GRADUATE SCHOOL

Butuan City

EdD in Educational Management

Name : Crislyn C. Abergas

School : Tigao Natinal High School
District : Cortes District, Division of Surigao del Sur
Address of School : Tigao, Cortes, Surigao del Sur
Major subject (Secondary): Social Science
Subject Taught : Community Engagement Solidarity and Citizenship

NEEDS ASSESSMENT
Introduction

(Describe why you conducted and interested on the subject here.)

Reflecting on it, I know that numerous fields of social science can be seen as boring and
uninteresting due to their heavy use of sophisticated language and the requirement for comprehensive
memorizing of diverse concepts, facts, and locations. It is clear that only a small percentage of students
enjoy writing essays and performing oral recitations. As a result, in order to increase the appeal and
engagement of my Community Engagement Solidarity and Citizenship subject. I am committed to
create teaching materials that are both captivating and relevant to my students' interests and
motivations.
To accomplish this, I realize the need of performing a thorough needs assessment. This
assessment will help me better understand the particular needs, preferences, and challenges that my
students experience. As a result, I will be able to create an appropriate learning environment suited to
their learning styles and modify my teaching approaches to fit their individual needs. Furthermore, I will
strive to develop contextual instructional materials that are appropriate for their specific learning needs
and skills, leading in a more successful and enjoyable learning experience for everybody.

Description of Needs Assessment

(Describe your Needs Analysis here. Please also attach any instruments used such as survey form/a
summary of focused group discussion, etc.)
NEEDS ASSESSMENT TOOL
This assessment tool aims to collect essential information about the target student population
needed to design instructional media that aligns with their diverse skills, characteristics, and
backgrounds. Please provide accurate information to assist in creating effective and inclusive
instructional materials in Community Engagement Solidarity and Citizenship subject. All information
gathered in this tool will be treated as confidential.

I-Profile of the Students

Name: ______________________________________________ Grade 12 Section: ______________
Address: ____________________________________ Date of Birth: _______________Age: ______
Religion: ____________________________ Ethnicity: __________________________
Name of Parent Highest Educational Attainment Occupation
Father’s Name________________ ________________________
_______________________
Mother’s Name_______________ ________________________ _______________________
Sensory Impairment (e.g., poor vision, low auditory): ___________________________

II- Students Skills and Characteristics

The questionnaire is adopted from Needs Assessment Tool developed by Bordaje, Nilo M. 2023.

Instruction: Please answer each indicator by checking one of the five possible answers. Choose the
answer that you feel best describes yourself.
 GRADUATE SCHOOL
Butuan City

EdD in Educational Management

5 4 3 2 1
Highly Most Preferre Unpre- Highly Remark
Indicators Preferred Preferred d ferred Unpre- s
ferred
1.  Visual (e.g., Diagrams, Charts)
How
do  Auditory (e.g., Lectures,
you Discussions)
prefer  Kinesthetic (e.g., Hands-on
to activities, Experiments)
learn?
 Reading/Writing (e.g.,
Textbooks, Notetaking)
 Online/Technology-based (e.g.,
Digital simulations, videos,
online courses)
 Other (Please specify):
______________________
2.  Morning (7:00 AM – 9:00 AM)
What
time  Late Morning (9:01 AM -12:00
of the NN)
day  Afternoon (1:00 PM-3:00 PM)
do
you  Late Afternoon (3:01PM – 5:00
feel PM)
most  Evening
alert,
active
and
ready
to
learn?
3. Interactive learning activities that involve
discussions and group work.
4. Self-paced learning and independent
study.
5. Use of technology and digital resources in
your learning experience.
6. Critical thinking and problem-solving
activities.
7. Communication skills including verbal and
written communication activities.
8. Do you have specific special needs or disabilities (Autism, dyslexia, etc.)

9. Do you have exceptional characteristics, giftedness, talents like high IQ, artistic talents, etc.

III-Cognitive Factor (Learning Competencies)

Instruction: Please answer each indicator by checking one of the five possible answers. Choose the
answer that you feel best describes your learning proficiency level.
 GRADUATE SCHOOL
Butuan City

EdD in Educational Management

5 4 3 2 1
Highly Proficient Moderately Less Not Remarks
Indicators Proficient Proficient Proficient Proficient

1. I can explain the importance of studying

community dynamics and community action
in relation to applied social sciences and the
learners’ future career options.
2. I can define using various perspectives,
e.g., social sciences, institutions, civil society,
and local/grassroots level.
3. I can analyze functions of communities in
terms of structures, dynamics, and
processes.
4. I can differentiate typologies of
communities.
5. I can recognize the value of undertaking
community action modalities.
6. I can explain forms of community
engagement that contribute to community
development through solidarity.
7. I can recognize the importance of solidarity
in promoting national and global community
development (e.g. poverty alleviation).

IV-Psychological and Physiological Factors

The questionnaire is adopted from Needs Assessment Tool developed by Bordaje, Nilo M. 2023.

Instruction: Please answer each indicator by checking one of the five possible answers. Choose the
answer that you feel best describes yourself.

