TITLE OF ACTION
RESEARCH
I.
INTRODUCTION
IMPROVING THE READING PERFORMANCE OF GRADES 2 TO GRADE 6
PUPILS OF BANTIGUE ELEMENTARY SCHOOL THROUGH PROJECT BEST
STARS
Reading is how one discovers new things and how one develops a positive
self-image. The ability to read is a vital skill in being able to function in today's
society. Reading is important because it helps to expand the mind and develops
the imagination.
A person who knows how to read can educate himself/herself in any area
of life he/she sees fit. People who do not read or are poor readers often have low
opinions of themselves and their capabilities. They mostly feel isolated and
behavior problems surface. As people live in an age abundant with information,
reading is the only way to become informed.
A child's reading skills are important to their success in school as they will
allow them to access the breadth of the curriculum and improve their
communication and language skills. In addition, reading can be a fun and
imaginative time for children, which opens doors to all kinds of new worlds for
them. Learning to read is a sequential process; each new skill builds on the
mastery of previously learned skills. Children learn to break down words into their
most basic sounds in a process called decoding. Later, they begin to comprehend
the meaning of words, sentences and, ultimately, entire passages of text.
There can be number of reasons for a child to have problems with reading.
In many cases, reading problems result from the eyes being unable to scan easily
and effortlessly along a line of print, which is vital to be able to read. Other poor
readers are unable to recall what they have read, and this is frequently diagnosed
as being a short term memory problem.
In the reading evaluation conducted by the school heads of Pagbilao District
1, there was an existence of 5 non – readers, 23 poor readers and 29 slow readers
in English from grades 2 to 6. Upon analyzing the root cause/s of the reading
problems it was found out that lack of phonetic knowledge, negligence of parents,
unattended to reading sessions, attractive modern gadgets and absenteeism are
some of the root causes of their poor reading performance.
In an effort to address the existing problem in the reading performance of
the pupils the conduct of Project BEST STARS (Bantigue Elementary School
Teachers Strategies to Achieve Reading Success) is deemed necessary and of
great help.
Project BEST STARS is Bantigue ES’s Continuous Improvement Project
(CIP). This is one of the school’s priority project. In the implementation of this
project, teacher – advisers are using different strategies to address the reading
difficulties of their pupils during their reading remediation activities. Aside from
these, project team members conducted special reading sessions as additional
inputs. The reading sessions were held during pupils’ free time at about 12:25 –
12:45 in the afternoon. The pupils were scheduled at the library and the teacher
assigned facilitated the reading sessions with the help of the pupil partners (the
Little Reading Teachers and the Pupil Librarians). Aside from the partnership with
the pupils, partnership with PTA and LGU were also made possible. These group
rendered storytelling sessions to motivate pupils to love reading and donated story
books for the library.
A. Research Questions
The main purpose of this study was to improve the reading performance of
grades 2 to 6 pupils of Bantigue ES using Project BEST STARS
Specifically, it sought to answer the following questions:
1. What is the reading performance in English of grades 2 to 6 pupils before the
implementation of Project BEST STARS?
2. What is the reading performance in English of grades 2 to 6 pupils after the
implementation of Project BEST STARS?
3. Is there a significant difference in the reading performance in English of grades
2 to 6 pupils before and after the implementation of Project BEST STARS?
4. What is the implication of the findings to this action research for increasing the
reading performance of pupils in Bantigue Elementary School?
B. Hypothesis
II.
BRIEF REVIEW OF
RELATED
LITERATURE AND
STUDIES
H0 There is no significant difference in the reading level of grades 2 to grade 6
pupils of Bantigue Elementary School in English before and after the
implementation of Project BEST STARS.
This part presents some literature and studies conducted by various
authors, writers, and researchers. This literature and studies are deemed
essentially related to the present study.
Factors Affecting Reading Performance
According to Anderson, (2018), a child's reading ability can be
affected by many factors including background knowledge, ability, home
environment, school experiences a nd interest level. However, poor
reading performance is most directly linked to a child's success with five
early literacy skills--phonemic awareness, alphabetic principle, fluency,
vocabulary and comprehension. By understanding and nurturing these
five fundamental skills, parents and teachers can better encourage
successful reading performance.
