innovation

1. RESEARCH – BASED EDUCATIONAL INNOVATION
& INTERVENTION: THEORY & APPLICATION
Prof. Resty C. Samosa
Professor, Colegio De San Gabriel Arcangel
Research Coordinator, Graceville National High School

2. Identifying a research problem requires
reflection, observation, conversation, and study
of the natural life of the classroom.
It's vital to keep in mind that the initial question driving an
research study may alter as the investigation progresses.

15. ISSUES CHALLENGES POSSIBLE IMPLEMENTING GUIDELINES TO ADDRESS ISSUES &
CONCERNS
1. Learners Access
and Learning Delivery
Modality
-
2. Parents
3. Assessment
4. Teachers Support
5. Administration

16. ISSUES CHALLENGES POSSIBLE IMPLEMENTING GUIDELINES TO ADDRESS ISSUES &
CONCERNS
1. Learners Access
and Learning Delivery
Modality
-Late submissions of activity sheets
-Lack of authenticity of learners’ mastery of
MELCS
-Implement Hatid Dunong Drive Program
-Use assessment mechanism to ensure that the learning materials are congruent to the
MELCS
2. Parents -Insufficient parents’ engagement in retrieval
and distribution of modules.
-Implement Hatid Dunong Drive Program
- Training for teacher as Parateachers
- Strengthening the PRAISE for Parents
3. Assessment -Lack of authentic assessment which
explicates the alignment of LAS/Module to
MELCS
TRANSFORMATIONAL EXPERIENTIAL LEARNING THROUGH INTEGRATIVE TASKS
(Project TELITs) across curriculum.
1. Capacity building program will be given to teachers. Experts in the field of assessment
will be invited.
2. Reflective coaching and mentoring practice will be utilized.
3. Formulation of transformational experiential learning activity sheets per grade level with
integrated assessment activities across curriculum.
4. Festival of talents based on the formulated integrated assessment tasks per grade level
across curriculum.
4. Teachers Support -Limited instructional skills responsive
and relevant to online learning modality.
-The school offered pure modular learning
modality during school year 2020-2021 that
hinder teachers’ opportunities to explore
learning sessions amid digital spaces.
Implement Simplified CoMenT (Coaching and Mentoring for Teachers)Tool that may help
teachers to engage into an introspective reflection on how to deliver their lessons responsive
and relevant to online learning modality.
1. The data from 1st classroom observation will be used.
2. Post-conferences with mentees will be done via Google Meet and the Simplified CoMenT
Tool will be used.
3. Specialized SLAC will be given to address the areas for improvement of teachers
responsive and relevant to online learning modality.
4. Save the formulated ICT-based instructional tools, and other learning materials in online
storage for instructional references and utilization.
5. Administration -Insufficient feedbacking system
-Insufficient collaboration and community
-Strategic Monitoring Form that will ensure effective and efficient delivery of MELCS.
-Strengthen community-based partnerships (i.e., Brigade Eskwela, Adopt A School Program)

17. BALD
SPOTS
BRIGHT
SPOTS
BLIND
SPOTS
BLANK
SPOTS

18. ACTIONRESEARCHINTHENEWNORMAL
OFEDUCATION
Teachers Delivery of the
Curriculum
Teaching and Learning
Strategies
Adoption of e- Learning
Learning Outcomes
Assessment
Special Programs

19. -different research
methods illuminate
only particular aspects
of a situation
-take a look at the
situation/action from
different
perspectives
EXAMINING
DOCUMEN
T
ANALYSIS
ENQUIRING
INTERVIEW,
FGD
QUESTIONNAIR
E
EXPERIENCING
OBSERVATION
OF
INTERACTIONS

20. Research Gaps
Evidence
Gap
Knowledge
Gap
Practical Knowledge
Gap
Methodological
Gap
Empirical Gap
Theoretical Gap
Population Gap

21. Research &
Innovation
ACCESS
QUALITY and
RELEVANCE
GOVERNANCE
Increase
enrolment/participation rate
and reduce drop-out, and
failure rates
improve academic performance
enhance learning
environment/improve physical
facilities.
It could be a product of
contextualization and
indigenization.

