12Practical Research 2

Senior High School

First Semester - Quarter 1

Indicating Scope and
PRACTICAL RESEARCH 2
Delimitation of the Study
Quarter 1 – Module 1:
CS_RS12-Id-e-5
Scope and Delimitation
Practical Research 2– Grade 12
Alternative Delivery Mode
First Semester - Quarter 1- Indicating Scope and
Delimitation of the Study
First Edition, 2020

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Development Team of the Module

Author: Leslie Ann S. Franco
Language Reviewer: Joselito G. Milan
Department of Education, Schools Division of Bulacan
Content Editor: Marciano V. Cruz, Jr.
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Curriculum Implementation Division L. de Lazo
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 Senior High School

Practical Research 2
First Semester - Quarter 1
Indicating Scope and
Delimitation of the Study
CS_RS12-Id-e-5
 Introductory Message
For the facilitator:

Welcome to the Practical Research 2 Alternative Delivery Mode (ADM) Module on Indicating
Scope and Delimitation of the Study.

This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks
included in the module.

For the learner:

Welcome to the Practical Research 2 Alternative Delivery Mode (ADM) Module on Indicating
Scope and Delimitation of the Study!
This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
This part includes an activity that aims to check what
What I Know
you already know about the lesson to take. If you get
all the answers correct (100%), you may decide to
skip this module.

1
 What’s In This is a brief drill or review to help you link the
current lesson with the previous one.

What’s New In this portion, the new lesson will be introduced to

you in various ways such as a story, a song, a poem,
a problem opener, an activity or a situation.

This section provides a brief discussion of the

What is It
lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent practice to
What’s More
solidify your understanding and skills of the topic.
You may check the answers to the exercises using
the Answer Key at the end of the module.
This includes questions or blank sentence/paragraph
What I Have Learned
to be filled in to process what you learned from the
lesson.
This section provides an activity which will help you
What I Can Do
transfer your new knowledge or skill into real life
situations or concerns.

Assessment This is a task which aims to evaluate your level of

mastery in achieving the learning competency.

Additional Activities In this portion, another activity will be given to you to

enrich your knowledge or skill of the lesson learned.

Answer Key This contains answers to all activities in the module.

At the end of this module you will also find:

References - This is a list of all sources used in developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included in
the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult
your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

2
 What I Need to Know

This module was designed to help you learn about the scope and delimitation
of the study in your research. It provides varied activities that will enable you to
strengthen your knowledge and skills regarding the topic.

At the end of this module, you are expected to:

• discuss the basic concept of the scope and delimitation of the study;
• identify the components of the scope and delimitation of the study;
• formulate the scope and delimitation of the study; and
• explain the importance of writing the scope and delimitation of the study.

What I Know

Hit the Arrow!

Directions: Read each statement below carefully. Hit the arrow up ( ) by putting a
checkmark (✓) if the statement is TRUE and hit the arrow down ( ) if the
statement is FALSE.

STATEMENT
1. Delimitations are the things that you are not doing as a
researcher.

2. Scope of the study describes the coverage of the study.

3. “What” is a Wh-question that is used to ask information

about the methodology of the research which may include
the research design, methodology, and research instrument.

4. Limitations are constraints that are largely beyond the control

of the researcher but could affect the study outcome.

3
 5. Delimitations are the sub-variables of the study and their
characteristics, attributes, or indicators serve that are not
to be included in the research.

6. “This study does not cover the…” is a phrase that can be

used for limitations.

7. School Year 2018-2019 is an example of time frame.

8. “When” is a Wh-question that is used to ask information

about the general objectives of the study.
9. Scope and delimitation of the study are the two important
elements in research that informs the readers what
information should be included and why it should be
included in the study.
10. In writing the scope and delimitation, two paragraphs are
enough.

11. Limitations are the things that you not do in your study.

12. In writing the scope and delimitation, make sure that there
are reasons for the inclusion and exclusion of some
variables.
13. “Who” is a Wh-question that is used to ask information
about the characteristics of the respondents.
14. Scope of the study should be defined at a preliminary
stage of the research.

