A. CONTEXT AND RATIONALE
The education process around the globe as so has the innovations on learning
resources. We cannot imagine today’s world without resources available for teacher,
enhancement as well as professional development. They are as vital as the teacher who
facilitates the learning process inside the classroom. Rona Bušljeta (2018) cited that it is of
extreme importance to define and expand beyond the conventional methods of teacher and
learning as well as in the teaching and learning resource. Learning resource development
is a crucial component to the success of creating effective and holistic learning resources
that will aid the students in understanding the different competencies. Learning resources
are essentially any tool that aids both teachers and students in the learning process. In
today's world, learning resources are more than just old textbooks. Their effectiveness is
determined by the variety of teaching methods and innovative learning materials. Every
individual has unique learning needs and learning styles. In the same way, each teacher
uses various teaching and learning techniques and resources to indicate the effectiveness
of the teaching process. Resources are also a collection of tools that allow teachers to teach
effectively to make the learning process easier for students.
Teaching materials or learning resources are primarily intended to aid in the teaching
and learning process in various settings. The main goal of learning and teaching resources
is to provide a learning experience that is effective enough to encourage students and
teachers to interact during the learning or teaching process. An effectively done learning
resource can assist students in the learning process and broaden their learning experience
while meeting their learning needs. Learning and teaching resources are no longer limited
to textbooks. They can now be found in a variety of formats, including reference books,
workbooks, worksheets, web-based learning materials, computer-based Learning,
structured coursework, and audio-visual teaching aids. Libraries and learning communities
are also valuable tools in the natural learning environment. Specific learning resources are
credible when meeting individual learning needs, and a few of the most effective resources
used in the senior secondary curriculum are evaluated below to determine their
effectiveness. Therefore, there is no doubt that the learning resource development and data
management should be meticulous and competently done to deliver the Learning objectives.
1
In terms of module characteristics, Cross, as cited by Vergara (2017), emphasized
that learning modules are the result of two educational reform movements: programmed
learning and mastery learning. Based on these characteristics, he cited the following
reasons for the need for modules in teaching. Instructional Design is a process for creating
and developing training and educational materials. The ADDIE model, which is an
instructional design model, is presented by Mohamed 2020. According to Education
Resource (2015), in order to create a cohesive policy, several steps must be taken, which
also apply to manage learning resources.
In the Philippine Context, the Department of Education has implemented the Learning
Resource Management and Development System (LRMDS) Unit under the Curriculum and
Implementation Division that is in charge of the creation, implementation and monitoring of
said resources. The learning resource management section has the following functions and
objectives. These are to Strengthened Learning Resource development and distribution
systems at Regional and Divisional levels. Improvement of instructional and learning
materials system through support for the assessment, acquisition, adaptation, development,
production and distribution of teaching/learning materials to schools. It is also in charge of
digitized available student learning materials particularly for reading in the early grades and
TLE (Technology and Livelihood Education) programs, English, Science and Mathematics
in other grades, ADM (Alternative Delivery Modality) and ALS (Alternative Learning
Systems) . The LRMDS is also needed to enhanced provisions of quality instructional and
learning materials, particularly in reading in early grades and TLE, English, Science and
Mathematics in other grades. Moreover, it is in charge of modified and enhanced
instructional and learning materials for implementing Alternative Delivery Modes and
Learning Systems as well as improved development and utilization of Quality Assurance
(including Monitoring and Evaluation) systems for provision and utilization of learning
resources. Lastly it is task in the development of ICT enabled solutions in the three regions,
integrated with national systems, to support the strengthening of the learning resource
support systems.
Learning resources are vital to the success of student learning. Teachers and personnel
in the field look for materials that will help them in their instruction and professional growth.
This material should be validated, and quality assured to ensure that the material's content
will indeed assist the teachers in attaining this goal. The Learning Resources Management
and Development System is a national program that caters to distributing quality digital
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learning resources. LRMDS is designed to support the increase of distribution and access
to learning, teaching, and professional development resources. Through this, the writers,
illustrators and validators are given recognition for their efforts. The department and the
division office also have an increase of copyright ownership in project-developed materials.
Learning Resources are important tool of learning, even made more important in the
implementation of the distance learning in the Basic Education Learning Continuity Plan.
Hence, the teacher’s presence are more felt from their presence in the modules and activity
sheets.
This research will then look into a mechanism to improve data management system
however it is limited to the modules and learning activity sheets available in the 1st and 2nd
grading. The researcher and the team recognizes the full authority of the writers, illustrators
and other developers of the materials and the learning resource unit only acts in a
managerial capacity for the said resources.
