respondents in the study and the duration of
each task.
Lesson 4. Data Collection Procedure

Seek the permission of the following:

1. Author of the instrument if it is adapted
2. Research teacher
3. Head of the research locale

Distribution of research instrument to the target respondents

Retrieval of research instruments

15 | P a g e
 Activities

Guided Practice 1

Directions: Match column A on the corresponding type of questionnaire in column

B. Write the answers on your paper.

Column A Column B

1. Do you believe in love at first sight? A. Coding Type

2. Which of the following do you consider

when choosing a course in college? B. Yes or No Type
______ tuition fee
______ available schools offering the course
______ passion C. Recognition Type
______ parent’s decision

3. I go to school every day. D. Completion Type

______4 Always
______3 Often
______2 Seldom E. Subjective Type
______1 Never

4. When I hear the word research, I feel F. Content Type

____________________________________
____________________________________

5. How do you feel after exercising?

You may review the discussion part as you answer this exercise.

Check the correct answers on the ‘Key to Correction’ part.

How many correct answers did you get? Congratulations!

16 | P a g e
Guided Practice 2

Directions: Fill each blank with the correct answer. Write the answers on your
paper.

1. ____________ answers the question, “does the content of the test matches the
objectives of the study?”
2. ____________ refers to the accuracy and precision of an instrument.
3. ____________ is a strategy, a combination of strategies, element, or a
combination of elements that are designed to produce changes.
4. ____________ is where the same test is conducted by different people.
5. ____________ answers the question, “does the test represent what is intended
to measure?”

You may review the discussion part as you answer this exercise.

Check the correct answers on the ‘Key to Correction’ part.

How many correct answers did you get? Congratulations!

Independent Practice

Directions: Compose one (1) question or statement for each type of questionnaire.
Write the answers on your paper.

1. Yes or No Type
2. Recognition Type
3. Coding Type
4. Completion Type
5. Subjective Type

17 | P a g e
 Assessment
Writing Time! Proceed on your research studies. Using the knowledge you have
gained from this Guided Learning Activity Kit, do the following tasks:
1. Write the following parts of your research output:
a. Instruments
b. Validation of Instruments
c. Data Gathering Procedure
2. Research Instrument

CHAPTER 2. RESEARCH METHODOLOGY

Instruments
The research instrument that will be used in this study is a survey
questionnaire. It will serve as a way of the researchers in determining the
respondents’ perceptio n towards the differences and similarities in the behavior
of students who were raised by grandparents and those who were raised by their
parents.
The survey questionnaire consists of three (3) parts: the respondent’s
profile, expected behaviors of children coded for respondents’ identification,
and an open-ended question.

Validation of Instruments
To ensure the reliability and validity of the instrument, validation will
be conducted through content validity. The instrument will be certified and
confirmed by the research teacher whereas standards for both researcher
and participants will be applied.
Pilot testing will be done before the distribution of questionnaires to the
respondents.

Data Gathering Procedure

The draft of this study will be subjected to editing by the research teacher.
After this, the researcher will seek the approval to proper authorities to
conduct the study. The parents of the students will then be informed through
a written consent about their children’s participation on the study. After

18 | P a g e
 securing the permission of the parents, the researcher will now distribute the
instrument through google form.

Reflection
Below are some reflection ideas that you may do. Choose two (2) depending on your
interest.

1. Film your 30-second to 1-minute reaction vlog about your realization in this
GLAK. Upload it in your account with the hashtag
#PracticalResearch2Q2Wk2.

2. Write 3 things that you have learned from this Guided Learning Activity Kit, 2
things which need further explanation, and 1 word to represent today’s
learning session. You may or may not explain your answers.

3. Assess your own work as if you are the teacher using 5-10 sentences.

4. Write a poem about the insights you have gained from this week’s lesson.

5. Draw an image that symbolizes your learnings this week.

6. Find an appropriate Tiktok video that best describes your emotions with this
week’s lessons. Upload it in your account with the hashtag
#PracticalResearch2Q2Wk2.

