APPRECIATIVE INQUIRY IN PRACTICE:

IMPROVING PERFORMANCE

OF TABUK CITY PUBLIC

SCHOOLS

A RESEARCH CONDUCTED BY

IRENE SUMEDCA ANGWAY

FUNDED BY THE CAR-BASIC EDUCATION RESEARCH FUND

September 2016 to January 2018

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 Appreciative Inquiry In Practice: Improving
Performance of Tabuk City
Public Schools

Irene S. Angway
Schools Division of Mountain Province
[email protected]

Abstract

This study aimed to find out if Appreciative Inquiry will be effective in improving
the performance of Naneng National High School (NNHS) - Mosimos Extension and
Camp Conrado Balweg Elementary School (CCBES) which are two of the newly
established and low performing schools in Tabuk City.
To triangulate qualitative data gathered through focus group discussions,
interviews and Process Observation Analysis (POA), this study also used quantitative
data. The survey tools administered for the experimental and control groups and treated
using the paired t-test statistical tool were the National Competency Based Teacher
Standards (NCBTS), the National Competency Based Standards for School Heads
(NCBSSH), and the validated researcher-prepared survey questionnaires for school
personnel, learners and other stakeholders.
The first phase of the 4-D cycle of Appreciative Inquiry (AI) brought out the
positive core life-giving forces guided the stakeholders in co-creating their dream for the
school through several means as contextualization. The t-test results of significant
differences in the performance of the teachers and school heads in their NCBTS and
NCBSSH results and in the surveys before and after use of Appreciative Inquiry were
further substantiated by the results of the interviews, FGDs and POAs. From this, it is
recommended that projects aimed to improve the school and its performance, to ensure
success, must be founded on the positive core life-giving forces of the school and should
have been co-created with stakeholders.

Keywords: Appreciative Inquiry; Tabuk City; public schools; school performance;

contextualization; community involvement; co-created dream

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 ACKNOWLEDGMENT

The attitude of research and my choice of proposing this made my life a little bit difficult
and challenging with all the research-related activities, coordination and writing I had to do
simultaneously with all other responsibilities. Thus, this research would not have been done and
finished without the following:

God, who made all things possible even without me understanding how;

NNHS-Mosimos and CCBES stakeholders who were so cooperative and for granting the
permission to conduct the research in the said schools but special mention to the school heads
and teachers who really went beyond school hours to make things possible;

Cataw ES and Balong NHS school head, teachers and stakeholders for agreeing to
participate in the research even as control groups only;

Rowena Alunday and Janet Alcantara who volunteered to help me in the research who
without them, I would have clipped wings and Rose Ayang-ang, who also helped in the first
activities of the research – really, your time which you rendered is so precious I can never pay;

Dr. Cynthia Rojo, owner of Wellnes and Educational Institute of the Blessed Steward, for
her enthusiastic assistance and plans of continued partnership with NNHS-Mosimos and the
whole Dupag community for her commitment to help in the Bamboo Curriculum efforts and
trainings;

The City LGU, led by the Hon. Mayor Ferdinand B. Tubban through the assistance of
Marco M. Pagtud, for their financial assistance and support on the conduct of the Capability
Building of the Mosimos Extension Stakeholders on Bamboo Skills and Crafts;

Hon. Samuel Sumaal, the Barangay Captain of Dupag and all the Barangay officials for
their support by encouraging the community to join and be involved in the different bamboo
activities;

The DepEd and its Basic Education Research Fund implemented through the Regional
Planning and Research Committee, then chaired by Ms. Soraya Facullo, then OIC-ARD and now
headed by Ms. Betina D. Aquino, ARD and co-chaired by Pio D. Ecuan, chief of the Regional

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Policy, Planning and Research Division, for the acceptance of my proposal, help and support
shown in many ways, even the encouraging smiles and words, before, during and even after the
conduct of the research;

