The Impact of Technology-Enhanced Learning Tools on

Engagement Levels of Grade 11 GAS Students at Agusan

Del Sur National High School

A Quantitative Research Paper in Senior High Department submitted as

partial fulfillment of the requirements in Practical Research 2

Gindap Christian Rommel,

Librero Jenifer,
Maboloc Jiro Vince,
Paradero Daphne Jane, D.
_________________________
Researchers

December, 2024

CERTIFICATE OF APPROVAL
 This research attached hereto, titled ______________________prepared and
submitted by as their partial requirement for the Subject Inquiries, Investigation,
Immersion

JENNYVI H. PAPELLERO
Subject Teacher/Adviser

Approved as their research paper for the Subject Inquiries, Investigation,

Immersion by the School Research Committee

MARLI N. LASTIMADO, LPT JOSEPHINE V. CUIZON, LPT

Head, Ethics Review Head, Instrument Validation
Review

GIOVANNE P. LAPAY, LPT, MIS JENNYVI H. PAPELLERO, LPT

Head, Plagiarism & Authenticity Review Head, Technical Review

JHUNREY P. DAMIAN, LPT

Co-chairman, SHS School Research Committee

JENNYVI H. PAPELLERO, LPT, MASE

Chairman, SHS School Research Committee

Accepted as their research paper for the Subject Inquiries, Investigation,

Immersion, SY 2023-2024

BALTAZAR R. SAUSA, MT-II

SHS-Asst Principal
Date: _________

VENUS A. DECINILLA-BAJAO
School Principal IV
Date: _________

*for group research, write the name of the team leader, et. al. (example: JUAN P. DELA
CRUZ, et. al.) **can be changed based on the requiring subject/agency

2
3
 ABSTRACT

ACKNOWLEDGMENT

4
DEDICATION

5
TABLE OF CONTENTS

Title Page ………………………………………………………………………………….. i

Approval Sheet…………………………………………………………………………… ii
Abstract ………………………………………………………………………………….. iii
Acknowledgments (optional) ..……………………………………………………….. iv
Dedication (optional) ………………………………………………………………….. v
Table of Contents ……………………………………………………………………….. vi
List of Tables ……………………………………………………………………………. vii
List of Figures……………………………………………………………………………
viii
List of Appendices………………………………………………………………………. ix

Chapter 1. THE PROBLEM & ITS BACKGROUND……………………………… …. 1

1.1 Introduction…………………………………………………………………….. 1
1.2 Statement of the Problem (and hypotheses if applicable) ………………
5
1.3 Significance of the Study………………………………………………………. 6
1.4 Scope and Delimitation of the Study ………………………………………. 7
1.5 Definition of Terms ………………………………………………………… 8
1.6 Theoretical/Conceptual Framework……………………
1.7 Review Of Related Literature…………………………………………….. 9

Chapter 2. RESEARCH METHODOLOGY………………………………………… 10

2.1Research Design………………………………………………………………. 10
2.2Participants of the Study …………………………………………………… 11
2.3 Setting of the Study………………………………………………………… 12
2.4 Research Instrument.………………………………………………………….. 13
2.5 Data Gathering Procedure…………………………………………………… 14
2.6 Statistical Treatment………………………………………………………… 15

6
 LIST OF TABLES

Table No. Table Title Page

2.1.1 Distribution of Respondents from Grade 11 GAS Students 21

2.1.2 Five-Point Likert Scale 24

4.1.1

4.1.2

4.1.3.

7
 LIST OF FIGURES

Figure Figure Title Page

1 Theoretical Framework 13

2 Conceptual Framework 14

3 Map of Agusan del Sur 22

8
 LIST OF APPENDICES

Appendix Appendix Title Page

A Research Instrument 22

B Validation Tool for Research Instrument

C Letter to the Principal

D Letter to the Respondents

E Curriculum Vitae

9
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

1.1 Introduction

This study looks at how technology-enhanced learning (TEL) tools affect

the engagement levels of Grade 11 General Academic Strand (GAS) students at

Agusan Del Sur National High School. With the growing use of digital tools in

education, it's important to understand how these tools impact students'

involvement in learning and their academic performance. The main goal of this

research is to find out how often students use these tools in their daily studies,

how they affect their engagement, and if they help improve learning outcomes.

