DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

Navigating Dual Roles: An In-Depth Study on Senior High School Students

Balancing Family Responsibilities and Academic Pursuits in Dasmariñas
Integrated High School

A Research Presented to the Faculty of

Senior High School

Dasmariñas Integrated High School

In Partial Fulfillment

of the Requirements for the Subject

Inquiries, Investigations, and Immersion

Presented by:

BRENT C. ATULI

FIONA HEART L. MARCIAL

GERNAN T. DEL MUNDO

JOHN KENNETH M. REYES

KATE JUNELLE C. GABARDA

SEIRA T. DAYRIT

HUMSS 12-E

January 2025
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CERTIFICATE OF ORIGINALITY

We hereby certify that the thesis entitled:

Navigating Dual Roles: An In-Depth Study on Senior High School Students

Balancing Family Responsibilities and Academic Pursuits in Dasmariñas
Integrated High School

is our work and that, to the best of our knowledge and belief, contains no material

previously published or written by another person nor material to which to a substantial

extent has been accepted for award of any other degree or diploma of a university or

other institution of higher learning except where due acknowledgement made is made in

the text.

We also declare that the intellectual content of this thesis is the product of our work

even though we may have received assistance from others on style, presentation, and

language expression.

BRENT C. ATULI FIONA HEART L. MARCIAL

Researcher Researcher

GERNAN T. DEL MUNDO KATE JUNELLE C. GABARDA

Researcher Researcher

JOHN KENNETH M. REYES SEIRA T. DAYRIT

Researcher Researcher
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ACKNOWLEDGEMENT

We, the researchers, would like to express our genuine gratitude and appreciation to;

To begin with, we would like to thank Ms. Laurence Ralph Estrella, our research
teacher, for giving us enough knowledge and attentively answering our questions and
concerns throughout the whole process of our research and the subject Practical
Research 2. We are grateful for her guidance as it helped a big time in making our
research paper possible.

Secondly, we would like to give our thanks to our family who supported us and helped
us by providing strength and energy as they comforted us on the challenges that we
faced during the conduction of our research.

Third, for our friends that sets as an inspiration for us to continue striving and
working hard. We thank each and every one of them for the motivation that has flamed
our hearts to successfully manage our research study.

To our adviser, Mrs. Maribel T. Leocario, who provided us with guidance and
moral support, we would like to thank her for being patient and understanding to us.

To all the students who participated in our research study, we would like to give
them our sincerest gratitude as they are the steppingstones that enabled us to gather
data needed in this study.

Of course, to our research team who endured the tiredness and gave their best
on working with our research, as well as the efforts they exerted through the ups and
downs that we have faced during the making of this study.

And lastly, to our dearest God, we would like to give our utmost respect and
gratitude because of the motivation and strength He gave us.
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TABLE OF CONTENTS

Introduction

Background of the Study ……………………………………………………. 1

Statement of the Problem …………………………………………………….

Assumption/Hypothesis of the study …………………………………………

Scope and Delimitation ………………………………………………………..

Significance of the Study ………………………………………………………

Definition of terms ………………………………………………………………

Review of Related Literatures and Studies ………………………………….

Theoretical Framework ………………………………………………………..

Synthesis of the Introduction …………………………………………………

Methodology

Research Method and Design ………………………………………………... 4

Sampling Technique ……………………………………………………………

Research Instrument ……………………………………………………………

Data Gathering Procedure ……………………………………………………..

Data Analysis …………………………………………………………………….

Results and Discussions

Results of Data …………………………………………………………………..

Discussion ………………………………………………………………………...

Conclusions ……………………………………………………………………….

Recommendations ……………………………………………………………….

References…………………………………………………………………………….10

Appendices

Appendix A: Documentation (Letters, Video recording, Note-Taking, Observation)

…………………………………………………………………………………………….
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Appendix B: Research Instruments …………………………………………………….

Instrument Validation …………………………………………………….

Pilot Testing Test Result …………………………………………………….

Participants Criteria and Qualifications ……………………………………

Crowdsourcing …………………………………………………….

Standardized Test (if Applicable) …………………………………………

Appendix C: Raw Data

Transcription of Data …………………………………………………….

Appendix D: Turnitin Result …………………………………………………….

Appendix E: Curriculum Vitae / Profile of Researchers ………………………

 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

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Navigating Dual Roles: An In-Depth Study on Senior High School Students

Balancing Family Responsibilities and Academic Pursuits in Dasmariñas
Integrated High School

Authors: BRENT C. ATULI, FIONA HEART L. MARCIAL, GERNAN T. DEL MUNDO,

KATE JUNELLE C. GABARDA, JOHN KENNETH M. REYES, SEIRA T. DAYRIT, MR.
DAVE ARABIS

Senior High School, Dasmariñas Integrated High School, Dasmariñas City, Cavite

corresponding author: [email protected]

contact number: 09952427118

Keywords: Grassroots, Preference, Semi-structured

Abstract.

Learning is synonymous to experience. This platform suggests to ever-changing need of an

individual, given that it is in the academe or in any realistic environment. One big step to
learning what is supposed to grasp by someone is to enroll his/herself in the most suitable
course possible. In the highest hopes to give the fullest to the students of the Philippines, the
Department of Education established a new curriculum which was based on the rest of the
countries which follow K to 12 curricula. This research deals with the lived experiences of
selected STEM students toward their endeavor to take Medical Technology in college. The
lived experiences of Home-grown STEM students were analyzed and purposefully validated
using the Qualitative method specifically Interpretative Phenomenological Analysis as the
design. Interview questions were presented to construct semi structured questions.
Furthermore, theories and other concepts were provided to support the ideas related to
modalities in taking Medical Technology. The said course is the most productive and
acknowledged one amongst other courses found in Emilio Aguinaldo College – Cavite. As
the backwash of this study, the superordinate themes that served as the main answers to its
general research questions are interested, determined and goal setter.

© 2023 Dasmariñas Integrated High School. All Rights reserved.

 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

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Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

Navigating Dual Roles: An In-Depth Study on Senior High School Students

Balancing Family Responsibilities and Academic Pursuits in Dasmariñas
Integrated High School

INTRODUCTION

Background of the Study

Balancing academic pursuits and home responsibilities is specifically challenging

for Grade 12 senior high school students, particularly those in public schools like

dasmariñas Integrated High School. For students who are left behind without the

presence of both parents in the house, this challenge becomes even greater. According

to the Young Adult Fertility and Sexuality Study (YAFSS, 2022), 1 in 4 Filipino youth grew

up without both parents at home, with 27% classified as “left behind.” Among these, 45%

are due to parents working away, 38% due to marital separation, and 17% due to the

death of both parents. These students often take on dual roles, such as managing

household chores, caregiving, or providing financial support, while also studying. This

dual burden places significant on their time management and overall well-being (Martínez

et al., 2017)

While schools provide academic support programs such as counseling and extracurricular

activities, these initiatives often fail to address the unique struggles of left-behind

students. family responsibilities strongly influence a students motivation and academic

success (Delos Reyes & Fuentes, 2020). However, the lack of targeted support systems

for students managing both academic and household responsibilities leaves them to cope

with these pressures alone, often resulting in stress, poor academic performance, and a

lack of resources to navigate their dual roles in home and school effectively.

This study aims to explore and highlight how left-behind students manage their time and

cope with the challenges of balancing their dual roles.