Indicators 5 4 3 2 1 Rem
Highly Profici Moder Less Not arks
Proficie ent ately Profici Profici
nt Profici ent ent
ent
1. I can stay engage throughout the video,
simulation or printed materials without
distractions.
2. I can actively participate by pausing
rewinding or interacting with the content as
needed.
3. I seek clarification or additional resources
when I encounter challenging concepts.
4. I can use supplementary materials like
textbooks, modules, etc. to reinforce my
learning.
5. I make use of optional materials provided
alongside the video or simulation.
 GRADUATE SCHOOL
Butuan City

EdD in Educational Management

6. I explore additional resources like offline

applications and printed materials to enhance
my learning.
7. I can find other learning resources if Wi-Fi
or internet connectivity is unavailable.
8. I can work independently in answering
questions in calculations and short quiz with
reasonable time.
9. I maintain a good balance between speed
and accuracy during quiz time or solving
word problems.
10. I pay attention to feedback provided after
the given assessment.
11. I use feedback to correct misconceptions
and enhance my performance.
12. I reach out my teacher, peers or
classmates for help for questions that I
consider challenging.
13. I can understand better if teacher
demonstrates the example in an actual
manner.
14. I can do better if I work in pair or in group.
15. I can do better if I work alone.
16. I like the videos and animations because
it has subtitle, translator and other screen
reader accessibility.
17. The Printed instructional media like
textbooks, modules, etc. are clear and
legible.
Total:
18. What is the biggest challenge you have encounter in the instructional media used by your
teacher?
19. Is there any type of support or resources you might need to succeed in the subject?
20. Do you have any suggestions or feedback on how your learning experience may improve?

NEEDS ASSESSMENT PILOT TESTING RESULTS

(SOCIAL SCIENCE GROUP)

Name of pilot school : Tigao National High School, Division of Surigao del Sur
Address : Tigao Cortes, Surigao del sur
Respondents : Grade 12 HUMSS Students
Number of Respondents: 46 students
Subject : Community Engagement Solidarity and Citizenship

NOTE: Alona S. Menil is a librarian, hence she has no students. The pilot test was only administered to Crislyn C. Abergas in her
Grade 12 HUMSS students, however they all collaborated on the subsequent tasks.
 GRADUATE SCHOOL
Butuan City

EdD in Educational Management

Table 1.1-Profile of the Grade 12 HUMSS students-Section

Section Frequency Percentage Rank
1. HUMSS-A 21 45.65% 2

2. HUMSS-B 25 54.35% 1
Total 46 100%

Table 1.1 describes the two sections of HUMSS-A and HUMSS-B students at Tigao National
High School in Tigao, Cortes, Surigao del Sur.

The data pertains to the HUMSS-A and HUMSS-B sections. These sections depict numerous
student groups that were organized by strand and specialization. There are 25 students, or 54.34%, who
rank first in HUMSS-B, and 21 students, or 45.65%, who rank second in HUMSS-A.

In summary, this table depicts the student distribution between the two sections, with HUMSS-B
having a greater number and proportion of students than HUMSS-A.

Table 1.2-Profile of the students-Address

Section Frequency Percentage Rank
1. Tigao, Cortes, SDS 17 36.96% 2
2. Mabahin, Cortes, SDS 26 56.52% 1
3. Burgos, Cortes, SDS 3 6.52% 3
Total 46 100%

Table 1.2 depicts the characteristics of students based on their addresses, namely three different
areas within the Cortes, SDS area: Tigao, Mabahin, and Burgos.

The table shows the student population distribution in various locations. There are 26 students
in Mabahin with a frequency of 56.52% rank 1, 17 students in Tigao with a frequency of 36.96% rank 2,
and 3 students in Burgos with a frequency of 6.52% rank 3.

In summary, this table provides insight into the geographic distribution of students within Cortes,
SDS. Mabahin, Cortes, SDS has the most students, followed by Tigao, Cortes, SDS, and finally Burgos,
Cortes, SDS, which has the fewest students.
Table 1.3-Profile of the students-Age

Section Frequency Percentage Rank

1. 17 years old 21 45.65% 1
2. 18 years old 19 41.31% 2
3. 19 years old 3 6.52% 3
4. 20 years old and above 3 6.52% 3

Total 46 100%
 GRADUATE SCHOOL
Butuan City

EdD in Educational Management

Table 1.3 illustrates the demographics of students based on their ages. It provides information
about the distribution of learners across age groups.

The data is divided into four age groups, which correspond to the students’ ages. For 17-year-
olds, 21 students with a percentage of 45.65% rank as 1, for 18-year-olds, 19 students with a percentage
of 41.31% rank as 2, and for 19 years old and 20-year-olds and up, 3 students with a percentage of
6.52% both rank as 3.

In summary, this table provides information about the age distribution of students, with the largest
group being 17 years old, closely followed by 18 years old, while the age groups of 19 years old and
above have fewer students and are placed equally in terms of their number.

Table 1.4-Profile of the students-Religion

Religion Frequency Percentage Rank

1. Roman Catholic 25 54.35% 1
2. Born Again 6 13.04% 3
3. Iglesia Ni Cristo 3 6.52% 4
4. United Pentecostal Church 7 15.23% 2
5. Assembly of God 3 6.52% 4
6. Seventh Day Adventist 1 2.17% 5
7. Iglesia Filipina Independente 1 2.17% 5
Total 46 100

Table 1.4 contains information on the students' religious connections, providing insights into the
distribution of students across various religions. The data is divided into seven different religious
affiliations to reflect each student's varying religious origins.

The largest group is Roman Catholic with 25 students, with a frequency of 54.35% rank 1.
United Pentecostal Church with 7 students, with a frequency of 15.23% rank 2. Born Again with 6
students, with a frequency of 13.04% rank 3. Iglesia Ni Cristo and Assembly of God each have 3
students, with a frequency of 6.52% rank 4. Seventh Day Adventist and Iglesia Filipina Independente
both have 1 student, with a frequency of 2.17% rank 5.