In the school’s division of Camarines Sur the LRMDS mechanism implemented will
be the validation of the submitted learning resources for field distribution and archiving of
the said resources such as Self Learning Modules (SLMs), Learning Activity Sheets (LAS)
and others. To date, the school's division of Camarines Sur has 20,481 LR user yet with
only one resource uploaded in the LRMDS portal. It is there the aim of this project to facilitate
and recommend quality assured learning materials for LR upload to LRMDS portal. It is
another hope to contribute to other schools division offices and the regional office in this
metadata cataloguing system and to share the pride and recognize the talents in the schools
division of Camarines Sur.
B. PROPOSED INNOVATIONS AND INTERVENTIONS
To attain the increase in learning resources catalogued and recommended for
uploading, the following innovations were implemented:
A. Project SWAG (Simultaneous Webinar Action in Groups). Project SWAG is the
offshoot of the program that will oversee the online webinar trainings for catalogues,
validators, writers and other learning resource creators. This also includes an orientation
into the launching of the program and will give the set the direction of the activities to come.
In SWAG the teachers/resource development team will have an opportunity to ask
3
questions, suggest and create a better understanding and system to make the program more
efficient, and to make it adaptable to various area concerns.
B. Project VOLTR (Validation of Online Learning and Teaching Resources). This
project entail of a division-based validation of the learning resources. Specifically, its
adherence to DepEd order on the Guidelines on Preparing Self Learning Modules, Learning
Activity Sheets, Strategic Intervention Materials, and other resources. The project will
include subject area validators across pilot subject areas and will be done in groups and
schedule from January to June 2022. This will be done via limited face to face on a wellventilated location with stable internet connection.
C. Project CARE (CAtaloguing of Resources). This part of the program contains the
creating of the division meta data of the consolidated resources from first to second quarter.
Furthermore, it entails the online cataloguing of the validated resources. This program will
be done using the initial draft before cataloguers account given and will also be on subject
area . This will be done via limited face to face on a well-ventilated location with stable
internet connection.
D. Project STEMS (Strategic Teaching/Enhancing/Monitoring System). Project STEMS
will make sure that the resource development team, specifically the validators and
cataloguers will be given apt support by the LR personnel’s about LRMDS portal operation,
resource file management and organization. Questions and concerns along data and
content will be monitored by the subject area experts.
E. Project GRIT (Gratitude Reinforced by Incentive to Teams). Project GRIT, as the
name states, is the branch of project CARAVEL that covers showcasing of appreciation to
the resource development team of each subject area. Specifically, this subject will cover the
awarding and culminating program in which all members of the resource team will be given
acknowledgement, certificates, and simple tokens for the efforts that they have exerted in
the project. Project GRIT will serve also serve as motivation to the writers, staff and all
personnel’s who will be participating in this activity.
4
F. Project UP2 (Uploading Process for a Unified Publication)
This last activity under project CARAVEL is geared in making sure that the resources
catalogue and uploaded online will be approved by the LRMDS Super admin in the regional
office. In this regard the researcher will undertake a protegee/advisee system with the
super admin and request for bimonthly updates under the regional CLMD Supervisor and
the LRMDS Super Admin to follow up the uploaded resources of SDO Camarines Sur.
Furthermore, UP2 will implement a meetings with the writers, validators, cataloguers to
communicate the recommendations of the region for editing or modification. This is all to
make sure that the resources will be approved for online publication. The last strand of this
activity is to facilitate the Publication process in the LRMDS portal of all learning and
teaching resources in SDO Camarines Sur. Published resources will be announced via a
monthly division memorandum.
C.
ACTION RESEARCH QUESTIONS
This action research aimed to measure the improvement in the number of catalogued
and recommended learning resources for uploading in the LRMDS portal in the Schools
Division Office (SDO) of Camarines Sur.
Specifically, it seeks to answer the following questions:
1. What is the current number of resources catalogued and recommended for uploading
in the LRMDS portal?
2. What is the level of acceptance of the LRMS Cataloguing team on Project CARAVEL in
increasing the number of catalogued resources of SDO Camarines Sur for the LRMDS
portal?
3. Is there a significant difference between the number of catalogued resources per
learning area before and after the implementation of Project CARAVEL?
4. What are the improvement in the number of catalogued and recommended resources
in SDO Camarines Sur?