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Statement of the Problem/Objective of the Study

This study aims to explore the experience of grade 12 senior high school students who

are left behind without the presence of both parents while balancing academic

responsibilities and family duties It seeks to understand the challenges they face and

how they manage their dual roles and the support systems that can help them.

GENERAL QUESTION

1. How do left behind grade 12 students manage their time and handle the challenges of

balancing academic and house responsibilities without their parents?

SPECIFIC QUESTIONS

1.1 What are the specific challenges they face in managing both academic and house

responsibilities without their parental support?

1.2 What are the strategies they use to balance their dual roles?

1.3 What kind of support or assistance will help them better manage their both

responsibilities and improve their academic performance?

Scope and Limitation

The general intent of this study is to know how senior high school students of Dasmariñas

Integrated High School during the school year 2024–2025 balance sibling care and house

responsibilities and academics without parental support exploring how these

responsibilities impact their academic performance, time management, and well-being.

The scope is limited to students lacking parental support. This excludes students who

might face similar challenges but have some level of parental involvement. Specifically,
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the study focuses on students who do not receive sufficient guidance, care, or assistance

from their parents in managing their academic responsibilities or personal lives. This

focus excludes students who, while potentially facing similar challenges related to

balancing academic demands and house responsibilities, have some degree of parental

support.

Significance of the Study

This section deals with the beneficiaries of the study.

For Teachers- This study will help teachers understand students with family

responsibilities and give them the support they need.

For School administrations- Schools can use this study to make programs or rules to

help students balance school and family duties.

For Parents- It can guide parents to understand their children better and know how to

support them at home.

For Students- This study can help students balance their school and family

responsibilities by giving tips on time management.

For Future Researchers- This study can be a reference for others who want to explore

the same topic in the future.

Definition of Terms

This area shows the conceptual and operational meanings from the manuscript.

Challenges - Refers to the difficulties and struggle faced by students, including stress

and lack of parent presence, and the pressure of managing both responsibilities while

maintaining academic performance, we use this in our study to identify the struggles
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encounter and their impact on both responsibilities

Dual Roles - Refers to the two responsibilities of the students in their respected home

while fulfilling their duties as students

Support Systems –refers to the help or resources available to students, such as

counseling programs, peer support, or community assistance, that can aid them in

balancing their academic and family responsibilities.

Left Behind - Refers to Grade 12 students who live without both parents due to reasons

such as separation, death, or working abroad. In this study, the term is used to describe

the participants who are left to manage household and caregiving responsibilities

alongside their academic pursuits.

Time Management - Refers to how students plan and allocate their time between

academic and family responsibilities. We used it to analyze the strategies left-behind

students use to balance their dual roles

Review/Survey of Related Literature

Roll, Rocken, "The Balancing Act Between Student lnvolvement and Academic

Performance" (2015). Masters Theses. 1959.

The paper by Rocken Roll (2015) examines how student leaders at a Midwestern

university balance their involvement in extracurricular activities with academic

performance. Through interviews with five student leaders, the study finds that students

have varied definitions of success, with motivations for involvement including personal
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growth and networking. While involvement can enhance skills like time management, it

can also create challenges, such as academic strain. The role of advisors is highlighted

as crucial in supporting student leaders. The paper concludes that while extracurricular

involvement can be beneficial, it must be managed carefully to prevent negative impacts

on academics. Recommendations for student affairs professionals include fostering open

communication and providing guidance on time management.

Mendoza, M., Abadilla, D., Dalo, E., Bitanga, X., Cacalda, K., Pascua, G., Bernardez,

G., Juan, C., Agnes, J., Mayormita, L., Valentin, K., Fabul, A., Agcaoili, J., Rebibis,

Agluba, R., Taladua, D., Quindipan, C., Vinagrera, N., & Boncales, R. (2023).

The paper "A Novel Approach to Personalized Learning: Integrating AI and Gamification

in Educational Systems" by Mendoza et al. (2023) explores how combining AI and

gamification can create personalized learning experiences in education. It highlights the

limitations of traditional educational systems in addressing individual student needs and

engagement.

The authors propose a framework that utilizes AI algorithms to analyze student data and

adapt learning content, along with gamification elements like points and badges to boost

motivation. A pilot study involving 100 high school students showed that those using the

personalized learning framework had significantly higher engagement, performance, and

satisfaction compared to those receiving traditional instruction.

The paper concludes that this approach has the potential to improve educational

outcomes and recommends further research to investigate its scalability and long-term
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effects in various educational contexts. It emphasizes the framework’s adaptability across

different age groups, subjects, and educational settings.

Widening Participation and Lifelong Learning Volume 25, Number 2, December

2023

The paper examines the experiences of mature women balancing family, work, and

higher education, specifically focusing on ten women enrolled in a foundation degree in

early childhood studies in Northwest England. Using a qualitative approach, the study

highlights the challenges and strategies these women employ to manage their

commitments. Key findings include the development of overlapping and separating roles

and the emergence of a "learning family" dynamic, where university attendance becomes

normalized at home. The study concludes that supporting mature women in education is

crucial and suggests that universities should create flexible learning environments and

support services tailored to their needs. Further research is recommended to broaden the

understanding of this topic.

Correspondence concerning this article can be addressed to Claudine O. Retuya

Banilad, Cebu City, 6000 Cebu.

The paper "The Priming Effect of Family Obligation on Filipino Students' Academic
Performance" investigates how family obligations impact the academic success of Filipino
students compared to traditional motivational factors like mastery and performance goals.
Involving 163 participants in an experimental design, the study categorized them into
groups based on different motivational conditions. Results showed that students
influenced by family obligation performed better academically than those in the control
and mastery goal groups, with no significant effect from their grade point averages. The
authors suggest that family obligation is a stronger motivator in Filipino culture than

individualistic goals, encouraging educators to incorporate cultural values into

motivational strategies. They also highlight the need for further research to understand
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the mechanisms behind these findings and consider other familial factors affecting
academic performance. Overall, the study emphasizes the importance of cultural context
in educational motivation for Filipino students.

Conceptual Framework

INDEPENDENT VARIABLE: DEPENDENT VARIABLE:

family responsibilities academic pursuits

Family responsibility and academic pursuit have a complex and multi-dimensional

relationship. Nevertheless, the independent/dependent variable relationship assumes an

outside variable related to family responsibility may affect the academic performance of

an individual and his/her decisions. The very nature of this relationship is contingent upon

the specific types of family responsibility and academic outcomes being measured and

the context of the specific research. This kind of investigation needs to be looked into in a

nuanced manner.
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METHODOLOGY

Research Method and Design

This part discusses the research design used in the research.

This research employs a qualitative case study design to explore the experiences of

senior high school students at dasmariñas Integrated High School who manage both

family responsibilities and academic pursuits. This approach is chosen because it allows

for an in-depth understanding of the complexities and nuances of this balancing act, going

beyond simple statistics to uncover rich, contextualized narratives. Qualitative research,

particularly case studies, is well-suited for exploring complex social phenomena (Yin,

2018).

Sampling Technique
This part presents the number of participants in the study

This study will be carried out from Grade 12 Senior high students at Dasmariñas

Integrated High School using purposive sampling According to cristobal (2017) Purposive

sampling refers to a group of non-probability sampling techniques in which units are

selected because they have characteristics that you need in your sample. In other words,

units are selected “on purpose” in purposive sampling.

Also called judgmental sampling, this sampling method relies on the researcher’s

judgment when identifying and selecting the individuals, cases, or events that can provide

the best information to achieve the study’s objectives.