23. K to 12 Curriculum
Review and Update
Improving the
Learning Environment
Teachers’ Upskilling
and Reskilling, and
Engagement of
Stakeholders for
Support and
Collaboration

24. CONTEXT&RATIONALE
It includes the description and
context of the study and the reason
for conducting it; how the results
could be used in action planning
(DepEd Order No. 43, s. 2015).

25. The following question can aid the researcher in formulating
the context & rationale . 1
2
3
4
What is the rationale of research
problem?
What is the setting of the research
problem?
What is the basic literature foundation
of the study?
How serious is the chosen research
problem?
What is the general objective of the
research problem?
What is the overall purpose of the
research problem?

26. COMPETENCY AND BEHAVIOR IN
THE CONDUCT OF ACTION
RESEARCH: BASIS FOR A
PROPOSED
ACTION RESEARCH MANUAL
(2021)

27. Rationale
The state policy to establish, maintain, and support a complete, adequate, and integrated system of education pertinent to the needs of the
people, the country, and the society-at-large is the foundation for the creation of Republic Act 10533 titled “An Act Enhancing the Philippine Basic Education
System by Strengthening its Curriculumand Increasing the Number of Years for Basic Education,” otherwise known as the “EnhancedBasicEducation Act of
2013.” One of the mandates of the Enhanced Basic Education Act of 2013 is the delivery of a curriculum that is relevant, responsive, and research-based. In
line with this, the role of research in education is strengthened and integrated in both curriculum and instruction. Research is envisioned to serve as
concrete guide in steering both policy and practice in the educational system. To ensure relevance, responsiveness, and usefulness of studies in the
production of fact-based policy and practice in the Department of Education (DepEd), the following Action Research process is designed. It serves as the
first step in achieving the national goal of inculcating and propagating a culture of research from the grassroots of Philippine education to the highest
levelsofpublic-school governance. Thisstrategic stepisavehicle towardthedirection ofrealizingthe legalmandate onconducting researchaspartofthe
DepEd’sinstitutional targetforeachgovernancelevelinfulfilmentofthe Department’smission, vision andcorevalues.

28. Settingoftheproblem
Action research is becoming to be promising spectrum in the field of educational research at present.
Preferably, it is undertaken in a school setting and is a reflective process that allows for inquiry and discussion as
component of research. Therefore, science teachers must conduct practice – oriented research to improve their
classroom practice even through in the amidst of COVID -19 pandemic by collecting data about their daily activities,
problems,and outcomes forthe purposes of improving themselves asteachersand theirstudentsaslearners. Certainly,
rather than dealing with discovering and validating theories, action research allows teachers, to address concerns that
closest to them that can exhibit some influence and make change. It upholds the concepts that teachers keep on making
more and more decisions in the operation of schools and their individual classroom alike and thus they are being held
responsible andaccountablefor student’soutcomes.

29. SeriousnessoftheProblem
To encourage teachers to conduct research, DepEd Order no. 24, s. 2010 known as the Basic Education Research Fund (BERF) was issued stipulating therein
the financial assistance to be allocated to those who are interested in doing researches. However, despite this financial support amounting to two million
pesoseveryyearforeveryregion,onlyafewarestillconducting researchesasbasedontheDivisionResearchPerformance, of2015—2020actionresearch
from the schools division of San Jose del Monte City, Bulacan there are 25 research has been presented in the research congress since 2010 when the
national governmentstarted to allocate budget. (Samosa,2020b). It isevident the science teachershave limited opportunity to conductaction researchdue
to struggle with statistical analysis, language errors and inability to analyze logical arguments and synthesize information from varied sources. This is
partly because teachers are confronted with the challenge of creating a logical sentence on the first place. Relatively, the skill insufficiency leads them to
detachment from the research writing processes. Although research is highly contributory to positive societal changes, teachers seem to not share the
same view. They look at research as a taxing activity among teachers. Action research is demanding, complex, and challenging because the researcher not
only assumes responsibilities for doing the research but also for enacting change. Enacting change is not easy—it requires time, patience, and sound
planning, communication,andimplementationskills.