To gather information, surveys were given to students to learn about their

experiences with using technology in their lessons. The results show that using

TEL tools helps increase student engagement and improve academic

performance. However, the study also points out some challenges, like making

sure all students have equal access to these tools. Overall, the findings highlight

the potential of technology to improve education when used in the right way.

Technology-enhanced learning (TEL) has become a key element in

modern education, offering students new ways to engage with content beyond

traditional classroom settings. The integration of tools such as Virtual Learning

Environments (VLEs) and online modules has been shown to enhance student

engagement by providing interactive, flexible learning opportunities (Kirkwood &

Price, 2014). Studies indicate that TEL can lead to improved academic

10
performance, especially when it promotes active participation, collaboration, and

personalized learning (Walker, Voce, & Ahmed, 2012). However, the

effectiveness of TEL varies depending on factors such as the course design and

the extent of teacher training. For instance, while some research shows a

correlation between increased VLE usage and higher engagement, it does not

always guarantee improved academic outcomes (Laurillard, 2011). In the case of

Grade 11 GAS students at Agusan Del Sur National High School, TEL tools may

foster deeper engagement if integrated effectively into the curriculum, provided

students have the necessary access and support. The success of TEL in

secondary education relies on a balance of appropriate resources, technology

access, and teacher competence.

This study addresses the gap in research concerning the impact of

technology-enhanced learning (TEL) tools on student engagement in secondary

education, specifically focusing on Grade 11 General Academic Strand (GAS)

students at Agusan Del Sur National High School. While the benefits of TEL in

higher education are well-documented, there is limited research on its

application and effectiveness in secondary schools, particularly in rural areas

with varying levels of technological access. This research aims to fill this gap by

examining how frequently GAS students utilize TEL tools, the effects on their

engagement levels, and any improvements in their academic performance.

Preliminary findings suggest that TEL positively impacts student

engagement, though challenges related to equal access to technology

remain. By investigating this specific context, the study provides valuable

insights into how TEL can transform educational practices and enhance

11
learning outcomes in secondary education, particularly in areas where

resources and infrastructure may be limited

This study is important because it looks at how technology-enhanced

learning (TEL) tools affect student engagement in secondary education,

specifically among Grade 11 General Academic Strand (GAS) students at Agusan

Del Sur National High School. While much research has been done on TEL in

higher education, there is little focus on its use in high schools, especially in rural

areas where technology access may be limited. By exploring how TEL tools

influence student engagement and academic performance, this study provides

valuable insights into how these tools can improve learning in schools with fewer

resources. The findings can help teachers use TEL more effectively in their

lessons, guide policymakers to ensure equal access to technology for all

students, and provide a basis for future research on TEL in high school

education. This research is timely and necessary because it shows how TEL can

enhance student learning and engagement, offering useful ideas for improving

teaching methods and educational policies.

This study focuses on the impact of technology-enhanced learning (TEL)

tools on the engagement levels of Grade 11 General Academic Strand (GAS)

students at Agusan Del Sur National High School. The primary scope of the

research includes assessing the frequency of TEL tool usage, its effect on

student engagement, and any improvements in academic performance, based

on surveys conducted with the students. The study is limited to the specific

context of this high school, so the findings may not be directly applicable to

other schools, particularly those with different technological resources or

12
educational settings. Additionally, the study is based on self-reported data from

students, which may be subject to biases such as social desirability or inaccurate

perceptions of their engagement. Another limitation is that the research does

not explore the long-term effects of TEL on student engagement or academic

performance beyond the duration of the study. Lastly, while the study addresses

the use of TEL tools, it does not account for all possible external factors, such as

teacher training or home environment, that could also influence student

engagement and academic outcomes.

The background of this study highlights the increasing integration of

technology-enhanced learning (TEL) in education, particularly in higher

education, but with limited focus on its application in secondary schools,

especially in rural areas. While TEL has been shown to improve student

engagement and learning outcomes in universities, there is a gap in

understanding its specific impact on high school students, particularly those in

rural schools with limited access to technology. This research addresses this gap

by focusing on Grade 11 General Academic Strand (GAS) students at Agusan Del

Sur National High School, aiming to explore how TEL tools affect student

engagement and academic performance. The study is necessary because it

provides insights into the potential benefits and challenges of TEL in secondary

education, which can inform teaching practices, policy decisions, and future

research in this area.