Phonemic awareness is the ability to hear and orally manipulate
the individual sounds that make words. This skill is performed entirely
with oral, not written, language. Students with strong phonemic
awareness are better prepared to sound out words while reading and
more likely to become fluent, proficient readers. Phonemic awareness
includes the ability to segment words into individual sounds, blend
sounds to produce words, recognize words with sentences, distinguish
syllables and identify and produce rhyming words. Phonemic awareness
can be a difficult task for young students and must be explicitly taught
to early readers.
The alphabetic principle encompasses recognition of letters, an
understanding that words are made from individual letters and the ability
to connect sounds with letters in print. Working with the alphabetic
principle means deciphering the alphabetic code of words. Decoding, or
sounding out words, is an essential skill involved with the alphabetic
principle
Fluency involves the accuracy and speed of a student's reading.
A fluent reader is able to read text correctly, quickly and with appropriate
voice tone. Gaining fluency makes reading a more pleasurable and less
stressful experience for students. Fluent readers are usually able to read
almost effortlessly. This allows them to concentrate their efforts on
comprehension and vocabulary as opposed to decoding and recognizin g
words.
Vocabulary involves gaining meaning from words while reading.
Essentially, a student cannot comprehend or construct meaning from
text without understanding the words within the passage. A child with
strong vocabulary knowledge is able to read more fluently and with more
purpose. A child's vocabulary grows daily through conversation, reading,
direct instruction and life experiences. Reading aloud to children every
day and explicitly teaching
selected words help
nurture
strong
vocabulary knowledge.
Comprehension involves constructing meaning from what is being
read. Reading truly has no purpose without comprehension. In order to
comprehend text, a reader must actively and intentionally think about
and analyze meaning while reading.
The above mentioned factors affecting the reading abilities of the
pupils are related in the present study since these are the same factors
affecting the reading abilities of the respondents. It is necessary to
support the findings of this study,
Impact of Interventions in the Reading Performance of the Pupils
Cimmiyotti, (2013) narrated that school systems are often challenged to
meet the needs of pupils who are not performing at grade level expectations and
provide support services to help those pupils to close the achievement gap. One
program that has been adopted in the hopes of achieving that goal is Response
to Intervention (RtI) which promotes early intervention for pupils who are only
slightly behind their peers; however, the department’s funding is not available to
operate this type of program. If schools cannot independently fund an RtI program,
pupils must struggle until they fall far enough below benchmark to qualify for
special education services, which are state funded. Logically, as the achievement
gap grows larger, the odds of pupils closing it become increasingly less likely.
Schools must take action early, but a full scale RtI program that can target pupilts'
needs in multiple subject areas is expensive. For school sites where funding is
limited, such as the one involved in this study, it is possible that the limited
resources available for early intervention programs can be allocated towards a
single subject area which can improve student performance in other areas.
Tutor, Baker & Gersten (2015) conducted a study that evaluated the
effects of providing reading interventions to English learners who were at risk for
experiencing academic difficulties, including pupils with learning disabilities.
Findings suggested significant moderate-to-large effects in reading or listening
comprehension. The interventions in these studies included explicit instruction,
and 10 used published intervention programs.
The beneficiaries in the study conducted by Saba (2013) were able to read
and at the same time developed responsiveness, responsibility, improved their
character and became aware of the importance of education. Thus volunteer
tutors of this project had taught the pupils more than reading ability. After running
the “Boluntaryong Lunas Basa” for six school years, from 2006-07 to 2011-12, the
contribution of this project had remarkable output: 100% of the beneficiaries were
promoted to the next level and the second batch of beneficiaries graduated in
2013.
In an action research conducted by Brizuela & Morales (2017), the use of
Microsoft One Note application in increasing the reading level of grade 6 pupils
were found to be effective. The reading level of 46 grade 6 pupils of Isabang
Elementary school improved after the implementation of the intervention program.
In addition, Combalicer (2017), found the intervention program he
investigated effective in improving the reading comprehension and academic
performance after its implementation. A total of 169 pupils were directly involved
in the implementation of the remedial reading teaching strategies. These pupils
demonstrated
improvement
in
reading
comprehension
and
academic
performance after its implementation.
Moreover, the intervention program used by Repaso (2018) improved the
oral reading level of grade four pupils of Mauban South Elementary School. The
research utilized the Philippine Informal Reading Inventory (Phil – IRI) as the data
gathering instrument for pre – test and post – test. The findings revealed that there
was an improvement in the reading level of grade four pupils after the conduct of
AHHORA.