30. Literaturefoundation
There is already agreement among researchers regarding the fact that positive attitudes significantly affect teachers’ success in conducting
action research (Polit, 2014). Teachers’ attitudes and approaches towards learning research are of as much importance as their career success. Akcoltekin
(2016) considering the competencies of individuals today, there is a need for problem solving, research-oriented, questioning, productive, constructive, and
creative individuals who can approach incidents as a scientist (Michael, 2014). Many countries revise their science programs to equip individuals with 21st
Centuryskills suchascooperation, critical thinking, and creativity (Ravitz, Hixson & Mergendoller, 2014). In the conception of education of the 21st century,
it is emphasized that raising individuals who can recognize the problems and could solve them, who can use research techniques and have a positive
attitude towards scientific research has come to the forefront. To produce information, the individual must have the ability to think scientifically.
Konokman, Yelken and Yokus (2015) stated that acquisition of research qualifications is one of the most demanded learning outcomes of education in the
academe.Thereisgreatemphasisonbuildingaresearchidentity bydevelopingthe skillsofteachersinthe departmentofeducationfaculties.

31. GeneralObjective
From the abovementioned scenario of science teachers, the researcher as school and district
research coordinator observed these from the series of webinar and training engagement that teachers need
research manual to guide the science action researchers in the onset and outset of their research exploration
experiences that will serves as their guiding light in the process of starting, pursuing and completing the
actionresearchreport.

32. OverallObjectives
For instance, action research manual research can help science teachers to come up with
interventions or solutions to address problems commonly encountered by teachers. These actions or
interventions can contribute to solve identified problems and eventually leading to the improvement of the
teaching-learningprocess.

33. Action Research
Questions
It identifies the problem (s) which
will be addressed by the research in
terms of investigating or testing an
idea; trying out solutions to a
problem; creating a new procedure or
system; explaining a phenomenon; or
a combination of any of these (DepEd
Order No. 43, s. 2015).

36. Classification of Research
These ask the question “what
is this?” these question are
sometimes called factor - naming
question because they isolate,
categorize, describe, or name
factors and situations.
Factor - isolating
question

37. Mobile Physics as Innovation to Reinvigorating Active
Engagement and Learning Dynamics of Grade 11 Learners on
Uniform Accelerated Motion (Samosa, 2021d)
1. How does the student’s active engagement during the
implementation of mobile physics on teaching uniform
accelerated motion as described in the following?
a) Cognitive Engagement
b) Behavioral Engagement
c) Emotional Engagement
d) Social Engagement
Samosa. R.C. (2021d). Mobile Physics as Innovation to Reinvigorating Active Engagement and Learning Dynamics of Grade 11
Learners on Uniform Accelerated Motion. International Journal for Research in Applied Sciences and Biotechnology, 8(2), 162-166.
https://doi.org/10.31033/ijrasb.8.2.21

38. Classification of Research
these ask the question ‘what
is the happening here?” The goals
of this question are to determine
the relationship among factors that
have been identified.
Factor – relating
questions

39. CoSIM (Comics cum SIM): An Innovative Material in
Teaching Biology (Samosa, 2021c)
Is there significant relationship between the level of
academic performance and the attitudes towards
exposure to CoSIM?
Resty C. Samosa. (2021c). COSIM (COMICS CUM SIM): An Innovative Material in Teaching Biology. European Journal of Research
Development and Sustainability, 2(4), 19-28. https://scholarzest.com/index.php/ejrds/article/view/44

40. Classification of Research
these questions asks the
question “what will happen if…?
These questions usually yield
hypotheses testing or experimental
study design in which the
researcher manipulates the
variables the variables to see what
will happen.
Situation - relating
questions

41. Effectiveness of Claim, Evidence and Reasoning as an
Innovation to Develop Students’ Scientific
Argumentative Writing Skills (Samosa, 2021a)
Is there a significance difference
between the pretest and posttest scores of
the students’ scientific argumentative
writing skills that was exposed to C-E-R
innovation?
Samosa, R. C. (2021a). Effectiveness of Claim, Evidence and Reasoning as an Innovation to Develop
Students’ Scientific Argumentative Writing Skills. Galaxy International Interdisciplinary Research Journal, 9(05),
135–150. https://doi.org/10.17605/OSF.IO/2PBW.