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Research Instrument

This section presents the tools to be used during the research process.

Data Gathering Procedure

This part details the procedure that the researchers conducted.

The researchers created interviews questions and let those questions be validated by the

professionals. Afterwards, participants were selected using purposive sampling on

common characteristics. Each participant under the age of 16 to 20 will be asked to sign

an authorized informed consent form. The interview questions will be given right away

after accepting consent. During data gathering, the use of voice recording, note-taking,

and observations will also be put into practice. The researchers will consider the

participants consent carefully.

Data Analysis Procedure

This part entails the treatment to be used in the research.

Data transcription is an important step in research. It involves converting recorded data,

like interviews or discussions, into written form. According to Cristobal (2017), transcribing

the data helps the researchers organize and examine the information clearly. In this

study, all the audio recordings were transcribed word-for-word to ensure that no details

were missed. The researchers paid attention to every word and even to the tone or

pauses, which could give extra meaning to the data. This step was done carefully so that

the researchers could analyze the information properly in the next stages of the study.
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Ethical Consideration

In this study, the rights and welfare of the Grade 12 senior high school participants are

the researchers top priority. Informed consent will be obtained from the participants and

the participation is voluntary, and participants can withdraw at any time without

consequence. Confidentiality will be maintained by anonymizing personal details, and all

data will be securely stored. Interviews will be conducted with sensitivity, ensuring that

participants feel comfortable discussing their experiences strict confidentiality of the

identity of the participants and other persons named during the interview will be enforced

by going under a pseudonym.

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RESULTS AND DISCUSSION

Results and Presentation of Data

This section explains the themes, statements, and sources of the phenomenon.(always
use open table, see example table)
IMPACTFUL IN-VIVO STATEMENTS SOURCES
“For me, my mother was a nurse at
the... sa ibang bansa po, yung kuya Pg.11, Lines 3-5
INFLUENCE OF THE FAMILY ko, po is a student, second-year
student, ah, nursing, then sabi ko, I
want to be a med tech”.
“I am studying po ah.yung anatomy, Pg.11, Lines 8-9
physics, as ano po background
SELF-AWARENESS
parapag nag college may alam na
agad”
SYSTEMATIC IN-VIVO STATEMENTS SOURCES
“napaka active ko po kasi parang
ang dami kong natutunan then,
DYNAMIC Pg.11, Lines 12-13
angdamiko pong na-eencourage na
mag medtech na ibang students”.
“ah yung mga hygiene po,parang
mas inaano ko na dapat malinis ka,
pag mag memedtech ka diba dapat
malinis ka then yung parang ano
PROCEDURAL Pg.11, Lines 17-20
yung immune system mo mataas
kasi para hindi ka mahawa doon sa
mga inoobserbahan mong
specimen”.
INTERNAL MOTIVATION IN-VIVO STATEMENTS SOURCES
“maganda daw yung medtech kasi
mas mataas yung kapit nya pag
DRIVEN Pg.11, Lines 24-25
magdo-doctor daw po ako para i-
pursue talaga”.
“I am ready to be a medical student.
READINESS Pg.11, Line 28
The readiness is there”.
Table 1. Participant No. 1: Work

The summary table shown above was the interview of participant 1 a.k.a Work. There are
three themes used in the table which are Impactful, Systematic, and Internal
Motivation.

The first theme is Impactful in which the personalities of the participant were expressed
as a person who achieves significant results under this theme, there are two sub themes,
there are: Influence of the family and Self-awareness.

The second theme is Systematic. This is where the participant grasped the essence of
following procedure to be a medical student. Under this theme, there are two sub themes,
Dynamic and Procedural.

The last theme is Internal Motivation. This is where the participant applied the
possibilities of doing what it takes to become a medical technologist someday. Under this,
there are two sub themes, Driven and Readiness.
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OBEDIENCE IN-VIVO STATEMENTS SOURCES

“kasi yung parang naging history
ng family naming kasi parang ayun
EXPECTATION OF THE FAMILY Pg.12, Lines 3-4
po yung expectations nilasa akin at
sa course ko.”
“lalo na po yung general bio,
parang mas pinupursue ko po yung
sarili ko sa subject nay un na mas
ESSENTIAL Pg.12, Lines 7-9
i-focus pa po yung sarili ko sa
study nay un. Mas binibigyan ko
pong time”.
GOAL ORIENTED IN-VIVO STATEMENTS SOURCES
INSPIRED “parang mas inspire poako.” Pg.12, Lines 12
“ahmm, yun nga po mas na fofocus
ko po yung lalo na yung science
FASCINATED Pg.12, Lines 17-18
then, nafafascinate po ako sa mga
turok-turok.”
SKILLED IN-VIVO STATEMENTS SOURCES
“mas lalo ko pong na gugustuhan
ang course na med tech. Sa taong
PASSIONATE Pg.12, Lines 25-26
nagbibigay ng information tungkol
sa medtech”.
“mas knowledgeable po ako sa
KNOWLEDGEABLE course na ito at para din po mas Pg.12, Line 29-30
mamaster ko po.”
Table 2. Participant No. 1: School

The summary table shown above was the interview of participant 2 a.k.a School. There
are three themes used in the table which are Obedience, Goal oriented, and Skilled.

The first theme is Obedience in which the personalities of the participant were
expressed as a person who follows order. Under this theme, there are two sub themes,
there are Expectation of the family and Essential.

The second theme is Goal Oriented. This is where the participant got to focus only to
one end goal that is to be a medical student. Under this theme, there are two sub
themes, Inspired and Fascinated.

The last theme is Skilled. This is where the participant showed that they need to be
equipped. Under this, there are two sub themes, Passionate and Knowledgeable.

ENTHUSIAM IN-VIVO STATEMENTS SOURCES

“interest and ahm, yung mga tao
INTEREST Pg.13, Lines 4
sa paligid ko”
“research about things related to
medical technology and
INITIATIVE Pg.13, Lines 7-8
minsanposa labs ako din poang
nag mamanipulate.”
VISIONARY IN-VIVO STATEMENTS SOURCES
“I feel interested po. Parang gusto
ko pa pong magkaroonng deeper
HOOKED knowledge about that field. And Pg.13, Lines 10-12
see me as one of the professionals
in that particular.”
“as of now, I can really see myself
po as a medical technologist and
DREAMER Pg.13, Lines 15-16
ahm, that was one of my childhood
dreams.”
REALISTIC IN-VIVO STATEMENTS SOURCES
RELATABLE “ahm, siguro po narerelate po nila Pg.13, Lines 19-21
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ang subject naming in real life”

“mas mag iimprove pa yung
character ko and yungmismong
SELF-GROWTH desire ko and mga knowledge ko Pg.13, Line 24-25
about dun posa certain field nay
un.”
Table 3. Participant No. 3: House

The summary table shown above was the interview of participant 3 a.k.a House. There
are three themes used in the table which are Enthusiasm, Visionary, and Realistic.

The first theme is Enthusiasm in which the personalities of the participant were
expressed as a person who does the job with a grateful and willing heart. Under this
theme, there are two sub themes, there are Interest and Initiative.

The second theme is Visionary. This is where the participant desired to finish the race
and expect for a great result. Under this theme, there are two sub themes, Hooked and
Dreamer.

The last theme is Realistic. This is where the participant demonstrated that the end goal
needs to be true. Under this, there are two sub themes, Relatable and Self-growth.