15. Limitations do not have weakness and it will not influence

the end results of the study.

What’s In

In the last lesson, you have learned about stating the research questions, which is
one of the important components in doing research. Stating the research
questions helps you to define your research problem. It also determines specific
concerns related to your research problem that you intend to solve.

4
 Writing and stating your research questions depends upon the research study you
are doing. To recall what we had discussed about research questions, let us answer the
following activity.

Directions: In this activity, you will identify the types of research questions if it for
descriptive, correlational, explanatory, exploratory, or evaluation. Write your
answer on the box provided before each number.

Questions

1. What is the significant relationship between final

grade and overall course evaluation for ABM
University in 2018?

2. How often do students use social media per week?

3. How effective is cycling for losing weight?

4. What is the effect of online games on the academic

performance of senior high school students?

5. What are the main factors to be considered in

choosing a strand to take in senior high school?

If you answer correlational for number 1, you are correct. The question is asking
for the relationship between the variables. And if you answer descriptive for number 2,
evaluation for number 3, explanatory for number 4, and exploratory for number 5, you are
indeed correct! The research questions are matched on their types.

Now that you are equipped with knowledge about stating research questions, we
will proceed with the new topic, which is the scope and delimitation of the study. As you
go along with this module, you will discover more information regarding the scope and
delimitation of the study. Let us first try to answer the succeeding activities related to
this topic.

5
 What’s New

JUMBLED LETTERS!
Directions: Analyze the jumbled letters and rearrange it in a proper word using the
given clues.

Jumbled Letters Clues Proper Word

Parameters under which the
1. PESCO study will be operating -- _____
what the study covers -- and
is closely connected to the
framing of the problem.
Specific choices made by the
2. D I L E T O I N M I A T researcher. ____________
Shortcomings, conditions or
3. NOITATLIIM influence that cannot be __________
controlled by the researcher
but it could affect the end
results of the study.
Potential weakness that
4. LATIONIMIT might influence the end __________
results and conclusions of
the study.
Arising from what the
5. T I O N D I L E M I A T researcher’s wants to ____________
exclude.

Notes to the Teacher

This module contains different activities that are arranged from simple to
complex that will help the learners master the desired learning competencies.
Provide the learners the needed support and guidance that will enable them to
accomplish the prepared task throughout the module.

6
 Indicating Scope and
Delimitation of the Study

What is It

I. Scope and Delimitation of the Study

The scope of the study refers to the parameters under which the study will be
operating -- what the study covers -- and is closely connected to the framing of the
problem (Simon & Goes 2013,). It is the problem that you seek to resolve that will fit
within certain parameters. It describes where and when the study is conducted and
who the subjects are or the population included, and it also deals with the extent of the
study to be made. In short, scope means all those things that will be covered in your
research project.

It is very important that the scope of the study must be defined at a preliminary
stage. It cannot be done in the later phase of doing the research as it creates a lot of
uncertainty about the research goals (PhDStudent 2020). It is clear that the research
would eventually not meet the expectations set by the research committee if the
researcher fails to define the scope at the initial stage itself.

Limitations are constraints that are largely beyond the control of the
researcher but could affect the study outcome (Simon & Goes 2013, 2). It often flows
from methodology and study design choices in which each different option in
methodology and design has particular limitations.

All studies have limitations that might influence the end results and conclusions
of the study (Sacred Heart University Library 2020). Some of the examples of
limitations are sample bias, insufficient sample size, lack of prior research studies on
the topic, limited access to data, time constraints, cultural and other types of bias
(Sacred Heart University Library 2020).

Delimitations are those characteristics that arise from limitations in the scope
of the study (defining the boundaries) and by conscious exclusionary and inclusionary
decisions made during the development of the study plan (Simon & Goes 2013, 4).

