I.

Research Title

Bouncing Back: The Resiliency Level of the Grade 11 Students of KNCHS-

SHS As Basis for Generating Resiliency and Suicide Prevention Program
(GRASP)

II. Abstract

The objective of this study was to assess the level of resilience, the ability to

withstand and bounce back from adversity, and improve it by making a program.

This study made use of mixed methods of research. This study surveyed students

from different tracks of the senior high school from February 2020 to March 2020.

Respondents completed the 25-item Connor Davidson Resilience Scale (CD RISC

-25), a standardized survey instrument. CD-RISC scores were used to stratify

participants into least resilient (0 – 25), less resilient (26 – 50), resilient (51 – 75) and

highly resilient (76 – 100). . Based on the scores, respondents who are resilient are

the largest group. Of the 130 respondents, 24 (18%) were less and least resilient.

The researchers identified 7 students who got the lowest scores. They were

subjected to in-depth interviews. Results of the in-depth interviews revealed that

these respondents who are least resilient have already attempted to commit suicide

due to adversities in the past. Moreover, it is recommended that Generating

Resilience and Suicide Prevention Program (GRASP) be made.

III. Acknowledgment

This study would not have been possible without the guidance and support of

various individuals who in one way or another contributed and extended their

valuable assistance in the preparation and completion of this action research.

1
 First, to the Omnipotent Father, who bequeathed the researcher

indispensable knowledge as well as wisdom accompanied with great love and care

in order for the researchers to finish all their responsibilities;

Dr. Allan G. Farnazo, and the Regional Research Committee for approving

the research proposal and giving them the opportunity to pursue the study;

Crispin A. Soliven, Jr. CESE, Schools Division Superintendent of the City

Division of Koronadal for allowing them to conduct the research;

John Gregory G. Jabido, Division Research Coordinator, for continuously

guiding and supporting them throughout the study;

Valentin C. Dignadice Jr., Principal IV, and Giovanni R. Estaris, the principal

and assistant principals of Koronadal National Comprehensive High School

(KNCHS), for their invaluable support bestowed to them from the beginning up to the

end of the study;

To Sir Raleigh and Sir Bayron for lending their valuable support in terms of

guidance in the technicalities of research.

To the respective families, friends and colleagues of the researchers for the

consistent inspiration without them life is less meaningful.

To everyone who has been part of this meaningful research journey, their

heartfelt gratefulness.

Mark A. Geronimo
Marites M. Pacete
Henry E. Dalon

2
 IV. Context and Rationale

The increasing threat of suicide among the youth serves as the motivation of

this study. This study was done to add to the understanding of suicide in terms of its

prevention.

Resilience is the process of being able to adapt well and bounce back quickly

in times of stress (Riopel, 2019). Resilience is shaped by difficult events that are

sometimes unexpected and, as a result, alters the life of the individual (Abbema, et

al, 2015). For example, a life-changing event may consist of the death of a close

friend or family member, a serious illness, loss of a job, or other traumatic

occurrences. Each of these life-changing events can cause an individual to be

overwhelmed with strong and stressful emotions that require coping and sometimes

therapy to prevent depression (McAndrew, et. al, 2017). Given the same situation,

other individuals tend to cope differently. Some recover and bounce back much

faster and more effectively than others (Lee et al, 2017). This raises the question of

how is that possible. Two individuals may experience the same situation, and

consequently, one individual throws in the towel and gives up as opposed to the

other individual who persists and prevails. The difference between the two

individuals has much to do with learning to manage stressful times, the individual’s

ability to cope, and how the individual utilizes his or her resources present in their

family and community (Lee, et al., 2017).

Resilience is not innate. It is an ongoing process that is learned over time

(Weststrate et al 2017). During the process of rebounding, individuals evolve

gradually and learn to protect themselves and thus can move forward with their lives

(Pushnik, et. al. 2016). It is possible to endure pain and still proceed to function at

optimum levels (Dekel, 2017). Having the ability to continue functioning at an

3
optimum level after enduring stressful experiences is an essential tool for enhanced

outcome and well-being (Tugade, 2011).

