Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
THE EXTENT OF IMPLEMENTATION OF SCIENCE, TECHNOLOGY, AND
ENGINEERING PROGRAM (STEP) AND SCIENCE HIGH SCHOOL SYSTEM IN
THE SCHOOLS DIVISION OF TUGUEGARAO CITY
1 x 1 ID
picture
1 x 1 ID
picture
MYRNA Q. ADDURU
Education Program Supervisor
Division of Tuguegarao City
I.
KRISBURT L. DELOS SANTOS
Teacher-III
Cagayan National High School
Introduction and Rationale
Science education, together with engineering and technology is
important. It is not just a learning area or field of study in both basic and higher
education but also a way of life. Science helps a person acquire new knowledge
and develops creative and thinking skills. Engineering and technology allows the
application of what has been learned and enhances the acquired skills towards
development of new paradigms or models and creation of new things. People
around the world have been enjoying the results of Science education,
engineering and technology.
Section 02 of RA No. 10612 states that Science, technology and
engineering are essential for national development and progress. The State shall
give priority to research and development, invention, innovation and their
utilization. Priority shall also be given to science and technology education,
FM-SGO-RES-004 Rev. 00
Basic Research Proposal Template
1
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
training and services. Hence, the role of Science education in national
development is recognized by the Philippine government. The importance of
Science education has been underscored in the “Science and Technology
Master Plan of 2000” with a view to the Philippines joining the group of newly
industrialized countries based on the recognition that the quality improvement of
secondary and higher education and promotion of science and technology are
essential for the development of the country (SEI-DOST & UP NISMED, 2011).
The Philippine government has put Science education as a priority with the
implementation of the Engineering and Science Education Project (ESEP) in
1996 funded by World Bank. One of the six areas financed by the project is the
secondary school science and mathematics which involved 110 secondary
schools. (World Bank, 1998). These secondary schools offer Special Science
Classes (SSC).
In the Division of Tuguegarao City, Cagayan National High School is one
among the 110 S&T oriented secondary schools in the country as per DO No.
104, s. 2010 Revised List of Science and Technology (S&T) Oriented High
Schools Implementing the Engineering and Science Education Program (ESEP).
The school started offering the Special Science Classes in 1993 up to present.
The Division of Tuguegarao City is also one among the divisions in region 02 to
have a science high school system. The Tuguegarao Science High School was
established in the Division in 2007 as a Legislated Science High School, with a
curriculum patterned from the Regional Science High Schools.
The schools have been excelling in Science and Mathematics as evident
in their performance in Science and Math contests such as the Intel-International
Science and Engineering Fair (ISEF). Records show that aside from national
FM-SGO-RES-004 Rev. 00
Basic Research Proposal Template
2
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
contests, there have been 3 international contests participated upon by the
students from the Special Science Classes and Science High School. However,
joining in international contests does not guarantee or is not an enough
parameter of a successful program implementation. It is also worth noting that a
review or assessment was not yet conducted since the implementation of the
Special Science classes in the division. Therefore, this study will be conducted to
evaluate the extent of implementation of the Science, Technology and
Engineering (STE) Program and Science High School System in the Division of
Tuguegarao City
II.
Literature Review
School and Program Evaluation
Evaluating Educational Programs is used when efforts at systematically
assessing a program multiplied. The purpose of this kind of evaluation is to
provide information to decision-makers who have responsibility for existing or
proposed educational problem. For instance, program evaluation may be used to
help make decisions concerning whether to develop a program (needs
assessment), how best to develop a program (formative evaluation), and
whether to modify or even continue an existing program (Samuel Ball, 2017).
Program evaluation is a research designed to assess the implementation
and effects of a program. Its purposes vary and can include (1) program
improvement, (2) judging the value of a program, (3) assessing the utility of
particular
components
of
a
program,
and
(4)
meeting
accountability
requirements. Results of program evaluations are often used for decisions about
FM-SGO-RES-004 Rev. 00
Basic Research Proposal Template
3
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
whether to continue a program, improve it, institute similar programs elsewhere,
allocate resources among competing programs, or accept or reject a program
approach or theory. Through these uses, program evaluation is viewed as a way
of rationalizing policy decision-making. Program evaluation is conducted for a
wide range of programs, from broad social programs such as welfare, to large
multisite programs.
