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Department of Education

Region V

Freedom Sports Complex, San Jose, Pili, Camarines Sur

APPROVAL SHEET

This is to certify that the research entitled: PROJECT SHARE: IMPROVING THE GRADE
7 LEARNERS READING COMPETENCIES THROUGH CONTINUOUS IMPROVEMENT
(CI) PROGRAM

by NOEL P. CAPARANGA, LORELIE L. PINEDA, ROSEMARIE M. BARTILET,


GLENARD M. SIAT and CHARITO S. RELATIVO
(Researcher/s)
of SIBAGUAN AGRO-INDUSTRIAL HIGH SCHOOL
(Office/School/District)
was evaluated and approved by the Schools Division Research Committee (SDRC).

Given this ____ day of February, 2018 at DepED Schools Division Office of Camarines Sur,
Freedom Sports Complex, San Jose, Pili, Camarines Sur.

ELMER V. TENA, Ph.D. JOSEPHINE C. DOROIN, Ph.D.


Administrative Officer IV Senior Education Program Specialist
Budget Planning and Research
Committee Member Committee Member

MARIBEN D. BERJA LITA T. MIJARES


Education Program Supervisor 1 Chief Education Program Supervisor
In-Charge of Araling Panlipunan Curriculum Implementation Division
Committee Member Committee Member

SUSAN S. COLLANO, Ph.D.


Assistant Schools Division Superintendent
Chairman

Project SHARE: Improving the Grade 7 Learners Reading Competencies through Continuous
Improvement (CI) Program by Noel P. Caparanga et,al. Page 1
Department of Education
Region V

Freedom Sports Complex, San Jose, Pili, Camarines Sur

ACTION RESEARCH PROPOSAL EVALUATION FORM


(as contained in DepEd Order No. 16, s. 2017)

TITLE: PROJECT SHARE: IMPROVING THE GRADE 7 LEARNERS READING


COMPETENCIES THROUGH CONTINUOUS IMPROVEMENT (CI) PROGRAM

Name of Proponents: NOEL P. CAPARANGA


ROSEMARIE M. BARTILET
CHARITO S. RELATIVO
LORELIE L. PINEDA
GLENARD M. SIAT

MAIN CRITERIA SUB- % SCORE Remarks


CRITERIA
Rationale of the Context 15
Action Research (30 Proposed Intervention, 15
points) Innovation, Strategy
Action Research Minimum of three 30
Questions (30 points) research questions
Action Research Participants and/or 10
Methods other Sources of Data
(30 points) and information
Data Gathering Method 10
Data Analysis Plan 10
Action Research Work Includes interventions,
Plan and Timelines innovations and
(5 points) strategies 5
Cost Estimates With specific items and
(5 points) expenses 5
TOTAL SCORE 100%
Evaluation Result:
(Check one only)
____ Approved Evaluated by:
____ Disapproved Signature : _______________________
____ Conditional Approved Printed Name:______________________
____ Need some revision on: Date Evaluated: ____________________
__________________

Project SHARE: Improving the Grade 7 Learners Reading Competencies through Continuous
Improvement (CI) Program by Noel P. Caparanga et,al. Page 2
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V
DIVISION OF CAMARINES SUR
SIBAGUAN AGRO-INDUSTRIAL HIGH SCHOOL
Sibaguan, Sagñay, Camarines Sur

PROJECT SHARE: IMPROVING THE GRADE 7 LEARNERS READING COMPETENCIES


THROUGH CONTINUOUS IMPROVEMENT (CI) PROGRAM

RESEARCHERS: NOEL P. CAPARANGA-09054241332


School Head

LORELIE L. PINEDA
Teacher III
Sibaguan Agro-Industrial High School

ROSEMARIE M. BARTILET-09957365822
Teacher III
Sibaguan Agro-Industrial High School

CHARITO S. RELATIVO-09561704802
Teacher II
Sibaguan Agro-Industrial High School

GLENARD M. SIAT
Teacher I
Sibaguan Agro-Industrial High School

I. CONTEXT AND RATIONALE

Reading is essential for child’s success. All too often, the barriers faced by children with reading

difficulty outweigh their desire to read and, without proper guidance they never overcome them (PBS

2003-2018).