In a 2017 Report by World Health Organization (WHO), the age-standardized

suicide rate in the Philippines is 5.8 for males, 1.9 for females, and 3.8 for both

sexes. The rate is based from the number of cases affected per sample size of

100,000 people. According to the WHO fact sheet for 2017, suicide is the second

leading cause of death among 15 to 29-year-olds, and 78 percent of global suicides

occur in low and middle-income countries.

The most common methods of suicide globally are ingestion of pesticides,

hanging and firearms. A Grade 7 student identified as “Boyet” committed suicide and

took his own life by hanging himself at a traffic light in Koronadal City last January 5,

2019. According to the Mental Health Program Coordinator of the city, Jade

Javellana, twenty-one (21) suicide incidents were recorded in South Cotabato for the

past two years. Fifteen (15) of these are males while six (6) are females.

Review of Related Literature

This part presents the related concepts, theories, observations, and studies to

support the conceptual foundations of the study.

Resilience

Resilience is often defined as “the ability to adapt and recover from adversity or

incidences of change that arise in life.” More and more our youth lack this ability to

adapt — to be buoyant and keep their heads above water during times of stress. For

some, overprotective parenting has deprived them of the opportunity to experience

smaller losses, setbacks or failures that naturally allow them to develop the coping

4
mechanisms they need to deal with the greater challenges life often poses as they

age (Acosta, 2018).

Moreover, for others, simply having a fairly good and easy childhood means

these opportunities for growth never arise. And more and more, due to our inability to

cope with the stresses life hands us as adults, our children often don’t see good

coping mechanisms demonstrated for them. Add a traumatic life event — a bad

breakup, a failing grade, a divorce, an unwanted move — and you have the perfect

storm of a young person in crisis with no frame of reference for how to cope and how

to successfully come out. There are four ways to help youth cope in times of crisis:

listen, teach and allow them to learn, model and love (Acosta, 2014).

Connor-Davidson Resilience Scale (CD RISC 25)

The Connor-Davidson Resilience Scale (CD-RISC) was developed by Kathryn

M. Connor and Jonathan R.T. Davidson as a means of assessing resilience. The

CD-RISC is based on Connor and Davidson's operational definition of resilience,

which is the ability to "thrive in the face of adversity." Since its development in 2003,

the CD-RISC has been tested in a several contexts with a variety of populations (see

Generalizability) and has been modified into different versions. The CD-RISC has

achieved notable reliability and validity in a variety of populations, and each study

using the CD-RISC adds support to the measure's generalizability.

Possible Effects of Low Resilience

A lack of resilience means the inability to handle stress well in difficult

situations. Chronic stress is associated with harmful health consequences such as

high blood pressure, a weakened immune system, anxiety, depression, insomnia,

5
heartburn, indigestion and heart disease (Skelley, 2017). Individuals with lower

resilience reported worse psychological and work outcomes, across both high-strain

work environments ( Shatte, Perlamn and Lynch, 2017). Lower resilience results in

prevalence of depression and anxiety (Skelley, 2017)

The Value of Resilience

Fostering resiliency is the first step in suicide prevention. Resilience is the

process of adapting to adversity, trauma, or stress. Resilience is an important part of

healthy development, enabling them to emerge from challenging or stressful

circumstances with a positive sense of themselves and their future (Villarreal, 2018).

Developing resilience begins with healthy and supportive relationships with caring

adults such as parents or caregivers and teachers. These relationships can be a

source of strength when children are learning to overcome any sort of obstacle,

challenge, or stress. Resilient youth have a sense of control over their futures,

initiate problem solving, and reach out for help (Villareal, 2018).

V. Innovation, Intervention, and Strategy

This study crafted the Generating Resiliency and Suicide Prevention Program

(GRASP). Such suicide prevention program aimed to further improve the resiliency

of the students. Specifically, GRASP has the following goals: (1) Develop ability to

adapt to change and cope with adverse effects; (2) Equip students with the social

and personal skills that enable them to cope with demands of everyday life; (3)

Master the steps and procedure in handling unforeseeable events that may cause

psychological imbalance; (4) Assist students in identifying sources of stress and

6
apply strategies for managing stress at home and in school; (5) Promote healthy

living through physical, spiritual and mental exercises; and (6) Help students develop

positive thinking and inspire lives of others.