Scientific Research versus Evaluation
There has been some debate about the relationship between "basic" or
scientific research and program evaluation. For example, in 1999 Peter Rossi,
Howard Freeman, and Michael Lipsey described program evaluation as the
application of scientific research methods to the assessment of the design and
implementation of a program. In contrast, Michael Patton in 1997 described
program evaluation not as the application of scientific research methods, but as
the systematic collection of information about a program to inform decisionmaking. Both agree, however, that in many circumstances the design of a
program evaluation that is sufficient for answering evaluation questions and
providing guidance to decision-makers would not meet the high standards of
scientific research. Further, program evaluations are often not able to strictly
follow the principles of scientific research because evaluators must confront the
politics of changing actors and priorities, limited resources, short timelines, and
imperfect program implementation.
Another dimension on which scientific research and program evaluation differ
is their purpose. Program evaluations must be designed to maximize the
usefulness for decision-makers, whereas scientific research does not have this
FM-SGO-RES-004 Rev. 00
Basic Research Proposal Template
4
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
constraint. Both types of research might use the same methods or focus on the
same subject, but scientific research can be formulated solely from intellectual
curiosity, whereas evaluations must respond to the policy and program interests
of stakeholders (i.e., those who hold a stake in the program, such as those who
fund or manage it, or program staff or clients).
How Did Program Evaluation Evolve?
Program evaluation began proliferating in the 1960s, with the dawn of social
antipoverty programs and the government's desire to hold the programs
accountable for positive results. In addition to focusing on the relative strengths
and weaknesses of experiments and quasi-experiments, criticisms of early largescale
education
evaluations
highlighted
the
importance
of
measuring
implementation. For example, McLaughlin and Berman's RAND Change Agent
study and the Follow-Through evaluation demonstrated that implementation of a
specific program can differ a great deal from one site to the next. If an evaluation
is designed to attribute effects to a program, varying implementation of the same
program reduces the value of the evaluation, because it is unclear how to define
the program. Thus, it is necessary to include in a program evaluation a complete
description of how the program is being implemented, to allow the examination
of implementation fidelity to the original design, and to discover any cross-site
implementation differences that would affect outcomes.
In 1967 Michael Scriven first articulated the idea that there were two types of
evaluation–one
focused
on
evaluating
implementation,
called formative
evaluation, and one focused on evaluating the impact of the program, called
summative evaluation. He argued that emerging programs should be the subject
FM-SGO-RES-004 Rev. 00 Basic Research Proposal Template
5
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
of formative evaluations, which are designed to see how well a program was
implemented and to improve implementation; and that summative evaluations
should be reserved for programs that have been well-established and have
stable and consistent implementation. Related to the idea of formative and
summative evaluation is a controversy over the extent to which the evaluator
should be a program insider or an objective third party. In formative evaluations,
it can be argued that the evaluator needs to become somewhat of an insider, in
order to become part of the formal and informal feedback loop that makes
providing program improvement information possible. In contrast, summative
evaluations conducted by a program insider foster little confidence in the results,
because of the inherent conflict of interest.
Implementation
In addition to focusing on the relative strengths and weaknesses of
experiments and quasi-experiments, criticisms of early large-scale education
evaluations highlighted the importance of measuring implementation. For
example, McLaughlin and Berman's RAND Change Agent study and the FollowThrough evaluation demonstrated that implementation of a specific program can
differ a great deal from one site to the next. If an evaluation is designed to
attribute effects to a program, varying implementation of the same program
reduces the value of the evaluation, because it is unclear how to define the
program. Thus, it is necessary to include in a program evaluation a complete
description of how the program is being implemented, to allow the examination
of implementation fidelity to the original design, and to discover any cross-site
implementation differences that would affect outcomes.
