RESEARCH TITLE IN BOLD, UPPERCASE LETTERS

FOLLOWING AN INVERTED PYRAMID FORM

NOT EXCEEDING 12 WORDS

A Qualitative/Quantitative Research
presented to the Faculty of Senior High School Department
Initao National Comprehensive High School
Initao, Misamis Oriental

in partial fulfillment of the requirements in

Inquiries, Investigation and Immersion

Lastname, Firstname MI
Lastname, Firstname MI
Lastname, Firstname MI
Lastname, Firstname MI
Lastname, Firstname MI

Grade 12-HuMSS

May 2024
 APPROVAL SHEET

This research titled “ONLINE GAMES AND ACADEMIC

PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS” prepared and
submitted by, Quennie B. Aba, Charish J. Balabat, Haide N. Buntag, Artchelle
Garnet Y. Madridano, Irish P. Monsalud, and Jhone Rel V. Magallanes in
partial fulfillment of the requirements in Inquiries, Investigation & Immersion,
has been examined and recommended for acceptance and approval for oral
examination.

JUNPEL U. ACUT, PhD

Research Adviser

______________________________________________________________

PANEL OF EXAMINERS

Approved by the Inquiries, Investigation & Immersion Committee on

Oral Examination with a grade of _______.

JUNPEL U. ACUT, PhD AIZA SABURNIDO

Teacher III Teacher II
Member Member

JOE JOHN TAPALLA

Teacher I
Chairman

Accepted and approved in partial fulfillment of the requirements for

Grade 12 Curriculum in Inquiries, Investigation & Immersion.

JUNPEL U. ACUT, PhD

Subject Teacher
 ACKNOWLEDGEMENT

The researcher extends his deepest gratitude and sincerest thanks to the

following people who are instrumental in the success of this study:

Dr. Alma T. Gurrea, Director, Institute of Professional and Graduate Studies

for her undying support to the graduate studies program and for helping the

researcher on finding the title of his study;

Dr. Carmelita O. Elbanbuena, his adviser, for her consistent follow-up and

encouragement and wise guidance from the initiation to the completion of this study,

and for the constructive criticisms on the manuscript;

The panel of examiners: Dr. Pepa V. Pontillas, Dr. Estrella S. Ferenal, Dr.

Wilma R. Taganas, for giving him directions, brilliant suggestions and

recommendations during the proposal and final defense;

Prof. Darryl Roy T. Montebon, Faculty, Institute of Teaching and Learning,

Philippine Normal University, for unselfishly sharing his survey questionnaire as part

of the research instrument used in the study;

Nami J. Batalla, for being my “Mumay” and for the consistent support and

encouragement at all times;

Dr. Luzviminda Z. Labis for all her assistance and encouragement and advice

in the success of this research;

Dr. Cherry Mae L. Limbaco, Schools Division Superintendent of Misamis

Oriental, for giving the researcher approval and permit to conduct the study;

The Institute of Professional and Graduate Studies of PHINMA Cagayan de

Oro College, for giving the researcher the opportunity to finish his study and for being

so generous when financial problem matters;

 Alma P. Inzo, his principal, for the support and for giving him plenteous time

to conduct his study;

The Secondary School Principals and Head Teachers of Opol National

Secondary Technical School, Alubijid National Comprehensive High School,

Laguindingan National High School, Libertad National High School, and Initao

National High Comprehensive High School for accommodating and permitting the

researcher to conduct the study in their respective schools;

The teachers and student respondents of the different secondary schools, for

their full cooperation and patience in answering the questionnaire honestly;

Papa Felix, Mama Ely, Sis Marifel, and Sis Liezl in heaven, for their love and

steadfast support and for believing and molding him into the individual he has

become; and

Above all, to the Almighty God, for all the valor, myriad blessings, and divine

guidance.

-JUN PYO
D E D I C A T I O N

To

MY LORD and MY SAVIOR,

Who holds my hand through it all,

Even when life was most difficult,

My Beloved and Supportive

Parents,

Papa Felix and Mama Ely,

My sisters and relatives,

My dogs, “Budoy” and “Digong”,

And to all my true friends.

This humble work is a sign of my love to you.

JUA
ABSTRACT
 This study was conducted to determine the problems and challenges of

teachers in the implementation of self-learning modules of public secondary

schools in the Division of Misamis Oriental. Specifically, it sought to: a)

describe the characteristics of the respondents; b) identify the problems met

by the teachers based on lack of support, academic discipline, internet

access, production of learning materials, and insufficient learning materials; c)

determine the challenges encountered by the teachers in terms of financial

constraints, availability of resources, support to learners, teachers’

competence and teaching strategies; d) determine the significant relationship

between the respondents’ problems and challenges and their characteristics;

e) determine the significant difference of the teachers’ problems and

challenges when grouped according to their characteristics; f) find out the

results of Focus Group Discussion and in-depth interview conducted to the

teachers; and g) come up with an intervention plan based on the findings of

the study.

The respondents of the study were the three hundred (300) public

secondary school teachers in the Division of Misamis Oriental. A researcher-

made survey questionnaire was employed to obtain specific information about

the study.

The data were analyzed using descriptive statistics such as frequency

counting of data, percentage, mean and standard deviation. Pearson Product

Moment of Correlation was employed to test the significant relationship

between the respondent’s problems and challenges. F-test to determine the

significant difference in the teacher problems and challenges when grouped

according to their characteristics. An intervention plan was designed to help

teachers in finding solutions to the problems and challenges they are facing

in the implementation of self-learning modules.

The teachers’ problems and challenges were low in the implementation

of self-learning modules. Teachers’ problems were not significant to sex,

position, and attitudes towards self-learning modules. At the same time, their

challenges were not significantly related to their age, sex, position, highest

educational attainment, teaching experience, family monthly income, and

related training and seminars. It is recommended that teachers seek support

from stakeholders and the local government to acquire funds for better

implementation.

