Sop and-sq-hallegados-thesis

MA. TERESA S. HALLEGADO
MAEM Cand.
Statement of the Problem
This study aims to determine the extent of implementation of the Learning
Delivery Modalities (LDMs) under the New Normal Education, and the level of Academic
Performance of the Senior High School Generation Z learners across the Senior High
Schools (SHSs) in South Cotabato.
Specifically, it seeks to answer the following questions:
1. What is the socio-demographic characteristics of the respondent school heads,
teachers, and Generation Z Learners in terms of:
1.1 School Heads’
1.1.1 Age,
1.1.2 Sex,
1.1.3 Highest Educational Attainment,
1.1.4 Plantilla Position/Designation, and
1.1.5 Number of Years Served in the Current Position;
1.2 Teachers’
1.2.1 Age,
1.2.2 Sex,
1.2.3 Highest Educational Attainment,
1.2.4 Plantilla Position/Designation, and
1.2.5 Number of Years Served in Teaching Position; and
1.3 Generation Z Learners’

1.3.1 Age,
1.3.2 Sex,
1.3.3 Grade Level/Strand,
1.3.4 Family Income,
1.3.5 Household Size,
1.3.6 Home Learning Facilitators’ Educational Attainment,
1.3.7 Home Learning Facilitators’ Occupation,
1.3.8 Learning Delivery Modality Being Used?
2. To what extent is the implementation of the Learning Delivery Modalities (LDMs)
under the new normal education across SHSs in South Cotabato in terms of:
2.1 Management of Material and Human Resources;
2.2 Teachers’ Strategies and Delivery Skills; and
2.3 Generation Z Learner’s Adaptability and Parental Support?
3. Which of the Learning Delivery Modalities under the New Normal Education is
being used by the Gen Z learners of the Senior High Schools in South Cotabato?
3.1 Online Distance Learning
3.2 Modular Distance Learning
3.3 Blended Learning
4. What is the level of academic performance of the SHS Generation Z learners in
terms of their General Average for the Semester when categorized according to:
4.1 Learning Delivery Modalities, such as:
4.1.1 Online Distance Learning,

4.1.2 Modular Distance Learning, and
4.1.3 Blended Learning; and
4.2 Locations of schools, such as:
4.2.1 Poblacion, and
4.2.2 Barangay?
5. Is there a significant difference in the levels of academic performance of the SHS
Generation Z learners in terms of their General Average when categorized
according to the Learning Delivery Modalities, and locations of schools?
6. Is there a significant relationship between the extent of implementation of the
Learning Delivery Modalities and the level of academic performance of the SHS
Generation Z learners when categorized according to Learning Delivery Modalities,
and locations of schools?
7. What are the issues and challenges experienced by the schoolheads, teachers,
and Generation Z learners of Senior High Schools in South Cotabato relative to the
implementation of the Learning Delivery Modalities under the New Normal
Education?
Hypotheses
This study will test these hypotheses at 0.05 level of significance.

H0 1. There is no significant difference in the levels of academic performance of the
SHS Generation Z Learners in terms of their General Average when categorized
by Learning Delivery Modalities, and locations of schools;
H0 2. There is no significant relationship between the extent of implementation of the
Learning Delivery Modalities and the level of academic performance of the SHS
Generation Z learners when categorized according to Learning Delivery Modalities,
and locations of schools.