Delimitations result from the specific choices made by the researcher which
should be mentioned in the study like the objectives and the questions, variables of
interest, theoretical perspectives that were adopted, the paradigm, the theoretical
framework, and the population you are not studying (and why not), etc.

7
 You may use the following phrases when writing the scope and delimitation of
the study (Barrot 2017,36):

• This study covers…

• This study focuses on…

Scope
• The coverage of this study…

• This study consists of…

• This study does not cover the…

• This study is limited to… Delimitation

• The researcher limited this study to…

LIMITATIONS VS. DELIMITATIONS

Limitations Delimitations

• Shortcomings, conditions or • It is the boundaries that the

influence or elements that cannot be
controlled by the researcher but it
could affect the end results of the
study;
• the researcher has no control;
• what you cannot do in your study.
researcher has set for the study;
• arising from what the researcher’s
wants to exclude;
• the researcher has the control of
the limit;
• what you will not do in your study.

Key word: weakness Key word: boundary

II. Components in Developing the Scope and Delimitation

The scope and delimitation describe the parameters to which the study is set
(Barrot 2017, 36). It is the two important elements in research that inform the readers
what information should be included and why it should be included in the study.

8
 The components of the scope and delimitation answer the basic questions (Wh-
questions) includes (but not limited to) the following items (Barrot 2017, 36; Faltado III
et al, 21):

Figure 1. Components of the Scope and Delimitation of the Study

1. What—The topic of investigation and the variables included

Example: banks profitability and its performance

2. Where—The locale, venue or settings of the research

Example: Philippines

3. When— The time frame in which the study will be conducted

Example: First Semester, School Year 2019-2020

4. Why— The general objectives of the study

Example: To determine the determinants of the profitability of
banks in relation to bank performance

5. Who—The subject of the study, characteristics of the participants in the study

(age, sex, education, economic status, civil status, and other traits), the
population

9
 Example: 21 Universal and 22 commercial banks in the
Philippines

6. How—The methodology of the research which may include the research

design, data gathering technique, sampling procedures, and data analysis
scheme
Example: A secondary data (such as financial statements) that
will be gathered through a Bankscope database maintained by
Bureau van Dijk's company.

It is important to note that the scope and delimitation of the study must not be
set merely for the sake of writing them. Make sure that there are reasons for the
inclusion and exclusion of some variables and these reasons vary depending on the
nature of the study (Barrot 2017, 36). Some of the examples are delimiting the
participants because large population and inability to access the participants. Another
example is limiting your objectives because you will not be able to accomplish it due
to limited resources or maybe due to time constraints.

Example of Scope and Delimitation:

Let us use the different examples in the components of scope and delimitation
to create a sample scope and delimitation of the study.

Determinants of Banks Profitability and its Performance

10
 The main purpose of the study is to determine the determinants of the
profitability of banks in relation to bank performance. The study will cover 21 universal
and 22 commercial banks in the Philippines.

The study is limited to the annual bank-level data of the Philippines universal
and commercial banking sector for the period of 2008-2018 or ten (10) years since it
takes years to determine if banks are profitable or not. The study will employ
secondary data (such as financial statements) and to gather this data, it will be
collected from the Bankscope database maintained by Bureau van Dijk's company
which contains financials reports of banks across the globe. The study will be
conducted during the First Semester, School Year 2019-2020.

Let’s have more examples of the scope and delimitation of the study.

Example 1:
The purpose of this study is to assess the effectiveness of using cheese and
purple sweet potato “ube halaya” in making Pinoy pandesal. The study will be
focused on the nutritional value of cheese and purple sweet potato, profitability, the
shelf life of Pinoy pandesal, satisfaction level, and its marketability.

The respondents of this study will involve 100 students and teachers of San
Miguel National High School that will be selected using random sampling. The
study will be limited to senior high school students and teachers. This will be
conducted during the Second Semester, School Year 2018-2019.