Keywords: Problems, challenges, self-learning modules

 TABLE OF CONTENTS

Page

TITLE PAGE I

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

DEDICATION iv

ABSTRACT v

TABLE OF CONTENTS vi

LIST OF TABLES vii

LIST OF FIGURE vii

CHAPTER viii

1 INTRODUCTION 1

Background of the Problem 1

Conceptual Framework 2 2

Research Hypothesis (For quantitative research) 3

Statement of the Problem 8

Definition of terms 10

Significance of the study 12

Scope and limitations of the study 14

Definition of terms 15

2 REVIEW OF RELATED LITERATURE 16

3 RESEARCH METHODOLOGY 35

Research Design 35
Population 36
 Sampling Method 37

Research Instrument 38

Data Collection Procedure 40

4 PRESENTATION, ANALYSIS AND 35

INTERPRETATION OF DATA

5 SUMMARY OF FINDINGS, CONCLUSIONS AND 35

RECOMMENDATIONS

Summary of Findings 36

Conclusions 37

Recommendations 40

REFERENCES 49

APPENDICES 55
A Letter of Consent 55

B Sample Questionnaire 64
C Tabulation 69

CURRICULUM VITAE OF THE AUTHORS 80

A Lastname, Firstname MI

B Lastname, Firstname MI
 Chapter I
INTRODUCTION

This chapter of the paper presents the problem and its setting. It

includes the background of the study, conceptual framework, research

hypothesis, the statement of the problem, significance of the study, and scope

and limitation of the study, and definition of terms.

Background of the problem

Filipinos are known to be competitive in the international community.

However, its current education system hinders from becoming even more

competitive (Cruz, 2015). So, with the implementation of the K to 12

curriculum in the Philippines, it is the solution for its academic disadvantage

and the key to nation’s development. It was in the school year 2012-2013

where the new curriculum was implemented in the Philippines. This is the shift

from the Basic Education Curriculum to the new K to 12 Curriculum.

Accordingly, this curriculum aims to give every learner an opportunity to

receive quality education based on an enhanced and decongested curriculum

that is internationally recognized and comparable (K-12 Basic Education

Program, 2012; K-12 Primer/ K-12, 2013).

There are many innovations and reforms introduced to the curriculum

such as extension of years spent in school. From the old 10-year scheme or

Grade 1 to 10, it has been modified to 12 years. And, among the different

subjects or disciplines, Science is one of the subjects which undergo major

revision. The features of the K-12 Enhanced Basic Education Program include

the strengthened Science education which follows a spiral progression. Spiral

progression approach in Science education aims to develop scientific literacy

among learners that will prepare them to be informed and participative

citizens who are able to make judgments and decisions regarding applications

of scientific knowledge that may have social, health, or environmental

impacts. The use of spiral progression avoids disjunctions between stages of

schooling and allows learners to learn topics and skills appropriate to their

developmental and or cognitive stages. The spiral progression is also

believed to strengthen retention and mastery of topics and skills as they are

revisited and consolidated with increasing depth and complexity of learning in

the succeeding grade levels (Quijano & Technical Working Group on

Curriculum, 2012).

Indeed, the spiral progression approach in the Science Curriculum of

the K to 12 Program of the Department of Education is a good innovation and

prerogative to develop that enhances the Philippine Science education. But

sad to know that schools lack equipment and apparatus for their science

experiments and laboratories. They do not have even a single laboratory

room or facilities to where science experiments must be done. Teachers, too,

are experiencing challenges especially in the use of teaching strategies since

they need to be expert or versatile in the four areas in Science namely, Earth

Science, Biology, Chemistry and Physics, knowing that each teacher holds

one field of specialization or major. On the other hand, students also have

major challenges to the shift of Science curriculum to Spiral Progression

Approach. These are some of those challenges that this study is going to

adhere with and to ascertain the subjective responses of teachers and

students on how spiral progression approach can enhance the learning

process as well as taking into consideration their perception in the

implementation of spiral progression approach in Science curriculum.

Conceptual Framework

This study is based on the cognitive theory advanced by Jerome

Bruner, who wrote, “the hypothesis that any subject can be taught in some

intellectually honest form to any child at any stage of development.” Jerome

Bruner was the main proponent of spiral curriculum (Haeusler, 2013). Bruner

hypothesized that human cognition occurred in three relatively discreet

stages: enactive, or actually manipulating and interacting with objects; iconic

or manipulating images of the objects or phenomena; or symbolic, or the

manipulation of representations of the actual objects or phenomena

(Johnston, 2012).

The key features of Bruner’s theory reflect the spiral progression

approach in Science Curriculum where: 1) students revisits a topic, theme or

subject several times throughout their school career; 2) the complexity of the

topic or theme increases with each revisit; and 3) new learning has a

relationship with the old learning and is put in context with old information

(Haeusler, 2013).

Using the cognitive theory patterned by Bruner in this research helps

explain the benefits ascribed in the spiral progression approach in the Science

curriculum: First, the information is reinforced and solidified each time the

students revisit the subject matter. Second, the spiral progression in Science

curriculum allows a logical progression from simplistic ideas to complicated

ideas. Lastly, students are encouraged to apply the early knowledge to later
course objectives. Moreover, the cognitive theory also gives the idea on how

the spiral progression approach be enhanced in the teaching-learning process

and to find solutions and remedies on the challenges of its implementation.

Given the preceding contentions, this study has come up with

subsequent paradigm which shows the relationship of the variables under

study. There are two types of variables considered in this study. First, the

independent variables which include the teachers’ profile considering the age,

gender, educational attainment, specialization, and related seminars

attended; and students’ profile considering the age, gender, number of

siblings, family monthly income, parent’s educational attainment, and time

consumed upon going to school. And, second are the dependent variables on

the implementation of spiral progression approach in science curriculum

considering the teaching strategies, equipment and apparatus, instructional

materials and laboratory room, science concept formation, scientific skills

acquisition, values attitude development and mode of implementation (see

Figure 1).

Independent Variables Dependent Variables

Respondents’ Implementation of Spiral

Characteristics Progression Approach in
Science Curriculum
 Age
 Gender  Science concept
 Number of siblings formation
 Family Monthly  Scientific skills
Income acquisition
 Parent’s  Values and
Educational attitude
Attainment development
 Time consumed  Mode of
upon going to implementation
school
Figure 1. Schematic Model Showing the Interplay between the
Independent and Dependent Variables of the Study.

Research Hypothesis(es)

Problem 1 and 2 are hypotheses-free.

On the basis of problem 3, the following null hypothesis was formulated

and tested at 0.05 level of significance.