Survey Questionnaire for Schoolheads APPENDIX A
Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
COLLEGE OF GRADUATE STUDIES
ACCESS. EJV Montilla, City of Tacurong
Dear Schoolhead Respondent:
Greetings of goodwill!
I am a graduate student of this university and presently conducting a thesis on LEARNING
DELIVERY MODALITIES UNDER THE NEW NORMAL EDUCATION: ACADEMIC PERFORMANCE OF
GENERATION Z LEARNERS ACROSS SENIOR HIGH SCHOOLS IN SOUTH COTABATO.
To this end, may I request you to provide the data needed to help me complete this
study. Rest assured that whatever information you share will be treated with utmost
confidentiality and be specifically used for research purposes only.
I thank you in advance.
NOTED: Very truly,
ALICIA L. MANONDOG, PhD. MA. TERESA S. HALLEGADO, MAEM Cand.
Thesis Adviser Researcher / SEPS DepEd-SDO South Cotabato
PART I. SOCIO-DEMOGRAPHIC CHARACTERISTICS OF SCHOOLHEAD AND SCHOOL PROFILE
Directions: Please provide complete information below
A. SOCIO-DEMOGRAPHIC CHARACTERISTICS OF SCHOOLHEAD
Name (Optional): ______________________________________________________
Sex: ______________________________ Age: _______________________
Highest Educational Attainment: __________________________________________
Plantilla Position/Designation : ____________________________________________
Number of Years Served in the Current Position ______________________________

B. SCHOOL PROFILE
Name of School: _______________________________________________________
School location (barangay or poblacion): ___________________________________
Number of Teachers with Teaching loads in SHS: _____________________________
Total Population of SHS Generation Z Learners (15 to 24 years old): _____________
PART II: EXTENT OF IMPLEMENTATION OF THE LEARNING DELIVERY MODALITIES
UNDER THE NEW NORMAL EDUCATION IN DEPED SENIOR HIGH SCHOOLS
OF SOUTH COTABATO
Direction: The items below describe the extent of the implementation of the Learning
Delivery Modalities (LDMs) under the New Normal Education in DepEd- South
Cotabato. Please give your honest opinion or observation by checking each box that
corresponds to your description of each item. Use the rating scale below as your
guide.
A. MANAGEMENT OF MATERIAL AND HUMAN RESOURCES
No. a. MANAGEMENT OF MATERIAL RESOURCES 1 2 3 4 5
1 The school provides teaching and learning materials
suitable to the needs of the learners
2
The MOOE of the school is efficiently utilized for the
implementation of the LDMs.
3
I have established strong partnership and linkages
with partners and stakeholders to provide resources
to support Learning Delivery Modality (LDM)
implementation.
4
Technical support such as laptop, internet router, and
printing materials, etc.) are provided to teachers.
5
A well-designed monitoring systemwas established to
analyze gaps in the implementation of the LDMs for
appropriate support system.
Rating Qualitative Description
5
4
3
2
1
-
-
-
-
-
To the greatest extent
To a greater extent
To a moderate extent
To a lesser extent
To the least extent

6
I conduct regular assessment of the effectiveness of
LDMs relative to material resources through a formal
process (letters, surveys, conference, meeting, etc.)
b. MANAGEMENT OF HUMAN RESOURCES
7
I provide actionable guidance for teachers,
particularly on how to become content curators, so
that they do not overwhelm learners with excessive
lessons, activities, written works, and performance
tasks.
8
I send teachers to attend capacity-building/ training in
support to proper implementation of the LDMs.
9
I extend necessary support and assistance to teachers
who are experiencing difficulties in the
10
Regular instructional supervision of teachers is
conducted to ensure the efficient and effective
delivery of the LDMs.
11
Parents/learning facilitators at home are capacitated
on their role of providing academic assistance to
learners for timely submission of modules and/or
attendance to modular and/or online classes.
12
I am attentive to the needs and problems of teachers
who have difficulties in coping with the
implementation of LDMs.
13
I religiously monitor the performance of teachers
and learning facilitators (parents, guardians, etc.) to
ensure that the LDMs are properly implemented.
14
The results of the monitoring and evaluation of
teachers and learning facilitators are utilized to
sustain or improve the delivery of the LDMs.
B. STRATEGIES AND DELIVERY SKILLS OF TEACHERS
No. a. STRATEGIES OF TEACHERS 1 2 3 4 5
15 Teachers maintain strong relationships with their
learners.
16
Teachers ensure a high-quality remote learning
experience for their learners.
17
Teachers make use of suitable mode/s of delivery (i.e.
online, offline, and blended) to effectively facilitate
learning and actively engage students in their own
learning.