One definition of the verb “to read” is, “to utter aloud written matter” another definition is “to

understand and interpret.” (https://english-magazine.org). Everything you read fills your head with new

bits of information, and you never know when it might come in handy. The more knowledge you have,

the better-equipped you are to tackle any challenge you’ll ever face. The more words you gain exposure

to and they’ll inevitably make their way into your everyday vocabulary (https://www.lifehack.org).

Project SHARE: Improving the Grade 7 Learners Reading Competencies through Continuous
Improvement (CI) Program by Noel P. Caparanga et,al. Page 3
Reading is an integral skill a learner has to acquire in order to be successful in his academic

undertakings. Likewise, it will be his tool in achieving successful career in the outside world of

the school. To add,” Learning to read is a prerequisite for success in our literate society” (Hines,

2009, p.21). Thus, reading achievement is essential for school achievement (Reis, McCoach,

Little, Muller, & Kaniskan, (2010). According to Busick (2013)

Reading is the basic skill that the students should have in order to learn other macro skills.

Failure to acquire the skill in the specified period that the students must get will possibly affect the

students’ performance in school. Low reading competency is the prevailing issue faced by most of the

public schools in the Philippines that is why reading interventions will be of great help to address the

problem. Project SHARE which stands for Shuffled Letter Game, Home Reading Report, A-word-a-day,

Read a Line and Share, Every Reader a Story Teller is an attempt to solve the low reading competency of

the Grade 7 students in Sibaguan Agro-Industrial High School. Out of 123 grade 7 students of the said

school 20% or 23 students fall under the independent level and 21% or 26 students fall under Average

Level and 59% or 73 students fall under Frustration/dependent reader. Data shows that most of the grade

7 students belong to frustration level that led them to lose their interest in coming to school that causes in

the increase of dropping out. This project is the capsulized form of the reading interventions that we can

use to improve the reading competency of the target group of students.

II. ACTION RESEARCH QUESTIONS

The study will seek to answer the following problems:

1. What are the students’ reading competency levels in Grade 7 as reflected in the pre-test

reading inventory?

2. What are the strengths and areas needing improvement encountered by the students in the use

of the reading interventions?

3. What are the level of effectiveness of the different reading interventions implemented?

Project SHARE: Improving the Grade 7 Learners Reading Competencies through Continuous
Improvement (CI) Program by Noel P. Caparanga et,al. Page 4
4. What are the rate of increase/decrease in the students’ mastery level in reading after the

implementation of the reading interventions?

EXPECTED OUTPUT: Improved the 73 of 123 Grade 7 Learners’ Reading Competencies from
Frustration Level to Independent Level of Sibaguan Agro-Industrial High School through Project
SHARE for school year 2018-2019.

III. PROPOSED INNOVATION, INTERVENTION AND STRATEGY

Project Share is the capsulized form of reading interventions that will aid the

teachers to improve the reading competency of the students in a fun and challenging

ways.

Along with the project, the following activities will be implemented as

interventions or strategies:

1. WORD BRAIN PROJECT! – Shuffled Letters Game

- This intervention will encourage the learners to create/form a word in a fun way to

exercise their brain, improve their concentration and their ability to learn other macro

skill such as writing. This activity will be done during vacant period or Individual

Cooperative Learning (ICL). Making use of scrabble board and Word Factory cubes.

2. WELCOME HOME @ FIVE PROJECT- Home Reading Report

- This intervention will serve as the follow-up activity in an at home setting to

enhance the reading competency of the students. An excerpt passage from a novel or

story will be given to the students as their take home activity. Students are expected

to answer and fill in the needed data on the Home Reading Card as their expected

output. This will be done every Wednesday. Their progress will be monitored by the

teacher.