The above mentioned literature surveys are deemed necessary in the
current study since they tackled about the effectiveness of the intervention
program used in improving the reading performance of the pupils. These
literatures are much important to support the findings of the current study.
Theoretical Framework
Figure 1. The Theoretical Framework
Because pupils who struggle with reading do so for different reasons,
reading interventions must be tailored to meet the specific, but always complex,
needs of individual pupils. This study is anchored in the theories of reading known
as “theories of action” that underlie different approaches to reading intervention
while also acknowledging the critical role that teachers play in this endeavor.
Theories of Action highlighted three approaches to reading intervention, two that
focus on instructional content and one that focuses on the intervention process as
well as its content. These approaches vary in their diagnostic and instructional
foci: 1. Emphasis on the phonological bases of reading 2. Emphasis on reading
comprehension strategies 3. Emphasis on the process of individualized
instruction.
The theory of action that underlies the phonological approach is that, for
some pupils, the source of— and potentially the sole reason for—their reading
difficulties lie at the phonological level. This theory is consistent with Stanovich’s
(1988) phonological-core variable-difference model. According to this model,
there are two types of poor readers: what Stanovich calls “garden-variety poor
readers” (p. 590), who have difficulty across many aspects of the reading process,
and “reading disabled” or “dyslexic” readers, who have a specific difficulty with the
phonological aspects of reading.
The theory of action that underlies this approach is that some students have
trouble with comprehension because they have difficulty connecting what they
read with what they already know. This theory is consistent with Kintsch’s (1998)
construction integration model of text comprehension. According to this model, at
the same time that readers are making sense of the text itself, by constructing
what Kintsch calls the “textbase,” they are also—and simultaneously—integrating
that information with the interests, purposes, and prior knowledge and
experiences they bring to the reading task to form the “situation model.”
The theory of action that underlies this approach is the principle that reading
difficulties do not stem from one source for all pupils and that the very nature of
an individual’s reading ability is variable and depends on a constellation of factors
related to a specific reading task. This theory is consistent with Lipson and
Wixson’s (1986) interactive model of reading disability. According to this model,
reading ability (or disability) is dependent on interactions between multiple factors,
including the text, the reader, and the context.
Conceptual Framework
A child's reading skills are important to their success in school as they will
allow them to access the breadth of the curriculum and improve their
communication and language skills. In addition, reading can be a fun and
imaginative time for children, which opens doors to all kinds of new worlds for
them. reading for pleasure makes a big difference to children’s educational
performance. Likewise, evidence suggests that children who read for enjoyment
every day not only perform better in reading tests than those who do not, but also
develop a broader vocabulary, increased general knowledge and a better
understanding of other cultures.
Project BEST STARS is an intervention program intended to improve the
reading performance of non – readers, poor readers and slow readers of grades
2 to grade 6 pupils of Bantigue Elementary School.
The pre – test and post – test were given by the school heads during the
district’s reading assessment. The results of the pre – test and post – test were
compared to see if there is a significant difference in the reading performance of
Grades 2 to 6 pupils of BES.
The result is assumed to reveal the effectiveness of the intervention
program.
Figure 2 exhibits the study’s research paradigm.
Figure 2. The Research Paradigm
III. SCOPE AND
LIMITATIONS
The main focus of this action research was to improve the reading
performance of Grades 2 to 6 of BES using Project BEST STARS. It also aimed
to measure the significant difference in the reading performance of Grades 2 to 6
before and after the implementation of Project BEST STARS. The action research
covered 158 grades 2 to 6 pupils of Bantigue ES of school year 2018 – 2019.
IV. METHODOLOGY
Research Design
The research is basically quantitative in nature as it utilized quasiexperimental method. This method of research requires pre-test and post – test.
The results of which were compared in order to measure the effectiveness of the
intervention used by the researcher.
Population and Sampling
The respondents of the study were the 57 grades 2 to grade 6 slow readers,
poor readers and non – readers who were identified during the pre – reading
evaluation conducted by the school heads. These respondents were purposively
chosen. As a purposive sampling, the researcher considered the following in the
selection of respondents: (a) pupil enrolled in BES in 2018 – 2019; (b) grades 2 to
grade 6 pupils; those who have identified to have difficulty in reading during the
pre – reading evaluation and willing to serve as a respondent of this study.