13
1.2 Theoretical/Conceptual Framework

Figure 1. Conceptual Framework

This study is based on educational theories that explain how technology-

enhanced learning (TEL) tools can influence student engagement. One key idea

is that students learn best when they are actively involved in their learning

process. TEL tools, such as online platforms and interactive applications, provide

opportunities for students to engage directly with learning materials, collaborate

with peers, and receive feedback. This active involvement in learning can help

students understand and retain information better. Another important idea is

14
that student engagement is linked to three basic needs: the ability to make

choices in their learning, the sense of mastering tasks, and the desire to connect

with others. TEL tools that allow students to control their learning, track their

progress, and interact with others can help meet these needs, making students

more engaged in their studies.

Figure 2. Conceptual Framework

The conceptual framework for this study looks at how the use of TEL tools

affects student engagement and academic performance. It suggests that the

more frequently and effectively students use TEL tools, like digital learning

platforms or interactive assignments, the higher their level of engagement will

be, which can lead to better academic performance. Engagement is seen as the

involvement of students in their learning in three ways: thinking about the

content, feeling motivated, and participating actively. The framework also

15
considers other factors that may influence how students use TEL tools, such as

access to technology, the teacher's ability to use these tools, and students'

previous experiences with technology. These factors can affect how well TEL

tools improve student engagement. This framework will guide the study of how

TEL tools impact engagement and academic performance among Grade 11 GAS

students at Agusan Del Sur National High School.

1.3 Statement of the Problem

This study aims to examine the impact of technology-enhanced learning (TEL)

tools on the engagement levels of Grade 11 General Academic Strand (GAS)

students at Agusan Del Sur National High School. Specifically, the study seeks to

answer the following questions:

1. What is the demographic profile of Grade 11 GAS students at Agusan Del

Sur National High School in terms of:

1.1Age

1.2Gender

1.3 Section

2. What is the perceived level of technology-enhanced learning tools in

relation to student engagement among Grade 11 GAS students?

3. Is there a significant relationship between the use of technology-enhanced

learning tools and the engagement level of Grade 11 GAS students at

Agusan Del Sur National High School?

16
Null/Alternative Hypotheses

Based on the problems above, the following null/alternative hypotheses are

proposed:

 Ho1: There is no significant relationship between the demographic profile

(age, gender, section) of Grade 11 GAS students and their engagement

with technology-enhanced learning tools.

 Ho2: The perceived level of technology-enhanced learning tools does not

significantly affect the level of student engagement among Grade 11 GAS

students.

 Ho3: There is no significant relationship between the use of technology-

enhanced learning tools and the engagement level of Grade 11 GAS

students at Agusan Del Sur National High School.

1. 4 Significance of the Study

This study is significant because it explores the impact of technology-

enhanced learning (TEL) tools on student engagement, specifically among Grade

11 General Academic Strand (GAS) students at Agusan Del Sur National High

School. By examining how these tools influence student engagement and their

academic performance, this research aims to provide a deeper understanding of

the role of technology in modern education. The findings will be valuable to

educators by helping them understand how the integration of TEL tools can

enhance the learning experience, increase student participation, and improve

academic outcomes.

17
 Furthermore, the study will offer insights into the demographic factors

such as age, gender, and section, which may affect how students engage with

technology. This knowledge can guide educators in personalizing the use of TEL

tools to suit the needs of different student groups. Policymakers and school

administrators can also use the study's results to develop informed strategies

and policies that promote the effective use of technology in schools. Overall, this

research will contribute to improving educational practices, providing a clearer

path for incorporating technology in classrooms to foster greater student

engagement and academic success.

1.5 Scope and Limitation of the Study

This study aims to assess the impact of technology-enhanced learning

(TEL) tools on the engagement levels of Grade 11 General Academic Strand

(GAS) students at Agusan Del Sur National High School. The main focus of the

study is to determine how the use of TEL tools influences student engagement

and academic performance. The study will specifically examine demographic

variables such as age, gender, and section of the students and explore their

perceptions of the TEL tools used in their academic activities. The research will

be conducted during the academic year 2024–2025, and data will be collected

through surveys distributed to the Grade 11 GAS students. The survey will

gather information on their frequency of TEL tool usage, engagement levels, and

overall learning experiences. The study will involve Grade 11 GAS students from

Agusan Del Sur National High School as the participants, and the findings will be

18
analyzed to understand the relationship between TEL tools and student

engagement.