The Regional Office headed by the RD May B. Eclar for the support and OIC-RD now of
CARAGA Beatriz G. Torno for her final approval to conduct the said research;

Felipe L. Ballitoc, the former OIC-SDS of Tabuk City, now the OIC-SDS of Ifugao for the
initial permission to conduct the research in the said school;

To the Curriculum Implementation Division and some members of the Schools

Governance and Operations Division of Tabuk City for their support shown in different ways as
reviewing and assisting the teachers and school heads in the preparation of their projects and
activities, special mention to Agustina Lomeng, Lorraine Tubban and Sally Feken;

To the present SDS of Tabuk City Sally B. Ullalim, CESO V and OIC-ASDS Virginia Batan for
allowing me to continue with the research I started even if I am already assigned in SDO-Abra;

My kids, Sab and Mat, and my mom, you are really the wind beneath my wings so with
you I will continue to soar;

The other members of my family and friends for continuously showing their support
through their unending understanding, love and care;

And, to all who may have contributed to the success of this research and whom I might
have forgotten to mention, what you did was etched in this research;

To all, my sincerest thanks. May God bless you a thousandfold.

Irene Sumedca Angway

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 TABLE OF CONTENTS

CONTENT PAGE
Title Page i
Abstract ii
Acknowledgment iii-iv
Table of Contents v-vi
Introduction of the Research 1-3
Literature Review 3-8
Research Questions 9
Scope and Limitation 10
Research Methodology
Sampling 10-15
Data Collection 16-18
Ethical Issues 18-19
Data Analysis 19-20
RESULTS AND DISCUSSION 21-93
SUMMARY OF FINDINGS 93-97
CONCLUSION 97-98
RECOMMENDATIONS 99 – 100
REFERENCES 101- 102
FINANCIAL REPORT 103-104
ANNEX A – SURVEY QUESTIONNAIRES 105-106
ANNEX B – INTERVIEW GUIDE FOR THOSE WHO DID NOT ATTEND THE FOCUS GROUP 107

DISCUSSION (FGD)
ANNEX C.1. – FOCUS GROUP DISCUSSION (FGD) GENERAL GUIDE QUESTIONS FOR ALL 108-109

THE SESSIONS
ANNEX C.2. – FOCUS GROUP DISCUSSION (FGD) GUIDE QUESTIONS FOR NNHS- 110

MOSIMOS EXTENSION AT THE END OF THE DELIVERY STAGE

ANNEX C. 3. – FOCUS GROUP DISCUSSION (FGD)GUIDE QUESTIONS FOR CCBES AFTER 111

DELIVERY STAGE
ANNEX D.1. PROCESS OBSERVATION ANALYSIS (POA) FOR FIRST MOSIMOS EXTENSION 112-115

FOCUS GROUP DISCUSSION (FGD)

ANNEX D.2. PROCESS OBSERVATION ANALYSIS (POA) FOR SECOND FOCUS GROUP 116-119

DISCUSSION (FGD) SESSION WITH MOSIMOS STAKEHOLDERS

ANNEX D.3. POA FOR FIRST FGD WITH CAMP CONRADO BALWEG ELEMENTARY 120-123
SCHOOL (CCBES) STAKEHOLDERS
ANNEX D.4. POA FOR THE FINAL SESSION WITH CCBES STAKEHOLDERS 120-127
ANNEX D.5. POA FOR THE FINAL SESSION WITH MOSIMOS EXTENSION STAKEHOLDERS 128-131
ANNEX E. BAMBOO KOWLEDGE SYSTEMS INTERFACED WITH THE NATIONAL 128-148

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CURRICULUM COMPETENCIES
1. Mathematics 132-137
2. Grade 7 Araling Panlipunan 138
3. Science 139-145
4. Grade 7 MAPEH 146-147
5. English 148-151
6. Technology and Livelihood Education 152
ANNEX F. BAMBOO MODULE TOPIC OUTLINE 153
ANNEX G. PICTORIALS 154-161

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