Here are the key points about Dewey's theory of connected experiences: - Learning comes from experiences, both positive and negative. The value is in making connections between actions and consequences. - Experiences should be exploratory and allow for reflection. Learners should be able to connect new knowledge to past experiences. - Education is the continual reconstruction of experiences to better understand and interact with the world. It is a lifelong process.

1. Practical Research 1
Quarter 1 – Module 1:
Lesson 1: Nature of Inquiry
Senior High School

2. Practical Research 1- Senior High School
Alternative Delivery Mode
First Quarter- Module 1: Nature of Inquiry
First Edition, 2020
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ii

3. Practical Research 1
Quarter 1 – Module 1:
Lesson 1: Nature of Inquiry
Senior High School
iii

4. Key Message
For Educators:
Learning is a constant process. Amidst inevitable circumstances, Department
of Education extends their resources and looks for varied ways to cater your needs
and to adapt to the new system of Education as a fortress of Learning Continuity Plan.
One of the probable solutions is the use of Teacher-made Educational Modules in
teaching.
You are reading the Practical Research 1 – Senior High School: First
Quarter Alternative Delivery Mode (ADM) Module on “Shares research experiences
and knowledge (CS_RS11-IIIa-1)” as written and found in the K-12 Most Essential
Learning Competencies.
The creation of this module is a combined effort of competent educators from
different levels and various schools of Department of Education-Cebu Province. In
addition, this module is meticulously planned, organized, checked and verified by
knowledgeable educators to assist you in imparting the lessons to the learners while
considering the physical, social and economical restraints in teaching process.
The use of Teacher-made Educational Module aims to surpass the challenges
of teaching in a new normal education set-up. Through this module, the students are
given independent learning activities, which embodies in the Most Essential Learning
Competencies based from the K-12 Curriculum Competencies, to work on in
accordance to their capability, efficiency and time. Thus, helping the learners acquire
the prerequisite 21st
Century skills needed with emphasis on utmost effort in
considering the whole well being of the learners.
In addition to the material in the main text, you will also see this box in the body
of the module:
As the main source of learning, it is your top priority to explain clearly on how
to use this module to the learners. While using this module, learner’s progress and
development should be recorded verbatim to assess their strengths and weaknesses
while doing the activities presented independently in safety of their homes. Moreover,
you are anticipated to persuade learners to comply and to finish the modules on or
before the scheduled time.
iv

5. For the Learners:
As a significant stakeholder of learning, Department of Education researched
and explored on innovative ways to address your needs with high consideration on
social, economic, physical and emotional aspects of your well being. To continue the
learning process, DepEd comes up with an Alternative Delivery mode of teaching
using Teacher-Made Educational Modules.
You are reading the Practical Research 1 – Senior High School: First
Quarter Alternative Delivery Mode (ADM) Module on “Shares research experiences
and knowledge (CS_RS11-IIIa-1)” as written and found in the K-12 Most Essential
Learning Competencies.
This module is especially crafted for you to grasp the opportunity to continue
learning even at home. Using guided and independent learning activities, rest assured
that you will be able to take pleasure as well as to deeply understand the contents of
the lesson presented; recognizing your own capacity and capability in acquiring
knowledge.
This module has the following parts and corresponding icons:
The first part of the module will keep you on
track on the Competencies, Objectives and
Skills expected for you to be developed and
mastered.
This part aims to check your prior knowledge
on the lesson to take.
This part helps you link the previous lesson to
the current one through a short exercise/drill.
The lesson to be partaken is introduced in this
part of the module creatively. It may be
through a story, a song, a poem, a problem
opener, an activity, a situation or the like.
A brief discussion of the lesson can be read in
this part. It guides and helps you unlock the
lesson presented.
WHAT I NEED TO KNOW
WHAT I KNOW
WHAT’S IN
WHAT’S NEW
WHAT IS IT
v