42. Classification of Research
these ask the question “how
can I make it happen?” these
question establish explicit goals for
action, develop plans or
prescriptions to achieve goals, and
specify the conditions under which
these goals will be accomplished.
Situation - producing
questions

43. Embedded Technology Brain-based- Friendly Teaching
on Retention and Understanding in Earth Science
(Samosa, 2021e)
What learning exemplar may be developed by
the researcher using the embedded technology
brain-based- friendly teaching?
Samosa, R. C. (2021e). Embedded Technology Brain-based- Friendly Teaching on Retention and Understanding in
Earth Science. Galaxy International Interdisciplinary Research Journal, 9 (7), 170–185.
https://internationaljournals.co.in/index.php/giirj/article/view/159.

44. HYPOTHES
ES
It is a specific statement of
prediction used in quantitative
research. It is assuption about
certain characteristics about the
population (Gaddi & Prado, 2019).

45. Effectiveness of Claim, Evidence and Reasoning as an Innovation to
Develop Students’ Scientific Argumentative Writing Skills (Samosa,
2020)
Hypothesis
This study tested the null hypothesis, which subjected
to a statistical test at α 0.05 level of significance:
H0: There is no significant difference between the
pre-test and post-test scores of the students’ scientific
argumentation writing skills that was exposed to C-E-R
innovation.

46. SCOPE & LIMITATION
OF THE STUDY
This is coverage of the research in
terms of location, time, respondents, etc.;
inherent design or methodology parameters
that can restrict the scope of the research
findings and are outside the control of the
researcher (DepEd Order No. 43, s. 2015).

47. Scope and Limitation
This study focused on the effectiveness
of CER framework in developing students’
scientific argumentation writing skills of
selected of selected grade 11 Accountancy,
Business and Management students at
Graceville National High School – Senior High
School Department. The component of
scientific argumentative writing skills was
delimited to claim, evidence and reasoning
using CER framework.
Likewise, this study discussed the
relationship between the demographic
profile of the students and the scientific
writing skills after using the CER Framework.
Effectiveness of Claim, Evidence, and Reasoning as an
Innovation to Develop Students’ Scientific Argumentative
Writing Skills (Samosa, 2021)
Samosa, R. C. (2021a). Effectiveness of Claim, Evidence and Reasoning as an Innovation to Develop
Students’ Scientific Argumentative Writing Skills. Galaxy International Interdisciplinary Research Journal, 9(05),
135–150. https://doi.org/10.17605/OSF.IO/2PBW.

48. Scope and Limitation
Also, it described the effects of C-E-R Framework
on students’ scientific writing skills in the pre-
test and in the post-test. Moreover, it talked
about the way teacher-researcher reinforced the
lesson in the integration of CER framework in
helping the enhance their scientific
argumentation writing skills and attitude of the
students towards the implementation of CER
framework.
This study was conducted at Graceville
National High School, first semester, second
quarter of School Year 2019-2020 of ABM 11
enrolled in Earth and life Science were made the
subjects of the study. To minimize the threat to
validity, the teacher -researcher was observed by
school principal to check if he was employing the
Effectiveness of Claim, Evidence, and Reasoning as an
Innovation to Develop Students’ Scientific Argumentative
Writing Skills (Samosa, 2021)
Samosa, R. C. (2021a). Effectiveness of Claim, Evidence and Reasoning as an Innovation to Develop
Students’ Scientific Argumentative Writing Skills. Galaxy International Interdisciplinary Research Journal, 9(05),
135–150. https://doi.org/10.17605/OSF.IO/2PBW.