Ethical Considerations
Parents orientation was conducted before the implementation of the
research. Inclusion criteria are the characteristics that the respondents must have
in order to be included in the study. The respondents included in this study were
grades 2 to grade 6 pupils of Bantigue Elementary School Pagbilao District 1 of
school year 2018 – 2019.
Exclusion criteria are the characteristics that the respondents lack in order
not to be included in the study. In this study the respondents not willing to
participate, pupils who are not in grades 2 to grade 6 and other personnel who do
not have information in the study.
A respondent can leave a research study at any time. When withdrawing
from the study, the respondent should let the researcher know that he/she wishes
to withdraw. A respondent may provide the researcher with the reason(s) for
leaving the study, but is not required to provide their reason.
Instrumentations
The prepared reading evaluation tool used by the school head assigned for
each grade level was the instrument in the study.
Data Gathering Procedures
The pre – test reading assessment was given by the school heads during
beginning of school year. After getting the result, profiling of the reading level of
pupils was made to identify pupils who has poor reading abilities. Implementation
of Project BEST STARS was implemented to addressed the reading gaps of the
pupils.. At the end of the school year post – test reading assessment was given
by the school heads. The pre – test and post – test were 2 different stories
composed of 50 words with 3 comprehension questions. Results of the
assessment were handed to the teachers right after the evaluation.
The data were then retrieved accordingly for presentation, analysis and
interpretation.
Statistical Treatment
The first and second specific problems were answered completely through
the use of Arithmetic Mean which was obtained by using this formula:
Where:
ΣX
N
= the sum of all data values
= the number of data items in population
The third specific problem was completely answered through the first and
second parts of the questionnaire. Simple mean, standard deviation, and t-test
were used to treat the data statistically. The following are the formulas:
Simple Mean
X = ∑X𝟏
N
where: ∑X1 refers to the sum of X1 values
N is the number of items
t - test
where: 𝑋1 = means the first sample
𝑋2 = means the second sample
𝑆1 = standard deviation of the second sample
𝑆2 = standard deviation of the second sample
𝑛1 = number of items in the first sample
𝑛2 = number of items in the second sample
V. RESULTS AND
DISCUSSION
After interpreting the data, the following findings were derived:
1. Reading Performance in English of Grades 2 to 6 Pupils Before the
Implementation of Project BEST STARS
Table 1
Reading Performance in English of Grades 2 to 6 Pupils Before the
Implementation of Project BEST STARS
Non –
Reader
Grade
Level
Number
Tested
Poor
Reader
Slow
Reader
Reader
TOTAL
MEAN
MPS
SD
f
%
f
%
f
%
f
%
f
2
20
3
15%
1
5%
5
25%
11
55%
100%
3.2
80.00
1.10
3
30
0
0
5
17%
10
33%
15
50%
100%
3.33
83.25
1.28
4
34
1
3%
7
21%
3
9%
23
68%
100%
3.41
85.25
1.31
5
43
1
2%
9
21%
16
37%
17
40%
100%
3.14
78.50
1.35
6
31
0
0
0
0
1
3%
30
97%
100%
3.97
99.25
1.29
TOTAL
158
5
3%
22
14%
35
22%
96
61%
100%
3.41
85.25
1.27
Table 1 reveals the reading level of pupils from grades 2 to grade six in
English. The mean percentage score of 85.25 indicates that there were pupils who
were not performing well in reading. The gathered data shows the existence of 5
or 3% non – readers, 22 or 14% poor readers, 35 or 22% slow readers and 96 or
61% readers.
The overall picture implied that 57 or 36% pupils have low performance in
terms of reading.
These findings were supported by the study conducted by Anderson,
(2018), which stated that a child's reading ability can be affected by
many
factors
including
background
knowledge,
ability,
home
environment, school experiences and interest level. However, poor
reading performance is most directly linked to a child's success w ith five
early literacy skills; phonemic awareness, alphabetic principle , fluency,
vocabulary and comprehension. By understanding and nurturing these
five fundamental skills, parents and teachers can better encourage
successful reading performance.