18
Teachers conduct regular conferences with parents
and/or learning facilitators to sustain their
cooperation in the learning process of learners.
19
Teachers take the responsibility of monitoring the
progress of the learners and ensure that Class
Program and Weekly Home Learning Plans are
observed and followed by learning facilitators and
learners.
20
Teachers have established strong feedback
mechanism to inform learners and learning facilitators
on learners’ performance.
21
Teachers make sure of the availability of Self-Learning
Modules (SLMs) and reference/supplementary
materials for on-time distribution to the learners.
b. DELIVERY SKILLS OF TEACHERS
22 Teachers are able to effectively provide the preferred
learning modality and tools to engage learners in class
activities.
23 Teachers engage learners’ active participation
through the use of various technologies while they
are geographically remote from each other during
instruction.
24
Teachers’ mastery of lessons and communication
skills are highly effective in online or remote teaching
methods.
25
Teachers communicate with the learners on any
query or feedback related to the LDM or lessons using
any available means or platform.
26
Considering the LDM being used, teachers make sure
that highly engaging lessons and activities that
enhance learning are efficiently provided to learners.
C. ADAPTABILITY OF LEARNERS AND PARENTALSUPPORT
No. a. ADAPTABILITY OF LEARNERS TO LDM 1 2 3 4 5
27
Learners are ready to adjust to the new learning
modalities.
28
Learners have access to the resources (device,
connectivity and modules) as required / needed by
the Learning Delivery Modality being used.
29
Learners are able to find ways to have access to
reference/supplementary materials needed during

the learning process.
30
Learners fully understand the content of the Self-
Learning Modules.
31
Learners communicate with the teachers any query or
feedback related to the LDM or lessons using any
available means or platform.
32
Learners are able to perform the academic tasks as
required of them with high degree of compliance as
scheduled.
33
Learners possess the necessary skills as expected from
an independent learner.
b. PARENTAL SUPPORT
34
Parents are able to provide academic support to
enhance learners understanding of the lessons.
35 Parents are willing to shoulder whatever expenses for
the different learning activities that relate to the use
of the learning delivery modality under the new
normal education.
36
Parents are willing to provide his or her child/learner
with the resources (device, connectivity, etc.) needed
in the distance learning.
37
Parent maintains an open communication with the
teacher/s for an effective conduct of distance learning
of his or her child.
38
Parent is responsible for their children’s learning by
ensuring that appropriate reference/supplementary
materials are provided to his or her child/learner.
39
Parent makes sure that the Class Program and Weekly
Home Learning Plan are strictly observed and
followed.
40
Parent ensures that all the outputs of his or her
child/learner are submitted as scheduled.
PART III: ISSUES AND CHALLENGES ENCOUNTERED IN THE IMPLEMENTATION OF LEARNING
DELIVERY MODALITIES UNDER THE NEW NORMAL EDUCATION IN DEPED-SOUTH
COTABATO
Direction: Below are perceived issues and challenges that you might have encountered relative
to the implementation of the Learning Delivery Modalities under the new normal of
education in the Senior High School of DepEd-South Cotabato. If you encounter or
experience it, kindly check the box under the (/) column; and if not, check the box
under the (X) column.

For issues and challenges not mentioned below, please indicate under OTHERS…
No. ISSUES AND CHALLENGES / X
1
Insufficient support from partners and stakeholders in terms of
financial and material resources
2
Poor access to communication highway to reach out the schools
or any means of communication necessary for information/
and/ or plan dissemination to stakeholders such as internet
connection, telco signal, etc. in the area
3 Unavailability of electric power or solar power in school
4 Unavailability of electric or solar power in the community
5
Low level literacy on the use of electronic devices such as
laptop, computer, tablet, etc.
6 Teachers resistance to adapt the new LDMs
7 Lack of cooperation and support from parents.
Other issues and challenges that you have experienced relative
to the implementation of Learning Delivery Modalities, kindly
specify here:
8.
9.
10.
Thank you for providing complete responses to all items.
Let us make education continue.