49. Significance of the Study
The researcher
defines who will benefits
out of the findings of the
study. The researcher(s)
describe how the
problem will be solved
and specifically
pinpoints who will
benefit from such
findings or results

50. Effectiveness ofClaim,Evidence,andReasoningasanInnovationtoDevelopStudents’
ScientificArgumentative WritingSkills(Samosa,2021)
Significance of the Study
This study provides useful to the following entities.
For administrators and curriculum Planners. Principals, as key instructional leaders in
educational institutions, are responsible for designing and implementing successful learning
environments for the SHS students. To achieve this goal, they must be equipped with
empirical data to help them make decisions towards the improvement of classroom
instruction, student learning and the curriculum in general. In the recent year much promise
had been placed on CER Framework, principals and decision makers are found with making
choices on implementation Changes in favor of the CER Framework. The research provides
the decision makers in schools which such empirical evidence on the efficacy of these
practices and thus helps in making these choices.
Science Department of GNHS. For the faculty members of the Science Department, this
study provides ample insights in preparing instructional materials and executing innovative
teaching strategies using CER Framework. Moreover, this paper shares ideas on building
rapport between the teachers and students by lowering the affective filters, hence,
Samosa, R. C. (2021a). Effectiveness of Claim, Evidence and Reasoning as an Innovation to Develop
Students’ Scientific Argumentative Writing Skills. Galaxy International Interdisciplinary Research Journal, 9(05),
135–150. https://doi.org/10.17605/OSF.IO/2PBW.

51. Effectiveness ofClaim,Evidence,andReasoningasanInnovationtoDevelopStudents’
ScientificArgumentative WritingSkills(Samosa,2021)
Significance of the Study
Subjects of the study. After active participation in the experiment, subjects
shall discover, understand and strengthen their facility in Biology specifically in
scientific argumentation writing skills. Additionally, after the bearing in mind the
positive results of this study, subjects shall develop their sense of pride and
confidence, and appreciate that learning scientific argumentation writing skills
in biology class is non- threatening experience.
Researchers. Other researchers can use the findings of this study as basis for
ongoing or future studies. Furthermore, by conducting similar studies, other
researchers can prove or disprove effectiveness of the CER framework in
developing student’s scientific argumentative writing skills.
.
Samosa, R. C. (2021a). Effectiveness of Claim, Evidence and Reasoning as an Innovation to Develop
Students’ Scientific Argumentative Writing Skills. Galaxy International Interdisciplinary Research Journal, 9(05),
135–150. https://doi.org/10.17605/OSF.IO/2PBW.

52. METHODS
Action Research Methods are the
systematic tools used to recruit, sample,
collect, analyze, and/or interpret
information. Think of methods as the tools
and techniques used for data collection
and analysis. There are more methods
than listed in the illustration (Samosa,
2021).

53. (Anito,
2020)
An approach for exploring and
understanding the meaning
individuals or groups ascribe to a
social or human problem.
Question and procedures are
emerging.
Characterized by inductive analysis
and flexibility.

54. Narrative
Research

55. Phenomenological
Research

56. Grounded Theory

57. Ethnographic
Research

58. An approach for testing objective
theories by examining the
relationship among variables.
Variables can be measured, typically
on instruments, and numbered data
can be analyzed using statistical
procedures.
Characterized by a structure and
deductive data analysis
Aims at generalizability
(Anito,
2020)

59. Descriptive

61. What is Mixed Method
Design?
Mixed methods research combines
quantitative and qualitative approaches by
including both quantitative and qualitative data
in a single study (Gay et al., 2013).

62. APPROACHES FOR MIXED METHOD
Sequential
Explanatory
Design
Sequential
ExplanatoryDesign
Concurrent
TriangulationDesign
Concurrent
EmbeddedDesign

64. Factors to consider in choosing the
appropriate statistical test and technique for
analyzing research data
Types of
Research
Question.
01
Nature of
Raw Data.
02
Hypotheses
to be tested.
03
Assumptions
about the
nature of the
population
04
Prof.RestyC.SamosaMAEd,MATSc.
resty.samosa002@deped.gov.ph

65. Types of Research
Question
Factor - isolating
question
frequency count, relative
frequency or percentage,
arithmetic mean,
weighted mean, ratio and
proportion, standard
deviation and coefficient
of variation
Factor – relating
questions
Pearson - Product Moment
Correlation, Spearman Ranks,
Kendall’s Coefficient of
Concordance, Chi – square,
Cramer’s V Statistics, Point
Biserial Coefficient
Correlation, Phi Coefficient,