FM-SGO-RES-004 Rev. 00
Basic Research Proposal Template
6
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
In 1967 Michael Scriven first articulated the idea that there were two types of
evaluation–one
focused
on
evaluating
implementation,
called formative
evaluation, and one focused on evaluating the impact of the program, called
summative evaluation. He argued that emerging programs should be the subject
of formative evaluations, which are designed to see how well a program was
implemented and to improve implementation; and that summative evaluations
should be reserved for programs that have been well-established and have
stable and consistent implementation.
Related to the idea of formative and summative evaluation is a controversy
over the extent to which the evaluator should be a program insider or an
objective third party. In formative evaluations, it can be argued that the evaluator
needs to become somewhat of an insider, in order to become part of the formal
and informal feedback loop that makes providing program improvement
information possible. In contrast, summative evaluations conducted by a
program insider foster little confidence in the results, because of the inherent
conflict of interest.
Stakeholder and Utilization Approaches
Still another criticism of early education evaluations was that stakeholders felt
uninvolved in the evaluations; did not agree with the goals, measures, and
procedures; and thus rejected the findings. This discovery of the importance to
the evaluation of stake-holder buy-in led to what Michael Patton termed
stakeholder or utilization-focused evaluation. Stake-holder evaluation bases its
design and execution on the needs and goals of identified stakeholders or users,
FM-SGO-RES-004 Rev. 00
Basic Research Proposal Template
7
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
such as the funding organization, a program director, the staff, or clients of the
program.
In the context of stakeholder evaluation, Patton in 1997 introduced the idea
that it is sometimes appropriate to conduct goal-free evaluation. He suggested
that evaluators should be open to the idea of conducting an evaluation without
preconceived goals because program staff might not agree with the goals and
because the goals of the program might change over time. Further, he argued
that goal-free evaluation avoids missing unanticipated outcomes, removes the
negative connotation to side effects, eliminates perceptual biases that occur
when goals are known, and helps to maintain evaluator objectivity. Goals are
often necessary, however, to guide and focus the evaluation and to respond to
the needs of policymakers. As a result, Patton argued that the use of goals in
program evaluation should be decided on a case-by-case basis.
A research study entitled “A REVIEW ON THE ISSUES IN THE
IMPLEMENTATION OF K+12 SCIENCE CURRICULUM: A BASELINE STUDY”
which aims to review the problems on the issues in the implementation of K+12
Science Curriculum showed that there was decongestion of the topics for all
areas of science especially the Biology. It shows that decongestion has to do
with the retention and possible increase of knowledge to students. The teachers
identified the main role of the module, activities, and time for the success of the
implementation of the new curriculum. Module and activities are demanding and
time problem floated as a result of the delay of the matrix of schedule to finish
the lesson. Also, it was pointed out that the previous lessons are very essential
FM-SGO-RES-004 Rev. 00
Basic Research Proposal Template
8
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
in order to build up the knowledge to be connected to the next lesson. Further, it
was emphasized the strengthening of the basic concepts from lower years so
that the students and teachers will have their smooth mainstreaming to the next
lesson.
Evaluating Teaching in Science, Technology,
Mathematics: Principles and Research Findings
Engineering,
and
The research literature suggests that for purposes of any formative or
summative evaluation, assessment that is based on a single teaching activity
(e.g., classroom presentation) or depends on information from a single source
(e.g., student evaluation forms) is less reliable, useful, and valid than an
assessment of an teacher’s strengths and weaknesses that is based on multiple
sources (Centra, 1993).