6. A comprehensive activity/es for independent
practice is in this part to solidify your
knowledge and skills of the given topic.
This part of the module is used to process your
learning and understanding on the given topic.
A transfer of newly acquired knowledge and
skills to a real-life situation is present in this
part of the module.
This activity assesses your level of mastery
towards the topic.
In this section, enhancement activities will be
given for you to further grasp the lessons.
This contains answers to all activities in the
module.
At the end of this module you will also find:
References Printed in this part is a list of all reliable and valid
resources used in crafting and designing this module.
In using this module, keep note of the fundamental reminders below.
1. The module is government owned. Handle it with care. Unnecessary
marks are prohibited. Use a separate sheet of paper in answering all
the given exercises.
2. This module is organized according to the level of understanding.
Skipping one part of this module may lead you to confusion and
misinterpretation.
3. The instructions are carefully laden for you to understand the given
lessons. Read each item cautiously.
WHAT’S MORE
WHAT I HAVE LEARNED
WHAT I CAN DO
ASSESSMENT
ADDITIONAL ACTIVITIES
ANSWER KEY
vi

7. 4. This is a Home-Based class, your reliability and honour in doing the
tasks and checking your answers are a must.
5. This module helps you attain and learn lessons at home. Make sure
to clearly comprehend the first activity before proceeding to the next
one.
6. This module should be returned in good condition to your
teacher/facilitator once you completed it.
7. Answers should be written on a separate sheet of paper or notebook
especially prepared for English subject.
If you wish to talk to your teacher/educator, do not hesitate to keep in touch with
him/her for further discussion. Know that even if this is a home-based class, your
teacher is only a call away. Good communication between the teacher and the
student is our priority to flourish your understanding on the given lessons.
We do hope that in using this material, you will gain ample knowledge and skills
for you to be fully equipped and ready to answer the demands of the globally
competitive world. We are confident in you! Keep soaring high!
vii

8. Good day dear learner!
This module is solely prepared for you to access and to acquire lessons befitted
in your grade level. The exercises, drills and assessments are carefully made to suit
your level of understanding. Indeed, this learning resource is for you to fully
comprehend “Research experiences and knowledge (CS_RS11-IIIa-1).
Independently, you are going to go through this module following its proper sequence.
Although you are going to do it alone, this is a guided lesson and instructions/directions
on how to do every activity is plotted for your convenience.
Using this learning resource, you are ought to Share research experiences
and knowledge (CS_RS11-IIIa-1) as inculcated in the K-12 Most Essential
Learning Competencies.
Using separate modules, this competency is divided into two lessons, as
follows:
Lesson 1: Nature of Inquiry
Lesson 2: Nature of Research
At the end of this module, you are expected to achieve the following objectives:
 identify the nature of inquiry;
 compare the three governing principles or foundation of inquiry;
 create an integrative paper on the benefits of inquiry-based learning,
and;
 display sincerity in accomplishing all exercises in this module.
WHAT I NEED TO KNOW
1

9. INQUIRY
Directions: Based on your stock knowledge, complete the bubble graph/concept map
by providing words which can be associated with the middle word. Be guided by the
clues in the sentences below each graph.
The reporter will continue her inquiry until she has all the facts of the case.
After the initial inquiry, the police ruled that the driver was okay to continue home.
All of the questions on the personal inquiry were filled in for the insurance agent.
WHAT I KNOW
2

10. THEORY
After the trials were conducted, a theory was established to prove that people who
hold grudges will become less happy.
If their view is correct, the theory appears to be a remarkable example of deductive
reasoning.
Regardless of the theory of evolution, we have accrued many benefits.
3

11. BENEFIT
One benefit of taking vitamins is a stronger immune system.
She is just now starting to reap the benefits of all her hard work.
The benefits of taking the drug outweigh its risks.
4

12. LEARNING
Cathy looked around Niko’s room, trying to digest everything he was learning about
himself.
The hour from twelve to one is devoted to the learning of new words.
Helen is learning adjectives and adverbs as easily as she learned nouns.
5

13. FOUNDATION
The book explains the moral foundations on which her political career was built.
These problems threaten the very foundations of modern society.
The first question leads us back to the foundations of human culture
6

14. Inquiry
Theory
Benefit
Learning
Foundation
Directions: Using the words you have listed/associated on the previous activity, give
your own definition to the middle word in each cluster.
WHAT’S IN
7