Survey Questionnaire for Teachers APPENDIX B
Dear Teacher Respondent:
I am a graduate student of this university and presently conducting a thesis on
LEARNING DELIVERY MODALITIES UNDER THE NEW NORMAL EDUCATION: ACADEMIC
PERFORMANCE OF GENERATION Z LEARNERS ACROSS SENIOR HIGH SCHOOLS IN SOUTH
COTABATO.
NOTED: Very truly,
Thesis Adviser Researcher / SEPS, DepEd-SDO South Cotabato
PART I. SOCIO-DEMOGRAPHIC CHARACTERISTICS OF SHS TEACHER
Directions: Please provide complete information below.
Name (Optional): ______________________________________________________
Sex: ______________________________ Age: _______________________
Highest Educational Attainment: __________________________________________
Plantilla Position/Designation : ____________________________________________

Number of Years Served in Teaching Position: ____________________________
Name of School: _______________________________________________________
PART II: EXTENT OF IMPLEMENTATION OF THE LEARNING DELIVERY MODALITIES
UNDER THE NEW NORMAL EDUCATION IN DEPED SENIOR HIGH SCHOOLS
OF SOUTH COTABATO
Direction: The items below describe the extent of the implementation of the Learning
Delivery Modalities (LDMs) under the New Normal Education in DepEd- South
Cotabato. Please give your honest opinion or observation by checking each box that
guide.
1 The school provides teaching and learning
materials suitable to the needs of the learners.
2
The MOOE of the school is efficiently utilized for
the implementation of the LDMs.
3
The schoolhead has established strong partnership
and linkages with partners and stakeholders to
provide resources to support Learning Delivery
Modality (LDM) implementation.
4
Technical support such as laptop, internet router,
and printing materials, etc.) are provided to
teachers.
5
A well-designed monitoring systemwas established
to analyze gaps in the implementation of the LDMs
for appropriate support system.
6
The schoolhead conducts regular assessment of
the effectiveness of LDMs relative to material
resources through a formal process (letters,
surveys, conference, meeting, etc.)
5
4
3
2
1
-
-
-
-
-
To a greater extent
To a lesser extent
To the least extent

7
The schoolhead provides actionable guidance for
teachers, particularly on how to become content
curators, so that they do not overwhelm learners
with excessive lessons, activities, written works,
and performance tasks.
8
The schoolhead sends teachers to attend capacity-
building/ training in support to proper
9
The schoolhead extends necessary support and
assistance to teachers who are experiencing
difficulties in the implementation of the LDMs.
10
11
Parents/learning facilitators at home are
capacitated on their role of providing academic
assistance to learners for timely submission of
modules and/or attendance to modular and/or
online classes.
12
The schoolhead is attentive to the needs and
problems of teachers who have difficulties in
coping with the implementation of LDMs.
13
The schoolhead religiously monitors the
performance of teachers and learning facilitators
(parents, guardians, etc.) to ensure that the LDMs
are properly implemented.
14
15 I maintain strong relationships with my learners.
16
I ensure a high-quality remote learning experience
for my learners.
17
I make use of suitable mode/s of delivery (i.e.
learning.
18
I conduct regular conferences with parents and/or
learning facilitators to sustain their cooperation in

the learning process of learners.
19
I take the responsibility of monitoring the progress
of the learners and ensure that Class Programand
Weekly Home Learning Plans are observed and
followed by learning facilitators and learners.
20
I have established strong feedback mechanism to
inform learners and learning facilitators on
learners’ performance.
21
I make sure of the availability of Self-Learning
materials for on time distribution to the learners.
22 I am able to effectively provide the preferred
learning modality and tools to engage learners in
class activities.
23 I engage learners’ active participation through the
use of various technologies while we are
geographically remote from each other during
instruction.
24
My mastery of lessons and communication skills
are highly effective in online or remote teaching
methods.
25
I communicate with the learners on any query or
26
Considering the LDM being used, I make sure that
highly engaging lessons and activities that enhance
learning are efficiently provided to learners.
27
Learners are ready to adjust to the new learning
modalities.
28
Learners have access to the resources (device,
connectivity and modules) as required / needed by
the Learning Delivery Modality being used.
29
Learners are able to find ways to have access to