Project SHARE: Improving the Grade 7 Learners Reading Competencies through Continuous
Improvement (CI) Program by Noel P. Caparanga et,al. Page 5
3. LADDER OF SUCCESS- This is a VISUAL MANAGEMENT strategy to monitor

students’ reading competency level through a personalized stick with students’ pictures at

the tip which will move from one to another if one has answered/accomplished the

activity.

4. THINK, PAIR, SHARE PROJECT of A-Word-A-Day -This activity will strengthen

the vocabulary and reading competence of the students through word transcription and

sentence usage. Teacher will assign at least 5 students everyday to share a word with its

meaning and use them in a sentence. Word will be written in a piece of paper to be

collected and deposited in a fish bowl.

5. #JUST SAYIN’ PROJECT- Read a Line and Share

- Students will read a line it can be in the form of quotation, maxim, adage, motto etc. and

share it to the group. Through this learners will be motivated to read and share insights

and ideas to help boost their self-esteem. One student per day will share a line.

6. ONCE UPON A TIME PROJECT-Every Reader a Story Teller

- This activity will enhance the reading competence of the students as well as their skill in

storytelling. Teacher will assign 1 student per week to read a story to the class. Stories to

be read will b provided by the teacher.

IV. ACTION RESEARCH METHODS

This action research will employ descriptive - quantitative method to answer the main

problem of the study. Quantitative data will be derived from the researcher-made questionnaire

to be used in this study.

A. Participants

Project SHARE: Improving the Grade 7 Learners Reading Competencies through Continuous
Improvement (CI) Program by Noel P. Caparanga et,al. Page 6
Participants of this action research are the 123 Grade 7 students of Sibaguan Agro-

Industrial High School for the school year 2018-2019

B. DATA GATHERING METHOD

For students’ reading competency level, a tabulation of the result of the pre-test inventory score shall

be reflected in the table below.

Reading Competency Level


Name Sex Independent Instructional Frustration

Descriptors: Independent - 85% - 100%


Instructional - 76% - 84%
Frustration - 75% and below

To determine the strengths and areas needing improvement encountered by the students the

researchers will use the table below reflecting the rating and rank of the students reading competency

using DOLCH Basic Word Sights method.

Indicators Rating Rank


Can read letters from the
DOLCH Basic Sight Words
Can Read Phrases
Can Read Sentences
Can read Paragraph
Can answer comprehension
check

To measure the level of effectiveness of the different reading interventions implemented

researchers-made instrument in survey-questionnaire form using the following scale.

Interventions Level of Effectiveness


1 2 3 4
1. Word Brain Project! – Shuffled Letters Game

2. Welcome Home @ Five Project- Home Reading Report

Project SHARE: Improving the Grade 7 Learners Reading Competencies through Continuous
Improvement (CI) Program by Noel P. Caparanga et,al. Page 7
3. Visual Management
4. Think, Pair & Share Project -A-Word-A-Day
5. #Just Sayin’ Project- Read A Line And Share

6. Once Upon A Time Project-Every Reader A Story Teller


Legend:
4. 93%-100% -Very Effective
3. 85%-92%-Moderately Effective
2. 76%-84%-Less Moderately Effective
1. 75 and below-Less Effective

To compute for the increase/decrease in the students’ competency level in reading after the

implementation of the reading interventions, a research tool for performance level will be used.
𝑃𝑜𝑠𝑡 𝑇𝑒𝑠𝑡 − 𝑃𝑟𝑒 𝑇𝑒𝑠𝑡
Inc / Dec Rate = x 100%
𝑇𝑜𝑡𝑎𝑙 𝐼𝑡𝑒𝑚

The post-test result will also be recorded together with the pre-test result for comparison and

computation of the difference of the scores obtained.