15. Directions: Determine whether INQUIRY is applicable to the following situations. Put
a checkmark () before the number if it is applicable and an () if not applicable.
_________ 1. A person wants to know the occupant of one condominium.
_________ 2. During class discussion, Nancy wants to clarify about a particular
concept presented by the teacher.
_________ 3. A student wants to know the medicinal effects of guava leaves.
_________ 4. Mr. Cruz wants to know the technique to make his electric fan function
instantly.
_________ 5. Edgar wants to ask for the direction in going to a nearby computer shop.
_________ 6. Professor Gomez wants to discover the impact of social networking on
his students’ learning abilities.
_________ 7. Aling Rosa wants to know the reason behind the decrease of her sales
for the day.
_________ 8. A businessman wants to find out which between these two marketing
strategies: free tasting and attractive packaging could increase daily sales.
_________ 9. Teacher Geraldine wants to know the reason why one of her pupils is
always absent from her class.
_________ 10. Doctors around the world want to discover a vaccine for Corona Virus
Disease - 2019 (COVID-19).
_________ 11. A fire officer wants to find out the cause of fire that hit some houses in
the nearby barangay.
_________ 12. Gerald, a grade 11 student of section Emerald, wants to determine the
relationship between students having a broken family to their level of academic
achievement in school.
WHAT’S NEW
8

16. INQUIRY-BASED LEARNING
WHAT IS IT
Meaning
of
Inquiry
• Learning is your way of obtaining knowledge about your
surroundings. This takes place in many ways, and one
of these is inquiry, which many people in the field of
education consider effective.
• Inquiry is a learning process that motivates you to obtain
knowledge or information about people, things, places,
or events. You do this by investigating or asking
questions about something you are inquisitive about.
• It requires you to collect data, meaning, facts, and
information about the object of your inquiry, and
examine such data carefully. In your analysis, you
execute varied thinking strategies that range from lower-
order to higher-order thinking skills such as inferential,
critical, integrative, and creative thinking. These are top-
level thinking strategies that you ought to perform in
discovering and understanding the object of your inquiry.
Engaging yourself in many ways of thinking, you come
to conclude that inquiry is an active learning process.
• Putting you in a situation where you need to probe,
investigate, or ask questions to find answers or solutions
to what you are worried or doubtful about, inquiry is a
problem-solving technique. Solving a problem by being
inquisitive, you tend to act like scientists who are
inclined to think logically or systematically in seeking
evidence to support their conclusions about something.
• Beginning with whatever experience or background
knowledge you have, you proceed like scientists with
your inquiry by imagining, speculating, interpreting,
criticizing, and creating something out of what you
discovered.
9

17. Governing
Principles
or
Foundations
of
Inquiry
• Inquiry-based Learning gets its
support from these three educational
theories serving as its foundation:
• Lev Vygotsky’s Zone of Proximal
Development (ZPD) that stresses the
essence of provocation and scaffolding in
learning.
• Vygotsky introduced the concept of a
zone of proximal development (ZPD)
which he defined as “the intellectual
potential of an individual when provided
with assistance from a knowledgeable
adult or more advanced peer” (Jones &
Brader-Araje, 2002, p. 6). By scaffolding
or assisting a student, that student
continued to move to the next level of
understanding. Learners made sense of
new information based on pre-existing
understandings. Making sense of this new
information was an active process (Jones
& Brader-Araje, 2002, p.3). According to
Vygotsky, the most important active
process in a social constructivist
classroom was the use of language. He
stated that “language enhances learning
and that it precedes knowledge or
thinking” (Powell & Kalina, 2009, p. 245).
Inquiry-based learning or co-operative
learning as Vygotsky called it “is an
integral part of creating … a social
constructivist classroom” (Powell &
Kalina, 2009, p. 244).
10