VI. Action Research Questions

The study aimed to determine the Resiliency Level of the Grade 11 students of

Koronadal National Comprehensive High School - Senior High School (KNCHS

SHS).

Specifically, this study sought to answer the following questions:

1.What is the resilience level of the Grade 11 Students of KNCHS – SHS

particularly in:

a. Academic Track;

b. Technology and Vocational Livelihood (TVL) Track;

c. Sports Track; and

d. Arts and Design Track?

2. What are the struggles of the respondents having low resilience level?

3. How do the respondents cope with the struggles they experienced?

4. From the perspectives of the respondents, what help can the school provide to

enhance their resilience level?

5. What possible intervention program can be designed to improve the Resilience

of the Grade 11 Students of KNCHS-SHS?

Scope and Delimitation

This study focused only on the resiliency level of students using the Connor-

Davidson Resilience Scale. The Grade 11 students of Koronadal National

Comprehensive High School, enrolled in the second semester, S.Y. 2019 – 2020,

7
were the respondents of the study. The suicide-prevention program addressed the

level of resiliency of the Grade 11 students.

VII. Action Research and Methods

A. Respondents

The data and information shall come from the responses of Grade 11 students

of KNCHS SHS during Second Semester, S.Y. 2019 – 2020. Thirty students from

each strand shall be assessed in terms of their Resiliency Level. They shall be

selected randomly.

B. Sampling

The researchers used random sampling technique of identifying respondents.

Also, Grade 11 was selected as a grade level, for the researcher will still have

another year to address the writing deficiencies of these students. From these

students who was surveyed, eight (8) students were individually interviewed. These

students were selected using purposive sampling based on the results of the survey.

C. Research Instrument

This study utilized Connor Davidson Resilience Scale (CD-RISC), a 25-item

self-report standardized questionnaire developed to measure resilience. Scoring of

the scale is based on summing the total of all items, each of which is scored from 0 –

4. For the CD-RISC-25, the full range is therefore from 0 to 100, with higher scores

reflecting greater resilience.

RATING SCALE AND DESCRIPTION FOR THE

CONNOR-DAVIDSON RESILIENCY SCORE INTERPRETATION
SCORE INTERPRETATION
76 - 100 Highly Resilient
51 – 75 Resilient
26 – 50 Less Resilient
0 – 25 Least Resilient

8
 A program evaluation form was utilized to assess the content and technicalities of the

Generating Resilience and Suicide Prevention Program. The evaluation form contains five

(5) parts which assess the goals, content, format and language, presentation and time

frame. It utilized a four-point scale.

RATING SCALE AND DESCRIPTION FOR THE

EVALUATION OF THE GENERATING RESILIENCY AND SUICIDE PREVENTION
PROGRAM (GRASP)
RATING DESCRIPTION
4 Excellent
3 Very Good
2 Good
1 Fair
Adopted from: Peli, C. (2017). Development of edukasyon sa pagpapakatao module in blaan. Koronadal city: Region XII BERF.

RANGE AND DESCRIPTION FOR THE

EVALUATION OF THE GENERATING RESILIENCY AND SUICIDE PREVENTION
PROGRAM
RANGE DESCRIPTION
3.26-4.00 Very Good
2.51-3.25 Good
1.76-2.50 Poor
Adopted from: Prodigo, D. C. (2018). Grammatical Competence of Rotonda Elementary School Teachers

D. Ethical Issues

The respondents were given parent’s permit for them to be allowed to

participate in the study. Also, the results were kept confidential, for them not to be

bullied if ever they have gotten poor results. Students were oriented at the beginning,

during and ending of the study to ensure that they could not feel tension or any

emotional disturbances. In the making of the suicide prevention program, it was

ensured that passages contain no discrimination, harsh or destructive language, and

it is fair considering various genders, races, learning styles, religions, economic

status, and cultural backgrounds.

E. Statistical Treatment

9
 The frequency distribution and percentage were used to determine the

resiliency level of Grade 11 students in various tracks and strands.

The suicide prevention program went through quality assurance in terms of its

content and technicalities using rating scale and descriptions. The mean and

percentage were used to evaluate the status of the suicide prevention program in

terms of the mentioned areas.