30
Learners fully understand the content of the Self-
Learning Modules.
31
Learners communicate with the teachers any query
or feedback related to the LDM or lessons using
32
Learners are able to perform the academic tasks as
required of them with high degree of compliance
as scheduled.
33
Learners possess the necessary skills as expected
from an independent learner.
b. PARENTAL SUPPORT
34
Parents are able to provide academic support to
enhance learners understanding of the lessons.
35 Parents are willing to shoulder whatever expenses
for the different learning activities that relate to
the use of the learning delivery modality under the
new normal education.
36
Parents are willing to provide his or her
child/learner with the resources (device,
connectivity, etc.) needed in the distance learning.
37
Parent maintains an open communication with the
teacher/s for an effective conduct of distance
learning of his or her child.
38
Parent is responsible for their children’s learning by
ensuring that appropriate
reference/supplementary materials are provided
to his or her child/learner.
39
Parent makes sure that the Class Program and
Weekly Home Learning Plan are strictly observed
and followed.
40
Parent ensures that all the outputs of his or her
child/learner are submitted as scheduled.
PART III: ISSUES AND CHALLENGES ENCOUNTERED IN THE IMPLEMENTATION OF LEARNING
DELIVERY MODALITIES UNDER THE NEW NORMAL EDUCATION IN DEPED-SOUTH
COTABATO
to the implementation of the new learning delivery modalities in SHS to Gen Z
learners in So. Cotabato. If you encounter or experience it, kindly check the box
under the (/) column; and if not, check the box under the (X) column.

1 Insufficient material resources to sustain LDM
2 Insufficient training and capacity-building attended
3
Poor means of communication necessary for information
dissemination to learning facilitators and learners such as
internet connection, telco signal, etc. in the area
4 Delayed production of SLMs and other learning resources
5
Lack of skills such as broadcasting, use of electronic
gadgets, etc. that are necessary to implement LDM
6 Delayed submission of learners’ outputs
7 Lack of cooperation and support from parents
8 Other issues and challenges that you have experienced
relative to the implementation of Learning Delivery
Modalities, kindly specify here:
8.
9.
10.
Let us make education continue!

Survey Questionnaire for SHS Learners APPENDIX C
Dear SHS Gen Z Learner Respondent:
I am a graduate student of this university and presently conducting a thesis on
LEARNING DELIVERY MODALITIES UNDER THE NEW NORMAL EDUCATION: ACADEMIC
PERFORMANCE OF GENERATION Z LEARNERS ACROSS SENIOR HIGH SCHOOLS IN SOUTH
COTABATO.
NOTED: Very truly,
Thesis Adviser Researcher / SEPS DepEd-SDO South Cotabato
SURVEY QUESTIONNAIRE FOR SHS GENERATION Z LEARNERS
PART I. SOCIO-DEMOGRAPHIC CHARACTERISTICS OF SHS TEACHER

Directions: Please provide complete information below.
Part I. Profile of the Respondents
Name (Optional) _____________________________________ Age: ___________
Name of School: _____________________________________ Sex: ___________
Grade Level/Strand: ___________________ Family Monthly Income: ___________
Household Size (Number of family members, including you) : _________________
Home LearningFacilitator’s
HighestEducational Attainment:_____________________________________________________
Occupation:______________________________________________________________________
LearningDeliveryModalityBeingUsed:(Checkthe box of your answer.)
OnlineDistanceLearning(ODL) Modular DistanceLearning(MDL) Blended Learning
LDMs Used for Blended Learning: (Check the box of your answers.)
ODL Printed MDL Digital MDL Radio-Based Instruction
TV-Based Instruction SDSC Learning through Textblast
Other Supplementary Modality/ies, please specify _______________________________
Average Grade for the First Semester (SY 2020-2021):
__________________________________
PART II: EXTENT OF IMPLEMENTATION OF THE LEARNING DELIVERY MODALITIES UNDER THE
NEW NORMAL EDUCATION IN DEPED SENIOR HIGH SCHOOLS OF SOUTH
COTABATO
Direction: The items below describe the extent of the implementation of the Learning Delivery
Modalities (LDMs) under the New Normal Education in DepEd- South Cotabato.
Please give your honest opinion or observation by checking each box that
guide.
5
4
3
2
1
-
-
-
-
-
To a greater extent
To a lesser extent
To the least extent
O
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e
O
n
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e
O
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O
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e