18. Governing
Principles
or
Foundations
of
Inquiry
•Inquiry-based Learning gets its support from these three
educational theories serving as its foundation:
•John Dewey’s theory of connected experiences for exploratory and
reflective thinking.
•The starting place in Dewey's philosophy and educational theory is
the world of everyday life. Unlike many philosophers, Dewey did not
search beyond the realm of ordinary experience to find some more
fundamental and enduring reality. For Dewey, the everyday world of
common experience was all the reality that man had access to or
needed. Dewey was greatly impressed with the success of the
physical sciences in solving practical problems and in explaining,
predicting, and controlling man's environment. He considered the
scientific mode of inquiry and the scientific systematization of human
experience the highest attainment in the evolution of the mind of
man, and this way of thinking and approaching the world became a
major feature of his philosophy. In fact, he defined the educational
process as a "continual reorganization, reconstruction and
transformation of experience" (1916, p. 50), for he believed that it is
only through experience that man learns about the world and only by
the use of his experience that man can maintain and better himself
in the world.
•Dewey was careful in his writings to make clear what kinds of
experiences were most valuable and useful. Some experiences are
merely passive affairs, pleasant or painful but not educative. An
educative experience, according to Dewey, is an experience in
which we make a connection between what we do to things and
what happens to them or us in consequence; the value of an
experience lies in the perception of relationships or continuities
among events. Thus, if a child reaches for a candle flame and burns
his hand, he experiences pain, but this is not an educative
experience unless he realizes that touching the flame resulted in a
burn and, moreover, formulates the general expectation that flames
will produce burns if touched. In just this way, before we are formally
instructed, we learn much about the world, ourselves, and others. It
is this natural form of learning from experience, by doing and then
reflecting on what happened, which Dewey made central in his
approach to schooling.
•Reflective thinking and the perception of relationships arise only in
problematical situations. As long as our interaction with our
environment is a fairly smooth affair we may think of nothing or
merely daydream, but when this untroubled state of affairs is
disrupted we have a problem which must be solved before the
untroubled state can be restored. For example, a man walking in a
forest is suddenly stopped short by a stream which blocks his path,
and his desire to continue walking in the same direction is thwarted.
He considers possible solutions to his problem–finding or producing
a set of stepping-stones, finding and jumping across a narrow part,
using something to bridge the stream, and so forth–and looks for
materials or conditions to fit one of the proposed solutions. He finds
an abundance of stones in the area and decides that the first
suggestion is most worth testing. Then he places the stones in the
water, steps across to the other side, and is off again on his hike.
Such an example illustrates all the elements of Dewey's theoretical
description of reflective thinking: A real problem arises out of present
experiences, suggestions for a solution come to mind, relevant data
are observed, and a hypothesis is formed, acted upon, and finally
tested.
11

19. Governing
Principles
or
Foundations
of
Inquiry
• Inquiry-based Learning gets its support from these
three educational theories serving as its
foundation:
• Jerome Bruner’s theory on learners’ varied world
perceptions for their own interpretative thinking of
people and things around them.
• Cognitive psychologist Jerome Bruner felt the goal of
education should be intellectual development, as
opposed to rote memorization of facts.
• He believed curriculum should foster the development
of problem-solving skills through the processes of
inquiry and discovery.
• He believed that subject matter should be represented
in terms of the child's way of viewing the world.
• That curriculum should be designed so that the
mastery of skills leads to the mastery of still more
powerful ones.
• He also advocated teaching by organizing concepts
and learning by discovery.
• Finally, he believed culture should shape notions
through which people organize their views of
themselves and others and the world in which they
live.
• Jerome Bruner identified three stages of cognitive
representation.
• Enactive, which is the representation of knowledge
through actions.
• Iconic, which is the visual summarization of images.
• Symbolic representation, which is the use of words
and other symbols to describe experiences.
• Bruner (1961) proposes that learners construct their
own knowledge and do this by organizing and
categorizing information using a coding system.
Bruner believed that the most effective way to develop
a coding system is to discover it rather than being told
by the teacher.
• The concept of discovery learning implies that
students construct their own knowledge for themselves
(also known as a constructivist approach).
• Backed up by all these theories, inquiry, as a way of
learning, concerns itself with these elements: changing
knowledge, creativity, subjectivity, socio-cultural
factors, sensory experience, and higher-order thinking
strategies. All of these are achievable through the
inquiry methods of fieldwork, case studies,
investigations, individual group project, and research
work. (Small 2012)
12

20. Benefits
of
Inquiry
• In conclusion, you can say that
Inquiry-based Learning gives you the
following advantages:
• Elevates interpretative thinking through
graphic skills
• Improves student learning abilities
• Widens learners’ vocabulary
• Facilitates problem-solving acts
• Increases social awareness and cultural
knowledge
• Encourages cooperative learning
• Provides mastery of procedural
knowledge
• Encourages higher-order thinking
strategies
• Hastens conceptual understanding
13