Informal assessments of a faculty member’s work that are used primarily
to provide feedback and reinforcement to a colleague for purposes of ongoing
professional development and improvement are characterized as formative
evaluations. In contrast, evaluations that are used for purposes of rendering
formal personnel decisions and that are based on a variety of data are often
called summative evaluations (Scriven, 1993; review by Licata and Moreale,
1997more accurate, particularly when based on the views of current and former
students, colleagues, and the instructor or department being reviewed. The
process of evaluating teaching has been found to work best when all faculty
members in a given department (or, in smaller colleges, from across the
institution) play a strong role in developing policies and procedures. This is the
case because evaluation criteria must be clear, well known and understood,
scheduled regularly, and acceptable to all who will be involved with rendering or
FM-SGO-RES-004 Rev. 00
Basic Research Proposal Template
9
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
receiving evaluation (Alverno College Faculty, 1994; Gardiner et al., 1997;
Loacker, 2001; Wergin, 1994; Wergin and Swingen, 2000).
Review of Departmental and Institutional Records
The number and levels of courses taught and the number of students
enrolled in each course or section taught by the instructor over time. This
information can provide evaluators with insight and perspective regarding the
number of preparations required; the amount of time needed for advising
students; and, in some cases, the commitment of time necessary to correct
examinations, term papers, and reports.
The number of undergraduate students advised, mentored, or supervised by
the faculty member. This information can be accompanied by opinions about the
quality of the advice or mentoring received.
The number of undergraduate students the faculty member has guided in
original or applied research, the quality of their research as measured through
presentations and publications, and their professional attainments while under
the faculty member’s supervision and later in their careers.
The number of graduate students mentored in their preparation as teaching
assistants or future faculty members and their effectiveness in teaching.
Review of the
Documentation
Faculty
Member’s
Teaching
Portfolio
and
Other
Evidence of the faculty member’s adaptation of instructional techniques for
courses, laboratories, or field activities so as to demonstrably improve student
learning by achieving course objectives.
FM-SGO-RES-004 Rev. 00
Basic Research Proposal Template
10
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
Evidence of the faculty member’s participation in efforts to strengthen
departmental or institutional curriculum, to reform undergraduate education, or to
improve teaching in the discipline or across disciplinary boundaries.
The faculty member’s self-assessment of his or her own teaching
strengths and areas for improvement. The faculty member’s participation in
seeking external support for activities that further the teaching mission.
The establishment of Science secondary schools envisions highly
responsible, morally upright, globally competitive, and work-ready learners from
schools offering relevant and innovative Science, Technology and Engineering
education. The Science secondary schools shall be the centers of excellence in
Science, Technology and Engineering education in the schools divisions that
shall develop the full potential of students along these areas. The program aims
to widen access to quality secondary education with the view to develop learners
for careers in or for higher learning in Science, Technology and Engineering.
To further spread the education of those inclined in the sciences. The
Department of Education (DepEd) through the Local Government Units (LGUs)
fund and administer these science high schools. These are categorized
accordingly into Regional, provincial and City Science High School where there
are 59 schools in total.
DO No. 55 S, 2010
This department order states the policies and guidelines on strengthening
science and mathematics education in the secondary level. It stipulates that
there are two types of schools implementing the Special Science Classes – Type
A are the 197 schools which were formerly implementing the Engineering and
FM-SGO-RES-004 Rev. 00 Basic Research Proposal Template
11
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
Science Education Program (ESEP), and Type B are the additional 600 selected
regular secondary schools that will establish Special Science Classes in each
curriculum level.
The policies governing the delivery of science and mathematics focuses on
the following:
A. 2010 SEC and relevant provisions of the DepEd order 41. s, 2004
B. Organization of classes
C. Participation to the Program
C.1 Admission
C.2 Retension
C.3 Transfer
C.4 Grading system
C.5 Selection of honor students
D. Teacher selection
E. Instructional materials
F. Financial assistance
G. Course description of additional subjects
Teachers to be assigned to ESEP classes of S & T oriented high schools
should preferably have the following qualifications:
1. Honor graduates of CHED-recognized teacher education institutions,
preferably dost scholars.
2. Passed professional Board Examination for Teachers or Licensure
Examination for Teachers
3. Have undergone BSE-management training to be able to teach the
revised curriculum offerings.