7. Make a collage using pictures on magazines/newspapers with the theme,

“Lessons for Quarter 2 Week 2”.

8. Close your eyes. Breathe slowly. Say your reflections out loud. Verbalize
things you are grateful for. Smile. No evidence needed.

References

Aquino, Gaudencio. Essentials of Research & Thesis Writing. 1st ed. Quezon City:
Phoenix Publishing House, Inc., 2000.

19 | P a g e
Arcenas, Myla. Applied Research: An Introduction to Quantitative Research Methods
and Report Writing. Quezon City: Phoenix Publishing House, Inc., 2006.

Bacasmo, Mark Lawrence. "Practical-Research-2-Module.Pdf | Survey Methodology

| Experiment". Scribd. Last modified October 20, 2020.
https://www.scribd.com/document/445113734/Practical-Research-
2Modulepdf?fbclid=IwAR0pAm_8R6mzQbp4V6etRYZlOLRFwlCfdROo3F6VnFy
40jKky6 g5OUdQIIE.

Baraceros, Esther. Practical Research 2: First Edition. Sampaloc, Manila: Rex Book
Store, 2016.

Barrot, Jessie. Practical Research 2 for Senior High School. Quezon City: C & E
Publishing, Inc., 2017.

Bueno, Dave. Practical Qualitative Research Writing. Quezon City: Great Books
Trading, 2016.

Bueno, Dave. Practical Quantitative Research Writing (for senior high school).
Mandaluyong City: Books Atbp. Publishing Corp., 2016.

Carey, Teresita, Naval, Victoria, and Prieto, Nelia. Practical Research for Senior High
School. Quezon City: Lorimar Publishing, Inc., 2017.

Cristobal, Amadeo and Dela Cruz – Cristobal, Maura Consolacion. Practical Research
for Senior High School. Quezon City: C & E Publishing, Inc., 2017.

Key to Corrections

20 | P a g e
 Acknowledgment

The Schools Division of Zambales would like to express its heartfelt gratitude
to the following, who in one way or the other, have contributed to the successful
preparation, development, quality assurance, printing, and distribution of the
Quarter 2 Guided Learning Activity Kits (GLAKs) in all learning areas across grade
levels as a response to providing the learners with developmentally-appropriate,
contextualized and simplified learning resources with most essential learning
competencies (MELCs)-based activities anchored on the principles of guided learning
and explicit instruction:

First, the Learning Resources (LR) Development Team composed of the writers
and graphic artists for devoting much of their time and exhausting their best efforts
to produce these indispensable learning kits used for the implementation of learning
delivery modalities.

Second, the content editors, language reviewers, and layout evaluators

making up the Division Quality Assurance Team (DQAT) for having carefully
evaluated all GLAKs to ensure quality and compliance to DepEd standards;

Third, the Provincial Government of Zambales, for unceasingly extending its

financial assistance to augment the funds for the printing of these learning resources
for use by learners and parents at home;

Fourth, the teacher-advisers and subject teachers, in close coordination with

the school heads, for their weekly distribution and retrieval of the GLAKs and for
their frequent monitoring of the learners’ progress through various means; and

Finally, the parents and other home learning facilitators for giving the learners
the needed guidance and support for them to possibly accomplish the tasks and for
gradually helping them become independent learners.

21 | P a g e
 To deliver learning continuity in this challenging circumstance would not be
possible without your collective effort and strong commitment to serving our
Zambaleño learners.

Again, our sincerest thanks!

The Management Team

22 | P a g e
SENIOR HIGH SCHOOL TRACKS

ACADEMIC TRACK

TECHNICAL-VOCATIONAL-
LIVELIHOOD (TVL) TRACK

SPORTS TRACK

ARTS AND DESIGN TRACK

 For inquiries or feedback, please write or call:

Schools Division of Zambales

Zone 6, Iba, Zambales
Tel./Fax No.: (047) 602 1391
E-mail Address: [email protected]
Website: www.depedzambales.ph