The scope of this study is limited to the use of TEL tools and its direct

effect on student engagement, focusing on the variables of age, gender, section,

and student perceptions. Other factors that may influence student engagement,

such as socio-economic background, parental involvement, and personal

motivation, are not part of the study. Additionally, the study does not address

long-term impacts of TEL tool usage or explore the effectiveness of different

types of TEL tools outside the context of this particular school setting. Other

factors not stated in this section, such as the influence of teacher training or

institutional policies on the use of technology, are beyond the scope of this study

1.6 Definition of Terms

Technology Enhanced Learning- the implementation of technology into

teaching methods to enhance the learning process.

Virtual Learning Environments- a platform used in education to give access

to educational content online.

1.7 Review of Related Literature

The integration of technology-enhanced learning (TEL) tools has been

widely acknowledged for its ability to engage students and improve learning

outcomes. Previous research has shown that the use of technology in the

19
classroom can lead to increased interaction with learning materials, allowing

students to engage with content more deeply and meaningfully. Salmon (2013)

noted that TEL tools provide real-time feedback and encourage active

participation, which can help students stay engaged, especially in challenging

subjects like mathematics. Furthermore, Cabral (2020)highlighted that

technology enables students to visualize abstract concepts, enhancing both

procedural and conceptual understanding. These findings are particularly

relevant in the context of secondary education, where student engagement is

critical to maintaining focus and improving academic performance. However,

there is limited research on TEL’s specific impact in rural high schools, where

access to technology may be more restricted, and this study aims to fill this gap

by exploring how TEL tools affect Grade 11 GAS students in a rural setting like

Agusan Del Sur National High School.

Hegedus, Dalton, and Tapper (2015) conducted a study on the impact of a

technology-enhanced curriculum in advanced algebra classrooms in the United

States. Their findings demonstrated that replacing the traditional curriculum with

interactive software and wireless networks led to significant improvements in

student performance, particularly in both procedural and conceptual algebra

problems. In their research, students in non-honors classes using

the SimCalctechnology suite showed greater learning gains compared to their

peers in traditional settings. The study also revealed that the technology-driven

approach significantly boosted student engagement by encouraging active

participation and deeper interaction with the content. This is especially relevant

to your study, as it shows how technology can bridge gaps in performance and

engagement, even in classrooms that may not traditionally be seen as high-

20
achieving. While Hegedus et al. (2015) focused on advanced algebra, their

findings can be extended to other subjects, suggesting that technology-

enhanced tools could similarly increase engagement and performance

among Grade 11 GAS students at Agusan Del Sur National High School. This

provides useful insights into how TEL tools could be leveraged to improve

engagement in secondary education, particularly in rural settings where access

to resources may be more limited.

21
 Chapter 2

RESEARCH METHODOLOGY

2.1 Research Design

This study employs a descriptive-correlational research design to

investigate the relationship between technology-enhanced learning (TEL)

tools and the engagement levels of Grade 11 General Academic Strand (GAS)

students at Agusan Del Sur National High School. This design was chosen

because it allows the researcher to describe and analyze the existing

engagement levels among students using TEL tools and to explore any

significant correlations between the frequency and effectiveness of TEL tool

usage and student engagement. The study will use a survey as the primary data

collection method, enabling the researcher to gather quantitative data on

students' perceptions of their engagement with TEL tools in their classroom

activities. This approach is well-suited for identifying patterns and relationships

without altering the variables being studied..

2.2 Respondents of the Study

The participants of this study are Grade 11 GAS students from Agusan Del

Sur National High School. This group was chosen because they represent the

specific population of interest, focusing on students in the general academic

strand who are exposed to TEL tools in their learning environment. A simple

random sampling method will be used to select approximately 20 students from

different sections within the Grade 11 GAS strand, ensuring that each student

has an equal chance of being included in the sample. The margin of error for this

22
sampling will be set at 5%, providing a reliable and accurate representation of

the overall student population. Table 2.2.1 below shows the sample distribution,

which includes demographic details such as age, gender, and section.

Table 2.2.1

Distribution of Respondents from Grade 11 GAS Students

Section Population Sample Sample (Pilot testing)

per section
* Male
Female

* Male

Female

Overall Total Male

Female

2.3 Locale of the Study

This study will be conducted at Agusan Del Sur National High School,

located in the municipality of San Francisco, Agusan del Sur, Philippines. The

reason for selecting this locale is that the school caters to Grade 11 students in

the General Academic Strand (GAS), which is the target population of this

research. Additionally, Agusan del Sur is a province where access to technology

can be limited, making it an ideal setting to explore how technology-enhanced

learning (TEL) tools are used to improve student engagement in a rural context.