D. ACTION RESEARCH METHODS
This action research employed descriptive - quantitative method to answer the main
problem and sub-problems of the study.
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1. Participants and/or Other Sources of Data and Information
The participants of this study were the Schools Division of Camarines Sur, selected
learning areas and strands who have come up with learning resources in school year 20202021. Moreover, it sought the performance of the division writers, content editors,
cataloguers, and validators. The research will was done from January 2022 to June 2022.
Table 1. List of Participants
Participants
Population
Administrators/Supervisors
2
Cataloguers and Quality Assurance
65
members
LRMS staff
3
External Observers
2
Total
72
2. Data Gathering Methods
The researcher used a survey checklist to gather the data in this research project.
The monthly catalogue and learning resources report will also be utilized in this project. More
specifically this paper will have a Part 1 – the Acceptability level of the individual projects to
be implemented using 5 -
Extremely Accepted, 4 - Highly Accepted, 3 - Accepted, 2 -
Moderately Accepted
and 1 - Not Accepted.
The data on the number of catalogue and uploaded resources for regional approval
was taken from the report as result training and cataloguing. The significant difference before
and after the implementation of the project were taken from the result of the survey
questionnaire.
E. . DISCUSSION OF RESULT AND REFLECTION
The following are the results of the project in Camarines Sur.
A. The Number of Resources Catalogued and Recommended for Uploading.
The number of resources prior to the conduct of the intervention was zero
from Calendar year 2019 to 2021.
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Table 2. Number of Resources Catalogued and Recommended.
Catalogued
Recommended
Calendar year
Resources
Resources
2019
0
1
2020
0
0
2021
0
0
2022
587
101
Catalouged Resources
700
Deop out arte in Percent
600
500
400
300
200
100
0
2019
2020
Catalogued
2021
2022
Recommended
Figure 1. The number of resources catalogued in the last four years.
In calendar year 2019 the number of catalogued resources were zero however
there was one resource recommended for publication and managed by the central
office LR office. This was the product of the division storybook writing training and
competition. In the years 2020 and 2021 on the on set of the pandemic, despite the
big bulks of learning resource produced by the abled subject area development
teams, the learning resource unit was not able to catalogue and recommend any of
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these resources for portal uploading but managed to distribute the materials to the
field through division google drive links.
In 2022 on the timeline of the implementation of this training, the division LR
team with the support of the learning resource developers were able to select three
learning resources to undergo the first set of cataloguing training. Of the first and
second quarter resources in Home Economics, Araling Panlipunan, Filipino and
MTB-MLE, 587 resources were catalogued and 101 resources was initially
recommended by the group for online publication.
Reflection
Cataloguing resources is one of the key functions of the unit however because
of the lack of data on the learning resources, creating a catalogue (draft and online)
for each learning resources has proven to be a challenge. The result of the data for
question number one leads the researcher to note that before resources are accepted
in the unit, the complete set of data such as the writer, illustrator, competencies and
codes need be provided. It should also be done regularly to minimize backlogs in
office data management. It is therefore the recommendation of the researcher that
learning resources could only be done after a religious process of checking the
material contrast to the standard set the unit.
B. Level of Acceptance of Project CARAVEL
The respondents of this research were the 72 members of the cataloguing
and quality assurance team. Each of the team members were ask to answer the
survey with one stem of question related to acceptance of the activities.
Table 3. Acceptability indicator per innovation.
SWAG
Appreciates the online webinar trainings for catalogues,
validators, writers and other learning resource creators
VOLTR
Approves of the division-based validation of the learning
resources
CARE
Shows importance to the creating of the division meta data of
the consolidated resources
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STEMS
Respects the given validators and cataloguers support by the
LR personnel’s about LRMDS portal operation, resource file
management and organization
GRIT
Acknowledges the given recognition of the facilitators in the LR
unit
UP2
Recognizes the importance of the follow up on the updates of
materials catalogued and recommended
Each of the indicator scores were taken, the weighted mean and acceptance level
computed with interpretation using the range below:
4.21 to 5
Extremely Accepted
3.41 to 4.2
Highly Accepted
2.61 to 3.4
Moderately Accepted
1.81 to 2.60 Accepted
1 to 1.80
Not Accepted
Table 4. Summary of Results on Level of Acceptance of each innovation per
population.