Name of
Post-test results Pre-test results Difference Interpretation
Students

Descriptors: 10 and above – Very High


8 to 9 – high
6 to 7 – moderate
4 to 5 – low
Less than 4 – very low

C. DATA ANALYSIS PLAN

The data in this part will be organized according to the order of the statement of the problem

in tabular form. Moreover, the identified statistical tools will be used for the easy analysis and

Project SHARE: Improving the Grade 7 Learners Reading Competencies through Continuous
Improvement (CI) Program by Noel P. Caparanga et,al. Page 8
interpretation of data in this study, to improve the reading competency level and to determine the

level of effectiveness of Project Share in Grade 7 students.

A pre-test will be given to the target group to establish the current reading competency level

of the students. During the implementation phase, Ranking of the students’ rating will be used to

describe the order of the data obtained. Post-test will be administered to determine if there is an

increase or decrease in the student’s mastery level.

IV. ACTION RESEARCH WORK PLAN AND TIMELINES

PERSON/S
ACTIVITIES TIME FRAME MOV
INVOLVED
PRE-IMPLEMENTATION PLAN
1. Prepare action research January 26-28, Draft Action
proposal 2018 Researchers Research Proposal
2. Conduct consultation February 5-6, Researcher Revised Action
meeting with the school 2018 School Head Research Proposal
head
3. Submit action research February 8-9, Researcher Approved action
proposal for approval 2018 SEPS research proposal
ASDS
4. Reproduce the Pre-test May 29 – June 2, Researcher Reproduced Pre-
materials 2018 test materials

IMPLEMENTATION PLAN
1. Administer Pre-test June 7-8, 2018 Researcher Pre-test results
Participants
2. Implement the June 12, 2018 to Researcher Compiled
Intervention: March 13, 2019 Participants Worksheet
a. Orient students and June 12, 2018 Researcher Attendance
parents of the project Participants Picture
Parents documentation
b. Adaptation of the June 13, 2018 to Researcher Compiled daily
reading interventions March 13, 2019 Participants accomplished &
Parents checked
1. Shuffled Letters Game student’s
2. Home Reading Report Worksheets
3. A-Word-A-Day
4. Read a Line and Share
5. Every Reader a Story
Teller

Project SHARE: Improving the Grade 7 Learners Reading Competencies through Continuous
Improvement (CI) Program by Noel P. Caparanga et,al. Page 9
3. Conduct of Post test March 14-16, Researcher Post-test results
2019 Participants
POST IMPLEMENTATION PLAN
1. Prepare and submit March 18-20, Researcher Raw Tabulated
action research write- 2019 data
up/Terminal Report
2. Submit Result to the March 23-25, Researcher Processed &
Division Office 2019 Analyzed Data
Result
3. Communicate the May 20-23, Researcher Minutes
research results 2019 Stakeholders Documentation

V. COST ESTIMATES

ACTIVITIES RESOURCE REQUIREMENTS AMOUNT

A. PRE-IMPLEMENTATION PLAN
1. Prepare action research 1 ream bond paper short sub. 20 Php. 195.00
proposal
2. Conduct consultation meeting Snacks during the meeting Php. 560.00
with the school head
3. Submit action research Transportation from school to Php. 150.00
proposal for approval Division office and back
4. Reproduce the Pre-test Photocopy (clear copy) 246 pages Php. 6,000.00
materials Worksheet, 123 sets
123 pcs Kraft Folder short Php. 240.00
8 pcs Ring Binder 1.5 inches Php. 640.00
B. IMPLEMENTATION PLAN
1. Administer Pre-test
2. Implement the Intervention:
Php. 1,950.00
a. Orient students and parents of 1 ream short bond paper sub. 20 Php. 195.00
the project
b. Adaptation of the reading
interventions

1. Shuffled Letters Game 10 reams short bond paper sub. 20 Php. 1,950.00
2. Home Reading Report Cartolina 150 pcs. Php. 750.00
3. A-Word-A-Day
4. Read a Line and Share
5. Every Reader a Story
Teller
3. Conduct of Post test Photocopy (clear copy) 246 pages Php. 6,000.00
Worksheet, 123 sets
123 pcs Kraft Folder short Php. 240.00
8 pcs Ring Binder 1.5 inches Php. 640.00
b. POST IMPLEMENTATION PLAN