FM-SGO-RES-004 Rev. 00 Basic Research Proposal Template
12
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
The school shall have provided the special science classes with the
following:
1. Books, references and magazines
2. Supplementary materials
3. Laboratory rooms
4. Computer education
DO 38, S. 2013 – GUIDELINES ON THE UTILIZATION OF SUPPORT FUND FOR
SCHOOLS IMPLEMENTING THE SCIENCE, TECHNOLOGY AND ENGINEERING
PROGRAM
In line with its thrust to strengthen Science and Mathematics education in the
country, the Department of Education (DepEd), through the Bureau of Secondary
Education (BSE), has officially implemented the Science, Technology and
Engineering (STE) Program since 2004 in 112 schools nationwide. Initially piloted by
the Science Education Institute (SEI) of the Department of Science and Technology
(DOST) in 1994, the schools implementing the Program have now expanded to
include additional 86 public secondary schools. This specialized curriculum is offered
in two classes per year level in selected general high schools with large enrolment.
The DO shall provide appropriate assistance, conduct quality assurance and
monitoring of the program and integrate and submit the consolidated Physical and
Financial Accomplishments using Enclosure No. 4 on every fifth day of the month of
the succeeding quarter (April 5, July 5, October 5 and January 5) to the RO
concerned, copy furnished the BSE, DepEd CO. The RO shall conduct quality
assurance on the effective delivery of the program based on standards and shall
extend technical assistance to the DO where the implementing schools are located.
FM-SGO-RES-004 Rev. 00
Basic Research Proposal Template
13
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
To ensure effective and efficient implementation of the program, an evaluation shall
be conducted by a composite task force in coordination with the OPS.
III.
Research Questions
This study aims to evaluate the extent of implementation of the Science,
Technology and Engineering (STE) Program and Science High School System
in the Division of Tuguegarao City. Specifically, it aims to answer the following
questions:
1. What is the profile of the Science High School and schools
implementing the STE Program for the last three years (SY 20172020) along the following?
1.1 enrolment
1.2 number of classes
1.3 class size
1.4 retention rate
1.5 promotion rate
1.6 graduation rate
1.7 NAT results
1.8 number of science and mathematics winnings (across levels)
2. What is the profile of teachers in Science High School and schools
implementing the STE Program along the following?
2.1 sex
2.2 age
2.3 specialization/major
FM-SGO-RES-004 Rev. 00
Basic Research Proposal Template
14
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
2.4 educational qualification
2.5 number of relevant trainings attended
2.6 number of conducted researches
2.7 average performance rating
3. What is the level of implementation of the Science High School and
schools implementing the STE Program as perceived by the students,
teachers and school heads along the following areas?
3.1 competencies taught
3.2 learning resources
3.3 learning environment
3.4 projects and activities
3.5 school leadership and management
4. Is there a significant dependence on the percieved level of
implementation along areas identified and the profile of the
respondents of the Science High School and Schools implementing
STE Program as perceived by the students, teachers and school
heads?
5. What are the issues and concerns in Science High School and the
implementation of the STE Program in schools?
6. What strategic plans may be prepared to better implement Science
High School System and the implementation of the STE Program in
schools?
7. What are the interventions that may be prepared to sustain the
implementation
FM-SGO-RES-004 Rev. 00
of
Science
High
School
Basic Research Proposal Template
System
and
the
15
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
implementation of the STE Program in schools during the Covid-19
pandemic for the school year 2020-2021?
IV.
Scope and Limitation
This study will be conducted in the Division of Tuguegarao City for the
school year 2020-2021 and will focus on the teachers, school heads and
students of the Special Science Classes of the schools implementing the STE
Program and the Science High School. This implementation review shall cover
the data from the last three school years (from 2017-2020) of schools
implementing the STE and the Science High School system.
V.