Discussion and Summary of Findings

SUPER-ORDINATE
PARTICIPANT 1 PARTICIPANT 2 PARTICIPANT 3
THEMES
Pg.11, Lines 4 Pg.12, Lines 3-4 Pg.13, Lines 4
1. Interest
Pg.11, Lines 7-8 Pg.12, Lines 7-9 Pg.13, Lines 7-8
Pg.11, Lines 12-13 Pg.12, Lines 12 Pg.13, Lines 10-12
2. Determined
Pg.11, Lines 17-20 Pg.12, Lines 17-18 Pg.13, Lines 15-16
Pg.11, Lines 24-25 Pg.12, Lines 25-26 Pg.13, Lines 19-21
3. Goal Setter
Pg.11, Line 28 Pg.12, Line 29-30 Pg.13, Line 24-25
Table 4. Superordinate Theme

This table showed the three superordinate themes that answer the general research
questions such as Interest, Determined, and Goal Setter. As mentioned in the general
research question no. 1. What are the modalities concerning the preference of the
in-house enrollees in taking Medical Technology in college? Based on the answer
of the participants, INTEREST appeared to be the most highlighted modality among the
mentioned ones. In a research study the factor “match with interest” rated over job
characteristics, major attributes, and psychological and social benefits in importance
when students choose a major (Beggs et al., 2008).

For general question no. 2, the researcher got a superordinate theme of DETERMINED
to answer the question 2, How would these modalities influence their decision in
pursuing Medical Technology? (Mihyeon, 2009) states that the confidence that a
student has can determine how far a student will go with their education. Students who
believe in themselves have more confidence and are more likely to go for what they
want instead of settling for something that is comfortable.

Lastly, as for the general research question no.3, How do SHS teachers assist the
choices made by the STEM students? As mentioned above, the answer for this
question is that teachers of SHS department tend to teach the student on how to
become a GOAL SETTER.(Wildman and Torres, 2002) state that teachers and coaches
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can help a student to do better in school, to get into college or to get on a better path.
The impact that these adults have on young students can have a major influence on
their career path.

Conclusion

This section closes the gaps of the research paper.

Based on the findings of this present research, the researchers were able to determine
and identify the conclusions that answered the general research questions.

1. INTEREST appeared to be the most highlighted modality among the mentioned

ones.
2. Interest can enhance their confidence to be DETERMINED in pursuing their
desired course in college.
3. Teachers play a pivotal role in SETTING THE GOAL of the students as early as
possible. And to make sure they are to conquer the correct path going to their
success.

Recommendations
This part shares the future concerns for the following institution/unit:
 SENIOR HIGH SCHOOL STUDENTS to prepare them for their future desired
course not just in medical field but to other professions as well.
 SENIOR HIGH SCHOOL TEACHERS.to serve as the bridging personnel from the
students’ goal going to their success.
 SCHOOL OF MEDICAL TECHNOLOGY.to consider the true to life experiences
and preferences of the students in getting Medical Technology in college.
 EMILIO AGUINALDO COLLEGE COMMUNITY. To boost the population of
medical students inside the institution, people inside EAC-C should consider vivid
analogy of human experiences.
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REFERENCES:

Hanging indent
Follow the APA 6th Edition Format
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APPENDICES

Appendix A: Documentation

2 Group Photos (Formal, or during group meetings)

2-4 Data Gathering Photos (with participant’s permission)

Video recording, Note-Taking, Observation

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APPENDIX B: RESEARCH INSTRUMENT

VALIDATED INTERVIEW QUESTIONNAIRE

RESEARCH TITLE: Humanity Through Passion: The Lived-Experiences of Selected Special

Education Teachers at Central Elementary School in Indang, Cavite

RESEARCHERS NAME: Conde, Mark Jorell D., Estrella, Laurence Ralph V., | G12 HUMSS
3 Makatarungan

STATEMENT OF THE PROBLEM

GENERAL QUESTIONS SPECIFIC QUESTIONS

(Interview Questions)
1. 1.1
1.2
2. 2.1
2.2
3. 3.1
3.2

Validated by:

MS. LAURENCE RALPH V. ESTRELLA MS. MARY GRACE DEL ROSARIO

Research Adviser Validator
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INFORMED CONSENT FORM

March 2, 2020

To Participant:
Good day!
We, the selected students from Grade 11 HUMSS 3 – Makatarungan, are currently working
on our research study as part of our partial requirements for the subject Practical Research
1. This study entitled “Feminism: A Man Misconception about Gender Equality”, that aims to
identify the factors of misconception that influences the equality of gender roles in the
present time specifically, the society. The purpose of this study is to enlighten the
perspective of readers about what feminism truly is.
We are requesting your participation in the study, which will involve some of your time and
effort to answer our questions honestly as possible. We think this will take 25-30 minutes of
your time. Your participation in this study is voluntary.
If you choose not to participate or to withdraw from the study at any time, there will be no
penalty. It is reasonable to expect from benefits from this research. However, we cannot
guarantee that you will personally experience benefits from participating in this study, but
others may benefit in the future from the information we find in this study.
If at anytime you discontinue the interview, your results will be discarded. The results of the
research study may be published, but your name will not be known and used. We promise
that all the information that we will get from you will keep confidential for your safety and
privacy.
If you have any questions concerning the research study, you can email
[email protected] or call number 09565583373.
Your involvement with this research is highly appreciated and valued. Thank you and God
bless!

INFORMED CONSENT
(for the Participant)
I, _________________________ (name – optional) grant to participate in the study by
answering the questions to be asked in the interview and hereby assured that any
information obtained that can be identified and use against me will remain confidential. Thus,
I agree to answer the questions with all honesty, integrity, clearly, and credibility as possible.

I have understood the nature of this study and wish to participate.

I do not want to participate in this study.

________________________________________
Signature of Participant
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PARTICIPANTS CRITERIA AND QUALIFICATIONS

Criteria for Selecting Participants

RESEARCH TITLE: The True Hard Work: A Phenomenological Analysis of Master’s

Students who are currently working as a Senior High School Teacher

RESEARCHERS NAME: Cuenco, Jessica Ann D., Tutuani, Shaun Steven F.,
Cantor, Nicole Rain., Dela Cruz, Rancid Kirsten A., Rique, Mary Joyce Ann S.,
Escasa, Rai F. | G11 HUMSS 2 Makadiyos

Stated below are the criteria for selecting the participants of this research.

1. The participant must present an identification card (ID) which proof that he/she is
currently working as a Senior High School teacher in Emilio Aguinaldo College -
Cavite.
2. The participant must present an identification card (ID) which proof that he/she is
currently taking master’s degree.

3. The participants must present any kind of proof that tells he/she is an English Major
teacher.

Validated by:

MS. LAURENCE RALPH V. ESTRELLA

Research Adviser
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CROWDSOURCING (IF APPLICABLE)

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STANDARDIZED TEST (IF APPLICABLE)

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APPENDIX C: TRANSCRIPTION OF DATA

TRANSCRIBED INTERVIEW

Participant No.1
Interviewer: Norhanifah I. Camulo and Shinnen Q. Borja
Observer/s: Ara Marie Estilloso and Marianne Agustin
Note Taker/s: Kim Ashley Deligero and Raine Louise Caldo
Interviewee (Codename): K******* A****** R****
Settings: 10 May 2021 / 6:37 P.M. / House
Type of Interview: Individual Interview via Zoom

1. Good Day po! First of all, we would like to thank you for participating on our

2. research entitled perception on COVID-19 vaccine acceptability and decision

3. making of medical frontliners in Dasmariñas Cavite. I am Norhanifah Camulo and

4. Shinnen Borja as an interviewer and… Borja.

5. Hello! *chuckles*

6. Before we start, *dog’s bark* kindly be informed that this zoom meeting is being

7. recorded strictly for our documentation. We assure you that we will not share the

8. recorded video on social media and will only use it for research purposes.