F. Data Gathering Procedure

The researcher asked permission first from the school’s assistant principal for

academics to conduct the study. After it was approved, the Connor-Davidson

Resiliency (CD RISC-25) was adopted to assess the resiliency of the students.

Letters informing the parents or guardians of the study and seeking their consent

were sent to parents. One-on-One Interviews were facilitated to thresh out more

information about the subjects. Then, the results were interpreted, and the suicide

prevention program was created to improve the resiliency level of the students.

VIII. DISCUSSION OF RESULTS AND REFLECTION

Table 1a. Resiliency Level of Grade 11 Students per Track

Track Range Interpretation Frequency (n) Percentage (%)

75 - 100 Highly Resilient 22 16.92

51 - 74 Resilient 52 40.00
Academic
26 - 50 Less Resilient 15 11.54
0 - 25 Least Resilient 1 0.77
75 - 100 Highly Resilient 10 7.69
51 - 74 Resilient 13 10
TVL
26 - 50 Less Resilient 7 4.62
0 - 25 Least Resilient 1 0.77
75 - 100 Highly Resilient 2 1.54
Arts and 51 - 74 Resilient 3 2.31
Design 26 - 50 Less Resilient 0 0
0 - 25 Least Resilient 0 0

10
 75 - 100 Highly Resilient 0 0.77
51 - 74 Resilient 4 3.08
Sports
26 - 50 Less Resilient 0 0
0 - 25 Least Resilient 0 0
Overall 130 100

Table 1b. Overall Results on the Resiliency Level of Grade 11 Students

Range Interpretation Frequency Percentage (%)

76 – 100 Highly Resilient 35 27
51 – 75 Resilient 72 55
26 – 50 Less Resilient 21 16
0 – 25 Least Resilient 2 2
Overall 130 100

The resiliency level of grade 11 students per track is shown in table 1a.

Based on their scores on the 25-item CD-RISC, respondents were categorized by

self-reported resilience level. In the Academic track, respondents who are resilient

(CD RISC score 51 - 74) made up the largest group (n = 52 [40%]). Respondents

who are highly resilient (CD RISC score 75 – 100) accounted for 16.92% of the total

respondents (n= 130) and those respondents who are less resilient and least resilient

(score ≤ 50) were 16% of the total respondents (n = 130).

This was the same trend in the TVL track. Respondents in the resilient

category comprised the largest group (n = 13 [10%]). Respondents who are highly

resilient accounted for 7.69% of the total respondents. There were 8 respondents

who scored below 50.

In Arts and Design track, 3 respondents belong to resilient category and 2

respondents belong to highly resilient. On the other hand, in the Sports track, 4

respondents belong to the resilient category.

The resiliency level of Grade 11 students is displayed in table 1b. Based on

the scores, respondents who are resilient are the largest group (n=72 [55%]).

Respondents who are highly resilient were 27% of the total respondents. Of the 130

respondents, 24 (18%) were less and least resilient. The majority of these

respondents came from Academic track.

11
 Based on the results, the researchers identified the seven (7) students who

got the lowest scores. They were subjected to in-depth interviews to thresh out

thorough understanding about the result.

Table 2. Summary Results on the struggles of the respondents with low

resiliency level

Thematic Statement Meaning Emergent Theme

P1: “Ako sa kadamu The respondents said he wants Has attempted Suicide
probrelema. Naisip ko to commit suicide because of
magpakamatay. Naisip ko nga problems.
masakut. (Kaya hindi matuloy)”

P2: “Ako waay. An mga
struggles nga maencounter
natun sa kalibutan. Makabulig
man sa atun nga malampasan
pa gid an gating mga
problema.”
The respondent said that he did Has not yet attempted suicide
not think of committing suicide
because the problems
encountered actually help him
learn and improve himself.

P3: “Kis-a maisip ko man nga The respondent said sometimes

mag-suicide. Pero kay positive he thinks of committing suicide. Has attempted Suicide
man ko nga pagkatao. Ginaisip However, he overcomes it
ko na lang nga ada man ang because of positive thinking.
friends ko.”