Research Methodology
The study will employ the descriptive research design, following the
comparative and correlational methods.
a. Sampling
This research will use purposive sampling for School heads, Department
head and teachers. Since there are only 2 schools implementing the STE Program
and 1 school implementing the Science High School system, all the school heads
and teachers will be the respondents. For the students, the sample size will be
determined using the 95% confidence level with a 5% margin of error. Using the
online sample size calculator using research survey systems software the sample
size for each school is indicated in the table below:
Implementing
School
School Head
Teachers (to be
Students
verified, for the
latest)
FM-SGO-RES-004 Rev. 00
Basic Research Proposal Template
16
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
CNHS
2 (Principal & 1
Department Head-
70
260
Science)
TCSHS
1
25
226
LNHS
1
20
93
Total
2
95
486
b. Data Collection
The data shall be collected through floating of questionnaires via google sheet
form. The questionnaires shall be subjected to validity check and reliability analysis
with the use of Cronbach’s alpha. There will be separate questionnaires for teachers
(QT), school heads (QSH) and students (QS). The profile of the schools, documents
such as BEIS, NAT Results, STE Report, and other existing records shall be used as
secondary data sources subjected to content analysis.
c. Ethical Issues
Along the course of the conduct of the study, the four ethical principles
(autonomy, non-maleficence, beneficence, justice) and four ethical rules (veracity,
privacy, confidentiality, fidelity) shall be observed. The research will be conducted
solely for educational purposes. Standard operating procedures will be strictly
followed by the researchers. Authorities should be informed and the parental consent
of the student-respondents will be sought first before conducting the research. The
respondents will be assured of the data privacy or confidentiality and anonymity are
followed. The results of the study will not be treated against any of the respondents
FM-SGO-RES-004 Rev. 00
Basic Research Proposal Template
17
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
or any of the schools. Other guideline and ethical conduct of the research as
stipulated in the Research Management Guidelines of DepEd will be followed.
d. Plan for Data Analysis
The profile of the schools and teachers implementing the STE Program and
Science High School will be analyzed using frequency counts and percentages. The
level of implementation of the STE Program and the Science High School System in
the schools as perceived by the students, teachers and school heads shall be
analyzed using weighted mean and interpreted as follows:
Descriptive Interpretation
Mean Range
1.00-1.79
Not Implemented
1.80-2.59
Slightly Implemented
2.60-3.39
Moderately Implemented
3.40-4.19
Well Implemented
4.20-5.00
Very Well Implemented
The level of implementation of the STE Program and Science High
School as perceived by the students, teachers and school heads will be analyzed
using one-way analysis of variance. In analyzing the issues and challenges in the
implementation of STE and Science High School, a thematic analysis will be used.
FM-SGO-RES-004 Rev. 00
Basic Research Proposal Template
18
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
VI.
Research Work Plan and Timelines
STRATEGIES
PROGRAM
ACTIVITY/TASK
Make research proposal
& Presentation of
Research Proposal
Evaluate the
extent of
implementation
of the Science,
Technology
and
Engineering
(STE) Program
and Science
High School
System in the
Division of
Tuguegarao
City
Preparation of
Research Proposal
Validation of Research
instrument
Finalization of the
Research Proposal
Test the validity of the
questionnaire to selected
teachers
Approval of Research
Proposal
Request Permission
from Authorities
Preparation for
Gathering of Data
RESOURCES
MATERIAL
PHYSICAL
Downloading; reading,
Encoding, printing
100 pcs. bond
paper, folders,
CD, internet load
Surfing, Reading, Editing,
internet load
Conducting validation test
fare
Submitting research proposal
Request permission to
conduct from the SDS
Request permission to
conduct from School
Heads
Encoding the letter, printing,
bringing the letter to SDS
Production of survey
questionnaires
Printing, photocopying,
collating
Encoding the letter, printing,