Ho: There is no significant relationship between the implementation of

Spiral Progression Approach in Science Curriculum and each of the following

variables:

1.1 Age,

1.2 Gender,

1.3 Number of siblings,

1.4 Family monthly income,

1.5 Parent’s educational attainment, and

1.6 Time spent upon going to school.

Statement of the Problem

This study attempted to examine the implementation of Spiral

Progression Approach among Science Teachers and Grade 10 students of

the select five public secondary schools in the Division of Misamis Oriental,

SY 2016-2017.
 Specifically, this paper attempted to answer the following questions:

1. What are the characteristics of the respondents in terms of:

1.1 Age,

1.2 Gender,

1.3 Number of siblings,

1.4 Family monthly income,

1.5 Parent’s educational attainment, and

1.6 Time spent upon going to school?

2. What is level of challenges in the implementation of the spiral progression

approach in Science curriculum in terms of:

2.1 Science concept formation;

2.2 Scientific skills acquisition;

2.3 Values and attitude development; and

2.4 Mode of implementation?

3. Is there a significant relationship between the respondents’ perception on

Spiral Progression Approach in Science Curriculum and each of the following

variables:

3.1 Age,

3.2 Gender,

3.3 Number of siblings,

3.4 Family monthly income,

3.5 Parents educational attainment, and

3.6 Time spent upon going to school?

Significance of the Study

 The results of the study would be beneficial to the following:

This study would increase the students’ awareness in developing

scientific literacy towards science to improve their science performance and

personal life as well. This would also inspire and enlighten the students for

them to be positive to the new curriculum for the betterment of their future.

This study would encourage teachers to find way for professional

growth especially with the current trends in education for them to be effective

in their field. The study would also challenge them to provide effective

teaching strategies for effective students’ learning.

This study would encourage school administrators to be proactively

engaged in providing better resources and facilities for science teaching-

learning process. They will also gain insights as to what measures are

appropriate to help the teachers orient both students and teachers regarding

the K to 12 program. On the other hand, this study would also lead them to

send teachers for training and seminars in the K to 12 curriculum in order to

enhance their teachers’ effectiveness in providing effective learning towards

their students.

The findings of this study would enable parents to be more supportive

to their children, physically, emotionally, financially, and morally so that their

children will be able to attain a better education and a better life from a better

curriculum implementation.

This study would give the stakeholders the prerogative on what support

they can offer and share to the school in providing better services in the

community.
 The results of this study would make the Department of Education

more productive and functional by addressing the needs of the schools in

enhancing the learning process of the spiral progression approach in science

curriculum. This study would also help them to point-out factors that may

affect the challenges of the curriculum’s implementation.

Scope and limitation of the study

The study will focus on the implementation of spiral progression

approach in Science curriculum among Science Teachers and Grade 10

students of the select five public secondary schools in the Division of Misamis

Oriental during the School Year, 2016-2017. The variables of this study

include the characteristics of teachers like age, gender, educational

attainment, specialization and related seminars attended as well as the

characteristics of students like age, gender, no. of siblings, family monthly

income, parent’s educational attainment and time spent upon going to school.

Definition of Terms

For purposes of clarification of this research, the following key terms as

used in the study are operationally defined:

Age. This variable refers to the chronological age of the respondents at the

time they will respond to the survey questionnaire.

Educational Attainment. This term refers to the highest level of schooling

that the teachers or parents have reached either elementary level or

even graduate school level.

Equipment/Apparatus. This term refers to the availability of equipment and

apparatus used during Science laboratory and experiments to enhance

the teaching-learning process of the Spiral progression approach in

Science curriculum.

Family Monthly Income. This variable refers to the responses of the student-

respondents regarding their parents’ income in a month.

Gender. This term refers to the sex of the teachers and student respondents

whether, male or female.

Instructional Materials. This term refers to the availability of instructional

materials in the school to enhance the teaching-learning process of the

Spiral progression approach in Science curriculum.

Laboratory Room. This variable refers to the availability of laboratory room in

the school to enhance the teaching-learning process of the Spiral

progression approach in Science curriculum.

Mode of Implementation. This term refers to the perception of teacher and

student-respondents towards the implementation of Spiral progression

approach in Science curriculum.

Number of Siblings. This variable refers to student’s total number of brothers

and sisters in the family.

Perception. This term refers to the teachers and students’ responses

according to the three domains of learning namely: scientific concept

 formation, scientific skills acquisition and values and attitude

development and the mode of the implementation of the curriculum.

Related Seminars Attended. This variable refers to the number of K to 12

trainings attended by teacher-respondents.

Science Spiral Progression Approach. This variable refers to the new

science curriculum wherein the four major areas: Earth Sciences,

Biology, Chemistry and Physics are being taught at the same time and

per grading period.

Science Concept Formation. This term refers to the perception of teacher

and student-respondents on how the science concepts are taught in

the classroom.

Scientific Skills Acquisition. This variable refers to teacher and student-

respondents’ perception in developing and acquiring scientific skills.

Specialization. This variable refers to the area of specialization or major field

of expertise in the teaching profession.

Teaching Strategies. This variable refers to teaching methods used by

teachers to enhance the teaching-learning process of the spiral

progression approach in Science curriculum.

Time Spent Upon Going To School. This variable refers to the approximate

number of minutes consumed by students in arriving to school.

Values And Attitude Development. This term refers to the perception of

teacher and student-respondents in the need to have positive scientific

values and attitudes.

Chapter 2
REVIEW OF RELATED LITERATURE

The K to 12 implementation in the Philippine Basic Education

Curriculum is said to be the key to nation’s development. Though the

government will encounter varied problems of it, sooner or later, there really is

a need to instigate for the enhancement of the quality of our education

because it is very pressing and crucial (Burgonio, 2013). The former

Secretary of Education, Bro. Armin A. Luistro, believed that the K to 12

Program, along with broader basic education reform agenda of the

government, will benefit every Filipino (SEAMEO INNOTECH, 2012).

The curricular reforms in the Philippine K to 12 “Enhanced Basic

Education” are geared toward global responsiveness and competitiveness as

measured against the standards of regional or international organizations

such as the ASEAN Economic Community (AEC). The Philippines is a

member of the AEC for a regional economic integration by 2015 that

promotes among other visions an open market for employment opportunities

among labor forces of the member countries. Neighboring Asian countries of

the Philippines have long been prepared in terms of the educational

requirements of their work force for a job fair at least across Southeast Asia.