By focusing on this school, the study aims to provide valuable insights into how

TEL tools impact student learning in areas with fewer technological resources.

The findings could potentially inform future policies and practices on integrating

23
technology in similar schools across rural regions.

Figure 3. Conceptual Framework

2.4 Research Instrument

The primary research instrument for this study will be a survey

questionnaire designed to measure the engagement levels of Grade 11 General

Academic Strand (GAS) students at Agusan Del Sur National High School

with technology-enhanced learning (TEL) tools. The survey will include

structured questions that assess students' emotional and behavioral

engagement, focusing on their motivation, interest, and participation in activities

involving TEL tools. The questionnaire will be adapted from existing instruments

on student engagement and TEL use to ensure validity and reliability.

Additionally, a demographic questionnaire will be used to collect basic

information, such as age, gender, and section. The survey will be pilot-tested

with a small group of students to ensure clarity and appropriateness before the

24
final administration

2.5 Data Gathering Procedure

The data gathering for this study will be conducted in several phases.

First, permission will be obtained from the school administration and relevant

authorities to conduct the survey among Grade 11 General Academic Strand

(GAS) students at Agusan Del Sur National High School. After obtaining approval,

the researcher will distribute the survey questionnaires to the selected

participants during their regular class sessions. The students will be briefed

about the purpose of the study and informed of their voluntary participation and

confidentiality of their responses. The students will then be given time to

complete the surveys. Once the surveys are completed, the researcher will

collect and organize the responses for analysis. Prior to the main data collection,

a pilot test will be conducted with a small group of students to ensure the

reliability and clarity of the survey instrument. The data will be analyzed using

appropriate statistical methods to examine the relationship between the use of

TEL tools and the engagement levels of the participants

2.6 Data Analysis

The data collected from the survey questionnaires will be analyzed

using descriptive and inferential statistical methods. Descriptive statistics such

as frequency distribution, mean, and standard deviation will be used to

summarize the demographic profile of the participants and to determine the

general engagement levels of students with technology-enhanced learning (TEL)

25
tools. To assess the impact of TEL tool usage on student engagement, regression

analysis will be employed to understand how the independent variables (TEL tool

usage) predict the dependent variable (student engagement). The data will be

analyzed using Statistical Package for the Social Sciences (SPSS) or similar

software, ensuring that the results are both reliable and valid. The findings will

be interpreted to provide insights into how TEL tools impact student engagement

in the context of Grade 11 GAS students at Agusan Del Sur National High School.

Table 2.2.2 Five-point Likert Scale

Point Scale Description Qualifying Statement

1 Strongly Disagree
2 Disagree

3 Neutral

3 Agree

5 Strongly Agree

CHAPTER 3 IS NOT INCLUDED

26 AS OUR GUIDE)
(WE JUST USE THIS
 Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

3.1 Demographic Profile of Respondents (It is based on the sequence of

the research problem)

(The results of the study are discussed in detail. The order of the figures

follows the discussion themes. Discussions on how the current data compare or

contrast with previous works done).

3.2 Perception of high school students on the developed research

manual.

Table 3.1.1

Perception of high school students on the usability of the developed research

manual

Item No. Mean SD Description

1. Statement 1 3.94 0.12 Strongly Agree
2. Statement 2 3.50 0.20 Strongly Agree
3. Statement 3 3.20 0.23 Agree
4. Statement 4 2.90 0.12 Agree
5. Statement 5 4.00 0.15 Strongly Agree
General Weighted Strongly Agree
Mean

Table 3.1.1 shows the format of the table in Chapter 4 which is similar to

the table formats in the previous chapters. The table number is in sentence case

and bold format.

Example above is “Table 3.1.1”. The next line will be the name of the

table in sentence case. The table number and table name have a single spacing

with no space after the paragraph. The first paragraph is the interpretation of

27
data. You may do this by grouping all similar results (example: The table above

shows that items number 1, 2, and 5 are strongly agree with mean scores 3.94,

3.50 and 4.00, respectively. This means that the students find the research

manual very easy to use.), you may also interpret the data by

citing only the highest three and highest low, especially if you have a long list of

items or provisions.