Appreciates the online webinar trainings for catalogues,
SWAG
validators, writers and other learning resource creators
Weighted
5
Administrators
4
3
2
1
2
Mean
Acceptance
Level
10
5.00
Cataloguer and
QA members
60
5
0
0
0
320
4.92
LRMS staff
3
0
0
0
0
15
5.00
Observers
1
1
0
0
0
9
4.50
TOTAL
66
6
0
0
0
354
External
VOLTR
4.86
Approves of the division-based validation of the learning
resources
9
Weighted
Acceptance
5
4
3
2
1
Mean
2
0
0
0
0
10
5.00
QA members
53
9
1
1
0
306
4.71
LRMS staff
3
0
0
0
0
15
5.00
Observers
2
0
0
0
0
10
5.00
TOTAL
60
9
1
1
0
341
4.93
Administrators
Level
Cataloguer and
External
Shows importance to the creating of the division meta data
of the consolidated resources
CARE
Weighted
Acceptance
5
4
3
2
1
Mean
level
2
0
0
0
0
10
5.00
QA members
55
10
0
0
0
315
4.85
LRMS staff
2
1
0
0
0
14
4.67
Observers
1
1
0
0
0
9
0.28
TOTAL
60
12
0
0
0
348
3.70
Administrators
Cataloguer and
External
Respects the given validators and cataloguers support by
the LR personnel’s about LRMDS portal operation, resource
file management and organization
STEMS
Weighted
Acceptance
5
4
3
2
1
Mean
level
1
1
0
0
0
9
4.50
QA members
63
2
0
0
0
323
4.97
LRMS staff
3
0
0
0
0
15
5.00
0
2
0
0
0
8
4.00
Administrators
Cataloguer and
External
Observers
10
TOTAL
67
5
0
0
0
355
4.62
Acknowledges the given recognition of the facilitators in the
LR unit
GRIT
Weighted
Acceptance
5
4
3
2
1
Mean
level
2
0
0
0
0
10
5.00
QA members
63
2
0
0
0
323
4.97
LRMS staff
1
2
0
0
0
13
4.33
Observers
1
1
0
0
0
9
4.50
TOTAL
67
5
0
0
0
355
4.70
Administrators
Cataloguer and
External
Recognizes the importance of the follow up on the updates of
materials catalogued and recommended
UP2
Weighted
Acceptance
5
4
3
2
1
Mean
level
1
1
0
0
0
9
4.50
QA members
49
13
3
0
0
306
4.71
LRMS staff
1
2
0
0
0
13
4.33
Observers
1
1
0
0
0
9
4.50
TOTAL
52
17
3
0
0
337
4.51
Administrators
Cataloguer and
External
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Table 5. Overall Summary of Acceptance per innovation
Innovation
Acceptance
Interpretation
Rank
level
SWAG
4.86
Extremely Accepted
2nd
VOLTR
4.93
Extremely Accepted
1st
CARE
3.70
Highly Accepted
6th
STEMS
4.62
Extremely Accepted
4th
GRIT
4.70
Extremely Accepted
3rd
UP2
4.51
Extremely Accepted
5th
Using the interpretation of values, the result of the survey indicates that all of the
interventions done in the project were accepted by the team. It is notable to observe the
there is an outlier in the group and that is the CARE activity or the Cataloguing of Resources.
On the other end the most accepted activity was the VOLTR or the face to face training,
followed by the SWAG or the initial Online training and orientation, 3rd on the list is the GRIT
– commendation to the members of the team. Not logging behind are the STEMS and UP2.
Acceptance level of Innovations
4,86
4,93
4,62
4,7
4,51
STEMS
GRIT
UP2
3,7
SWAG
VOLTR
CARE
Figure 2. The summary of acceptability level by innovation.
The results show that the overall acceptability of this innovation is therefore extremely
accepted. The highest project appreciation was given to VOLTR followed by SWAG and
then GRIT. Next on the line are STEMS, UP2 and CARE on last with the lowest value for
acceptance.
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Reflection
The result of the data for this question on the acceptance of the different projects
allows the researcher and the reader of this material to see that the strategies implied were
appreciated and valued by the respondent. This indicates that the group has a clear mindset
of what is happening and is aware of each key stages. Still, the score or the perspective of
acceptance of the cataloguers and QA population and the external observers tends to be
lower than the management and LR staff, indicating that the saturation of information or level
of appreciation of the population indeed varies.
The learning of the researcher on this result is to create activities that is directly
related to the other tasks. This way the team has a cohesive idea of the overall objectives
and the individual steps needed to attain said goal.