Example 2:
This study aims to examine the impact of Facebook usage on
students’ academic performance. The study will be focused on the
students’ spending time on Facebook that affects their academic
performance.
The respondents of the study will be limited to 100 senior high
school students which will be selected through a random sampling
technique. To gather the data, each respondent will be given a set of a
structured survey questionnaire to answer. The study will be conducted in
San Miguel National High School in San Miguel, Bulacan during the Third
Quarter, School Year 2019-2020.

11
 Example 3:
The purpose of this study is to examine the efficacy of using Saba
banana peels in producing bioplastic. The study will be on focuses on
biodegradability and the durability of bioplastic.
The study will be limited to use sized Saba bananas with no injury or
bruises on the skin to ensure the experimental process was fair. The
researcher will not be using any parts of the banana or its plants except its
peeling. The study will be conducted during the First Semester, School Year
2020-2021.

Note:
Writing the scope and delimitation may be written in two
paragraphs. One paragraph to cover your ideas for the scope of the study
and one paragraph for the delimitations.

What’s More

Independent Activity 1
Check the Star!
Directions: Identify the following phrases as for the scope and delimitation. Put a
checkmark (✓) in the star with letter S if it is for the SCOPE and D if it is
DELIMITATION.

PHRASES

1. This study does not cover the…

2. The coverage of this study…

3. This study focuses on…

4. This study consists of…

5. The researcher limited this study to…

12
Independent Assessment 1
Crosscheck!
Directions. Read the following statement carefully. Identify if it is a scope or
delimitation. Put a checkmark (✓) in the table if the statement is a SCOPE
and cross mark (X) if it is DELIMITATION.

Statement Scope Delimitation

1. The study is limited to all working mothers
with an age of 30 to 50 years old.
2. This study consists of 100 ABM and STEM
students.
3. The study covered all single fathers in San
Miguel, Bulacan.
4. This study does not cover the entire
population.
5. The study aims to assess the level of
employment readiness of senior high
school students which covers 100
graduating students of Miguel National
High School.

Independent Activity 2
Crossword Puzzle
Directions: Complete the crossword puzzle by filling a word that fits each clue.
1.

2. 3.

4.

5.

Down
1. This study focuses on the level of adaptation of farmers to mechanization in
terms of educational background.

13
 2. Sample bias occurs in the study because of the inability to gain access to the
appropriate respondents.
3. This study will not include private schools since they have already a proper
solid waste management system.

Across
4. This study covers the entire days of School Year 2019-2020.
5. This study is limited to 50 males and 50 females’ teachers to avoid sample
bias.

Independent Assessment 2
Wh-word Hunt!
Directions: Find and circle all Wh-questions in the components of scope and
delimitation. Words appear horizontally, vertically, or diagonally. Use the
clues below to search the Wh-questions.

L E S A N N S F A E Z W L E
E W H A T T T R T A S O H L
S G R A D Y E W A K S F U E
F S P O R T M A H G K A M V
R C I C T I A T E Y V B S E
R H C E R M P O R T S M S A
I C T O E M H R H A F A L F
G A S R M E O A U T S R I A
O Q E A F R W N M A F T C L
T H H E S S O G W H O D T H
W E N Q L E S L I A S E W E
A B G A T E S L O X P S H L
B J B E Z O S F R A N C E E
M W B U F F E T T M B I N S

CLUES:
1. Time frame 4. Objectives
2. Respondents 5. Settings
3. Topic

14
Independent Activity 3
Wh-Match!
Directions: Match column A (example of an answer for Wh-questions) with the correct
answer on column B (Wh-questions). Write only the letter your answer on
the space provided before each number.

Column A Column B
1. School Year 2018-2019 A. What
2. Descriptive research design B. When
3. Employment readiness of senior high C. Where
school graduates
D. How
4. San Miguel, Bulacan
E. Why
5. To determine the extent of the effects
of peer bullying on the academic F. Who
performance of senior high students

Independent Assessment 3
Customized your Thoughts!
Directions: Using the statement below, create scope and delimitations of the study.
Organize your thoughts and write them out to make it meaningful.
Note: Please refer to Appendix on page 23 for the rubrics.