21. Test I. Directions: Identify among the statements below that tells the nature of
Inquiry/Inquiry-Based Learning. Write TRUE if the statement is correct about the
nature of inquiry or inquiry-based learning and FALSE if the statement is incorrect.
_________ 1. Inquiry is in the form of authentic (real-life) problems within the context
of the curriculum and/or community.
_________ 2. There is an identifiable time for inquiry-based learning.
_________ 3. Inquiry is a scientific, experimental, or inductive manner of thinking.
_________ 4. Inquiry is a learning process that motivates you to obtain knowledge or
information about people, things, places, or events by means of investigating or asking
questions.
_________ 5. Inquiry is a systematic and objective creation of knowledge.
_________ 6. Inquiry is to look for information by asking various question about the
things we are curious about.
_________ 7. Inquiry is a process of executing various mental acts for discovering
and examining facts to prove the accuracy of truthfulness of our claims.
_________ 8. Inquiry is a scientific investigation of phenomena, which inludes
collection, presentation, analysis and interpretation of facts that link man’s
speculations with reality.
_________ 9. The inquiry capitalizes on student’s curiosity.
_________ 10. Inquiry is searching for a theory, testing for a theory and for solving a
problem.
WHAT’S MORE
14

22. JOHN DEWEY
“Theory of Connected
Experiences for
Exploratory and
Reflective Thinking”
JEROME BRUNER
“Theory on
Learners’ Varied
World
Perceptions”
LEV VYGOTSKY
“Zone of Proximal
Development
(ZPD)”
Test II. Directions: Illustrate the similarities and differences among these three
governing principles or foundations of Inquiry-Based Learning comprehensively using
the Venn Diagram below. Use separate sheet of paper in answering this activity.
Scoring Rubric:
Unsatisfactory
1 pt
Approaching
Standard
2 pts
At the
Standard
3 pts
Proficient
4 pts
Similarities
The identified
character traits
provided are 1 or
less.
The student
highlights 3 or less
character traits and
does not repeat.
They include well
described
examples.
The identified
character traits
are 4 or more
and do not
repeat. They
include well
described
examples.
The identified
character traits
are 5 or more
and do not
repeat. They
include well
described
examples.
Differences
The identified
character traits
provided are 1 or
less.
The student
highlights 3 or less
character traits and
does not repeat.
They include well
described
examples.
The identified
character traits
are 4 or more
and do not
repeat. They
include well
described
examples.
The identified
character traits
are 5 or more
and do not
repeat. They
include well
described
examples.
Organization
The Venn
Diagram is very
sloppy and
unreadable.
The Venn Diagram
is very sloppy and it
takes away from
the content.
The Venn
Diagram is
legible and
organized.
The Venn
Diagram is very
neat and well
organized.
15

23. Directions: Having learned the concepts of inquiry in the previous activities, use
your knowledge to answer the questions that follow.
WHAT I HAVE LEARNED
1. How do you learn something through inquiry?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. Why is inquiry a scientific way of thinking?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. In your opinion, is inquiry an effective learning method? Why or why not?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4. What kind of thinking is involved in this learning method?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
5. Do you agree that inquiring on something means you are researching about it?
Explain your point.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
6. Do you know someone in your school or community who often does this kind of
learning? Describe how he or she did it.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
16

24. Let’s Post It!
Directions: Using the given template below, create an integrative essay
highlighting the benefits of inquiry in your daily life activities. You may use the given
sample title for your essay or you may create another one.
WHAT I CAN DO
“Benefits of Inquiry in my Daily Life Activities”
17

25. Directions: Read each item carefully. Identify the choice that best completes the
statement or answers the question.
1. It is defined as looking for information by asking various questions about the thing
you are curious about.
a. curiosity b. inquiry c. questions d. research
2. Inquiry, as a way of learning, concerns itself with these elements, except:
a. sensory experience b. changing knowledge
c. objectivity d. socio-cultural factors
3. Inquiry-based learning gets its support from these proponents of educational
theories, except:
a. John Locke b. Jerome Bruner
c. Lev Vygotsky d. John Dewey
4. Which of the following is the most distinguishing characteristic of inquiry-based
learning?
a. it is teacher-centered b. students use hands-on instruction
c. it is student-centered d. it begins with a question
5. Which of the following best describes a student’s learning experience with inquiry-
based learning?
a. Students learn from the teacher, who is the subject-matter expert
b. Students learn by constructing their own knowledge as they explore
materials to answer questions
c. Students learn through exposure to a variety of media sources, such as
videos, audio recordings and books
d. Students learn through repetition and guided practice
6. Complete the statement: Students take ownership of their ___________.
a. curiosity b. questions c. learning d. research
ASSESSMENT
18