The requirements of the twelve-year basic education were fully implemented

among other ASEAN member countries compared to the Philippines that

started implementation in year 2012. Hence, this K to 12 Program is a

strategy that prepares the Philippines in parallel assessment on quality of

graduates along with competitors in regional or international economic

communities (Garcia, 2013).

Consequently, the roadmap of the Philippines toward ASEAN 2015

includes the provision of enabling laws such as the “Republic Act (R.A.)

10157” gives the Philippine Department of Education the authority to

implement reforms in basic education and of requiring kindergarten education

as prerequisite to elementary education in all public schools in the country

(RTVM, 2012).The general kindergarten program is the 10-month training

provided to children who are at least five years old upon entry in the

elementary schools. The lessons are presented through the thematic and

integrative curriculum to ensure the development of foundation skills among

children and to prepare them for Grade 1 (Brago, 2012).

Likewise, Republic Act 10533, the “Enhanced Basic Education Act of

2013” authorized the implementation of the K to 12 in the country with the

following expected benefits as enumerated in the K to 12 Primer (2013), these

benefits are: a) the provision of ample time for the acquisition and mastery of

learning competencies and skills integrated in co-curricular and community

activities toward holistic development of the learner, b) the learners are better

prepared for tertiary education, c) learners earn certificates of competency

after acquiring required skills in their chosen area of specialization during

senior high school training, d) lower household expenses compared to a two-

year college education, since the two-year senior high school training as part

of basic education is given free in Philippine public schools compared to

privilege college education; e) the K-12 graduate of about eighteen years old

will then be capacitated to earn, and can contribute to Philippine economic

growth, f) graduates of the K-12 program will be accorded recognition abroad,

g) the learners will be holistically developed in all dimensions, h) the lessons

in each level are decongested providing room for in-depth learning of

concepts and mastery, i) the integration of kindergarten education into the

basic education system provide better preparation toward grade 1 level

learning competencies, and j) the K-12 graduates will be able to meet the

standards for higher education in the country and abroad, equipped with the

21st century skills and enriched learning competencies which will be acquired

from longer exposure and focus on core subjects such as Science,

Mathematics and English together with elective courses prepare students to

be responsive to the needs of the industrial and manufacturing sectors.

The new science curriculum has many innovations. One of which is the

decongestion of the competencies and arrangement in spiral progression

manner. In the old curriculum, a specific discipline is being offered per grade

level. First year will take up general science, the second year will deal with

biology, the third year will study chemistry, and the seniors will master

physics. But in the new science program, the different disciplines in science

which are life science, chemistry, physics and earth science, have been

incorporated in every level (Montebon, 2014).

In terms of instruction, the science program shifts from traditional

methods of teaching to a more innovative exploration that emphasizes the

enhancement of the students’ critical thinking and scientific skills. The new

curriculum utilizes learner-centered approach such as the inquiry based

learning pedagogy. Concepts and skills are being taught by providing

pedagogy which will enable them to enhance their cognitive, affective, and

psychomotor domains (Montebon, 2014).

The aim of the science curriculum is to produce scientifically literate

citizens who are informed and active participants of the society, responsible

decision makers, and apply scientific knowledge that will significantly impact

the society and the environment. Specifically, the science curriculum is

designed to enhance three learning domains of the students. These are

performing scientific processes and skills, understanding and applying

scientific knowledge, and developing scientific attitudes and values. These

learning domains are the basis for drafting the survey questionnaires in this

study. With the improvement of the various learning domains, it is the goal of

the K12 curriculum to produce students who possess the following qualities:

1) critical/creative problem solver; 2) responsible steward of nature; 3)

innovative or inventive thinker; 4) informed decision maker; and 5) effective

communicator (K to 12 Science Curriculum Guide, 2013).

In an online forum, Dr. Flor Lacanilao (2012) of the University of the

Philippines Diliman, also presented some critiques on the K to 12 program

where he based his arguments on the stand of Filipino scientists and non-

scientists. According to Dr. Lacanilao, scientists do not agree with the

implementation of the K to 12 program because it does not answer the real

problem of the Philippine education system like the number of dropouts

recorded each year. Also, the inclusion of the kinder level is not scientifically

proven that it contributes in the enhancement of student learning. Moreover,

Dr. Lacanilao stressed that upon his readings, those who agree with the K to

12 implementation, are not scientists or educators (Montebon, 2014).

Some recent studies were conducted to determine the perception of

students towards the new Science curriculum and one of these studies were

conducted by Montebon which revealed that students generally perceived that

the implementing of the new science curriculum positively affects the way they

learn science concepts, acquire scientific skills and develop scientific attitudes

and values. Among the different learning domains that the K to 12 science

curriculum wants to improve, it is the values and attitude formation domain

which students agreed to have relevance to them, Lastly, students generally

perceive that their teacher judiciously implement the K to 12 curriculum.

On the other hand, a study by Ressureccion and Adanza found-out that

Spiral Progression Approach had greatly influenced science curriculum

particularly the content and transitions of four areas of science and the

secondary schools, the learners, and especially the science teachers. Based

on the findings, science teachers were still adapting to the new curriculum,

they needed more time and trainings to master all the fields and to learn new

teaching strategies because it is difficult to teach something, in which one

does not have the necessary mastery. They can teach other branches of

science without the in depth discussion because it is not their specialization.

An unpublished thesis of Mingo (2015) revealed that the profile of

students respondents as to age described as weak correlation was

significantly related to the perception towards spiral progression approach.

This implied that age was a predictor in the perception of students towards
spiral progression approach. In contrast to the above study, an unpublished

study by Monsanto (2015) showed that the extent of benefits on the

implementation of the K to 12 was found generally as agreed in the aspects of

instruction, learning resources and students’ services, and not at all satisfied

in the aspect of satisfaction. In short, the respondents expressed an

unfavorable approval of the program for they experience a degree of

limitation.

Moreover, another unpublished thesis study revealed that the K to 12

program will be a burden on the parts of parents and students, not just for

emotional, physical reason but also in financial aspect because this program

will prolong the years or stay in school of the students. On the other hand, the

K to 12 program is abreast with new idea to fully develop and cultivate the

skills of students so that they will not become liabilities to the country but

instead, these will be valuable citizens of the country (Parica, 2013).