• School Year 2019-2020

• San Miguel National High School, San Miguel, Bulacan
• 100 male and female senior high school students
• working students and level of academic performance
• to determine the level of academic performance of working students
• survey questionnaire

15
 Scope and Delimitation of the Study

What I Have Learned

After all the activities and individual assessments that you have done through
about the scope and delimitation, do you realize the importance of indicating it in your
study? Write your realizations about the scope and delimitation of the study.
Note: Please refer to Appendix on page 23 for the rubrics.

16
 What Can I Do

Create for Yourself!

Directions: Think of a research title. Using a concept map below, write your research
title and answer the questions pertaining to it.
Note: Please refer to Appendix on page 23 for the rubrics.

What is the time

frame of your
study?

What is the
objective of your Where is the
study? setting of your
study?

Research Title:

What is the
delimitation of How will you
your study? perform the study?
(methodology of
your research)

Who are the

participants of
your research?

17
 Assessment

A. Let’s identify it!

Directions: Identify the following statements below. Write your answer in the box
provided before each number.

Statement
1. It describes where and when the study is conducted
and who the subjects are

2. It is what you will not do in your study.

3. The Wh-question that answers the methodology of

the research which may include the research
design, methodology and research instrument.
4. It is what you cannot do in your study.

5. It is the boundaries that the researcher has set for

the study.

B. Fill in the Gaps!

Directions: Using the statement below, fill each gap (blank) with the correct answer to
create the scope and delimitation. Write your answer on the blank
provided.

• proprietors of the garments business

• San Miguel, Bulacan
• Third Quarter, School Year 2019-2020
• coronavirus disease (COVID-19) pandemic
• snowball sampling technique
• ninety (90) percent
• purpose of this study
• the barong and gowns
• reach the population
• cover

18
 The main (1)___________________is to evaluate the impact of
(2)___________________________________ to the sales of garments business
particularly (3)______________. The study will be conducted in
(4)_______________ for the period of (5) __________________. The study will
(6) ______ at least (7) ________________________ of the population of
garments business.

The respondents of the study will be limited to the

(8)__________________________ since they are the one who knows the status
of their business. They will be selected using a (9)_________________________
which will allows the researcher to (10)_____________easily.

Additional Activities

Directions: Create your own scope and delimitation using this title:
Facebook: Effects of Likes, Comments, and Shared Messages
on Students' Personal Development
Note: Please refer to Appendix on page 23 for the rubrics.

19
 20
What I Know What’s More
Hit the Arrow!
Independent Activity 1
1. Check the Star!
1. D
2. 2. S
3. S
4. S
3. 5. D
4.
Independent Assessment 1
5. Crosscheck!
6. Statement Scope Delimitation
7. 1. The study is limited to all working X
mothers with an age of 30 to 50 years
old.
8.
2. This study consists of 100 ABM and ✓
STEM students.
9. 3. The study covered all single father in ✓
San Miguel, Bulacan.
10. 4. This study does not cover the entire X
population
11. 5. The study aims to assess the level of ✓
employment readiness of senior high
school students which covers 100
12. graduating students of Miguel National
High School
13.
14. Independent Activity 2
SLD-Crossword Puzzle
15.
1.
S
2. 3.
C L D
4.
What’s In O I S C O P E
P M L
1.Correlational 5.D
E L I M I T A T I O N
2. Descriptive T M
A I
3. Evaluation
T T
4.Explanatory I A
O T
5. Exploratory
N I
O
N
What’s New
JUMBLED LETTERS!
1. SCOPE
2. DELIMITATION
3. LIMITATION
4. LIMITATION
5. DELIMITATION
Answer Key
 21
Independent Activity 3 Independent Assessment 3
Wh-Match!
Customized your thoughts!
1. When (Answers may vary)
2. How Sample Answer
3. What The main purpose of this study to determine the level of academic
4. Where performance of working students of San Miguel National High School in
San Miguel, Bulacan. The study will be covered 100 male and female
5. Why senior high school students.
The study will be employed primary data that will be gathered
using a structured survey questionnaire. The participants to be selected
will be coming from different strands to prevent sample bias. The study will
be conducted during the School Year 2020-2021.
What I have Learned
(Answers may vary)
What can I do
(Answers may vary)
Assessment
A. Let’s identify it!
1. Scope
2. Delimitation
3. How
4. Limitation
5. Delimitation
 References
Barrot, Jessie S. Practical Research 2 (For Senior High School). Manila, Philippines: C & E
Publishing, 2017.