The second paragraph is the discussion of the interpreted results. You

may do this by revisiting your Chapter 2 for related phenomenon that may

explain the similarity of your findings. Example: “The students find the research

manual very easy to use because examples on how to write the specific sections

in the research paper are present. This is because examples provide concrete

reference and elaboration of a concept as mentioned by Dela Cruz (2018)”.

12%

13% 41%

34%

Descriptive-evaluative Research Design

Completely Randomized Experimental Design
Pre-experimental, Pre-test Post-test Design
Descriptive-registration Method

28
Figure 3.1 Types of research design used by Grade 12 students in S.Y. 2022-

2023

Presentations of data using graphs or analytics should be in 2D, colored,

no shadows or other unnecessary picture formatting, and with labels in Times

New Roman, size 12, color black or white. The figure title, unlike with the table

title, should be found below the figure. It should be written in sentence case. The

figure number should be a counting continuation with the previous figure

(example: Figure 1, Figure 2,… and so on). Interpretation of data should be

emphasized in the first paragraph.

Discussion of the data should be in the second paragraph. This can be

done by citing related literature, studies, or phenomena, with corresponding

citation or source related to your findings.

Reminder, subsection in this chapter like “3.1 Perception of high school

students on the developed research manual” is a declarative form of your

research questions in chapter 1. If you have five problems, then you should have

five subsections in chapter 3.

29
 Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

4.1 Summary

Make sure that the summary of findings provides a clear in a clear and

concise/brief manner. Write the main problem of your study first, followed by a

short description of your research method (research design, sampling technique,

and data analysis) that will be carried out to attain or to answer your main

question.

4.2 Findings

A brief introduction must be written first by writing the title prior to the

presentation of findings. Then state that based on analysis and interpretation of

the data, the following findings are drawn.

Findings are the results of your analysis in chapter 3. Each finding should

be in order based on how you presented them in the previous chapter. You

should not repeat what you have written in the previous chapter. Instead,

rephrase each of them in direct, clear, and concise sentence(s).

Each finding has to be given a number, sentence case, and flash left.

30
4. 3 Conclusions

Based on the findings above, the following conclusions are drawn:

Keep in mind that in drawing conclusions it should be based on the

results/findings of your study (i.e. given one or two or more findings for research

problem number one, what conclusion/s can you derive).

Conclusions are not just repeating your findings but abstractions of the

summary of findings.

Numerical values (e.g. mean, standard deviation, t value, F ratio, etc.)

should no longer be reported in this chapter since they have already been

presented in the previous chapter. See to it that your conclusions are tied to the

research questions of your study. Like the findings, each conclusion should be

numbered, sentence case, and flash left.

The conclusion section should begin with a short introductory sentence.

Example “Based on the findings above, the following conclusions are drawn:”.

4.4 Recommendations

As synthesized from the findings and conclusions, the following

recommendations were made:

Like the findings and conclusions, recommendations should be numbered,

sentence case, and flash left. The recommendation section should begin with a

short

31
introductory sentence. Example “As synthesized from the findings and

conclusions, the following recommendations were made:”.

Aside from recommendations, you can also give the implications or

possible applications of the results of your study.

You can also suggest future research possibilities vis-a-vis research you

conducted.

32
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(Use APA referencing style)

(Books, Reference Books, and Book Chapters)
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Brody, J. E. (2007, December 11). Mental reserves keep brain agile. The New
York
Times. Retrieved from http://www.nytimes.com

(Doctoral Dissertations and Master’s Theses

For a doctoral dissertation or master’s thesis available from a database service,

use
the following reference template:)

Author, A. A. (2003). Title of doctoral dissertation or master’s thesis (Doctoral

dissertation or master’s thesis). Retrieved from Name of database.
(Accession or Order No.)

(For an unpublished dissertation or thesis, use the following template:)

Author, A. A. (1978). Title of doctoral dissertation or master’s thesis

(Unpublished
doctoral dissertation or master’s thesis). Name of Institution, Location.

(Note: Bold sentences inside the parentheses are not part of the “REFERENCES”

34
section.)