9. Let’s start first by introducing yourself Ma’am including your name, age, and

10. gender po.

11. Ayan so, hi good evening. Bale I’m K******* A****** R****. I’m 23 years old. I’m a

12. pharmacist for…mag-iintroduce ba ako? *while smiling*. So ayun nga, I’m K******* A******

13. R****. I’m 23 years old and I’m registered Pharmacist for 2 years now. Siguro nag uhm

14. nagpractice lang ako ng uhm uh profession ko for a year then I’m currently studying

15. doctor degree sa medicine…’Yun lang *smiles*

16. Next po, what is your highest degree of attainment and from what year did you

17. finish your college?

18. Guys, so ayun nga I’m a registered Pharmacist and…*thinking* My highest attainment

19. is... I’m a degree holder college graduate and now taking my doctor pedigree uhh in the

20. college of medicine dito sa may uhh De La Salle Medical Health and Science Institute.

21. Anong year n’yo po natapos yung college degree n’yo po?

22. Uhh wait lang… sorry... ayusin ko lang yung camera *fixing the camera and the angle*

23. uhm bale ‘yung college degree ko I finished it 2018... year 2018 then nagreview kami for a
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24. year so uhm March 2019 nagtake kami ng boards Pharmacy Lisencure exam so ayun nga

25. nakapasa kami nakapasa ako. Then 2 years na ‘kong licensed pharmacist but then uhm

26. my practice, I’m practicing my profession for a year lang sa community setting tapos ayun

27. nga bale nag-resign ako ayun nga then currently nag-aaral ulit ako.

28. Uhm next question, how many years has the participant been as a medical

29. professional?

30. Uhmm…*thinking* Iniisip ko yung sagot na… Uhm ‘yun nga 2 years na 2 years na akong

31. professional kasi nakapasa ako ng boards noong 2018. So pero hindi ko s’ya nappractice

32. ngayon uhm pero I’m constantly attending seminars yun nga since uhm hindi ko

33. hindi... kasi nag-aaral ako eh so hindi ko s’ya mapagsabay but then uhh a year for a year

34. na-practice ko s’ya in the community setting, so ‘yung community setting ito ‘yung botika

35. mga uhm drug stores... ’yan mga pharmacy, pharmacy stores pero ‘yung sa’kin ano sa

36. community setting. If you would ask kung saan ‘di ko alam kung pwede makita pero ‘yung

37. company is Mercury Drug ‘yun for a year ako doon.

38. Uhm follow up question Ma’am, from what hospital did start being a medical

39. professional?

40. Sorry... uhm from what? *ask with a smiling face*

41. Uhm from what hospital did you start being a medical professional?

42. Uhmm okay... ‘yung community field kasi ‘yung napili ko community pharmacy ‘yung field

43. na pinuntahan ko pero pwede rin kaming pumunta sa mga manufacturing uhm

44. manufacturing or industry na field pero since nga sa community ako ‘yung pharmacy na

45. napuntahan ko naka-set sya sa uhm community setting s’ya pero nakatayo yung facility

46. namin within the hospital sa University... huh... University Medical Center or UMC

47. *chuckles*

48. Next po, what are the perception of medical frontliners about the vaccine? Ano po

49. ‘yung perception n’yo sa vaccines?

50. So as a Pharmacist ‘yung una syempre uhm ano din kami... Me, conflicted din ako na

51. about don sa vaccination and everything since knowing na nagkaroon tayo ng issue about

52. dengvaxia and ‘yung community medyo takot na sila magpa-vaccine. Natatakot sila sa

53. side effects and everything na pwedeng mangyari. But knowing the news, so constantly

54. kahit papaano I’m trying my best na makanood ako ng news or constantly inuupdate ko
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55. ‘yung sarili ko through my friends parang inaask ko sila what are their thoughts and their

56. ‘yun nga constantly nagshishare din kami ng thoughts namin kung ano sa tingin namin

57. ‘yung dapat pero ngayon I can... I am finally confident to say na uhm doon ako sa side na

58. nag-eencourage sa public community na magpavaccine and ‘yun nga…

59. Uhm ay okay po… *smiles*

60. Sige sige *smiles*

61. Next po, what are the factors influencing your perception about COVID-19

62. vaccines?

63. Ano ‘yun? Sorry sorry *chuckles*

64. What are the factors influencing your perception about COVID-19 Vaccines?

65. Uhmm... Okay... So ‘yung factors is number one uhm ‘yung experts yung tax na binibigay

66. ng expert parang sa’kin in the news and doon sa mga colleagues ko... They’ve been

67. encouraging people na uhm itong vaccine na ito is very important kasi hindi lang sya it will

68. lessen the risk of us of the community contracting uhm severe infections... So meaning

69. pag nagpa-vaccine ka uhm mas less yung uhm lightly na magkaroon ka ng mga

70. malulubhang sakit... Na ma-hospitalized ka maospital ka and ayun ‘yung gusto natin

71. iprevent kasi uhm knowing the financial status ng mga community… Diba? Hindi naman

72. sila ganoon kafinancially stable. So, noon ‘yon, gusto natin iprevent ‘yon kasi mahal,

73. mahal maospital. So, with the vaccination mapprevent natin yung severe... Severe effects

74. ng COVID. Ayon ‘yung mga difficulty in breathing, ‘yung ‘di sila makahinga ng maayos na

75. kailangan nila ng machine para may tumulong sa kanila. So ayun ‘yung mga ano

76. piniprevent natin. So yung second is kahit papaano uhm the experts naman one

77. fact... Another factor is ‘yung research, parang since marami na rin naman ‘yung... Marami

78. na rin naman ‘yung ibang countries din naman have their own... Have started their uhm

79. human trials and nag-inject na sila sa public. So, we can say na kahit papano they

80. manage to get uhm effective results doon sa research na niconduct nila na experiment.

81. So, confident naman ako na dapat talagang iencourage yung public na magpa-vaccine.

82. Next po, what is your source *dog’s bark* of knowledge about COVID-19 vaccine?

83. Souce of knowledge *chuckles* ayon... Ayon nga sabi ko kanina uhm hindi rin talaga ako

84. masyadong updated doon sa... Sa news about sa vaccine sa details and uhm siguro kung

85. tatanungin ako if I have a referred brand ng vaccine siguro hindi ko s’ya masasagot since
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86. hindi ako nakakapag-research enough pero recently I’ve been ano... Parang nanonood

87. ako ng uhm videos uhm sa youtube gan’yan. Uhmm inaassure ko naman na reliable

88. ‘yung person na pinapanoodan ko. So ayun for one is ‘yun nga ‘yung video with a reliable

89. source then second is nag-aattend ako ng seminars ‘yung online seminars. Sa

90. phamarmacist kasi sa’min mayroong uhm organization online na pwede kang mag

91. register for free the doon meron silang mga... Mga topic na uhm involving nga ‘yung sa

92. vaccine. Tapos since ishare ko nalang din since Pharmacist ako uhm recently lang

93. naprovide-an kami ng law na pwede rin kaming uhm magvaccinate. Kami ‘yung

94. mag-vavaccine diba since dati ang pwede lang ‘yung nurse and doctor ayun lang ‘yung

95. alam natin na pwede mag-vaccinate. Ngayon uhm we are given the chance na mag

96. training para kami din ay makatulong don sa public in case na specially pag don sa

97. community setting sa mga botika ‘yung mga pharmacist doon pwede na rin silang uhm

98. mag-inject magvaccinate ayun nga lang kailangan nilang magtraining. So ayun seminar

99. and videos... If interested kayo may mga journals din ako... Minsan doon naman ako

100.lacking kasi hindi ako masyado nakakapagbasa ng journals pero with the news, with the

101.videos and uhm seminars ayun ‘yung uhm ano ako uhm sources ko.