Project SHARE: Improving the Grade 7 Learners Reading Competencies through Continuous
Improvement (CI) Program by Noel P. Caparanga et,al. Page 10
1. Prepare and submit action research 1 ream short bond paper sub. 20 Php. 195.00
write-up/Terminal Report
2. Submit Result to the Division Transportation from school to Php. 150.00
Office Division office and back
3. Communicate Research result
TOTAL Php. 30,000.00

VI. PLANS FOR DISSEMINATION AND UTILIZATION

The research results will be disseminated to the principal, school personnel and

research enthusiasts attending research seminars and trainings to provide them with the

new findings and data. Also, this study will be of great help to English teachers to serve

as their basis to improve the reading competency of the students.

Project SHARE: Improving the Grade 7 Learners Reading Competencies through Continuous
Improvement (CI) Program by Noel P. Caparanga et,al. Page 11
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V
DIVISION OF CAMARINES SUR
SIBAGUAN AGRO-INDUSTRIAL HIGH SCHOOL
Sibaguan, Sagñay, Camarines Sur

PROJECT SHARE: IMPROVING THE LEVEL OF GRADE 7 LEARNERS READING


COMPETENCIES THROUGH CONTINUOUS IMPROVEMENT (CI) PROGRAM
(An Action Research Proposal)

Prepared and Submitted By:

NOEL P. CAPARANGA LORELIE L. PINEDA


School Head Teacher III

ROSEMARIE M. BARTILET CHARITO S. RELATIVO


Teacher III Teacher II

GLENARD M. SIAT
Teacher I

Project SHARE: Improving the Grade 7 Learners Reading Competencies through Continuous
Improvement (CI) Program by Noel P. Caparanga et,al. Page 12
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V
DIVISION OF CAMARINES SUR
SIBAGUAN AGRO-INDUSTRIAL HIGH SCHOOL
Sibaguan, Sagñay, Camarines Sur

Questionnaire

Research Question Number 1. What are the students’ reading competency levels in Grade 7 as reflected
in the pre-test reading inventory?
Name of Students Mean rating of Interpretation
Reading Inventory

Research Question Number 2. What are the strengths and areas needing improvement encountered by the
students in the use of the reading interventions?
Indicators Rating Rank
Can read letters from the DOLCH
Basic Sight Words
Can Read Phrases
Can Read Sentences
Can read Paragraph
Can answer comprehension check

Research Question Number 3. What are the level of effectiveness of the different reading interventions
implemented?
Interventions, Innovations and Number of students who Percentage Interpretation
strategies implemented got the correct answer
Shuffled Letters Game- This intervention
will encourage the learners to create/form a
word in a fun way to exercise their brain,
improve their concentration and their
ability to learn other macro skill such as
writing.
Home Reading Report- This intervention
will serve as the follow-up activity in an at
home setting to enhance the reading
competency of the students.
Simplified process
Step 1 – Accomplish Home Reading
Report Form

Project SHARE: Improving the Grade 7 Learners Reading Competencies through Continuous
Improvement (CI) Program by Noel P. Caparanga et,al. Page 13
Step 2 – Let parents affix their signature
in the HRRF
Step 3 – Submission and validation of
answers with the teacher
A-Word-A-Day-This activity will improve
the vocabulary and reading competence of
the students through word transcription and
sentence usage.
Read a Line and Share- Students will
read a line it can be in the form of sayings,
maxim, adage, motto etc. and share it to the
group. Through this learners will be
motivated to read and share insights and
ideas to help boost their self-esteem.
Every Reader a Story Teller- This
activity will enhance the reading
competence of the students as well as their
skill in storytelling.