bringing the letter to SH
FM-SGO-RES-004 Rev. 00
FINANCIAL TIME LINE
bond paper
bond paper
computer ink,
bond paper,
photocopying of
research
Basic Research Proposal Template
last week
of July
2020
last week
of July
2020
1st week
of August,
2020
2nd week
of August,
2020
Last week
of August,
2020
Sept, 2020
19
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
Gathering of Data
Floating of
Questionnaires/Interview
and FGD
Retrieval of
questionnaires
Statistical Treatment of
Data
Data Analysis &
Interpretation
Finalization of the Result
of the Research
Submission of the
Completion of the
Research
Presentation of the
Research – (Research
Forum)
Preparation of Itinerary of
travel, Orienting the
respondents, administering
the survey, interviewing,
conducting FGD
Retrieving of answered
questionnaires
Tabulatingg, summarizing,
computing
Encoding, reading, analyzing
data, writing interpretations
Editing, printing,
photocopying
Collating, preparing the 3
copies, burning of soft copy
to CD, submission of the
completed research
Preparing powerpoint
presentation, presenting
instruments,
staple wire
transportation,
food, copies of
the questionnaire,
notebook, ballpen,
recorder/cp, cell
card, snacks of
respondents
fare
bond paper, ink,
food
September
-October
2020
October,
2020
Nov-2020
bond paper, ink
Nov-2020
bond paper, ink
Folders, fastener,
bond paper for the
hard copies of
research, CD
Dec-2020
Food
Jan-2020
Dec-2020
TOTAL
FM-SGO-RES-004 Rev. 00
Basic Research Proposal Template
20
Republic of the Philippines
Department of Education
Activities
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
June202
0
July 2020
Schedule
August
Sept
2020
2020
Oct 2020
Nov 2020
Dec
Jan
2020
2021
1. Research proposal & Presentation of Research
Proposal
2. Finalization of the Research Proposal
3. Request permission to conduct from the SDS
4. Request permission to conduct from School Heads
5. Reproduction of survey questionnaires
6. Floating of Questionnaires/Interview and FGD
7. Retrieval of questionnaires
8. Statistical Treatment of Data
9. Data Analysis & Interpretation
10. Finalization of the Result of the Research
11. Submission of the Completion of the Research
12. Presentation/Dissemination of the Result of the
Research (Research Forum)
FM-SGO-RES-004 Rev. 00
Basic Research Proposal Template
21
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
VII.
Cost Estimates
ACTIVITY
Make research proposal; presentation of research
proposal
Finalization of the Research Proposal
Request permission to test questionnaire and float
testing of the questionnaire in 3 schools in Cagayan
Request permission to conduct from the SDS
Request permission to conduct from School Heads
Printing of survey questionnaires
ITEM DESCRIPTION/
PARTICULARS
Bond paper
Folder
Fasteners
CDRW
Cell card
Bond paper
Folder
fastener
QUANTITY
120
4
4
2
2
120
4
4
UNIT
Pc
Pc.
Pc
Pc
pc
Pc.
Pc
pc
UNIT
COST
TOTAL AMOUNT
.50
2.50
1.25
50.00
300
.50
2.50
1.25
60.00
10.00
5.00
100.00
600.00
60.00
10.00
5.00
Fare (diesel))
Bond paper
Folder
fastener
Bond paper
Fare (diesel)
Bond paper
Ink black
Ink colored
500.00
4
2
2
6
Pc
Pc
pc
pc
.50
2.50
1.25
.50
1
1
1
Ream
Cartridge
cartridge
250.00
800.00
850.00
FM-SGO-RES-004 Rev. 00
Basic Research Proposal Template
2.00
5.00
2.50
3.00
500.00
250.00
800.00
850.00
22
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
Float questionnaires , interview, Conduct Focus
Group Discussions among students, teachers, & SH
7. Retrieval of
questionnaires
8. Statistical Treatment of Data
9. Data Analysis & Interpretation
10. Finalization of the Result of the Research
11. Submission of the Completion of the Research
12. Presentation of the Research – (Virtual Research
Forum)
TOTAL
Transportation (diesel)
Food (2 pax) –
Notebook
Ballpen
2
2
Pc
Pc
Pax (teachers
& students)
40.00
25.00
Fare – (diesel)
Food (2 pax) – 5 days
1000.00
2000.00
80.00
50.00
5000.00
1000.00
1000.00
bond paper
food
1
Ream
250.00
250.00
500.00
Food
Cell card
Bond paper
Ink, black
Ink, colored
2
2
1
1
1
Pax (5 days)
pc
Ream
Cartridge
cartridge
100.00
300.00
250.00
800.00
850.00
1000.00
600.00
250.00
800.00
850.00
Photocopies
Folder
Fastener
CDRW
binding
Load allowance for
participants
5
5
5
5
5
100
Sets
Pc
Pc
Pc
pc
pax
50.00
2.50
1.25
50.00
250.00
50.00
250.00
12.50
6.25
250.00
1250.00
5000.00
24, 911.25
FM-SGO-RES-004 Rev. 00
Basic Research Proposal Template
23
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
VIII.