102.Thank you po, next question po. How does the perception of the participant affect

103.their acceptability and decision making on COVID-19 vaccines.

104.Uhmm... sorry sorry... Ulit ulit *smiles* sorry...

105.Okay lang po... Okay lang po *smiles* uhm how does the perception of the

106.participant affect their acceptability and decision making on COVID-19 vaccines.

107.Well... How does my perception affect the acceptability *looks up* *check her notes*

108.Hmmm... As much as possible ano... ‘Yung views ko shinishare ko sa... Shinishare ko

109.doon sa mga uhm kulang ng knowledge. Uy sabihin n’yo sa’kin if my... My answers are

110.lacking ha? *smiles* Kasi baka hindi makatulong so parang. If ever magfollow-up nalang

111.kayo. Ayon nga so uhm my views, I’m constantly kapag shinishare ko ‘yung views ko

112.kapag ka napag-uusapan namin ‘yan sa mga… Sa mga groups gan’yan groupchats

113.shinishare ko s’ya tapos parang iniencourage ko talaga sila parang uhm kahit papaano

114.kahit kaunti ‘yung knowledge ko uhm ‘pag may mga question sila nililinaw or ‘pag may

115.mga issue sila nililinaw ko ‘yon or kapag hangga’t kaya ko uhm sasagutin ko yung mga
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116.tanong nila. Uhm perception? So ayun nga iniencourage ko lang sila na magbasa din

117.kahit ‘yung sa mga DOH lang kasi it’s very important knowing na sobrang makakatulong

118.‘to kasi ‘yung gusto natin is dapat health community pero hindi naman natin ‘yon

119.maachieve agad-agad. So iniencourage ko lang sila na halimbawa shinishare ko lang

120.‘yung thoughts ko kasi kung ako s’yempre as professional naman gusto ko rin ma-share

121.sa kanila na merong benefits talaga itong vaccine.

122.Follow up question Ma’am, if you have given... if you have a given a chance to take

123. the vaccine, would you take it or not?

124.Uhm- uhm, if given a chance... Yes, I would... I would *fixes sitting position* like to be

125.vaccinated kasi… Hindi ko alam, hindi natin alam kailan tayo macacatch ng COVID-

126.19, kung kailan tayo magkakaroon ng infection and hindi rin tayo pamilyar if… If kayang

127.I-handle ng immune system ko yung vi… virus. So… Ano ako uhm pro, pro-vaccination.

128.Uhm follow up question lang ulit Ma’am. Did you ever uhm disagree or agree with

129.the choice of vaccine or vaccination recommendation provided by our

130.government?

131.Ahh... Ano ba ngayon ‘yung ano nila *scratching her head*, ahh so far naman… So far

132.uhm sa side ako ng pag-encourage, I think they’re encouraging na now na

133.magpa-vaccinate. Kasi I’ve… Base sa DOH and the WHO which is ‘yung mga… Reliable

134.organizations natin, meron silang mga program like… Like ano RESBAKUNA gan’yan,

135.tapos kaliwa’t kanan na din ‘yung mga survey on vaccination. So... ayun, I think ano

136.naman ako... ‘Di naman ako sa ano nila… With regards do’n sa brand… A-Actually

137.hindi ako talaga… Wala akong preferred, ‘nung una meron ‘yung AstraZeneca but then

138.now ang gusto ko na lang… Ang gusto ko na lang advocate to the public is that ahh… Be

139.vaccinated kasi it will be very helpful hindi lang sa sarili natin pati din sa family natin, sa

140.friends natin and sa strangers na makaksalamuha natin.

141.Uhm next question, uhm what is the first thing that… That uhm you want to know

142.when… When a new vaccine introduced or announced? Would you rather wait and

143.see what other people do?

144.Uhmm… Ahhh… *looks up* Ahh ‘yung issue ko kasi ngayon is yung time so… If… If

145.magkaroon ng bagong vaccine uhm actually naghihintay lang ako ng response from the

146.community or dun sa mga experts… Sa experts sa mga news gano’n… Ahh dun lang
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147.ako nagbabase, if given a chance that I can… Uhm can have my time uhm deliberately to

148.study journals dun sa… Sa tawag dito… Sa bagong lalabas na vaccine then dun ako sa

149.*nods* ano… Mahilig kasi ako magbasa so I’ll… Pwede rin ‘yun. Pero sa ngayon since

150.limited yung oras ko ahh… ‘Yun nga I would rather uhm… Wait for the response of the

151.pub (public).

152.Have you ever had a bad reaction to a vaccine which made you reconsider getting

153.vaccines?

154.Uhh… Ahh *laughs* though ine-encourage ko magpa-vaccine… Uhm wala pa rin … I

155.think siguro kung nagpa-vaccine man ako uhmm ‘yung ahh younger child- child days-

156.years ko pa, so sa ngayon wala akong… Uhh wala akong experience na… Na side

157.effects or anything kasi hindi rin ako mahilig mag-take ng gamot and actually… With flu

158.vaccine, meron kasing available na flu vaccines so different pa yun sa COVID vaccine.

159.So dapat ‘yun annually, hindi ako… Hindi ako uhmm nagpapa-flu vaccines. So-so far

160.wala akong side effects… Na-experience.

161.Do you think that your perception creates a huge impact on you intaking the

162.vaccine?

163.Sorry ano po ‘yun?

164.Do you think that your perception create... Creates a huge impact on you intaking

165.the vaccine?

166.Uhm-uhm. Hmm do you think *stops about 4 seconds*. Yes! My perception… Oo kasi-

167.kasi kung halimbawa hindi ka nag a- parang *looks up* Oo… May impact siya *laughs*

168.may impact siya. *laughs*

169.Next question po. How does the perception of the participants affected others

170.acceptability and decision making on COVID-19 vaccine?

171.So, hmm sa opinion ko naman kapag ka ‘yung ex- kasi… Uhm… Uhm confident naman

172.sabihin na uhm trinatrato na rin ako nung mga kakilala ko as professional so ‘yung

173.perception ko is nagmamatter din sa kanila. So, kung halimbawa, kung ano ang mga

174.sources ko uhm… Kung halimbawa kung ano ‘yung thoughts ko uhm… Naaapektuhan

175.din sila kung halimbawa sinabi ko na… Somehow sinabi ko na “It’s very important”,” It’s

176.very beneficial”, “Magbebenefit ka dito sa pagpapavaccine mo”. So parang nakikita ko

177.naman na interested din silang malaman ‘yung… ‘Yung about sa pagvavaccine ang how
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178.to get it… No. *dog’s bark”

179.Uhm follow up- And ‘yun nga dagdag ko na lang… Dagdag ko na lang din yung ano

180.hmm… Kasi diba naka-priorities na so… As much- as much as possible uhm kapag

181.kasabi ko sa kanila ahh ii- ahh tawag dito…Mag-update sila sa ano- sa government if

182.incase na baka meron ring libreng vaccine sa com- sa area nila gan’yan. So, nag

183.uupdate-an kami if ever na meron na, if naka line-up na kami kasi nga ngayon diba naka-

184.priority for first, yung mga senior citizens muna ‘yung mga frontliners then yung uhm iba

185.la-later on pa. *nods while smilling*

186.Uhm follow up question Ma’am… Uhm wait lang po.