Research Question Number 4. What are the rate of increase/decrease in the students’ mastery level in
reading after the implementation of the reading interventions?
Name of Post-test results Pre-test results Difference Interpretation
Students

Legend: 10 and above – Very High


8 to 9 – high
6 to 7 – moderate
4 to 5 – low
Less than 4 – very low

Project SHARE: Improving the Grade 7 Learners Reading Competencies through Continuous
Improvement (CI) Program by Noel P. Caparanga et,al. Page 14
VII. REFERENCES

DepEd Order Number 16, s. 2017 – Research Management Guidelines (RMG)

Berja M. D. (2012) Capability of DepEd Camarines Sur in Developing Job-Ready Graduates

Education For All 2015 National Review., Philippine Education for All 2015 Review Report
https://www.google.com.ph/search?sclient=psy-ab&btnG=Search&q=EFA#q=EFA+pdf
unesdoc.unesco.org/images/0023/002303/230331e.pdf.
Date Retrieved: May 9, 2017

Gilmer, Penny J. Action Research in One’s Own Classroom in Higher Education. Florida
State University, USA; Science and Mathematics Education Center, Australia
https://www.chem.fsu.edu/~gilmer/PDFs/action_research_in_own_sci_class.pdf.
Date Retrieved: May 9, 2017

SEAMEO INNOTECH., Competency-based Continuing Education Programme for Teachers


Utilizing Distance Education Technologies and Materials., University of the Philippines,
Diliman, Quezon City, Philippines; www.seameo-innotech.org/iknow/wp.../COMPETE-
21.-Classroom-action-research.pd...
Date Retrieved: May 9, 2017

Project SHARE: Improving the Grade 7 Learners Reading Competencies through Continuous
Improvement (CI) Program by Noel P. Caparanga et,al. Page 15
RESEACH INSTRUMENT

PRE-TEST RESULTS

Reading Competency Level


Name Sex Independent Instructional Frustration

Project SHARE: Improving the Grade 7 Learners Reading Competencies through Continuous
Improvement (CI) Program by Noel P. Caparanga et,al. Page 16
RESEACH INSTRUMENT

PRE/POST TEST RESULTS

No. Name of Students Sex Result Inc/Dec Remarks


Pre Post Rate

Project SHARE: Improving the Grade 7 Learners Reading Competencies through Continuous
Improvement (CI) Program by Noel P. Caparanga et,al. Page 17
RESEARCH PROPOSAL APPLICATION FORM AND ENDORSEMENT OF
IMMEDIATE SUPERVISOR
A. RESEARCH INFORMATION
RESEARCH Project SHARE: Improving the Grade 7 Learners Reading Competencies
TITLE through Continuous Imrovement (CI) Program
SHORT This project is the capsulized form of the reading interventions that we can
DESCRIPTION use to improve the reading competency of the target group of students.
OF THE
RESEARCH
RESEARCH CATEGORY (check only one) RESEARCH AGENDA CATEGORY
o National (check only one main research theme)
o Region / Teaching and Learning
o Schools Division o Child Protection
o District o Human Resource Development
/ School o Governance
(check up to one cross-cutting theme, if
(check only one) applicable)
/ Action Research o DRRM
o Basic Research o Gender and Development
o Inclusive education
o Others (please specify)
FUND SOURCE (e.g. BERF, SEF, others)* AMOUNT
BERF Php 30, 000.00

TOTAL AMOUNT Php 30, 000.00


*indicate also if proponent will use personal funds
B. PROPONENT INFORMATION
LEAD PROPONENT/ INDIVIDUAL PROPONENT
LAST NAME: FIRST NAME: MIDDLE NAME:

CAPARANGA NOEL P

BIRTHDATE (MM/DD/YYYY) SEX: POSITION/DESIGNATION:

01-26-1969 MALE SCHOOL HEAD

REGION/ DIVISION/ SCHOOL (whichever is applicable)

CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:

Project SHARE: Improving the Grade 7 Learners Reading Competencies through Continuous
Improvement (CI) Program by Noel P. Caparanga et,al. Page 18
EDUCATIONAL ATTAINMENT TITLE OF THESIS/ RELATED RESEARCH PROJECT
(DEGREE TITLE)
Enumerate from bachelor’s
degree up to doctorate degree

SIGNATURE OF PROPONENT:

Proponent 2:
LAST NAME: FIRST NAME: MIDDLE NAME:

BIRTHDATE (MM/DD/YYYY) SEX: POSITION/DESIGNATION:

REGION/ DIVISION/ SCHOOL (whichever is applicable)

CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:

EDUCATIONAL ATTAINMENT TITLE OF THESIS/ RELATED RESEARCH PROJECT


(DEGREE TITLE)
Enumerate from bachelor’s
degree up to doctorate degree

SIGNATURE OF PROPONENT:

Proponent 3:
LAST NAME: FIRST NAME: MIDDLE NAME:

BIRTHDATE (MM/DD/YYYY) SEX: POSITION/DESIGNATION:

REGION/ DIVISION/ SCHOOL (whichever is applicable)

Project SHARE: Improving the Grade 7 Learners Reading Competencies through Continuous
Improvement (CI) Program by Noel P. Caparanga et,al. Page 19
CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:

EDUCATIONAL ATTAINMENT TITLE OF THESIS/ RELATED RESEARCH PROJECT


(DEGREE TITLE)
Enumerate from bachelor’s
degree up to doctorate degree

SIGNATURE OF PROPONENT:

IMMEDIATE SUPERVISOR’S CONFORME


I hereby endorse the attached research proposal. I certify that the proponent/s
has/have the capacity to implement a research study without compromising his/her
office functions

Name And Signature of Immediate Supervisor

Position/Designation:

Date:

Name And Signature of Immediate Supervisor

Position/Designation:

Date:

Name And Signature of Immediate Supervisor

Position/Designation:

Date:

Project SHARE: Improving the Grade 7 Learners Reading Competencies through Continuous
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Declaration of Anti-Plagiarism and Absence of Conflict of Interest

Declaration of Anti-plagiarism

1. I _________________________________, understand that plagiarism is the act of


taking and using another’s ideas and works and passing them off as one’s own.
This includes explicitly copying the whole work of another person and/or using some
parts of their work without proper acknowledgement and referencing.

2. I hereby attest to the originality of this research proposal and has cited properly all
the references used. I further commit that all deliverables and the final research
study emanating from this proposal shall be of original content. I shall use
appropriate citations in referencing other works from various sources.

3. I understand that violation from this declaration and commitment shall be subject to
consequences and shall be dealt with accordingly by the Department of education
and (inset grant mechanism)

PROPONENT:

SIGNATURE:

DATE:

PROPONENT:

SIGNATURE:

DATE:

PROPONENT:

SIGNATURE:

DATE:

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

Project SHARE: Improving the Grade 7 Learners Reading Competencies through Continuous
Improvement (CI) Program by Noel P. Caparanga et,al. Page 21
1. I, _______________________________, understand the conflict of interest
refers to situations in which financial or other personal considerations may
compromise my judgment in evaluating, conducting, or reporting research.1

2. I hereby declare that I do not have any personal conflict of interest that may arise
from my application and submission of my research proposal. I understand that
my research proposal may be returned to me if found out that there is conflict of
interest during the initial screening as per (insert RMG provision).

3. Further, in case of any form of conflict of interest (possible or actual) which may
inadvertently emerge the conduct of my research, I will duly report it to the
research committee for immediate action.

4. I understand that I may be held accountable by the Department of education and


(insert grant mechanism) for any conflict of interest which I have intentionally
concealed.

PROPONENT:

SIGNATURE:

DATE:

PROPONENT:

SIGNATURE:

DATE:

PROPONENT:

SIGNATURE:

DATE:

1
Office of Ethics and Compliance, University of California, San Francisco, retrieved from http://col.ucsf.edu/

Project SHARE: Improving the Grade 7 Learners Reading Competencies through Continuous
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