2. Reading Performance in English of Grades 2 to
6 Pupils After the
Implementation of Project BEST STARS
Table 2
Reading Performance in English of Grades 2 to 6 Pupils After the
Implementation of Project BEST STARS
Grade
Level
Number
Tested
Non –
Reader
f
%
Poor
Reader
f
%
Slow
Reader
f
%
Reader
f
%
TOTAL
MEAN
MPS
SD
2
19
0
0%
1
5%
1
5%
17
89%
100%
3.74
93.50
1.06
3
29
0
0%
0
0%
1
3%
28
97%
100%
3.97
99.25
1.27
4
33
0
0%
0
0%
0
0%
33
100%
100%
4.00
100.00
1.31
5
42
0
0%
1
2%
2
5%
39
93%
100%
3.90
97.50
1.35
6
32
0
0%
0
0%
0
0%
32
100%
100%
4.00
100.00
1.30
TOTAL
155
0
0%
2
1%
4
3%
149
96%
100%
3.92
98.00
1.26
Table 2 discloses the reading performance of grades 2 to 6 pupils in English
after the implementation of Project BEST STARS. The data shows that there are
0 non – readers, 2 or 1% poor readers, 4 or 3% slow readers and 149 or 96%
readers.
The gathered data implied that Bantigue ES is contributing to the attainment
of Division of Quezon’s DEDP Goal No. 3 which is to improve quality of instruction
with emphasis on mathematical and scientific skills, comprehension and critical
thinking.
These findings were supported by the study conducted by Cimmiyotti,
(2013) which narrated that school systems are often challenged to meet the needs
of pupils who are not performing at grade level expectations and provide support
services to help those pupils to close the achievement gap. One program that has
been adopted in the hopes of achieving that goal is Response to Intervention (RtI)
which promotes early intervention for pupils who are only slightly behind their
peers. Project BEST STARS is Bantigue ES’s answer to support the learning
needs of the pupils who have difficulties in reading.
In addition, a similar study conducted by Saba (2013) stated that pupils were
able to read and at the same time developed responsiveness, responsibility,
improved their character and became aware of the importance of education. Thus
volunteer tutors of the project had taught the pupils more than reading ability. After
running the “Boluntaryong Lunas Basa” for six school years, the contribution of
this project had remarkable output: 100% of the beneficiaries were promoted to
the next level and the second batch of beneficiaries will graduate in 2013. Project
BEST STARS, just like “Boluntaryong Lunas Basa” was on its four years of
implementation. The project gradually decreases the number of non – readers,
poor readers and slow readers each year.
3. T – Test on the Significant Difference in the Reading Performance in
English of Grades 2 to 6 Pupils Before and After the Implementation of
Project BEST STARS
Grade Level
II
III
IV
V
VI
Mean
Variable
Pre – test
and Post –
test result
Pre – test
Post – test
3.2
3.33
3.41
3.14
3.97
3.41
3.74
3.97
4.00
3.90
4.00
3.92
Computed
t-value
Critical
t-value
Decision
Impression at
0.05 level
4.550670
1.860
Reject Ho
Significant
Table 3 reveals the T – test on the significant difference in the reading
performance of grades 2 to 6 pupils in English before and after the
implementation of Project BEST STARS. Since the computed t – value is
higher than the critical value at 0.05 level of significance; it means that there
is a significant difference in the reading of grades 2 to grade 6 pupils of
Bantigue Elementary School. This implies that the post – test result is
significantly better than the reading level in pre – test. This further implies that
Project BEST STARS is an effective reading intervention program. The
improvement in the reading performance of grades 2 to 6 pupils in the post –
test justified the effectiveness of the project.
4. Implication of the Findings to this Action Research for Increasing the
Reading Level of Pupils in Bantigue Elementary School
Intervention program comes in when the reading performance of pupils does
not match with the outcome of teaching. An intervention program is needed for
slow and non – reading pupils, because reading opens the door to a number of
opportunities for growth and development. There are various factors that can
affect the ability and the willingness of the pupils to read. Through Project BEST
STARS, the pupils are given the opportunity to love reading, increase phonemic
awareness, develop skillful study habits and helped pupils to listen and read with
comprehension.
Conclusions
1. There was a marked improvement in the reading performance of Grades 2 to
6 pupils after the implementation of Project BEST STARS.
2. Project BEST STARS was found effective in improving the reading
performance of the respondents.
3. An intervention program is needed for slow and non – reading pupils,
because reading opens the door to a number of opportunities for growth and
development.
VI. RECOMMENDATIONS
Based on the conclusions the following recommendations were formulated:
1. The teachers should conduct profiling of reading abilities of pupils at the
beginning of school year to identify pupils who have reading difficulties.