187.Sige lang po… *smiles* Relax lang kayo! *laughs*

188.*laughs* Uhm do you think that you play a huge role role as medical frontliner in

189.other people’s choice in their acceptability and decision making upon taking the

190.vaccine?

191.Uhm-uhm ahh yes, yes kasi… May impact kasi… ‘Yung iba di na rin sila nagbabasa or

192.hindi sila nagbabasa, hindi sila updated since busy na rin sila sa kani-kanilang mga

193.priorities. So, ‘yung iba nagbabase na lang sila sa mga hear say or ‘yung comments,

194.opinions ng mga kakilala nilang expert. So, uhm with that parang its ou- its our

195.responsibility our medical professionals na ieducate rin ‘yung sarili namin para mapagka

196.in need na sila ng ideas uhm ‘yun nga masha-share namin ‘yung thoughts namin. Kasi

197.since wala na silang time magbasa so parang kami naman as professionals we need to

198.make time… Para maka- para ma-share sa kanila ‘yung knowledge na ‘yun.

199.Uhm next question. What does the participant’s supposed pros and cons of their

200.perceptions to others?

201.Uhm… Uhm…*looks up* Ahh… Nagtatanong din- support. Uhmm with regards dun sa

202.pag- uhmm pros, pros- pro parang nasa- na support nanghihingi ako ng… Nanghihingi

203.din ako ng… Mga ideas sa mga colleagues ko. Tama ba ‘yun uhm… *looks behind* ,

204.what does the participant’s supposed pros and cons of their perceptions … Ano hmm

205.sorry pwedeng i-ano, what does the participant’s supposed pros and cons… Pa-

206.elaborate ‘yung question, regarding dun sa pros and cons ko? What does the

207.participant’s supposed pros and cons of their perceptions…

 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

208.Hello po… Ah sige- ‘Yung about- ‘yung about po dun sa question parang ano po

209.yung sa tingin n’yo ‘yung advantage and disadvantage po nung- nung perception

210.n’yo po kapag nalaman po siya ng ibang tao… parang gano’n po ‘yun.

211.Uhm… So yung thou- thoughts ko, an- ano yung advantage and disadvantage sa kanila?

212.So ‘yung pros, is that kapag uhm since wala- since hindi sila updated gan’yan, since uhm

213.mas nakakaintindi kaming professionals dun sa mga… Sa mga scientific and medical

214.terms so for one dun kami makakatulong, ‘yun ‘yung pros. But then kapag ka yung cons

215.is that kapag… Halimbawa… Hindi siya masyadong updated uhm hindi ako updated dun

216.sa mga- hindi ako updated dun sa mga informations uhm isa din ‘yun kasi malay natin

217.kung may- may, may ano- ano na ba, bagong improvements na ba… May bagong info na

218.ba sa gamot kapag halimbawa may bagong brand- may bagong brand na na-release or

219.may bagong side effect na lumabas dun sa vaccine. ‘Yun ‘yung… ‘yun ‘yung cons kasi

220.hindi ko… Ako? Hindi rin ako- hindi pa rin ako masyadong updated dun sa bagong news,

221.pero ‘yung pros is that kahit papaano with may views ‘yung benefits ng vaccine… I think

222.masha-share ko sa kanya, ‘yun.

223.Last na po. Do you feel comfortable and vocal when talking about your

224.perception of the COVID-19 vaccine? Or you prefer to keep your opinion to

225.yourself?

226.Ayun, s’yempre prefer ko siyang ishare kasi as a professional, responsibility din

227.namin ‘yun… Na i-share na yung- yung information na dapat nilang malaman

228.‘yung uhm mga benefits ng pag-vavaccine so very open ako and very… Parang sa

229.group namin… Namin- lagi kong itinatanong ‘yung mga workmates ko, ‘yung

230.mga colleagues ko if nakapavaccine na ba sila or available na ba sila sa area

231.nila gan’yan… Uhm lagi ko silang kinakamusta about that. So, very open ako

232.doon.

233.Next po. Last na po talaga. *laughs* Okay lang po *smiles*. Do you think that

234.your perception of the COVID-19 vaccine somehow influenced the way

235.others perceived and treat you?

236.Uhm-uhm oo, actually medyo conscious ako dun. I-I’m open akong ishare ‘yung

237.thoughts ko pero uhm maingat din ako kasi may mga iba na uhm I let- paano

238.ba… Hindi sila masyadong ano e… Uhm educated dun sa mga bagay na ‘yun.
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

239.So, uhm dinedepend ko yun sa kausap ko if… If I think na meron siyang uhm

240.parang doubt, may doubt siya… ‘Yun shinashare ko yung thought ko pero

241.cinoconsider ko rin yung sasabihin nya. Meron din kasi akong mga kakilala na…

242.Aa like yung mga senior citizens na… Tsaka ‘yung friends ko meron silang mga

243.shinashare na mga kakilala nilal na- na ano talaga uhm hindi sila willing or uhm

244.ano ba to- stubborn sila sa pag- sa pag… Papavaccine kasi siguro feel nila uhm

245.‘di naman ‘yun… ‘Di naman ‘yun magiging beneficial sa kanila ganoon. So, ako

246.maingat din ako uhm inaaccept ko din yung thoughts nila na if ever ayaw pa nila

247.gan’yan, pero ineencourage ko sila na mag-follow nung protocols. ‘Yung mga city

248.protocols natin since ‘yun ‘yung primary prevention natin… Na pwede nating- ‘yung

249.tip na pwede natin- na pwede kong mabigay sa kanila if- if incases na ayaw

250.nilang magpavaccine pero from time-to-time uhm shinashare ko pa rin na parang

251.uhm maganda- maganda makakatulong to sa’tin- makakatulong to sa’tin. ‘Yun nga

252.to lessen the risks na magkaroon tayo ng mas malalang COVID, mas- kumbaga

253.‘yung… Sabi nga nila uhm yung COVID-19 para siyang lion… parang lion pero

254.kapag nagpavaccine ka na, yung lio-lion na yun magiging uhm kuting na lang

255.siya, magiging mas uhm maamo na lang siya ‘no. Kaya mong i-train kaya mong i-

256.handle kahit nasa bahay ka lang, without- with less costs, yun.

257.Uhm we would like to thank you po for giving time to participate in this

258.research. We really appreciate your help po regarding the recorded video

259.and the documents that you’ve submitted to us, please uhm rest assured

260.that uhm that it is only used for research purposes only. Maraming salamat

261.po ulit sa pagshashare ng insights n’yo po. Thank you po!