P4: “Sa akon Mam gina isip ko The respondent said sometimes
man nga mag-commit suicide. he thinks of committing suicide. Has attempted Suicide
Per okay paano na mga However, he overcomes it by
pangarap ko.” thinking of his dreams.

P5: “Naisip ko na The respondent said that Has attempted Suicide

magpakamatay. Bigla naisip ko sometimes he thinks of
an am kapitbahay nga nag committing suicide. However,
commit suicide. Naisip ko nga he thought of his neighbor.
hindi ko kasaka sa langit.”

P6: “For me mam, kapag may
problema nga dag-ku. May mga
nakikita ko nga mga bagay nga
mag-suicide. Pero gina-aacept
ko na lang. Gina-change ko ang
mood diri sa balay kag diri sa
school.”
The respondent said that Has attempted Suicide
sometimes he thinks of
committing suicide but through
acceptance of the situation he
overcomes it.

P7: Duha ko ka beses nga The respondent has already

kaput ko na an material, ha una attempted to commit suicide but Has attempted Suicide
taliwis an ikaduha medicine… I he was able to talk to God.
prefer nga mag-talk kay God.
Kun ituloy ko o hindi.

12
 Most of these respondents said they attempted suicide as displayed in table

2. However, these respondents have not proceeded to actually committing because

of their faith in God, dreams, improving oneself and even positive thinking. Working

the body’s muscles makes people’s minds more resilient as well. That is because

exercise also spurs the development of new neurons, which are quite literally

damaged by stress. Over time, regular exercise can tamp down a person’s stress

response (Southwick, 2015).

Table 3. Summary Results on how respondents cope with the struggles they
experienced

Thematic Statement Meaning Emergent Theme

P1: “Think positively. Pabulig The respondent said that Positive Attitude
gid man sa family and friends.” thinking positively and seeking
others help in coping up.

P2: “Istroya kay God” The respondent said Faith in God

that talking to God may
help in bouncing back
after problems.

P3: “Accept na lang ang mga The respondents said Acceptance

bagay nga natabo.” that accepting what has
already happened
helps in coping up.

P4: “Isipun nga magpursige The respondents said Positive Attitude

gihapon.” that thinking to keep
going can help.

P5: “I-improve mo yung sarili The respondents said Positive Attitude

mo para malampasan mo.” that improving oneself
can help a person get
through his situation.

P5: “Naga-istorya kay Lord.” The respondents said Positive Attitude

P6: “Think more time para that allotting time for
machallenge sa problema or thinking about the
masolve.” solution to problem can

13
 help.

The respondents said Support System

P7: “Ginahambal ko tanan.
Istorya kay God. Nagapangayo
ako advice sa mga tigulang sa
akun. Kay mas naintindihan nila
ako.”
that expressing his
thoughts and seeking
help from others help in
coping up with
problems.

The ways by which the respondents cope up with their struggles are shown table 3.

Most of these respondents said that positive attitude helps them bounce back from

problems. Meanwhile, some of them said that faith in God, support system and acceptance

of the situation help them get through their situations.

Factors like having a tight-knit community, a stable role model and a strong belief in

their ability to solve problems helped children succeed after thriving in the aftermath of

adversity (Werner, 2015). Overcoming suicide is correlated to mindfulness. Becoming

tougher has everything to do with tuning into the mind, the body and the present moment

(Paulus, 2015).

Table 4. Summary Results on the help the school can provide to enhance their
resiliency level from the perspectives of the respondents

Thematic Statement Meaning Emergent Theme

P2: “Tao nga willing The respondent said that he Support System
magapamati sa amin. Daw needs somebody who is willing
mabawasan ang problema mo.” to listen to his heartaches.

P5: “Sa Personal development The respondent said that Formal Instruction
mam, nabuligan kami ma- Personal Development subject
inform. Ang teacher pwede can help him.
makabigay advice.”

P6: I-lower sana ang standard The respondent said that Support System
ng mga teachers, Mam. lowering the standards of the
teachers with his students

P7: Seminars, mam. Atong The respondent said seminars Formal Instruction

14
 seminar damu kami na natun- and other information drive
an. Paano namun maiwasan o about suicide can help him.
mai-avoid. Mabalance ang
sarili.