In summary, this table provides insight into the religious diversity of the student population. The
largest religious group is Roman Catholic, followed by United Pentecostal Church and Born Again, with
Iglesia Ni Cristo and Assembly of God having smaller but equal representations. The least represented
religious affiliations among students are Seventh-day Adventist and Iglesia Filipina Independente.
 GRADUATE SCHOOL
Butuan City

EdD in Educational Management

Table 1.5-Profile of the students-Ethnicity

Ethnicity Frequency Percentage Rank
1. Bisaya 46 100% 1
Total 46 100%

Table 1.5 shows the ethnicity profile of the students: Bisaya comprises all 46 students, with a
frequency of 100% and rank 1. In summary, the information in this table pertains to the ethnic
composition of Tigao National High School Grade 12 HUMSS students.

Table 1.6-Profile of the students-Educational Attainment of Father

Education Frequency Percentage Rank
1. Elementary Graduate 9 19.56% 2
2. High School Level 5 10.87% 4
3. High School Graduate 24 52.18% 1
4. College Level 2 4.34% 5
5. College Graduate 6 13.05% 3
Total 46 100%

Table 1.6 presents data on the educational attainment of the fathers of the students. It provides
insights into the distribution of students based on the educational background of their fathers.

The data is categorized into five different educational attainment levels of the fathers. The largest
group consists of 24 students whose fathers are high school graduates with a percentage of 52.18%
rank 1 .There are 9 students whose fathers are elementary graduates with a percentage of 19.56% rank
2. There are 6 students have fathers who are college graduates with a percentage of 13.05% rank 3.
There are 5 students have fathers who reached a high school level of education with a percentage of
10.87% rank 4. There are 2 students have fathers with college-level education with a percentage of
4.34% rank 5.

In summary, this table provides insights into the educational background of the students’ fathers.
The largest groups of fathers are high school graduates, followed by elementary graduates, college
graduates, high school-level, and college-level fathers. This data can be valuable for understanding the
educational context and potential support needs of the students.

Table 1.7-Profile of the students-Father’s Occupation

Occupation Frequency Percentage Rank
1.Farmer 22 47.82% 1
2. Fisherman 10 21.75% 2
3. Carpenter 3 6.53% 5
4. Driver 5 10.86% 3
 GRADUATE SCHOOL
Butuan City

EdD in Educational Management

5. Private Employee 4 8.69% 4

6. Government Employee 2 4.35% 6
Total 46 100%

Table 1.7 provides information about the occupations of the fathers of the students. It offers
insights into the distribution of students based on the occupation of their fathers.

The data is categorized into six different father occupations. Farmers with a frequency of 22 or
47.82% rank 1. Fisherman with a frequency of 10 or 21.75% rank 2. Driver with a frequency 5 or 10.86%
rank 3. Private employee with a frequency of 4 or 8.69% rank 4. Carpenter with a frequency of 3 or
6.53% rank 5. Government employee with a frequency of 2 or 4.35% rank 6.

In summary, this table provides insights into the diversity of occupations held by the students’
fathers. Farmers are the most common occupation, followed by fishermen, drivers, private sector
employees, carpenters, and government employees. Understanding the variety of parental occupations
can be valuable for educational institutions to consider when designing programs and support services
for students.

Table 1.8-Profile of the students-Educational Attainment of Mother

Education Frequency Percentage Rank
1. Elementary Graduate 3 6.52% 3
2. High School Level 7 15.21% 2
3. High School Graduate 26 56.52% 1
4. College Level 3 6.52% 3
5. College Graduate 7 15.21% 2
Total 46 100%

Table 1.8 provides information on the educational attainment of the mothers of the students. It
offers insights into the distribution of students based on the educational background of their mothers.

The data is divided into five different categories representing the educational attainment of the
students' mothers. High school graduate with a frequency of 26 or 56.52% rank 1. High school level and
college graduate with a frequency of 7 or 15.21% both rank 2. High school level and college graduate
with a frequency of 3 or 6.52% both rank 3.

In summary, this table offers insights into the educational background of the students' mothers.
High school graduate mothers are the largest group, followed by high school level and college graduate
mothers. Elementary graduate mothers and college-level mothers have smaller but equal
representations. Understanding the educational backgrounds of students' mothers can be important for
educational institutions to provide appropriate support and services for the students.
 GRADUATE SCHOOL
Butuan City

EdD in Educational Management

Table 1.9-Profile of the students-Mother’s Occupation

Occupation Frequency Percentage Rank

1. House Keeper 39 84.78% 1
2. Government Employee 3 6.52% 2
3. OFW 3 6.52% 2
4. Parish Secretary 1 2.17% 3

Table 1.9 presents data on the occupations of the mothers of the students. It offers insights into
the distribution of students based on the occupation of their mothers.

The data is categorized into four different mother occupations. House keeper with a frequency
of 39 or 84.78% rank 1. Government employee and Overseas Filipino Worker with a frequency of 3 or
6.52% both rank 2. Lastly, parish secretary with a frequency of 1 or 2.17% rank 3.

In summary, this table provides insights into the various occupations held by the students'
mothers. The majority of mothers work as housekeepers, while there are smaller groups of mothers in
government employment, overseas work, and parish secretary positions. Understanding the
occupational backgrounds of students' mothers can be valuable for educational institutions to consider
when providing support and services for the students.

Sensory Impairment
According to the results of the survey, not a single student has any sensory impairment.

Table 2.1 -Students’ Skills and Characteristics: Students’ Learning Preferences.