C. Significant Difference and Improvement between the Number of Catalogued
Resources Before and After the implementation of Project CARAVEL
Table 5. Significant Difference
t-Test: Paired Two Sample for Means
before
after
Mean
0
195.666667
Variance
0
486.333333
Df
2
t Stat
-15.36775596
P(T<=t) one-tail
0.002103785
t Critical one-tail
2.91998558
P(T<=t) two-tail
0.00420757
t Critical two-tail
4.30265273
Using Paired Sample T test analysis for test of significance, testing the means
of two non-independent variables namely the number of resources catalogued before
and after intervention the results to a P – value of 0.002 making the result of result of
13
the data significant. Therefore, there is a significant difference between the scores of
catalogued resources before and after implementation of the program.
1. Improvement in Catalogued Resources
The improvement in catalogued resources were computed using the rate
(input/output percentage)
Table 6. Improvement in Cataloguing
Before project
With project
Difference
100%
100
0%
The result of this data indicates that the activity of cataloguing of resource is
now established and done in the LRMS unit of the division.
Reflection
The result for the test of significant and improvement confirms that the project
started to establish a system of data management that will benefit the Curriculum
Implementation unit of the SDO and assist the learning development community is
checking their outputs in the rooster of resources. The activity so far has many
limitations for it only managed to cater to three subject areas and the cataloguer’s
team is few and have regular functions are teachers and other personnel. It is
therefore a reflection point of the researcher that the momentum created by the
program should be supported so that the platform could be enhance and even be the
jumping point to other development data management initiatives.
Overall, this paper allows the research and the reader an avenue to further
analyze the strengths and challenges of each activity inside the program.
F. ADVOCACY, UTILIZATION AND DISSEMINATION
The finding and recommendations that were generated from this study may
be used as inputs for policy formulation and learning resource and management
system enhancement. The data may be used for other learning resource project and
innovation activities. It could be added to the division DEDP and become part of the
quarterly DMEA assessment report of the unit. The table below shows the activities
following the conduct of this research.
14
Table 7. Plans for Advocacy, Utilization, and Dissemination
Activity
Objectives
Participants
Research
To share to the
Output
division research SDO
presentation
committee and
Personnel’s
related units the
LRMDS
result of the
coordinators
Budget
Timeline
MOVs
Supervisors
None
August
Ppt of
2022
Completed
report
study for
consideration in
strategic
planning and
policies.
Project
To capacitate
CARAVEL to 100% of the
SDO
be included in secondary
Personnel’s
the
LRMDS
report
coordinators
Online ICT
Division school and
Strategic
Planning
LRMS unit.
district LR
None
November
Proposal.
2022
Completed
in personnel in
support
cataloguing and
data
management.
CARAVEL
To catalogue
SDO
Php
March
Project
Batch 2
80% the division
Personnel’s
150,000.00
2023
Proposal
initiated learning
LRMDS
Memo
other subject
coordinators
Training
areas.

matrix
The Division of Camarines Sur, other Divisions, Regional and Central office
will be given the published copy – as findings of this study might be related
or the same as with the other divisions; thus, recommendations can be used
for policy reformulation and system enhancement.
15

The research findings will also be cascaded to the Curriculum
Implementation Division personnel and staff.

The study will likewise be presented in a research forum or international,
national, regional, division, and school conferences

Provision of technical assistance on DRRM Implementation to schools
16
G.
REFERECES
Briones, L. (2017). Department of Education. https://www.deped.gov.ph/wpcontent/uploads/2017/04/DM_s2017_082.pdf
Catelli, A. L., Padovano, K., & Costello, J. (2000). Action research in the context of
a school-university partnership: Its value, problems, issues and benefits. Educational
Action Research, 8(2), 225-242.
Coghlan, D., Coughlan, P., & Brennan, L. (2004). Organising for action research
and action: Implementing action researcher networks. Systemic Practice and Action
Research, 17(1), 37-49.
LRMDS Framework. 2008. Department of Education Rona Bušljeta (2018).
Effective
Use
of
Teaching
and
Learning
Resources.