The table displays what the respondents need from their perspective to enhance

their resiliency level. Some of them said that formal instruction such as school

subjects that are taught in class, even symposia, seminars and workshops may help

them get through their situation and even the idea of committing suicide.

Resilience training can help people deal effectively improve their quality of life

and it helps people cope. Anyone could train him or herself to be more resilient

(Charney and Southwick, 2018). Moreover, people can be trained to modify their

brain processes toward the direction of resilience (Paulus, 2015).

IX. ACTION PLAN

Objectives: To disseminate the results of the study; and

To try out the suicide prevention program.

PERSONS TIME RESOURCES SUCCESS

STAGES
INVOLVED FRAME NEEDED INDICATORS

I. Discuss results of Researcher, March Bond paper  Letter of Permission

the study to the principal 2020 DLP, Laptop had been signed and
School Principal, Assistant SHS Amount approved
Assistant School Principal for needed:
Principal for Academics 500.00
Academics, and
Subject Group Heads

II. Discuss results of Research, March Bond paper  Results of the study
the study to the Assistant SHS 2020 Amount were disseminated
KNCHS-SHS faculty Principal for needed: to the teachers
Academics, 2000.00
Subject Group
Head-HUMSS,
KNCHS-SHS
English
teachers

15
III. Use the suicide
prevention program Guidance April Replicated  Implementation of
Counselor, 2020- module the suicide
Advisers and March prevention program
Teachers 2021

X. REFERENCES

Acosta, Gabriela (2014). Building Resilience in Youth is Key to Suicide Prevention.

https://msw.usc.edu/building-resilience-youth-key-suicide-prevention/

Appelhoff, Rebecca. (2013). School-based Programmed to Prevent Suicide and

Build Resilience Among Students. Information Team Community and Public
Health Canterbury District Health
Board.https://www.mentalhealth.org.nz/assets/ResourceFinder/SchoolbasedP
rogrammesPreventSuicide.pdf

Davaasambuu, Arantsetseg. (2018). Risk and Resilience Factors for Depression and
Suicidal Ideation in Mongolian College Students. Copyright and License
information Disclaimer. https://www.ncbi.nlm.nih.gov/pmc/
articles/PMC5613944/

Oaklander, Mandy (2015). The Science of Bouncing Back.

https://time.com/3892044/the-science-of-bouncing-back/

Riopel, Leslie. (2019) Resilient Person Positive Psychology.com;.

https://positivepsychology.com/resilience-skills/

Smith, Michael. (2019) What is self-care - and what it isn’t. Psychology.com

https://blogs.psychcentral.com/weightless/2019/09/self-care-awareness-
month-the-many-facets-of-caring-for-ourselves/

Taylor, Steve. (2013) The Power of Purpose. Psychology Today.

https://www.psychologytoday.com/us/blog/out-the-darkness/201307/the-
power-purpose/

Villarreal Sosa, Leticia (2018) What Parents Need To Know About Suicide
Prevention and Resiliency. https://www.parenttoolkit.com/social-and-
emotional-development/news/resilience-and-perserverance/what-parents-
need-to-know-about-suicide-prevention-and-resiliency

Zhu, Jessie (2017) Ways to Increase It.. PositivePsychology.com;

16
https://positivepsychology.com/self-awareness-matters-how-you-can-be-more-self-
aware/

XI. FINANCIAL REPORT

Sheet No:
Period
Covered: DECEMBER 15, 2019-March 6, 2020 Report No:

OR/RER Nature of
DATE No.
Payee Amount
Payment/particulars
6
8/10/2018 RER Amy Lauron Internet Load
00.00
5
9/3/2010 RER Amy Lauron Internet Load
00.00
5
10/5/2018 RER Amy Lauron Internet Load
50.00
4
10/16/2018 35531 GREENWHICH SNACKS
99.00
2
10/17/2018 1683 FRONTLAKE, INC MEALS
64.00
1
10/25/2018 0758462 KCC MALL OF MARBEL BALLPEN
80.00
6
11/7/2018 20284 ACJ FOODIES VENTURES MEALS
00.00
5
11/8/2018 RER Amy Lauron Internet Load
00.00
7
11/20/2018 20251 ACJ FOODIES VENTURES MEALS
50.00
5
12/3/2018 RER Amy Lauron Internet Load
50.00
6
12/7/2018 20257 ACJ FOODIES VENTURES MEALS
50.00
12/13/2018 1101533 CHOWKING KORONADAL SNACKS 1