Indicators Weighted Description Rank

Mean
Visual (e.g., Diagrams, Charts) 4.57 Highly Preferred 1
Auditory (e.g., Lectures, Discussions) 4.49 Highly Preferred 2
Kinesthetic (e.g., Hands-on activities, 4.43 Highly Preferred 3
Experiments)
Reading/Writing (e.g., Textbooks, 3.59 Most Preferred 5
Notetaking)
Online/Technology-based (e.g., Digital 3.7 Most Preferred 4
simulations, videos, online courses)
Legend: 4.20-5.00, HP; 3.40-4.19, MP; 2.60-3.39, P; 1.80-2.59, U; 1.00-1.79, HU

Table 2.1 presents the results of a survey that aimed to identify students' preferences in terms
of learning styles. The table includes several indicators, their corresponding weighted mean scores,
descriptions, and ranks.

Visual (e.g., Diagrams, Charts), received a weighted mean score of 4.57, indicating that it is
highly preferred by students ranked 1.Visual learning involves the use of visual aids such as diagrams
and charts to understand and retain information. Auditory (e.g., Lectures, Discussions), received a
slightly lower weighted mean score of 4.49, also indicating that it is highly preferred by students ranked
 GRADUATE SCHOOL
Butuan City

EdD in Educational Management

2. Kinesthetic (e.g., Hands-on activities, Experiments), received a weighted mean score of 4.43,
indicating that it is highly preferred as well ranked 3. Online/Technology-based (e.g., Digital simulations,
videos, online courses), received a weighted mean score of 3.7, indicating most preferred ranked 4.
Reading/Writing (e.g., Textbooks, Notetaking), received a lower weighted mean score of 3.59, although
it had a most preferred description the data suggest that it is the least preferred among the listed
indicators which ranked 5. Reading/Writing learning style focuses on traditional methods such as reading
textbooks and taking notes.

In summary, the table suggests that students in the survey highly preferred visual, auditory, and
kinesthetic learning styles, while online/technology-based and reading/writing styles were considered
less preferred. The rankings provide an understanding of the relative popularity of each learning style
among the surveyed students.

Table 2.2- Students’ Skills and Characteristics: Time of the day that the student feels most
alert, active, and ready to learn.

Indicators Weighted Mean Description Rank

Morning (7:00 AM – 9:00 AM) 4.61 Highly Preferred 1
Late Morning (9:01 AM -12:00 NN) 3.93 Most Preferred 2
Afternoon (1:00 PM-3:00 PM) 3.5 Most Preferred 3
Late Afternoon (3:01PM – 5:00 PM) 2.98 Preferred 4
Evening 2.76 Preferred 5
Legend: 4.20-5.00, HP; 3.40-4.19, MP; 2.60-3.39, P; 1.80-2.59, U; 1.00-1.79, HU

Table 2.2 provides information on students' preferences regarding the time of day when they feel
most alert, active, and ready to learn. The table includes different time periods, their corresponding
weighted mean scores, descriptions, and ranks.

The first time period, "Morning (7:00 AM – 9:00 AM)," received the highest weighted mean score
of 4.61, indicating that it is highly preferred by students and ranked 1. This suggests that students feel
most alert and ready to learn during the early morning hours. Late Morning (9:01 AM -12:00 NN),
received a slightly lower weighted mean score of 3.93, indicating that it is the most preferred time period
after the morning and ranked 2. Afternoon (1:00 PM-3:00 PM), received a weighted mean score of 3.5,
suggesting that it is also a preferred time period for learning, although to a lesser extent compared to
the morning and late morning periods and ranked 3.Late Afternoon (3:01 PM – 5:00 PM)," received a
weighted mean score of 2.98, indicating that it is a preferred time period but less so than the earlier
periods and ranked 4. Lastly, evening, received the lowest weighted mean score of 2.76, suggesting
that it is the least preferred time for learning among the listed time periods and ranked 5. Students may
experience decreased alertness and activity in the evening hours.

In summary, the table indicates that students highly prefer the morning time for learning, followed
by the late morning period. Afternoon, late afternoon, and evening are progressively less preferred for
learning, with the evening being the least preferred. The rankings provide an understanding of the
relative importance of each time period for students' alertness and readiness to learn.
 GRADUATE SCHOOL
Butuan City

EdD in Educational Management

Table 2.3 -Students’ Skills and Characteristics

Weighted Description Rank

Indicators Mean
3. Interactive learning activities that 4.57 Highly Preferred 2
involve discussions and group work.
4. Self-paced learning and independent 3.67 Most Preferred 4
study.
5. Use of technology and digital resources 4.65 Highly Preferred 1
in your learning experience.
6. Critical thinking and problem-solving 3.67 Most Preferred 4
activities.
7. Communication skills including verbal 3.93 Most Preferred 3
and written communication activities.
8. Do you have specific special needs or disabilities (Autism, dyslexia, etc.)? All
respondents answered none.
Legend: 4.20-5.00, HP; 3.40-4.19, MP; 2.60-3.39, P; 1.80-2.59, U; 1.00-1.79, HU

Table 2.3 presents various indicators related to students' skills and characteristics. Each indicator
is assigned a weighted mean score, a description, and a rank based on the survey responses.