Retrieved
from
https://www.researchgate.net/publication/272575241_Effective_Use_of_Teaching_
and_Learning_Resources
DO 70, S. 1988 – Revised policy on master teachers for secondary schools. (1988,
July 26). Department of Education. https://www.deped.gov.ph/1988/07/26/do-70-s1988-revised-policy-on-master-teachers-for-secondary-schools/
June 15, 2007 DO 39, S. 2007 – Modified qualification standards for the positions
of head teachers and principals. (2007, June 15). Department of Education.
https://www.deped.gov.ph/2007/06/15/do-39-s-2007-modified-qualificationstandards-for-the-positions-of-head-teachers-and-principals/
Purpose and importance of various learning resources in teaching and imparting
education. (n.d.). Assignment Help by Online assignment experts | ABC Assignment
Help.
https://www.abcassignmenthelp.com/purpose-and-importance-of-various-
learning-resources-in-teaching-and-imparting-education
17
H. FINANCIAL REPORT
ACTIVITY
CASH - OUT
BASIC EDUCATION RESEARCH FUND (BERF)
1. Crafting and preparation of the
BALANCE
Php 15,000.00
Php 1,000.00
Php 14,000.00
Php 1,000.00
Php 13,000.00
Php 1,000.00
Php 12,000.00
Php 2,500.00
Php 9,500.00
Php 3,000.00
Php 6,500.00
Php 6,500.00
0
research proposal
2. Travel to RO V for the
submission of revised
research paper for evaluation
3. Printing or learning resources,
rubrics and catalogue
templates
4. Purchase of training supply,
bond paper, ink set and other
related documents
5. Hardbound of completed action
research
6. Food and travel expenses for
consultation, meeting and
related works.
18
Appendices
A. Summary of Catalogued Learning Resources for Recommendation
B. Images and photo documentation on Training, meeting and consultations
C. Copy of the cataloguer’s draft and matrix flow
D. Report on number of learning resource
E. Append the online survey form
19
ONLINE FORM
20
ANNEX 1. Letter of Information from the RRC Chair
21
ANNEX 3: DECLARATION OF ANTI-PLAGIARISM AND ABSENCE OF
CONFLICT OF INTEREST
22
ANNEX 4: RESEARCH QUESTIONAIRE WITH ANSWERS FROM
THE RESPONDENTS
Appreciates the online webinar trainings for catalogues,
SWAG
validators, writers and other learning resource creators
Weighted
5
Administrators
4
3
2
1
2
Mean
Acceptance
Level
10
5.00
Cataloguer and QA
members
60
5
0
0
0
320
4.92
LRMS staff
3
0
0
0
0
15
5.00
External Observers
1
1
0
0
0
9
4.50
TOTAL
66
6
0
0
0
354
4.86
Approves of the division-based validation of the learning
resources
VOLTR
Weighted
Acceptance
5
4
3
2
1
Mean
2
0
0
0
0
10
5.00
members
53
9
1
1
0
306
4.71
LRMS staff
3
0
0
0
0
15
5.00
External Observers
2
0
0
0
0
10
5.00
TOTAL
60
9
1
1
0
341
4.93
Administrators
Level
Cataloguer and QA
Shows importance to the creating of the division meta data of
the consolidated resources
CARE
Weighted
Acceptance
5
4
3
2
1
Mean
level
2
0
0
0
0
10
5.00
members
55
10
0
0
0
315
4.85
LRMS staff
2
1
0
0
0
14
4.67
External Observers
1
1
0
0
0
9
0.28
Administrators
Cataloguer and QA
23
TOTAL
60
12
0
0
0
348
3.70
Respects the given validators and cataloguers support by the
LR personnel’s about LRMDS portal operation, resource file
STEMS
management and organization
Weighted
Acceptance
5
4
3
2
1
Mean
level
1
1
0
0
0
9
4.50
members
63
2
0
0
0
323
4.97
LRMS staff
3
0
0
0
0
15
5.00
External Observers
0
2
0
0
0
8
4.00
TOTAL
67
5
0
0
0
355
4.62
Administrators
Cataloguer and QA
Acknowledges the given recognition of the facilitators in the
LR unit
GRIT
Weighted
Acceptance
5
4
3
2
1
Mean
level
2
0
0
0
0
10
5.00
members
63
2
0
0
0
323
4.97
LRMS staff
1
2
0
0
0
13
4.33
External Observers
1
1
0
0
0
9
4.50
TOTAL
67
5
0
0
0
355
4.70
Administrators
Cataloguer and QA
Recognizes the improtance of the follow up on the updates of
materials catalogued and recommended
UP2
Weighted
Acceptance
5
4
3
2
1
Mean
level
1
1
0
0
0
9
4.50
members
49
13
3
0
0
306
4.71
LRMS staff
1
2
0
0
0
13
4.33
External Observers
1
1
0
0
0
9
4.50
TOTAL
52
17
3
0
0
337
4.51
Administrators
Cataloguer and QA
24
APPENDICES
PHOTOCOPY OF MOA
CD WITH PDF
25
26