The above related literature in the Philippine setting showed that the

Department of Education in the Philippines sees spiral progression approach

as a solution to our education problem. Although other countries abandon the

spiral approach and adopt a filed-focus approach to teaching science,

Philippines, on the other hand with DepEd’s K to 12 goes in the opposite

direction. So, it is the challenge of this study to address the major transition of

the curriculum by creating a positive perception towards the new spiral

progression approach in Science curriculum and proactively engage in

enhancing the teaching-learning process towards a successful

implementation.
 Therefore, it is the aim of this study to determine how science teachers

and Grade 10 students assess the Spiral Progression Approach in Science

Curriculum in Junior High Schools of the Division of Misamis Oriental.

Chapter 3
RESEARCH METHODOLOGY

This chapter includes the research design, the sample, the

instruments, the intervention (if research is experimental), the data collection

procedure, and the plan for data analysis.

Research Design

The type of research method used by the proponent in this study was

descriptive research method. Descriptive survey method is appropriate for

data derived from simple observational situations, whether these are actually

physically observed or observed through the use of a questionnaire or poll

techniques (Zulueta et.al., 2006). According to Cresswell (2012), this type of

research is used in order to observe the occurrences of the phenomenon

through frequency counting, averaging, and other statistical calculations.

The survey questionnaire for determining the perceptions of Science

teachers and students on Science spiral progression approach was used to

collect data and information. This study was not only focused on gathering,

tabulating and computing of data but also involved in the analysis and

interpretation of results and drawing of the implication of the findings. Variable

such as teachers’ profile considering their age, gender, educational

attainment, specialization and related seminars attended; and students’ profile

considering their age, gender, number of siblings, family monthly income,

parent’s educational attainment, and time consumed upon going to school

were also studied.

Population

The pandemic had greatly influenced the changes in the students

coping mechanism. in this research study the total number of participants in

the research study will be fifty senior high school students from NHC High

School during the Academic year 2020-2021, Caloocan City. The respondents

will be distinguishing for this research study using random sampling technique

based on the participants characteristics which all of the students were

considered as a senior high school student who attends at NHC High School.

This technique is the purest form of probability sampling frame because it is

impartial and ideal for the quantitative research study (Maheshwari, 2017). In

order to evaluate and get the significance of coping mechanism of senior high

school students in dealing with the pandemic.

Sampling Method

Before the sampling and gathering of data was done, the researcher

determined all the populations from the select five secondary public schools to

get the number of samples among teachers and student respondents. From
the list, the total number of thirty four (34) Secondary Science Teachers and

three hundred twenty seven (327) Grade 10 students was determined.

Purposive sampling technique was used in determining the number of

teacher-respondents on the implementation of spiral progression approach in

this study due to the limited number of Science Teachers in the said schools

while proportionate sampling through Slovin’s formula was used in

determining the sample size of students’ respondents.

Before the sampling and gathering of data was done, the researcher

determined all the populations from the select five secondary public schools to

get the number of samples among teachers and student respondents. From

the list, the total number of thirty four (34) Secondary Science Teachers and

three hundred twenty seven (327) Grade 10 students was determined.

Purposive sampling technique was used in determining the number of

teacher-respondents on the implementation of spiral progression approach in

this study due to the limited number of Science Teachers in the said schools

while proportionate sampling through Slovin’s formula was used in

determining the sample size of students’ respondents.

Research Instrument(s)

The researchers will utilize survey questionnaires through google

forms as a necessary tool that will be answered by senior high school

students to get the important data's that will be needed in the research study.

The type of questions that we will used in the study will be mixing

demographic and dropdown questions when asking for the student’s personal

profile. While the questions that the researchers will used in finding the

significance of coping mechanisms of students in times of the pandemic will

be in the of form of declarative statements that can be answered through

Likert scale. Survey question through Likert scale where proven to be more

reliable and effective because it’s easy to draw conclusions and the data’s

gathered are more understandable especially in a quantitative type of

research (Cleave, 2017).

Data Collection Procedure

In doing the research procedure, the first thing that the researchers will

do is to ask for the teachers consent upon on proceeding the survey and the

researchers will create a letter of permission for the students upon agreeing to

proceed and conduct survey to the students. Survey questions will be

distributed to the respondents through the use of google forms in order to

avoid physical contact for the safety of everyone. The researchers will be

giving the respondents enough time to answer the survey form. After the

researchers obtained the exact number of respondents the researchers will

closed the google forms to accept no more responses. Furthermore, the

researchers will proceed on analyzing the data's that are gathered in the

survey. And the data’s gathered will be stored in a file document for data

analysis and completeness.

 Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter comprehensively discusses the presentation, analysis and

interpretation of data obtained from the perception of the respondents on the

implementation of Spiral Progression Approach in Science Curriculum among

Science Teachers and Grade 10 students of the select five Public Secondary

Schools, Division of Misamis Oriental, SY 2016-2017. The data were drawn from the

survey questionnaire and presented, analyzed, and interpreted according to the order

in the Statement of the Problem of Chapter 1.

Problem 1: What are the characteristics of the student-respondents in terms of:

1.1 Age,

1.2 Gender,

1.3 Number of siblings,

1.4 Family monthly income, and

1.5 Parent’s educational attainment?

.

Figure 1
Percentage of Student Respondents in Terms of Age
13 and below -1
17%

14-15 years old

20 and above 10%
37%

18-19 year
old -1 16-17 years old
20% 17%

Figure 1 shows the percentage of student respondents in terms of age.

It describes that 52.00 percent of the respondents were 13-15 years old and

48.00 percent were 16-18 years old. This denotes that majority of the

respondents were 13-15 years old. Age of students is considered a factor in

the success on the implementation of the curriculum when there is a

combination of different age groups in a particular class. This means that

different age groups would also need different way of teaching, instruction and

treatment.

Figure 2

Percentage of Student Respondents in Terms of Gender

 Female
36.67%

Male
63.33%

Figure 2 shows the percentage of student respondents in terms of

gender. It detects that 54 percent of the respondents were female and 46

percent were male. This means that majority of the respondents were female.

Figure 3

Percentage of Student Respondents in Terms of Number of Siblings

 7 & above no. of siblings,
10 %

5-6 no. of siblings,

15 %
1-2 no. of sib-
lings,
24%

3-4 no. of sib-

lings,
51 %

Figure 3 depicts the percentage of student respondents in terms of the

number of siblings. It shows that 51 percent were 3-4 no. of siblings, 24

percent were 1-2 no. of siblings, 15 percent were 5-6 no. of siblings, and 10

percent were 7 & above no. of siblings in their family. This means that majority

of the respondents had 3-4 no. of siblings in their family. According to

Grabmeier (2015), academic achievement drops as families grow because

parents talk less time and economic resources for each child decline. So, as

family size increases, parents talk less to each child about school, have lower

educational expectations, save less for college, and have fewer educational

materials available. This means that the number of siblings in a family affects

the academic performance of students because of the parental concerns and

dilution of economic resources.