Use of technology and digital resources in your learning experience, received the highest
weighted mean score of 4.65, indicating that it is highly preferred by students and ranked 1. This
highlights the importance of incorporating technology and digital resources into the learning process.
Students value the benefits and opportunities provided by technological tools and resources. Interactive
learning activities that involve discussions and group work," received a weighted mean score of 4.57,
indicating that it is highly preferred by students and ranked 2. Self-paced learning and independent
study, received a weighted mean score of 3.67, indicating that it is most preferred by students but to a
lesser extent compared to the top-ranked indicators and ranked 3. Self-paced learning and independent
study as well as critical thinking and problem-solving activities, received a weighted mean score of 3.67
both ranked 4. This suggests that while students appreciate the flexibility and autonomy of self-paced
learning and independent study, they may not prioritize it as highly as other indicators. This also
suggests that students consider critical thinking and problem-solving activities as important, but they
may not prioritize them as highly as the top-ranked indicators.

The eighth indicator is not related to preferences but rather to specific special needs or
disabilities. It states that all respondents answered "none," indicating that none of the surveyed students
reported having any specific special needs or disabilities.

In summary, the table provides insights into students' preferences regarding different aspects of
their learning experience. Students highly prefer the use of technology and digital resources, interactive
learning activities involving discussions and group work, and communication skills. Self-paced learning
and independent study, as well as critical thinking and problem-solving activities, are also valued but to
a slightly lesser extent. It is worth noting that none of the surveyed students reported having any specific
special needs or disabilities.
 GRADUATE SCHOOL
Butuan City

EdD in Educational Management

Table 3. Cognitive Factor (Learning Competencies)

Indicators Weighted Description Rank

Mean
1. I can explain the importance of studying community 3.33 Moderately 3
dynamics and community action in relation to applied social Proficient
sciences and the learners’ future career options.
2. I can define using various perspectives, e.g., social 3.30 Moderately 4
sciences, institutions, civil society, and local/grassroots Proficient
level.
3. I can analyze functions of communities in terms of 3.37 Moderately 2
structures, dynamics, and processes. Proficient
4. I can differentiate typologies of communities. 3.46 Proficient 1
5. I can recognize the value of undertaking community 3.24 Moderately 5
action modalities. Proficient
6. I can explain forms of community engagement that 3.09 Moderately 6
contribute to community development through solidarity. Proficient
7. I can recognize the importance of solidarity in promoting 3.24 Moderately 5
national and global community development (e.g. poverty Proficient
alleviation).
Legend: 4.20-5.00, HP; 3.40-4.19, P; 2.60-3.39, MP; 1.80-2.59, LP; 1.00-1.79, NP

Table 3 present the cognitive factors (learning competencies). Each indicator is assigned a
weighted mean score, a description, and a rank based on the survey responses.

Indicator 4, “I can differentiate typologies of communities." has the highest weighted mean of
3.46, indicating that the learners are proficient in this competency and ranked 1. This means they have
a good understanding of the different types of communities. Indicator 3, “I can analyze functions of
communities in terms of structures, dynamics, and processes." has the weighted mean of 3.37,
indicating that the learners are moderately proficient in this competency and ranked 2. They have a
decent understanding of how communities function in terms of their structures, dynamics, and
processes. Indicator 1, "I can explain the importance of studying community dynamics and community
action in relation to applied social sciences and the learners’ future career options." has a weighted
mean of 3.33, ranked 3. This indicates that the learners are moderately proficient in understanding the
importance of studying community dynamics and community action in relation to applied social sciences
and their future career options. Indicator 2, “I can define using various perspectives, e.g., social sciences,
institutions, civil society, and local/grassroots level." has a slightly lower weighted mean of 3.30, ranked
4. Indicators 5 and 7, “I can recognize the value of undertaking community action modalities." and "I can
recognize the importance of solidarity in promoting national and global community development (e.g.
poverty alleviation)." both have the same weighted mean of 3.24, which ranked 5. Indicator 6, "I can
explain forms of community engagement that contribute to community development through solidarity."
has the lowest weighted mean of 3.09, ranked 6. This suggests that the learners are moderately
proficient in explaining forms of community engagement that contribute to community development
through solidarity.

In summary, the learners in this cognitive factor (learning competencies) have the highest
proficiency in differentiating typologies of communities, followed by analyzing the functions of
communities. They also demonstrate moderate proficiency in understanding the importance of studying
community dynamics, defining communities from various perspectives, recognizing the value of
community action modalities, and understanding the importance of solidarity in community development.
 GRADUATE SCHOOL
Butuan City

EdD in Educational Management

Their lowest proficiency is in explaining forms of community engagement that contribute to community
development through solidarity.

Table 4.1- Psychological and Physiological Factors

Indicators Weighted Description Rank

Mean
1. I can stay engage throughout the video, simulation or printed 3.96 Most preferred 2
materials without distractions.
2. I can actively participate by pausing rewinding or interacting 3.7 Most preferred 5
with the content as needed.
3. I seek clarification or additional resources when I encounter 3.35 Most preferred 6
challenging concepts.
4. I can use supplementary materials like textbooks, modules, 3.22 Most preferred 8
etc. to reinforce my learning.
5. I make use of optional materials provided alongside the 3.00 Most preferred 10
video or simulation.
6. I explore additional resources like offline applications and 3.09 Most preferred 9
printed materials to enhance my learning.
7. I can find other learning resources if Wi-Fi or internet 3.24 Most preferred 7
connectivity is unavailable.
8. I can work independently in answering questions in 2.74 Most preferred 14
calculations and short quiz with reasonable time.
9. I maintain a good balance between speed and accuracy 2.87 Most preferred 12
during quiz time or solving word problems.
10. I pay attention to feedback provided after the given 2.98 Most preferred 11
assessment.
11. I use feedback to correct misconceptions and enhance my 2.85 Most preferred 13
performance.
12. I reach out my teacher, peers or classmates for help for 3.09 Most preferred 9
questions that I consider challenging.
13. I can understand better if teacher demonstrates the 4.04 Preferred 1
example in an actual manner.
14. I can do better if I work in pair or in group. 3.35 Most preferred 6
15. I can do better if I work alone. 2.67 Most preferred 15
16. I like the videos and animations because it has subtitle, 3.83 preferred 4
translator and other screen reader accessibility.
17. The Printed instructional media like textbooks, modules, 3.87 Most preferred 3
etc. are clear and legible.
Legend: 4.20-5.00, HP; 3.40-4.19, P; 2.60-3.39, MP; 1.80-2.59, LP; 1.00-1.79, NP

Table 4.1 presents the psychological and physiological factors related to learning. The table
includes indicators, weighted mean, description, and rank for each factor.