17
 12.00
ASSORTED OFFICE 4
12/14/2018 142128860 KCC MALL OF MARBEL
SUPPLIES 54.00
7
12/14/2018 1244 JOLLIBEE MEALS
00.00
9
12/16/2018 344945 BJ'S LECHON HOUSE MEALS
60.00
VOUGH COPY CENTER AND SCHOOL 4,3
1/3/2019 894 PRINTING
SUPPLIES
00.00
3,0
2/8/19 32535 ALVIN PHOTOCOPY CENTER PHOTOCOPY
00.00
1,2
2/9/19 32534 ALVIN PHOTOCOPY CENTER BONDPAPERS
00.00
4
2/10/19 3047 COFFEE TABLE CAFÉ MEALS
60.00
ASSORTED OFFICE 5
2/23/19 0776508 KCC MALL OF MARBEL
SUPPLIES 61.50
1
2/26/19 57191 PROJECT R INTERNET CAFÉ PC RENTAL
26.60
EMR-CENTER BLUGRE 3
3/4/19 21681 MEALS
COFFEE 75.00
EMR-CENTER BLUGRE 2
3/4/19 21683 MEALS
COFFEE 65.00
EMR-CENTER BLUGRE 1
3/4/19 21682 MEALS
COFFEE 90.00
EMR-CENTER BLUGRE 4
3/5/19 21687 MEALS
COFFEE 55.00
1,1
3/6/19 3411 CELEMA'S PLACE & CATERING SERVICES MEALS
65.00
EMR-CENTER BLUGRE 1
3/6/19 74185 SNACKS
COFFEE 55.00
20,122
TOTAL      
.10

18
APPENDICES

19
20
 APPENDIX A

Content and Technical Evaluation of Generating Resiliency and Suicide

Prevention Program (GRASP)

INDICATORS RATING DESCRIPTION

Goals
1. The goals are clearly
4.00 Very Good
stated.
2. The goals are well-planned,
4.00 Very Good
formulated and organized.
3. The goals stated are
specific, measurable and 3.67 Very Good
attainable.
4. The goals are relevant to
4.00 Very Good
the needs of the students.
5. The goals take into account
4.00 Very Good
the needs of the students.
Content
6. The content of each lesson
is directly relevant to the 4.00 Very Good
defined goals.
7. The content is simple and
4.00 Very Good
easy to understand.
Format and Language
8. The format/lay-out is well-
organized, which makes the 4.00 Very Good
activities more interesting.
9. The language used is clear,
4.00 Very Good
concise and motivating.
10. The instructions in the
program are concise and 4.00 Very Good
easy to follow.
Presentation
11. The activities are presented
in a logical and sequential 4.00 Very Good
order.
12. The activities of the
program are presented in a 4.00 Very Good
unique and original form.
13. The learning activities are
3.67 Very Good
clearly.
Time Frame
14. The time-frame is
4.00 Very Good
adequate.
OVERALL MEAN 3.95 Very Good

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 The table exhibits that the Generating Resilience and Suicide Prevention

Program (GRASP) has a very good content with a rating of 3.95, which means that

the goals, content, format and language, presentation and time frame are exemplary.

This signifies that the suicide prevention program could be utilized to improve

the resilience of the students.

Letter of Request to the Assistant Principal to Conduct the Study

Republic of the Philippines

Department of Education
Region XII
City Schools Division of Koronadal
KORONADAL NATIONAL COMPREHENSIVE HIGH SCHOOL
Senior High School
City of Koronadal

August 2, 2018

FERNANDO L. NEQUINTO
Asst. SHS Principal for Academics

Sir:

The undersigned is a BERF recipient of Region XII. I am currently working on my action

research entitled, “Writing Proficiency Level of Grade 11 HUMSS Students: Ground for
Contextualized Teaching-Learning Module.”