Plans for Dissemination and Advocacy
For the dissemination of the research findings, the proponent will be asking a time slot from the Department Heads with the
approval of the Principal of the different schools implementing the STE and Science High School during LAC Sessions and meetings of
teachers. For parents, the researcher will discuss the research results during PTA Meetings. With the Guidance Counselors and Career
Advocates, the researcher will present the research results during career guidance seminars where TESDA, CHED and DOLE maybe
be invited. Copy of this research will be submitted to the School Research Committee for possible inclusion in the Research Journals of
the School, Division and Regional Offices. The research findings and recommendations will also serve as a basis for policy formulation.
After which a memorandum shall be prepared by the management for action.
FM-SGO-RES-004 Rev. 00
Basic Research Proposal Template
24
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
IX.
References
Ball, s. (2011, april). ETS R&D Scientific and Policy. Evaluating Educational Programs, 4-7. Retrieved july 07, 2020, from files.eric:
https://files.eric.ed.gov/fulltext/EJ1111177.pdf
Bank, t. w. (1998, november 24). Retrieved from http://documents1.worldbank.org/curated/en/391311468293427683/pdf/multi-page.pdf
DepEd. (2019, september 09). Retrieved from deped.gov.ph: https://www.deped.gov.ph/2013/09/09/do-38-s-2013-guidelines-on-the-utilization-ofsupport-fund-for-schools-implementing-the-science-technology-and-engineering-program/
Mailman. (2017, May 29). Retrieved from TECHBLADE PH: http://www.techblade.ph/2017/05/list-of-science-high-schools-in.html
Republic Act No. 10612. (2012, july 23). GOVPH. Retrieved from officialgazette: https://www.officialgazette.gov.ph/2013/08/23/republic-act-no-10612/
SEI-DOST. (2011). Science framework for Philippine basic education. SEI-DOST & UP NISMED.
FM-SGO-RES-004 Rev. 00
Basic Research Proposal Template
25
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
Cagayan National High School
Tuguegarao City
Copy of Questionnaire
Dear Respondent:
The researchers are currently conducting a research regarding the extent implementation of science, technology, and engineering
program (step) and science high school system in the schools division of Tuguegarao City. Please feel “free” to check the column which
conforms to your own perception regarding each item.
Thank you for your cooperation!
PARAMETERS OF CURRICULUM DELIVERY
COMPETENCIES TAUGHT
There is a clear guide for the competencies
Topics are relevant to the program
Lessons are sequential
Competencies are attainable
LEARNING RESOURCES
There is adequate textbooks for STE subjects
Materials in teaching are available
Teacher support unit is functional
Learning materials are sufficient
LEARNING ENVIRONMENT
Classrooms are conducive for learning
There are available learning laboratories
Not Evident
FM-SGO-RES-004 Rev. 00
Slightly
Evident
Basic Research Proposal Template
Moderately
Evident
Very
Evident
26
Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY
Cagayan National High School
Tuguegarao City
Physical facilities promotes learning
PROJECTS AND ACTIVITIES
There are projects that is in line with learning advancement
Projects initiated are attained
There are set activities for enhancing learners competence
SCHOOL LEARDESHIP AND MANAGEMENT
There are coordinators for each learning area
There are committees for STE program
There is a system of monitoring and evaluation in the STE program
Mechanism of feedback and communication channel is established
FM-SGO-RES-004 Rev. 00
Basic Research Proposal Template
27