Figure 4

Percentage of Student Respondents in Terms of Family Monthly Income

 Php 15,001-20,000,
Php 10,001-15,000, 2%
9% Php 1,000 & below,
20%

Php 5,001-10,000,
17%

Php 1,001 -
5,000,
52%

Figure 4 exhibits the percentage of student respondents in terms of

family monthly income. It reveals that 52 percent of the respondents were Php

1,001-5,000 family monthly income, 20 percent were Php 1,000 & below

family monthly income, 17 percent were Php 5,001-10,000 family monthly

income, 9 percent were Php 10,001-15,000 family monthly income, and 2

percent were Php15,000-20,000 family income. This illustrates that majority of

the respondents’ family monthly income was Php 1,001-5,000. This also

indicates that majority of the respondents’ family income is within the

minimum and probably not enough for a monthly budget in a family. Thus,

government’s bridging program such as 4Ps is really a big help to support

families with insufficient income and resources.

Figure 5
 Percentage of Student Respondents in Terms of Parent’s Educational
Attainment

College Graduate Elementary Level

11% 15%
College Under-
graduate Elementary Grad-
9% uate
12%

High School
Graduate High School
26% Level
27%

Figure 5 displays the percentage of student respondents in terms of

parent’s educational attainment. It reflects that 27 percent of the parents’

educational attainment of the respondents was high school level, 26 percent

were high school graduates, 15 percent were in elementary level, 12 percent

were college undergraduate. This suggests that majority of the parents’

educational attainment of the respondents were high school level. Parents’

educational attainment affects the way their children think of schooling.

Students’ motivation towards academic success depends how parents

motivated their children. When parents have higher level of educational

attainment, they can really guide, help and teach their children because they

have enough knowledge that they can share and relate to their children.

However, parents with low level of educational attainment have lesser

motivation, lesser knowledge, and lesser engagement towards schooling of

their children.

Problem 2: What is the level of challenges in the implementation of the spiral

progression approach in Science curriculum in terms of:

 2.1 Teaching strategies;

2.2 Equipment and apparatus;

2.3 Instructional materials; and

2.4 Laboratory room?

Figure 6

Students Perception on the Implementation of Spiral Progression

Approach in terms of Teaching Strategies
32
Group Work 0 67
1
25
Differentiated instruction 63
12
0
18
Indoor laboratories and experiments 57
24
1
22
Field laboratories and experiments 48
28
2
24
Indigenization and localization of 58
teaching 16
2
0 10 20 30 40 50 60 70 80

Strongly Disagree Disagree Agree Strongly Agree

Figure 6 shows the perception of students on the implementation of

spiral progression approach in terms of teaching strategies. It reveals that the

students generally agree with the statements on the questionnaire in terms

teaching strategies. Among the items in the teaching strategies, students

strongly agreed that group work is very effective in getting them to work

together in solving problems in the new Science curriculum. On the other

hand, field laboratories and experiments have the highest number of disagree

responses as observed. This suggests that students may not have been

exposed to field laboratories and experiments that allow them to have hands-

on and minds-on experience towards science concepts and ideas.

Figure 7
 Students Perception on the Implementation of Spiral Progression
Approach in terms of Equipment and Apparatus
42
Need of science equipment and apparatus 48
10
12
Availability of Science equipment and apparatus 40
33
15
15
Use of improvised and recycled materials 70
10
5
17
School budget for science equipment and apparatus 67
12
4
13
Direct and actual learning experience 65
19
3
0 10 20 30 40 50 60 70 80

Strongly Disagree Disagree Agree Strongly Agree

Figure 7 presents the perceptions of students on the implementation of

spiral progression approach in science curriculum in terms of equipment and

apparatus. Students generally agree on the statements on the survey

questionnaire and recognized the importance of science equipment and

apparatus in enhancing the learning process of the spiral progression

approach in science curriculum. Among the items in the equipment and

apparatus, students strongly agree that the availability and the use of science

equipment and apparatus in the learning environment are very much needed

in the new science curriculum. The item which has the highest agreement

perception where students find that when there are no available equipment

and apparatus for science activity, the use of improvised and recycled

materials are utilized by their teachers to make their activity be realized.

Consequently, the highest number of disagree response is the item on

availability of Science equipment and apparatus. This implies that the school

do not have enough Science equipment and apparatus that is needed for the

new science curriculum.

Figure 8
 Students Perception on the Implementation of Spiral Progression
Approach in terms of Instructional Materials
47
Availability of learning materials, textbooks, and other 44
resources 8
1
29
Use of other references and supplementary materials in 65
learning 6
23
Use of technologically advanced instructional materials 63
14
26
Use of localized materials available in the community 59
15
24
School budget for instructional materials 54
19
3
0 10 20 30 40 50 60 70

Strongly Disagree Disagree Agree Strongly Agree

Figure 8 shows the perception of students on the implementation of

spiral progression approach in terms of instructional materials. In terms of

instructional materials, students generally perceived that they strongly agreed

that the utilization of the learning materials, textbooks and other resources are

available in the school. Students believed that their learning materials and

textbooks are already enough for them to learn. In other sense, school budget

for instructional materials got the highest disagree response which indicates

that although the school allocated budget for instructional materials to every

teacher and student but still, it is not enough to be provided to them. In this

reality, the department must allocate additional budget for instructional

materials to be utilized in the teaching-learning process.

Figure 9

Students Perception on the Implementation of Spiral Progression

Approach in terms of Laboratory Room
 42
Need of Science laboratory room 45
11
2
7
Availability of functional laboratory room 35
40
18
6
Availability of nonfunctionalaboratory room (storage) 15
37
11
41
School budget for science laboratory room 49
10
47
Need for a separate laboratory room of each major area 41
(Earth Sci., Bio., Chem. & Physics) 11
1
0 10 20 30 40 50 60

Strongly Disagree Disagree Agree Strongly Agree

Figure 9 depicts the perception of students on the implementation of spiral

progression approach in terms of laboratory room. In general, students

agreed that there is really a need for a laboratory room to meet the learning

standards and competencies required by the DepEd. This explains that in

enhancing the learning process of the spiral progression approach in science

curriculum, science laboratory room must be constructed because it is the

only convenient and safety place appropriate for science experiments and

activities to happen. Students also strongly disagree that they have available

and functional laboratory room where science experiments and laboratories

are done. Among the items for laboratory room, the need for a separate

laboratory room of each major area in Science got the highest agreement

perception among students indicating the need for individual laboratory room

for Earth Science, Biology, Chemistry and Physics.