66. Types of Research
Question
Situation - relating
questions
t Test for independent
samples,
F max Hartley Test , t Test for
correlated samples, Wilcoxon
Rank Sum Test, Analysis of
Variance

67. Nature of Data
NOMINAL
DATA
Mode, frequency, Chi-square
test
ORDINAL
DATA
Median, Spearman rank,
Friedman’s test, Kendall’s tau
percentile
INTERVAL
DATA
Mean, standard deviation, z -
test, t-test, ANOVA, Pearson’s
r
RATIO DATA
Mean, standard deviation,
coefficient of variation, z -
test, t-test, ANOVA,
Pearson’s r

68. Hypotheses to be
tested.
Test of Relationship
Pearson - Product Moment
Correlation, Spearman Ranks,
Kendall’s Coefficient of
Concordance, Chi – square,
Cramer’s V Statistics, Point
Biserial Coefficient
Correlation, Phi Coefficient,
Test of Difference
t Test for independent
samples,
F max Hartley Test , t Test for
correlated samples, Wilcoxon
Rank Sum Test, Analysis of
Variance

69. Assumptions about
the nature of the
population
Non Parametric
Wilcoxon Rank Sum Test,
Mann Whitney Test, Spearman
correlation
Parametric
Paired t –test, Unpaired t-
test, Pearson correlation,
ANOVA

70. RESEARCH – BASED
INNOVATION

71. ISSUES CHALLENGES POSSIBLE IMPLEMENTING GUIDELINES TO ADDRESS ISSUES &
CONCERNS
1. Learners Access
and Learning Delivery
Modality
-Late submissions of activity sheets
-Lack of authenticity of learners’ mastery of
MELCS
-Implement Hatid Dunong Drive Program
-Use assessment mechanism to ensure that the learning materials are congruent to the
MELCS
2. Parents -Insufficient parents’ engagement in retrieval
and distribution of modules.
-Implement Hatid Dunong Drive Program
- Strengthening the PRAISE for Parents
3. Assessment -Lack of authentic assessment which
explicates the alignment of LAS/Module to
MELCS
TRANSFORMATIONAL EXPERIENTIAL LEARNING THROUGH INTEGRATIVE TASKS
(Project TELITs) across curriculum.
1. Capacity building program will be given to teachers. Experts in the field of assessment
will be invited.
2. Reflective coaching and mentoring practice will be utilized.
3. Formulation of transformational experiential learning activity sheets per grade level with
integrated assessment activities across curriculum.
4. Festival of talents based on the formulated integrated assessment tasks per grade level
across curriculum.
4. Teachers Support -Limited instructional skills responsive
and relevant to online learning modality.
-The school offered pure modular learning
modality during school year 2020-2021 that
hinder teachers’ opportunities to explore
learning sessions amid digital spaces.
Implement Simplified CoMenT (Coaching and Mentoring for Teachers)Tool that may help
teachers to engage into an introspective reflection on how to deliver their lessons responsive
and relevant to online learning modality.
1. The data from 1st classroom observation will be used.
2. Post-conferences with mentees will be done via Google Meet and the Simplified CoMenT
Tool will be used.
3. Specialized SLAC will be given to address the areas for improvement of teachers
responsive and relevant to online learning modality.
4. Save the formulated ICT-based instructional tools, and other learning materials in online
storage for instructional references and utilization.
5. Administration -Insufficient feedbacking system
-Insufficient collaboration and community
partnerships with stakeholders
-Strategic Monitoring Form that will ensure effective and efficient delivery of MELCS.
-Strengthen community-based partnerships (i.e., Brigade Eskwela, Adopt A School Program)

72. Innovation
Innovation is based in the creation or
redesign of products, processes, or
entrepreneurial models for the benefit of
an organization.
Innovation in education is similarly
focused on making positive changes, but in
this case, these changes will directly
benefit a classroom, school, district,
division, or even an organization’s training

73. Innovation
Innovation is the introduction of new
ideas, goods, services, and practice which
are intended to be useful. It could address
gaps on access, quality and relevance and
governance or management of education
service.