Indicator 13, "I can understand better if the teacher demonstrates the example in an actual
manner." This indicator has the highest weighted mean of 4.04, indicating that it is the most preferred
factor among all the indicators and ranked 1. Indicator 1, "I can stay engaged throughout the video,
simulation, or printed materials without distractions." This indicator has a weighted mean of 3.96 and
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EdD in Educational Management

ranked 2. Indicator 17, "The printed instructional media like textbooks, modules, etc. are clear and
legible." This indicator has a weighted mean of 3.87 and ranked 3. Indicator 16, "I like the videos and
animations because they have subtitles, translator, and other screen reader accessibility." This indicator
has a weighted mean of 3.83 and ranked 4. Indicator 2, "I can actively participate by pausing, rewinding,
or interacting with the content as needed." This indicator has a weighted mean of 3.7 and ranked 5.
Indicator 14, "I can do better if I work in pairs or in a group." along with indicator 3, “I seek clarification
or additional resources when I encounter challenging concepts” both indicators has a weighted mean of
3.35 and ranked 6. Indicator 7, “I can find other learning resources if Wi-Fi or internet connectivity is
unavailable." This indicator has a weighted mean of 3.24 and ranked 7. Indicator 4, "I can use
supplementary materials like textbooks, modules, etc. to reinforce my learning." This indicator has a
weighted mean of 3.22 and ranked 8. Indicator 6, "I explore additional resources like offline applications
and printed materials to enhance my learning." together with Indicator 12, "I reach out to my teacher,
peers, or classmates for help for questions that I consider challenging." Both has a weighted mean of
3.09 and ranked 9. Indicator 4, "I make use of optional materials provided alongside the video or
simulation.” has a weighted mean of 3.00 and ranked 10.Indicator 10, "I pay attention to feedback
provided after the given assessment." This indicator has a weighted mean of 2.98 and ranked 11.
Indicator 9, "I maintain a good balance between speed and accuracy during quiz time or solving word
problems." This indicator has a weighted mean of 2.87 and ranked 12. Indicator 11, "I use feedback to
correct misconceptions and enhance my performance." This indicator has a weighted mean of 2.85 and
ranked 13. Indicator 8, "I can work independently in answering questions in calculations and short
quizzes with reasonable time." This indicator has a weighted mean of 2.74 and ranked 14. Finally,
indicator 15, "I can do better if I work alone." This indicator has the lowest weighted mean of 2.67, making
it the least preferred factor among all the indicators and ranked 15.

In conclusion, the participants in the study highly prefer indicators that involve teacher
demonstrations, engaging content without distractions, and clear and legible printed materials. They
also value the accessibility features in videos and animations. While working in pairs or groups, seeking
clarification, and using supplementary materials are moderately preferred. The participants show less
preference for working alone and placing importance on feedback and independent work. These findings
can be useful for designing educational materials and instructional approaches that align with the
preferences of the learners.

Table 4.2- Psychological and Physiological Factors-Biggest challenge students’ encounter in

the instructional media used by the teacher.

Note: (We categorize the responses of the respondent)

Indicators Frequency Percentage Rank

1. Availability of technological 20 43.48% 1
resources( TV, Projector, Internet)
2. Copy of learning resources (modules, 15 32.61% 2
handouts, worksheet, activity sheet)
3. Availability/accessibility of learning 11 23.91% 3
resources (Online/Offline
Total 46 100%
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EdD in Educational Management

Table 4.2 presents data on the biggest challenge students’ encounter in the instructional media
used by the teacher.

Availability of technological resources (TV, Projector, Internet) with a frequency of 20 or 43.48%

and ranked 1. This indicates that a significant number of students face difficulties when there is a lack
of access to necessary technological resources like TV, projector, or internet. Copy of learning resources
(modules, handouts, worksheet, activity sheet with a frequency of 15 or 32.61% and ranked 2. This
suggests that a considerable number of students face challenges when they do not have access to
physical or digital copies of learning resources such as modules, handouts, worksheets, or activity
sheets. Availability/accessibility of learning resources (Online/Offline) with a frequency of 11 or 23.91%
and ranked 3. This indicates that a smaller but still significant number of students encounter difficulties
when learning resources are not readily available or accessible, both online and offline.

Overall, the table provides insights into the biggest challenges students face in the instructional
media used by the teacher, with a focus on technological resources, the availability of learning
resources, and their accessibility.

Table 4.3- Psychological and Physiological Factors: Type of support or resources student need
to succeed in the subject

Note: (We categorize the responses of the respondent)

Indicators Frequency Percentage Rank

1. Access to internet 21 45.65% 1
2. Availability of TV/Projector inside the 11 23.91% 2
classroom
3. Learning handouts, worksheets, activity 8 17.39% 3
sheets.
4. Usage of school tablet/computer 6 13.04% 4
Total 46 100%

Table 4.3 presents data on the type of support or resources students need to succeed in a
particular subject. The data indicates the frequency of student needs and the percentage of students
requiring each type of support or resource.