Problem 3. Is there a significant relationship between the respondents’ on the

implementation of modular distance learning and each of the following

variables:
 3.1 Sex;

3.2 Position,

3.3 Teaching experience, and

3.4. Attitude towards the challenges?

Table 2
Result of the Test on Relationship between the Respondents’
Challenges in the Implementation of Modular Distance Learning in the
New Normal and each of their Characteristics
Factors that Influence in Drinking
Respondents
R Description Sig. Level Interpretation
Characteristic

Age Weak Not significant

0.186 Correlation 0.323

Sex Weak Not significant

0.186 correlation 0.323

Civil Status Weak Significant

0.214 Correlation 0.004

Attitude towards Weak Significant

Challenges 0.294 Correlation 0.000*
*Significant at 0.05 level.

Legend: ±0.01 - ±0.29 WC Weak Correlation

±0.30 - ±0.69 WC Moderate Correlation

±0.70 - ±0.99 SC Strong Correlation
Table 2 demonstrates the result of the test on relationship between the

respondents’ challenges in the implementation of modular distance learning in

the new normal and each of their characteristics. The table exemplifies that

the profile of teachers as to sex with computed r = 0.217 described as “weak

correlation”, position with computed r = 0.267 described as “weak correlation”,

teaching experience with with computed r = 0.214 described as “weak

correlation”, and attitude towards self-learning modules with computer r =

0.294 described as “weak correlation” were significantly relevant to the

respondents’ challenges in the implementation of modular distance learning in

the new normal. This signifies that the null hypothesis was rejected because

the obtained probability values were lesser than the level set at 0.05. This

further denotes that sex, position, teaching experience, and attitude towards

the challenges affect their challenges encountered by the teachers in the

implementation of modular distance learning.

Accordingly, sex of the respondents matter on how they respond to

challenges they have encountered in the implementation of modular distance

learning. This explains that a male teacher would have a different problem

faced or encountered than a female teacher. In a study conducted by Tran

(2015) on the impact of sex on teachers' perceptions of school environment,

teaching effectiveness, stress, and work satisfaction, it was discovered that

teachers' sex has a significant influence on student outcomes at the middle-

school level. Researchers have identified that a variety of teacher

characteristics or variables can inhibit or impede successful subject delivery.

Abe (2014) discovered that one of the teachers' characteristics that influence

effective subject delivery is the teachers' sex in a study on the impact of

teachers' qualifications on students' performance in mathematics.

Regarding the teachers’ position, it has also impact on how teachers

respond to the challenges they encountered in the delivery of modular

distance learning. This implies that teachers holding Teacher 1 positions

would have a different challenges experienced to teachers holding a different

teaching position like Master Teacher II. The result is also true to the study by

Chu, Loyalka, Chu, Qu, Shi, Li, & Rozelle (2015), in which it was found out
that teachers’ position affects students’ achievement. Teachers of the highest

position are more positively affect students’ achievement than teachers of

lower rank.

When respondents’ characteristics are considered as to teaching

experience, it reveals that number of years of teaching affects their challenges

in the implementation of modular distance learning in the new normal. So,

teachers with different number of years of teaching experience have also

different challenges encountered in the implementation of modular distance

learning. Accordingly, throughout a teacher's career, teaching experience is

positively associated with student achievement gains. Gains from experience

are greatest in teachers' first years, but they continue for teachers in their

second and, in some cases, third decades of service (Kini and Podolsky,

2016).

Taking into consideration the teachers’ attitude towards the challenges,

it also has an effect on their challenges in the implementation of MDL. This

interprets that attitude of teachers, whether positive or negative, correlates to

their challenges in the delivery of MDL. This would also mean that when a

teacher has a positive attitude, more or likely, he or she would take it as a little

problem. However, when a teacher is negative, he or she would consider it as

a big problem. This supports the findings in a study conducted by Ulug,

Ozden, & Eryilmaz (2011) on the effects of teachers’ attitudes on students’

personality and performance where it showed that while positive attitudes of

teachers have a positive impact on students' achievement and personality

development, negative attitudes have a negative effect on both students'

performance levels and personality development.

 Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter contains the summary of findings, conclusion and

recommendations.

Summary of Findings

1. What is the level of stress of engineering students in Central Colleges of the

Philippines during the first semester of the school year 2017-2018?

Based on the result of the gathered data the researchers found out that some

engineering students have experiencing moderately level of stress.

2. What is the amount of sleep hours of engineering students in Central Colleges of

the Philippines during the first semester of the school year 2017-2018?

Based on the result of the gathered data the researchers found out that most of the

engineering students have experiencing very short amount of sleep hours.

3. Is there a significant relationship between the level of stress and the amount of

sleep of engineering students in Central Colleges of the Philippines during the first

semester of the school year 2017-2018?

The researchers conclude that there is a significant relationship between the level of

stress and amount of sleep of the engineering students.

Conclusion

The researchers conclude that the level of stress of the engineering students is

moderately level of stress while the amount of sleep of engineering students is very

short amount of sleep hours.

Recommendation

Students. The researchers recommend this study to students. This can give them

awareness and knowledge about the level of stress and amount of sleep of students.

This may help the student in understanding stress management, advantages and

disadvantages of stress, benefits of sleep and how stress affects sleep.

Future researchers. The research may be used as a guideline and reference data in

conducting a research. This will also give them an overview about the level of stress

and amount of sleep of students.

Teachers. This study will give them knowledge and awareness about the level of

stress and amount of sleep of students. They can use this as their guideline or

reference. Also through this they can help their students who’s study is the same as

the researcher’s, to have an overview about the topic.

REFERENCES

Follow the APA, 6th Edition style for referencing.