74. Sources of
Innovation
Offshoot of the Complete Action
Research
Concept
Paper

75. Types of Innovation
Project
Innovation
Program
Innovation
Those projects that are
going to innovate current
systems or practices with
newer things, or, bringing
something newer to
replace existing ones
within a given scope.
Initiatives to funnel new
ideas inside organizations
and scale them to fully
implemented
entrepreneurial and
organizational models.

76. Objectives
Project
Innovation
Program
Innovation
Output – tangible,
relatively easy to describe
and measure; tending
towards objective.
Outcomes – often
intangible; difficult to
quantify; benefits often
based on changes to
organizational culture and
behaviors; introducing
new capabilities into the
organization,; tending

77. Scope
Project
Innovation
Program
Innovation
Strictly limited; tightly
defined; not likely to be
subject to material change
during the life of the
project
Not tightly defined or
bounded; likely to change
during the life cycle of the
program.

78. Duration
Project
Innovation
Program
Innovation
Relatively short term;
typically, three to six
months
Relatively long term
typically eighteen months
to three years.

79. Risk Profile
Project
Innovation
Program
Innovation
Project risk is relatively
easy to identify and
manage. The project
failure would result in
relatively limited impact
on the organization
relative to program risk.
Program risk is more
complex and potentially the
impact on the organization if
risk materializes will be
greater relative to project
risk. Programme failure
could result in material
financial, reputational or
operational loss.

80. Nature of the
Problem
Project
Innovation
Program
Innovation
Clearly defined
ill defined; often
disagreement between key
stakeholder on the nature
and definition of the
problem.

81. Nature of the
Solution
Project
Innovation
Program
Innovation
A relatively limited
number of potential
solutions
A significant number of
potential solution with often
with often with
disagreement between
stakeholders as to the
preferred solution.

82. Stakeholders
Project
Innovation
Program
Innovation
A relatively limited
number of stakeholders.
A significant number of
diverse stakeholders;
probable disagreement
between them as to the
definition of the problem &
the preferred solution.

83. Relationship to
Environment
Project
Innovation
Program
Innovation
Environment within which
the project takes is
understood and relatively
stable
Environment is dynamic; and
programme objectives need
to be managed in the
context of the changing
environment within which
the organization operates.

84. Types of Innovative Projects
Innovation on Curriculum/Instructional
Material
This is a result of a managed development
process whose principal products are often text-
based teaching/learning material and resources, that
could be in the form of student learning activities,
workbook, skill book, resource book, teaching
devices, educational games, manipulative, and
interactive materials etc.

85. Types of Innovative Projects
Innovation on Teaching Strategy
This is a process of systematically looking at
effective teaching strategy that is suited/appropriate
to specific learning content whose outcomes can be
measured in terms of increase in pupil achievement
level. It can be an approach, teaching techniques, or
method.

86. Types of Innovative Projects
Income Generating Project
This is any collaborative enterprise of students
with the assistance of parents and teacher-advisers.
IGP is carefully planned to generate income and
achieve a particular aim or target, leading to a
solution of a perceived problem. It can be in the
form of small business conducted within the school
on agriculture, livelihood, technology, industry and
services with applied new approaches and with

87. Types of Innovative Projects
Innovation on School Improvement
This is done to improve programs, procedures
and physical aspect of schools that will enhance
access, quality, and governance. This is not funded
under GPTA/HRPTA, DepEd, LGUs and other
stakeholders/ partners in Education. Fund raising
and other money-making contests are not allowed in
the process.

88. DepEd Guidelines on Conducting a
Project for Innovation in School
1. The proposed project is aligned with
DepEd thrusts and contributory to the
attainment of the Department’s Vision and
Mission.
2. The proponent must present the reasons
for the project, and what needs or problems
he/she wants to solve/address and innovate.

89. DepEd Guidelines on Conducting a
Project for Innovation in School
3. The proposed project must be qualified to
benefit the learners and other school
stakeholders.
4. The proposed project must have a realistic
management plan and the resources needed
to complete the project within a calendar
year.