Access to internet. This indicator has the highest frequency of 21 or 45.65% of the total
responses and ranked 1. Availability of TV/Projector inside the classroom. This indicator has the second-
highest frequency of 11 or 23.91% of the total responses and ranked 2. Learning handouts, worksheets,
activity sheets. This indicator has a frequency of 8 or 17.39% of the total responses and ranked 3. Lastly,
usage of school tablet/computer. This indicator has the lowest frequency of 6 or 13.04% and ranked 4.

In summary, it can be inferred that access to the internet is considered the most crucial resource
for student success in the subject, followed by the availability of TV/Projector inside the classroom.
Learning materials such as handouts, worksheets, and activity sheets are also important, while the
usage of school tablets/computers is considered to have the least significance among the listed
resources.
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EdD in Educational Management

Table 4.4- Psychological and Physiological Factors: Suggestions or feedback on how students
learning experience may improve.

Note: (We categorize the responses of the respondent)

Indicators Frequency Percentage Rank

1. contextualize learning materials (module, 18 39.13% 1
activity sheets and worksheets)
2. Supplementary/remediation learning 14 30.43% 2
materials
3. Supplementary/enhancement learning 8 17.39% 3
materials.
4. Other learning materials 6 13.04% 4
Total 46 100%

Table 4.4 presents data on the suggestions or feedback from students on how their learning
experience may be improved. The data shows the frequency of each type of feedback and the
percentage of students providing each suggestion.

Contextualize learning materials (module, activity sheets, and worksheets). This indicator has
the highest frequency of18 or 39.13% and ranked 1. Supplementary/remediation learning materials. This
indicator has the second-highest frequency of 14 or 30.43% and ranked 2. Supplementary/enhancement
learning materials. This indicator has a frequency of 8 or 17.39% and ranked 3. Finally, other learning
materials. This indicator has the lowest frequency of 6 or 13.04% and ranked 4.

In summary, contextualizing learning materials is the most frequently suggested factor for
improving students' learning experience, followed by the provision of supplementary/remediation
learning materials. Supplementary/enhancement learning materials have a lower frequency, and other
learning materials are suggested least frequently.
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Butuan City

EdD in Educational Management

(PILOT TEST IMPLEMENTATION )

PILOT TESTING NEEDS ASSESSTMENT TOOL-PERMISSION LETTER

NOTE: Alona S. Menil is a librarian, hence she has no students. The pilot test was only
administered to Crislyn C. Abergas in her Grade 12 HUMSS students, however they all
collaborated on the subsequent tasks.
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Butuan City

EdD in Educational Management

PILOT TESTING NEEDS ASSESSTMENT TOOL-PICTORIALS

October 9, 2023

“Needs Assessment Pilot Test for Community Engagement, Solidarity, and Citizenship Subject:
Gathering data from Grade 12 HUMSS students of Tigao National High School.”
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EdD in Educational Management

PILOT TESTING NEEDS ASSESSTMENT TOOL-PICTORIALS

October 9, 2023

"Insightful responses from Grade 12 HUMSS students on the Needs Assessment Tool for Community
Engagement, Solidarity, and Citizenship Subject"
GRADUATE SCHOOL
Butuan City

EdD in Educational Management

PILOT TESTING NEEDS ASSESSTMENT TOOL-PICTORIALS

October 9, 2023

"Successful facilitation of the pilot test for the Needs Assessment Tool"
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EdD in Educational Management

Results of Needs Assessment

(Provide a summary of the results of your Needs Assessment. You may use graphs to show relationships
of data such as comparison, preferences, and trends. Briefly interpret each graph/tables/charts *if
applicable.)Note: If you can have data from your school and compare it to the district data, much better.

SUMMARY OF NEEDS ASSESSMENT RESULTS

1. Profile of the Students:

Section
According to the data, there are two sections, HUMSS-A and HUMSS-B, with a greater number of
students in HUMSS-B.

Address
Most students are from Mabahin, Cortes, Surigao del Sur.

Age
The most common age group is 17 years old.

Religion
Most students are Roman Catholic.

Ethnicity
All of the students are Bisaya

Fathers’ Educational Attainment

Most fathers are high school graduates.

Fathers’ Occupation
Farmers are the fathers' primary occupations.

Mothers’ Educational Attainment

Most mothers are high school graduates.

Mother's Occupation
Most mothers work as housekeepers.

Sensory Impairment
According to the results of the survey, not a single student has any sensory impairment.

2. Students Skills and Characteristics

Students Skills and Characteristics: Students’ Learning Preferences

Students in the survey preferred visual, auditory, and kinesthetic learning styles above
online/technology-based and reading/writing learning styles.

Students’ Skills and Characteristics: Time of the day that the student feels most alert, active, and
ready to learn.
Students like to learn in the morning, followed by the late morning session. The afternoon, late afternoon,
and evening are all less desirable times to learn, with the evening being the least liked.
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EdD in Educational Management

Students’ Skills and Characteristics

Students highly prefer the use of technology and digital resources, interactive learning activities
involving discussions and group work, and communication skills. Self-paced learning and independent
study, as well as critical thinking and problem-solving activities, are also valued but to a slightly lesser
extent.