2. Project BEST STARS should continuously be implemented in the future to
address the reading difficulties of the pupils.
3. A parallel action research should be conducted to continuously monitor the
reading progress of the pupils.
VII.
LIST OF
REFERENCES
Anderson, J. (2018). What are the factors affecting reading performance?
Retrieved from: https://classroom.synonym.com/factors-affecting-readingperformance-8131482.html
Brizuela, J. And Morales, Z. (2017). Effects of Microsoft One Note application in
increasing the reading level of selected grade VI pupils of Isabang
Elementary School. Kalilayan Regional Research Conference for
Education.
Cimiyotti, C. (2013). Impact of reading ability on academic performance at the
primary level. Retrieved from: https://scholar.dominican. edu/cgi/
viewcontent.cgi?article=1126&context=masters-theses
Combalicer, L. (2017). Remedial reading teaching strategies relative to reading
comprehension skills and academic performance among grade 7 students
in Binulusan Integrated School. Kalilayan Regional Research Conference
for Education.
Repaso, S. (2018). Improving the English oral reading level of grade IV – Ilang –
Ilang through AHHORA (A Half – Hour Oral Reading Activity). The
Quezonian Educators. Vol.5, Issue No. 2.
Saba, M.Z. (2013). The impact of “Boluntaryong Lunas Basa” on the lives of the
pupils of Nueva De Febrero Elementary School. Retrieved from: https:/
/ejournals.ph/article.php?id=2951
Tutor, C., Baker, D., & Gersten, R. (2015). The effectiveness of reading
interventions for English learners: A research synthesis. Retrieved from:
https://www.researchgate.net/publication/ 281388801_ The_
Effectiveness_ of_Reading_Interventions_for_English_Learners_A_
Research Synthesis
VII. APPENDICES
APPENDIX A
Bantigue Elementary School
Intervention Program in Reading
I. Title
Project BEST STARS (Bantigue Elementary School Teachers Strategies to
Achieve Reading Success)
II. Background/Rationale
The existence of non – readers, poor readers and slow readers among
grades 2 to grade 6 pupils during the district’s pre – test reading assessment
initiated this intervention.
To be successful readers, pupils should be taught to be strategic readers
who know which strategies to apply to a different type of learners.
III. Objectives
Project BEST STARS aimed to:
1. To eliminate the number of non – readers from 5 to 0.
2. To decrease number of poor readers by 80% from 22 pupils to 4
3. To decrease number of slow readers by 80% from 35 pupils to 7
IV. Expected Outcomes
The following are expected after the implementation of the project:
1. Zero non – readers from grades 2 to grade 6
2. Decreased number of poor readers by 80%
3. Decreased number of slow readers by 80%
V. Prime Movers
 School head
 Teachers
 Pupils
 PTA
 LGU
VI. Strategies
 Technology – assisted reading
 Special reading sessions
 Peer teaching
 Group reading
 Each One Teach One
 Drop Everything and Read (DEAR)
 Project IMIK (Isang Magulang, Isang Kuwento)
 Reading Remediation
VII. Project Duration
July 2018 to February 2019
VIII. Monitoring and Evaluation
 Pre – test Reading Assessment by School Heads
 Mid – year School Initiated Reading Assessment
 Post – test Conducted by School Heads
Prepared by
ELIZABETH F. GUTIERREZ
T - III
Noted:
FRANCISCO V. MEDENILLA
ESHT - III
APPENDIX B
Project BEST STARS
Work Plan
Activities
1. Pre – reading
assessment
2. Profiling of
reading
performance of
pupils
3. Parent orientation
4. Establishing
project partners
5. Project
Implementation
6. Mid – year
school initiated
reading
evaluation
7. Post reading
assessment
8. Analyzing
assessment
result
July Aug
Sept Oct
Nov Dec Jan
ELIZABETH F. GUTIERREZ
SIGNATURE OVER PRINTED NAME OF THE RESEARCHER
MELCHOR L. ELORDE
SIGNATURE OVER PRINTED NAME OF THE RESEARCHER
Feb
ZENAIDA B. PACILDO
SIGNATURE OVER PRINTED NAME OF THE RESEARCHER
JING – JING D. JIMENEZ
SIGNATURE OVER PRINTED NAME OF THE RESEARCHER
MARIA ELENA M. RAZOL
SIGNATURE OVER PRINTED NAME OF THE RESEARCHER