90. DepEd Guidelines on Conducting a
Project for Innovation in School
5. If it is an infrastructure project, the
proponent must present or include a layout/
project design in her/his project proposal.
Ex: the establishment of solar panel,
windmill, e-library.
6. Sources of a fund to sustain the project
must be in the form of donations, income
generating project (IGP), etc. It should not be

91. DepEd Guidelines on Conducting a
Project for Innovation in School
7. Solicitation is prohibited.
8. The proponent must show proof of
donation, MOA, or any evidence of the
project’s sourcing.

92. DepEd Guidelines on Conducting a
Project for Innovation in School
9. When the project is already complete, the
evaluators will monitor the project again and
will issue an evaluation form showing that
the project is already finished. The
evaluation should be a requisite for the
approval of the final report.
10. While the project is ongoing, the project
evaluators will come and visit to monitor the
status of implementation.

93. DepEd Guidelines on Conducting a
Project for Innovation in School
11. If the proponent will use the project
proposal as “innovation” for promotion
purposes, acceptance of the project depends
on the PSB( Personnel Selection Board).
12. The project must have a provision for
sustainability and replicability.

94. Format of Teaching
Strategy/ Instructional
Materials for Innovation

95. Format of a Project
Innovation for Schools

96. Format of a Project Proposal for
Innovation for School
I. Project Contacts
List the persons who are involved with
the project and can be contacted. Be sure
to include their names, titles, roles in the
project, as well as phone numbers and
email addresses.

97. Format of a Project Proposal for
Innovation for School
II. Project Summary
The goal of this section is to present
the reasons for doing this project as well
as starting the projects objectives in this
section in particular, it is essential to write
concisely. Be able to answer the following
questions:

98. Format of a Project Proposal for
Innovation for School
II. Project Summary
Be able to answer the following questions:
1. Why are you doing this project?
2. What will you be doing?
3. How will you be doing it?
4. Who will be doing it?
5. Where will it be done?
6. How long will it take?
7. How much will it cost?

99. Format of a Project Proposal for
Innovation for School
III. Project Background
Explain what needs/problems you are
trying to solve, and why these needs/problems
are worth solving. You should also provide a
brief setting and history behind the project.
This section should be more than a page.
Include references to supporting
documentation, such as project design or
layout. The information can be placed in the
index.

100. Format of a Project Proposal for
Innovation for School
IV. Project Objectives
State explicitly what goals the project
is aiming to achieve.

101. Format of a Project Proposal for
Innovation for School
V. Project Methodology
This sections details the plan for how
project objectives will be achieved. It
usually starts with a description of the
overall approach.

102. Format of a Project Proposal for
Innovation for School
V. Project Methodology
A. Work Breakdown and Task Time
Estimates.
In this section, you should create a
detailed project schedule. Make a list of tasks
that will be performed for this project, make
sure the list is complete enough and the tasks
broken down.

103. Format of a Project Proposal for
Innovation for School
V. Project Methodology
B. Project Deliverables
Make a list of project deliverable. (These
are the product that will be delivered to the
client at the end and throughout the project).
Make sure to include a description of the
deliverable.

104. Format of a Project Proposal for
Innovation for School
V. Project Methodology
C. Project Risk Management
This section details the significant project
risks and delineates the plans to alleviates or
control them. Make sure to address each risks’
Likehood of occurring as well as its impact on
the project and the school.

105. Format of a Project Proposal for
Innovation for School
VI. Project Costs
In this sections you will need to estimate
the overall cost of the project.
A. Project Budget – must be detailed
B. Sources – (Source of Fund) Should not
come from the MOOE fund.

106. Format of a Project Proposal for
Innovation for School
VII. Monitoring & Evaluation
Describe how progress will be
evaluated throughout and at the end of
the project. Formulate clear indicators for
objectives and results.

107. Format of a Project Proposal for
Innovation for School
VIII. Next Steps
Specify the Actions required for
sustainability of the Projects.

108. Format of a Project Proposal for
Innovation for School
IX. Appendices
Pictures, Letter /MOA (Donor) Bill of
Materials, receipts of deliverables, Letter of
Acceptance, Approved evaluation form
signed by project evaluators.