3. Cognitive Factor (Learning Competencies)

The learners in this cognitive factor (learning competencies) have the highest proficiency in
differentiating typologies of communities, followed by analyzing the functions of communities. They also
demonstrate moderate proficiency in understanding the importance of studying community dynamics,
defining communities from various perspectives, recognizing the value of community action modalities,
and understanding the importance of solidarity in community development. Their lowest proficiency is in
explaining forms of community engagement that contribute to community development through
solidarity.

4. Psychological and Physiological Factors

The participants in the study highly prefer indicators that involve teacher demonstrations, engaging
content without distractions, and clear and legible printed materials. They also value the accessibility
features in videos and animations. While working in pairs or groups, seeking clarification, and using
supplementary materials are moderately preferred. The participants show less preference for working
alone and placing importance on feedback and independent work. These findings can be useful for
designing educational materials and instructional approaches that align with the preferences of the
learners.

Psychological and Physiological Factors-Biggest challenge students’ encounter in the

instructional media used by the teacher.
The biggest challenges students face in the instructional media used by the teacher, with a focus
on technological resources, the availability of learning resources, and their accessibility.

Psychological and Physiological Factors: Type of support or resources student need to succeed
in the subject.
It can be inferred that access to the internet is considered the most crucial resource for student success
in the subject, followed by the availability of TV/Projector inside the classroom. Learning materials such
as handouts, worksheets, and activity sheets are also important, while the usage of school
tablets/computers is considered to have the least significance among the listed resources.

Psychological and Physiological Factors: Suggestions or feedback on how students learning

experience may improve.
Contextualizing learning materials is the most frequently suggested factor for improving students'
learning experience, followed by the provision of supplementary/remediation learning materials.
Supplementary/enhancement learning materials have a lower frequency, and other learning materials
are suggested least frequently.

These insights are valuable for educational institutions to tailor their approaches, resources,
and support services to better meet the needs and preferences of the students, ultimately
improving the learning experience and outcomes.
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Butuan City

EdD in Educational Management

RECOMMENDATIONS

Based on the needs assessment results, here are some recommendations to address the identified
challenges and cater to the preferences and needs of the students:

1. Use visual aids. Incorporate visual elements such as charts, diagrams, graphs, and images to
enhance learning. Visual learners often benefit from seeing information presented in a visual format.

2. Provide auditory resources. Include opportunities for students to listen to audio recordings, podcasts,
or lectures. This can cater to auditory learners who prefer to learn through listening and verbal
explanations.

3. Incorporate kinesthetic activities. Integrate hands-on activities, experiments, role-plays, or group

projects that encourage physical movement and engagement. Kinesthetic learners learn best through
physical interaction and experiencing concepts firsthand.

4. Utilize technology strategically. While online and technology-based learning styles may not be the top
preference in this survey, it is still important to leverage technology when appropriate. Use interactive
educational software, multimedia presentations, or online simulations to enhance understanding and
engagement.

5. Provide a variety of learning materials. Offer a mix of reading materials, written assignments, and
multimedia resources to cater to different learning preferences. This allows students to choose the
format that best suits their individual learning style.

6. Differentiate instruction. Recognize that students have diverse learning needs and adjust teaching
strategies accordingly. Incorporate a blend of instructional approaches to accommodate various learning
styles and provide opportunities for students to learn in their preferred way.

7. Time-Based Scheduling. Given that morning is the most preferred time for learning, institutions can
schedule important classes or activities during this time to maximize student alertness and retention.
Late afternoon and evening should be avoided for critical learning activities whenever possible.

8. Collaborative Learning Environments. Create opportunities for collaborative learning environments,

such as group work or peer teaching, which can cater to different learning preferences and help students
interact with each other and the subject matter in a dynamic way.

9. To address the challenge of the availability of technological resources (TV, Projector, Internet),
educational institutions can invest in improving infrastructure and ensuring that these resources are
accessible to all students. This may involve providing Wi-Fi access and making sure that classrooms
are equipped with necessary technology.

10. Diverse Learning Materials. To cater to different learning preferences, it's essential to provide a
variety of learning materials. Educational institutions can ensure that learning materials, such as
modules, activity sheets, and worksheets, are contextualized and aligned with the curriculum. This can
enhance the engagement and understanding of students.

11. Support for Internet Access. Since access to the internet is a critical need, institutions can work on
providing internet access to all students, especially those who may not have it at home. This could
involve setting up computer labs or providing Wi-Fi hotspots.
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EdD in Educational Management

12. Additional Learning Resources. To meet the demand for supplementary or remediation learning
materials, institutions can create and provide additional resources like practice exercises, video tutorials,
or one-on-one tutoring services to help struggling students.

13. Enhanced Materials and Resources. In addition to remediation materials, institutions can develop
supplementary/enhancement learning materials for advanced students who may need more challenging
content. These can include advanced reading materials, problem-solving exercises, or creative projects.

14. Collect Ongoing Feedback. It is crucial to continuously collect feedback from students to adapt to
their changing needs and preferences. Conduct regular surveys or focus groups to gather insights into
their evolving challenges and suggestions for improvement.

15. Ensure Equitable Access:

To address resource-related challenges, institutions should prioritize equitable access to resources for
all students, regardless of their background. This may involve providing subsidies or scholarships for
essential resources.

16. Professional Development for Educators:

Educators can benefit from professional development and training to adapt their teaching methods to
cater to diverse learning preferences. This can include strategies for incorporating visual, auditory,
kinesthetic, and online learning techniques into their lessons.

By implementing these recommendations, educational institutions can better support students and
enhance their learning experiences, which can lead to improved academic performance and overall
satisfaction.