Berg, Kris E., and Latin, Richard W. Essentials of Research Methods in Health, Physical
Education, Exercise Science, And Recreation. Google Books (2020).
https://books.google.com.ph/books?id=qepSWG0RfMC&pg=PA40&lpg=PA40&dq=sc
ope+and+delimitation+future+tense. Accessed July 9, 2020.

Creswell, John W. Educational Research: Planning, Conducting, and Evaluation Quantitative

and Qualitative Research. Upper Saddle River, NJ: Pearson, 2002.

Department of Education. National Training of Trainers for SHS Teacher on School Based
Research. Scope and Limitation. Tanza, Cavite. 2018.

Faltado III, Ruben E., Bombita, Medardo B., Boholano, Helen B., Pogoy, Angeline M. Practical
Research 2 (Quantitative Research for SHS). Quezon City: Lorimar Publishing, Inc.,
2016.

Library.sacredheart.edu. 2020. Research Guides: Organizing Academic Research Papers:

Limitations of The Study. https://library.sacredheart.edu/c.php?g=29803&p=185934.
Accessed July 11, 2020.

PhDStudent. 2020. Stating the Obvious: Writing Assumptions, Limitations, And Delimitations
- Phdstudent. https://www.phdstudent.com/thesis-and-dissertation-survival/research-
design/stating-the-obvious-writing-assumptions-limitations-and-delimitations.
Accessed July 3, 2020.

Phdthesis.in. 2020. Scope of The Study - Phd Thesis Bangalore.

https://www.phdthesis.in/scope-of-the-study/. Accessed July 3, 2020.

Prieto, Nelia, Naval, Victoria and Carey, Teresita. Practical Research for Senior High School1
Qualitative. Quezon City: Lorimar Publishing, Inc., 2017.

Simon, Marilyn K., and Goes Jim. (2013) “Assumptions, Limitations, Delimitations and Scope
of the Study”, Dissertationrecipes.com (2020).
https://www.dissertationrecipes.com/wpcontent/uploads/2011/04/Assumptions-
Limitations-Delimitations-and-Scope-of-the-Study.pdf. Accessed July 4, 2020.

22
 Appendix

Appendix 1. Scoring Rubrics

Criteria 5 4 3 2
Content Information is Sufficiently Limited Minimal
accurate, developed content with content
appropriate; content with adequate
ideas are adequate elaboration.
supported elaboration.
and
elaborated.

Organization Clear Clear Significant Hard-to-

organization; organization; lapses in the follow
details are in details are organization; organization;
a logical mostly some details there is no
order. organized, in not in a clear
order, and logical order. sentences
makes sense within the
to the reader. paragraphs.

Presentation The purpose The purpose Confused or Minimal

and focus are and focus inconsistent control of
clear and are clear and arrangement; arrangement;
consistent, consistent, there is some many errors
sentence sentence error in in
form and form and punctuation, punctuation,
word choice word choice grammar, and grammar,
are varied are varied spelling. and spelling.
and and
appropriate; appropriate;
no error in almost no
punctuation, error in
grammar, punctuation,
and spelling. grammar,
and spelling.

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 For inquiries or feedback, please write or call:
Department of Education, Schools Division of Bulacan
Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph

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