35
(Master’s thesis, from a commercial database)

McNeil, D. S. (2006). Meaning through narrative: A personal narrative discussing

growing up with an alcoholic mother (Master’s thesis). Available from
ProQuest Dissertations and Theses database. (UMI No. 1434728)

(Doctoral dissertation, from an institutional database)

Adams, R. J. (1973). Building a foundation for evaluation of instruction in higher

education and continuing education (Doctoral dissertation). Retrieved
from http:// www.ohiolink.edu/etd/

(Doctoral dissertation, from the web)

Bruckman, A. (1997). MOOSE Crossing: Construction, community, and learning in

a networked virtual world for kids (Doctoral dissertation, Massachusetts
Institute of Technology). Retrieved from http://www-
static.cc.gatech.edu/~asb/thesis/

(Doctoral dissertation, abstracted in DAI)

Appelbaum, L. G. (2005). Three studies of human information processing:

Texture
amplification, motion representation, and figure-ground segregation.
Dissertation Abstracts International: Section B. Sciences and Engineering,
65(10), 5428.

(Video)

American Psychological Association (Producer). (2000). Responding

therapeutically
to patient expressions of sexual attraction [DVD]. Available from http://
www.apa.org/videos/

(Music Recording)

Lang, k. d. (2008). Shadow and the frame. On Watershed [CD]. New York, NY:
Nonesuch Records.

(Measurement instrument)

Friedlander, M. L., Escudero, V., & Heatherington, L. (2002). E-SOFTA: System for
observing family therapy alliances [Software and training videos].
Unpublished instrument. Retrieved from http://www.softa-soatif.com/

(Note: For other reference style and format see APA Manual 6th ed.)
(Note: Bold sentences inside the parentheses are not part of the “REFERENCES”
section.)

36
 APPENDIX
Sample
Curriculum Vitae of the Student Researchers

This section is for the necessary attachments like additional instrument/s

(e.g. test/ s, survey instrument/s, interview schedule, observation guide, etc.)

letter/s of request, instructions and other supplementary tools you used in the

study. You may also include additional information that might be lengthy to

include in your main paper.

In this section, the APPENDIX X, should be written in bold, centered, and in

UPPER CASE. A CAPITAL LETTER should follow after the word APPENDIX to

indicate the succession. Below the title is the appendix description. Example,

“Letter of Permission to the School Principal”. The appendix description should

be centered with first letters of every noun, adjective, and verb are

CAPITALIZED.

37
 Appendix A
Approved Letter/s and Informed Consent

Appendix B
Validation Documents

Appendix C
Reliability Results

Appendix D
Research Instrument

Appendix E
Raw Data

Appendix F
Statistical Test Results

Appendix G
Documentation with Ethical Considerations

Appendix H
Curriculum Vitae

H1 Research Adviser
H2 Validators of the Research Instrument
H3 Student Researchers

38
 APPENDIX H

H.1 Curriculum Vitae of your Research Teacher

Full Name Jennyvi H. Papellero

Age 47
Sex Female
Address P7 San Teodoro, Bunawan
8506 Agusan del Sur
Position Master Teacher II
Designation Subject Group Head – HUMSS
1A1/Instructional Supervisor
SHS Research Coordinator
Contact Details:
Cellphone Number 09685106711 (Smart)
O9273890226 (Globe)
Email Address [email protected]
[email protected]
Facebook Account Jennyvi Heramis-Papellero (Ma’am Paps)
LinkedIn Profile Jennyvi Heramis Papellero
Google scholar link http://bitly.ws/aRjN

Education
Elementary Osmena Elementary School
Osmena, Bayugan City, Agusan del Sur
Secondary Bayugan National Comprehensive High School
Bayugan City, Agusan del Sur
Tertiary Southern Mindanao Colleges
Pagadian City, Zamboanga del Sur
Post Graduate Bukidnon State University-Main Campus
Malaybalay City, Bukidnon

Research Experience  SHS Research Coordinator 2018- 2024

 Research Teacher JHS 2006-2016
 Research Teacher SHS 2016-present
Teaching Teacher in Practical Research 1, Practical Research
2, Inquiries, Investigation and Investigation
 Research Adviser/ Instrument Validator
 Coach, Science Investigatory Project
 Capstone Project – Adviser

Research Award  Best Research Paper INFES 2022, ERU-ESA, ERC India
 Nominee 2020 Outstanding Researcher
 2021 Dinatuan Award – Outstanding Researcher
 2020 Dinatuan Award – Outstanding Research- Nominee