With this, I would like to ask permission from your good office to allow me to conduct my
study in our school from August 2018-March 2019. I will be using four sections of HUMSS
strand enrolled in our school in the School Year 2018-2019 to be the respondents of my
study.

Your positive response on this undertaking would be of great help to the success of this
study.

Thank you and God Bless!

Very truly yours,

(SGD.) CHARMAINE ROSE T. ESTANDARTE

22
Researcher

Noted:

(SGD.) MARY FAITH E. UY, MT-II

Subject Group Head-HUMSS

Approved:

(SGD.) FERNANDO L. NEQUINTO

Asst. SHS Principal for Academics
APPENDIX B
Letter of Request to the parents or guardians to permit the involvement of
participant

APPENDIX C
Program Evaluation Form

Name of evaluator: _____________

Direction: Please encircle the number of the rating that corresponds to your choice using
the rating provided below:

CONTENT OF THE MODULE

Rating Description
4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree

INDICATORS RATING
15. Exhibit understanding of the content. 4 3 2 1
16. Learners are encouraged to perform
4 3 2 1
various drills or activities.
17. The activities will develop the
knowledge and skills of learners to
4 3 2 1
perform effectively and achieve the
desired result.
18. The resources are best suited to
4 3 2 1
accomplish the goals.
19. The module is related to learners’ track 4 3 2 1

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 and strand.
20. The module provides clear, accurate
and adequate discussion about the 4 3 2 1
topic being discussed.
21. Learners can apply their knowledge
4 3 2 1
effectively in the real world.
22. Integrates knowledge and
4 3 2 1
competencies across all discipline.
23. Includes knowledge and skills which
are valid-relevant and applicable to 4 3 2 1
real life situation.
24. Provides the essential knowledge that
learners need to succeed in the next 4 3 2 1
level of their life.

Signature of Evaluator:

Module Evaluation Form

Name of evaluator: _____________

Direction: Please encircle the number of the rating that corresponds to your choice using
the rating provided below:

TECHNICAL QUALITIES OF THE MODULE

Rating Description
4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree

INDICATORS RATING
1. The objectives are stated in a
measurable, reliable, and time bound 4 3 2 1
manner.
2. The objectives are stated in terms of
4 3 2 1
learners learning outcomes.
3. The objectives guide the teachers on
4 3 2 1
what they ought to cover in the class.
4. The topics in each module are parallel
4 3 2 1
to specific objectives given.
5. The text is readable to the learners,
free from grammatical flaws, and 4 3 2 1
arranged logically.
6. The format of the module is attractive
4 3 2 1
and interesting.
7. The use of the margins, print style and 4 3 2 1

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 graphics increase the usability of the
module.
8. The instructions are clear, and
4 3 2 1
examples given support the instruction.
9. The module uses a line spacing that
4 3 2 1
ensures easy reading.
10. The module uses a language that is
appropriate for the learners’ reading 4 3 2 1
level.

Signature of Evaluator:

Module Evaluation Form

Name of evaluator: _____________

Direction: Please encircle the number of the rating that corresponds to your choice using
the rating provided below:
INSTRUCTIONAL QUALITIES OF MODULE

Rating Description
4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree

INDICATORS RATING
1. The activities in the learning module
are appropriate in helping learners to 4 3 2 1
understand concepts and principles.
2. The learning module is expected to
4 3 2 1
capture the interest of the reader.
3. The contents are appropriate to meet
the objectives of the facilitated learning 4 3 2 1
modules.
4. The learning module covers the
important concepts and principles for
Reading and Writing as well as English 4 3 2 1
for Academic and Professional
Purposes subjects.
5. The writer has developed a unique way
of presenting the concepts and 4 3 2 1
principles.
6. The module provides meaningful 4 3 2 1
activities that enhances the learners to

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 participate.
7. The module lets the learners
4 3 2 1
appreciate the value of writing skills.
8. The lessons in the module help the
learners to understand better about
4 3 2 1
developing and enhancing organization
in writing.
9. The lessons in the module enable the
learners to appreciate the importance 4 3 2 1
of writing skills as a whole.
10. The strategies offer opportunities for
the learners to apply the lesson in as 4 3 2 1
natural and realistic situation possible.
Signature of Evaluator:

26