Alwardt, Randi Kay. (2011). Investigating the transition process when moving
from a spiral curriculum alignment into a field-focus science curriculum
alignment in middle school. Lindenwood University. Retrieved on July
21, 2016 from http://pqdtopen.proquest.com/#viewpdf?dispub=3450281
Garcia, J. A. S. (2013). Framework for ASEAN 2015: A roadmap for schools.
Retrieved on August 18, 2016 from http://www.pacu.org.ph/wp2/wp-
content/uploads/2013/06/Framework-for-ASEAN-2015ARoadmap-for-Schools-
Dr-John-Addy-Gar.pdf.
K-12 Primer/K-12 Update. (2013). Teachers’ lounge. Retrieved on August 18,
2016 from
http://www.rexpublishing.com.ph/basic-education/teacherslounge/basi-
education/k-to-12-Primer/.
K to 12 Basic Education Program. (2012). The official gazette (Presidential
Communications Development and Strategic Planning Office and
PREGINET). Retrieved on August 18, 2016 from http://www.gov.ph/
K to 12 Science Curriculum Guide (2013). Retrieved on August 18, 2016 from
http://odea.sdb.ph/ODEA/downlads/Kto12Sceicne-CG-as-of-Apr-25-2013.pdf.
Marston, Jennifer T. (2011). Perception of students & parents involved in
primary to secondary school transition program. Retrieved on August 18
from www.slideshare.net/yethan/thesis-24524096
Montebon, Darryl Roy T. (2014). K-12 science program in the philippines:
student perception on its implementation. International Journal of
Education and Research, Vol. 2 No. 12, December, 2014. ISSN: 2201-
6333 (Print) ISSN: 2201-6740 (Online) Retrieved on August 14, 2016
from www.ijern.com
Resurrecion, J. A. and Adanza, J. (2015). Spiral progression approach in
teaching science in selected private and public schools in cavite.
proceeedings of the dlsu research congress, vol. 3, 2015.
SEAMEO INNOTECH (2012). K to 12 toolkit: Resource guide for teachers
educators, school administrators and teachers. Retrieved on August 1,
2016 from http://www.seameo-innotech.org.
UNESCO (2014). Education systems in asean + 6 countries: a comparative
analysis of selected educational issues. Education Policy & Reform Unit.
UNESCO, Bangkok, Thailand. Retrieved on August 18, 2016 from
http://www.unesco.org/open-access/terms-use-cctyssaen.
APPENDIX I. CONSENT LETTER

Republic of the Philippines

Department of Education
Region X
 Division of Misamis Oriental
Initao North District
INITAO NATIONAL COMPREHENSIVE HIGH SCHOOL

January 3, 2024

JOAN CALIOPE J. LONGAKIT

School Principal
Initao National Comprehensive High School
Initao, Misamis Oriental

Maam:

Greeting of peace and goodwill!

The undersigned Grade 12 – TVL B students of Initao National
Comprehensive High School would like to ask permission from your good
office to conduct our Practical Research entitled, "Classroom Seating
Arrangements And Students Engagements Of Senior High School
Students ".
In this regard, we are requesting our respondents to answer the survey
questions in relation to our study. We will be assuring you that all of the
information's that we will gather from this research study will be extremely
confidential and utilized for academic purposes only.
Anticipating your favorable action on this regard.
Respectfully yours,

CINDY JOYCE M. BUNTAG

JESSA MAE M. BARON

HAZEL MAE B. MEJOS

JESSIE MAE B. BALUDO

ELAINE JANE O. CATIIL

Noted:

JUNPEL U. ACUT, PhD

Practical Research Teacher
APPENDIX II. LETTER TO THE RESPONDENTS AND QUESTIONNAIRE

January 3, 2024
Dear Respondents,

A pleasant day NHCian's! We are the students from NHC Senior High

School, Grade 12 - Humanities and Social Sciences - Michelangelo S.Y.

2020-2021. We are conducting an ongoing research study entitled

"Evaluation of Senior High School Students Coping Mechanism in Time

of the Pandemic".

In connection to our research study, we are requesting you to answer

the survey questions in relation to our study. We will be assuring you that all

of the information's that we will gather from you will be extremely confidential

and utilized for academic purposes only.

We hope that you answer this with full honesty and we trust you that

you are part of our journey on accomplishing this research study about the

significance of Coping Mechanism of Senior High School students during the

period of pandemic.

Thank you for your cooperation!

Sincerely,

Krisha Y. Araujo

Alice Habla

John Glenn F. Meneses

Roxanne Velasco

Name (optional):_____________________ Grade and

Section:_________
Part 1: Classroom Seating Arrangement

Directions: Answer the following statements depending upon your level of

agreement. Answer with full honesty.

4 – At all times
3 – Most of the time
2 –Sometimes
1 – Never

Student’s Choice At all Most of Sometimes Never

times the time

1. I have given
freedom in choosing
my own seat in our
class.
3. I exercised and
engaged in indoor
activities to relieve
stress during the
pandemic.
4. I discover to learn
new things (ex.
dancing, cooking,
drawing, etc.) at the
time of pandemic.
Teachers’ strategy

6. I became closer to
my loved ones like to
my families and
friends during the
pandemic.
6. I play mobile
games more often
(ex. Mobile Legends,
Call of Duty, Among
us and etc.) during
the period of
 pandemic.
7. I always stay late
up night doing
school works and
household chores at
home during the
pandemic.
8. I had a hard time
adjusting on the new
school set up like
online-blended
learning during
pandemic.

Part 2: First Grading Grade

First Quarter Grade ____________

Part 2: Student Engagement

Directions: Answer the following statements depending upon your level of

agreement. Answer with full honesty.
4 – At all times
3 – Most of the time
2 –Sometimes
1 – Never

Participation At all Most of the Sometimes Never

times time

1. I have given
freedom in choosing
my own seat in our
class.
2.

3. I exercised and
engaged in indoor
activities to relieve
stress during the
pandemic.
4. I discover to learn
new things (ex.
dancing, cooking,
drawing, etc.) at the
time of pandemic.
5.

Student relationship

6. I became closer to
my loved ones like to
my families and
friends during the
pandemic.
6. I play mobile games
more often (ex. Mobile
Legends, Call of Duty,
Among us and etc.)
during the period of
pandemic.
7. I always stay late up
night doing school
works and household
chores at home during
the pandemic.
8. I had a hard time
adjusting on the new
school set up like
online-blended
learning during
pandemic.
CURRICULUM VITAE