Employee Award  2022 Bulawanong Sulo- Outstanding Master Teacher

39
  Outstanding Coach in Science 2018-2020
 2017-2020 Outstanding Master Teacher II (School
Recognition)
 2015-2016 Outstanding Teacher (School Recognition)
 Division Awardee- Outstanding Teacher – First Datu Lipus
Makapandong Award 2013 World teachers Day
 Consistent Outstanding Teacher and Coach in Science
(Bunawan NHS)

Research Presentations  INFES 2022, ERU-ESA, ERC India (Best Poster Award)
 6th Asia-Pacific Conference on Education and Science
(AECon).
 2020 1st Regional Virtual Research Presentation
 DepEd Caraga Stakeholder’s Conference
 Panukiduki – Division of Agusan del Sur 2020, 2021, 2022

Research  Upkeeping of School Personnel Well-Being and Work

Publications Engagement through “Project LAGSIK” Worksite Stress
Management Program

International Journal of Trend in Scientific Research

and Development (IJTSRD) Volume 5 Issue 5, July-
August 2021 Available Online: www.ijtsrd.com e-ISSN:
2456 – 6470

 Teachers’ Assessment on Their Occupational and

Technological Stress in the New Normal: Basis for Wellness
Intervention Programs

International Journal of Trend in Scientific Research

and Development (IJTSRD) Volume 5 Issue 5, July-
August 2021 Available Online: www.ijtsrd.com e-ISSN:
2456 – 6470

 Gamification as an Instructional Strategy in Motivating and

Improving the Academic Performance of Students in Practical
Research 2

International Journal of Trend in Scientific Research

and Development (IJTSRD) Volume 5 Issue 5, July-
August 2021 Available Online: www.ijtsrd.com e-ISSN:
2456 – 6470

 Non-Toxic Extract from Calamansi (Citrus microcarpa) Fruit

Peel and its Inhibitory Effect against Selective Microbes: A
Promising Narrow-Spectrum Antimicrobial Drug

Academia. Edu

40
  Biosorption Capability of Kambu-Ay (Pila ampullacea) Shell as
Accumulation Indicator for Local Monitoring of Lead (Pb) and
Mercury (Hg) Pollutions In Agusan Marsh

International Journal of Trend in Scientific Research

and Development (IJTSRD) Volume: 3 | Issue: 2 | Jan-
Feb 2019 Available Online: www.ijtsrd.com e-ISSN:
2456 - 6470

 BibSonomy
 ScribD
 Academia. edu

Research Skills  Data Analysis using Statistical Package for the Social
Sciences and Jamovi
 Conducting Qualitative Research, Quantitative Research and
Mixed-Method
Professional Affiliations  Association of Science Educators in the Philippines
 PARSSU-Philippine Association of Researchers and Statistical
Software Users

41
H.2 Curriculum Vitae of the Validators
(Note: this format is an option format for research adviser)

Name:

Course

Designation:

No. of Years in Teaching Experience:

Highest Educational Attainment:

School Where the Degree is Obtained:

Subject Taught:

Address: Email/Contact Number:

42
SUMMARY OF GENERAL PHYSICAL FORMAT

Margins
Left margin: 3.8 cm (soft bound),
Top margin: 2.54 cm (to give space of the header which is 0.50
inches from the top edge of the paper)
Right margin: 2.54 cm
Bottom margin: 2.54 cm

Line Length and Alignment

Alignment of the Body: Justify alignment
Figure Titles:Center
Alignment of Table Titles: Left
Alignment of Pagination: Right
Alignment of Condensed Title: Right

Typeface and Font Size

Title in Cover Page:Bookman Old Style ALL CAPS), size 12
Title in Title Page: Bookman Old Style (Bold), size 12
Body: Bookman Old Style, size 12
Chapter Font & Subtitle: Bookman Old Style (Bold) (Bold), size 11
Table and Figure Caption: Bookman Old Style (Bold), size 11
Header and Footer: Bookman Old Style (Bold), size 10
Preliminary Pages: Bookman Old Style (Bold) size 11

Pagination
Preliminary Pages: i, ii, iii, iv and so on
Body and Final Pages: 1, 2, 3, and so on
No pagination in the first page of every chapter

Title : 4 spaces from the top of the margin

A partial fulfillment..: 8 spaces from the title
Name of the researchers: 8 spaces from the A partial fulfillment
Month and year : 8 spaces from the Name of Researchers

Name of Researchers: Pyramid and put asterisk in the name of the leader

Reference: Salvaña, K. (2018) TAGNAU Manual. DepEd Division of Agusan

del Sur

43