 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

PARTICIPANT’S OBSERVATION & NOTETAKING

Participant No. 1

OBSERVATION:

1. The participant listens attentively and is very responsive in answering the

questions asked.
2. She is knowledgeable about the topic and further elaborates on her answers.
3. The participant answers the questions quickly, confidently, and completely.
4. She has an audible voice and maintains eye contact with the researchers.
5. The participant occasionally asks the researchers if her answers are incomplete
so that she can clarify and provide more details to her responses.
6. She uses hand gestures to emphasize her answers.
7. The participant fully expressed her thoughts in a very comprehensive manner
and is sharply focused the entire interview.
8. She participated wholeheartedly and gave honest insights as well as some fact-
based answers.
9. The participant remained calm and is very approachable in every part of the
interview.
10. She is very friendly throughout the whole interview and is very casual in
answering the questions.
NOTETAKING:

The researchers interviewed the first participant via Zoom Meeting at exactly 6:37
PM on Monday, May 10, 2021. The researchers greeted the participant first before they fully
started the interview and thanked her for allowing the researchers to conduct an interview.
After greeting her, the researchers started asking questions and she calmly and honestly
answered all of them. The interview runs smoothly because the participant is very
knowledgeable in answering the questions. The participant is also open in sharing her own
perceptions and opinions about the COVID-19 vaccines. She expressed her own thoughts
and answers in a very comprehensive way. When the interview ended, the researchers
thanked the participant for being kind and approachable. Lastly, the researchers
acknowledge her participation in this research data gathering.
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

Participant No. 2

OBSERVATION:

1. The participant has a clear and audible voice.

2. She honestly shares her own perceptions and opinions.
3. The participant looks up and sometimes closes her eyes whenever she is
thinking.
4. She pays close attention to the questions.
5. The participant speaks English fluently when answering the questions.
6. She is very approachable and calm throughout the interview.
7. The participant shared her thoughts, opinions, and answer in a very
comprehensive manner.
8. She is knowledgeable about the questions asked to her.

NOTETAKING:

The second participant was interviewed via zoom. The researchers conducted the
interview at exactly 10:30 in the morning on Wednesday, May 12, 2021. The researchers
greeted the participant first and introduced their selves to the participant before the interview
started. The researchers started the interview by asking the participant to introduce herself.
The interview runs smoothly because the participant answered very clearly and was able to
expressed her own thoughts on the given questions. Before the researchers ended the
interview, they acknowledge her participation in the research data gathering. The
researchers also expressed their gratitude for allowing them to perform an interview with her.
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

Participant No. 3

OBSERVATION:
1. The participant uses a moderate tone of voice when answering the questions.
2. The participant often lowers his gaze and clicks his tongue when he is thinking.
3. He maintains eye contact when responding and listening to the researchers.
4. The participant pays close attention and react appropriately to the questions
posed.
5. He is very informative about the issue and elaborates his responses.
6. The participant occasionally asks the researchers if his answers are incorrect so
that he can explain and provide more information to his responses.
7. Throughout the interview, the participant maintained a relaxed posture and was
very approachable.
8. The participant thoroughly shared his thoughts in a very detailed way and
remained strongly reliant throughout the interview.
9. He is very polite in the interview and answers the questions in a very casual
manner.
10. He gave his full participation and provided candid observations as well as factual
responses.
11. The participant sometimes requested if the questions could be translated into
Filipino language so that he could better understand them.
NOTETAKING:

The researchers interviewed the third participant via zoom meeting but before the
interview started, the participant requested for more time to prepare. As a result, the video
interview began at exactly 11:10 in the morning on Wednesday, May 12, 2021. The
researchers warmly welcomed the participant and quickly briefed him about the details of the
interview. After the participant said that he had no questions and concerns for the meantime,
the interview started, and the researchers began to ask questions. The participant was
initially hesitant in responding and cannot catch up with the question easily that is why the
interviewers needed to translate some questions into the Filipino language.

As time progressed, he became more comfortable and even shared his honest
insights and personal experiences. The participant is very receptive to the questions and is
responding based on his own opinions. While conducting the interview, the participant
remained to be attentive to the questions asked even though there are some background
noises, such as a child shrieking, in the participant’s house. Overall, the interview runs
smoothly, and the respondent has successfully answered all the questions raised by the
researchers. Prior to the end of the interview, the researchers sincerely thanked the
respondent for allocating his time to take part in the study and officially ended the interview
at precisely 11:31 in the morning.
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

SYMBOLISM

Participant No. 1: Symbolism for the Researchers – Butterfly

The participants are described as a butterfly by the researchers. She is a happy and
harmonious human, as symbolized by the butterfly. She has a very calm and down-to-earth
attitude. The speaker is well-versed in the subject matter of the topic at hand. She is also
eager to share her experience of the issue with us. She is polite, charming, persuasive,
talkative, impulsive, and enthusiastic when engaging with others. Butterflies are among the
most exquisite animals on the planet.

A butterfly represents rebirth, romance, transformation, playfulness, spirituality,

uniqueness, duty, gratitude, joy, and development. Aside from these, butterflies are still
relevant; in Greek culture, butterflies also represent as cure. A butterfly was a great fit for our
participant because she was a medical frontliner who saved people's lives during the
pandemic in search of a cure. We've been in contact with a number of medical frontliners
recently, and each one expresses confidence in their healthcare professionals' bravery,
loyalty to patients, and the inherent teamwork that nurses bring to caring for patients and
each other. We all depend on healthcare professionals' toughness — their courage to cope
with whatever is thrown at them and then return the next day, or night, to do it all over again.

We depend on healthcare professionals' conviction, regardless of the conditions, to

treat us with professional excellence every day while still providing compassionate
treatment. The appreciation we offer them is a daily affirmation that they are making a
change — a difference they do not know they are making when dealing with sick patients
throughout the day.
 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

APPENDIX D: TURNITIN RESULT – SIMILARITY INDEX

 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

TURNITIN DIGITAL RECEIPT

 DEPARTMENT OF EDUCATION | REGION IV – A CALABARZON | CITY SCHOOLS DIVISION OF DASMARIÑAS

DASMARIÑAS INTEGRATED HIGH SCHOOL

Congressional South Avenue, Burol 1, City of Dasmariñas, Cavite

Appendix E: Curriculum Vitae of Researchers

FIRSTNAME M. SURNAME
Address: Blk 00 Lot 00 Ph1 Sampaguita St.
Brgy Dimakita Dasmarinas City, Cavite 2X2 Picture
Email Address: FMSurname@eacdotedudotph
Contact No: 09999992992
Facebook Link:
Tweeter Link:

Provide 2x2 Picture (Each of the researchers should provide a copy of their most recent picture with
white background.) *erase this note when you’re done*

EDUCATION

Senior High School / 2019 – Present: Emilio Aguinaldo College – Cavite

Junior High School: Dasmarinas Integrated High School
Elementary School: San Nicolas Elementary School

AWARDS/RECOGNITION RECEIVED
Follow the format (Put a minimum of 3 awards per researcher) *erase this note when you’re done*

 BEST IN MATHEMATICS
Emilio Aguinaldo College Cavite – Senior High School
School year 2019-2020
July 20, 2020

 WITH HONORS
Emilio Aguinaldo College Cavite – Senior High School
School year 2019-2020
July 20, 2020

PERSONAL INFORMATION

Nickname: Jojo
Birthdate: February 30, 1992
Birthplace: Manila
Name of Mother: Firstname Surname
Occupation: Housewife
Name of Father: Firstname Surname
Occupation: Chef

I hereby certify that all information above are true and correct with the best of my
knowledge and ability.

(Input Signature)
FIRSTNAME M. SURNAME
Researcher