26. 7. Below are some benefits of inquiry-based learning, except:
a. Widens learners’ vocabulary
b. Encourages higher-order thinking strategies
c. Provides mastery of procedural knowledge
d. Short-term knowledge retention
8. The following are characteristics of a classroom where inquiry-based learning is
emphasized by a teacher, except:
a. Students facilitate the process of gathering and presenting information.
b. Students take ownership of their learning.
c. The teacher and students interact more frequently and more actively than
during traditional teaching.
d. The teacher and students use technology to advance inquiry.
9. Complete the statement: The inquiry capitalizes on student’s ___________.
a. curiosity b. inquiry c. questions d. not given
10. Which of the following reason/s make/s an inquiry-based learning being broadly
embraced by schools around the world?
a. It helps students build social and emotional learning capacity
b. It helps students develop problem-solving prowess
c. It helps students acquire college and career-ready skills
d. All of the above
19

27. Directions: Share some photos of your daily activities/routines showing an instance
that you, too, did a sort of an inquiry. Place the photographs inside the box then briefly
describe them on the blank provided. In case you don’t have available pictures, you
may opt to present it using the conventional way of drawing.
ADDITIONAL ACTIVITY/IES
(Profile Picture)
20

28. Scoring Rubric:
21

29. ANSWER KEY
Notes to the Teacher!
The teacher will check all the
Answers Vary Part.
WHAT’S
MORE
Test
I
1.
TRUE
2.
TRUE
3.
FALSE
4.
TRUE
5.
FALSE
6.
TRUE
7.
FALSE
8.
FALSE
9.
TRUE
10.
FALSE
Test
II
Answers
Vary
WHAT
I
HAVE
LEARNED
Answers
Vary
WHAT
I
CAN
DO
Answers
Vary
ASSESSMENT
1.
B
2.
C
3.
A
4.
D
5.
B
6.
C
7.
D
8.
A
9.
A
10.
D
ADDITIONAL
ACTIVITIES
Answers
Vary
22
WHAT
I
KNOW
Answers
Vary
WHAT’S
IN
Answers
Vary
WHAT’S
NEW
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.


30. REFERENCES
Published Books
Baraceros, E. (2016). Practical research 1 (1st
ed.). Sampaloc, Manila: Rex Book
Store, Inc.
Buensuceso, D., Dacanay, D., Manalo, G., & San Gabriel, N. (2016). Practical
research 1 (1st
ed.). Pasig, Philippines: Department of Education-Bureau of
Learning Resources
Electronic Resources
Eight disadvantages of inquiry-based learning (with solutions). (n.d.). Retrieved from
https://wabisabilearning.com/blogs/inquiry/nquiry-based-learning-
disadvantages
Inquiry vs. research. (n.d.). Retrieved from https://prezi.com/euwqbqog3imi/compare-
and-contrast-inquiry-and-research/
Nature of inquiry and research. (n.d.). Retrieved from
https://www.scribd.com/presentation/359182636/nature-of-inquiry-and-
research
Nature of inquiry and research. (n.d.). Retrieved from
https://www.slideshare.net/livedeped/2-practical-research-ii-nature-of-inquiry-
amp-research
Research in daily life. (n.d.). Retrieved from https://kupdf.net/download/lesson-
1nature-of-inquiry-and-research_5a2d29fce2b6f5f90451fe8d_pdf
The pros and cons of inquiry-based learning for college success. (n.d.). Retrieved
from https://collegepuzzle.stanford.edu/the-pros-and-cons-of-inquiry-based-
learning-for-college
success/#:~:text=Here%20are%20some%20of%20the,this%20hurts%20stand
ardized%20testing%20performance
Other Resources
K to 12 Most Essential Learning Competencies with Corresponding CG Codes
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31. For inquiries or feedback, please write or call:
Department of Education, Region VII, DepEd-Cebu Province
(Office Address) IPHO Bldg., Sudlon, Lahug, Cebu City
Telefax: (032) 255-6405
Email Address: cebu.province@deped.gov.ph
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