1 The school provides teaching and learning materials
suitable to the needs of the learners.
2
The MOOE of the school is efficiently utilized for the
3
The schoolhead has established strong partnership
and linkages with partners and stakeholders to
provide resources to support Learning Delivery
Modality (LDM) implementation.
4
Technical support such as laptop, internet router, and
printing materials, etc.) are provided to teachers.
5
A well-designed monitoring systemwas established to
analyze gaps in the implementation of the LDMs for
appropriate support system.
6
The schoolhead conducts regular assessment of the
effectiveness of LDMs relative to material resources
through a formal process (letters, surveys,
conference, meeting, etc.)
7
The schoolhead provides actionable guidance for
teachers, particularly on how to become content
curators, so that they do not overwhelm learners with
excessive lessons, activities, written works, and
performance tasks.
8
The schoolhead sends teachers to attend capacity-
building/ training in support to proper
9
The schoolhead extends necessary support and
assistance to teachers who are experiencing
difficulties in the implementation of the LDMs.
10
11
Parents/learning facilitators at home are capacitated
on their role of providing academic assistance to
learners for timely submission of modules and/or
attendance to modular and/or online classes.
12
The schoolhead is attentive to the needs and
problems of teachers who have difficulties in coping
with the implementation of LDMs.

13
The schoolhead religiously monitors the performance
of teachers and learning facilitators (parents,
guardians, etc.) to ensure that the LDMs are properly
implemented.
14
15 Teachers maintain strong relationships with their
learners.
16
Teachers ensure a high-quality remote learning
experience for their learners.
17
Teachers make use of suitable mode/s of delivery (i.e.
learning.
18
Teachers conduct regular conferences with parents
and/or learning facilitators to sustain their
cooperation in the learning process of learners.
19
Teachers take the responsibility of monitoring the
progress of the learners and ensure that Class
Program and Weekly Home Learning Plans are
observed and followed by learning facilitators and
learners.
20
Teachers have established strong feedback
mechanism to inform learners and learning facilitators
on learners’ performance.
21
Teachers make sure of the availability of Self-Learning
materials for on-time distribution to the learners.
22 Teachers are able to effectively provide the preferred
learning modality and tools to engage learners in class
activities.
23 Teachers engage learners’ active participation
through the use of various technologies while they
are geographically remote from each other during
instruction.

24
Teachers’ mastery of lessons and communication
skills are highly effective in online or remote teaching
methods.
25
Teachers communicate with the learners on any
query or feedback related to the LDM or lessons using
26
Considering the LDM being used, teachers make sure
that highly engaging lessons and activities that
enhance learning are efficiently provided to learners.
27
I am ready to adjust to the learning delivery
modalities under the new normal education.
28
I have access to the resources (device, connectivity
and modules) as required / needed by the Learning
Delivery Modality being used.
29
I am able to find ways to have access to
30
I fully understand the content of the Self-Learning
Modules.
31
I communicate with the teachers any query or
32
I am able to perform the academic tasks as required
with high degree of compliance as scheduled.
33
I possess the necessary skills as expected from an
independent learner.
b. PARENTAL SUPPORT
34
My parents are able to provide academic support to
enhance my understanding of the lessons.
35 My parents are willing to shoulder whatever expenses
for the different learning activities that relate to the
use of the learning delivery modality under the new
normal education.
36
My parents are willing to provide the resources
(device, connectivity, etc.) that I need in the distance
learning.
37
My parents maintain an open communication with my
teacher/s for the effective conduct of distance

learning.
38
My parents are responsible for my learning by
ensuring that they provide appropriate
reference/supplementary materials that I need.
39
My parents make sure that the Class Programand
Weekly Home Learning Plan are strictly observed and
followed.
40
My parents ensure that all my outputs are submitted
as scheduled.
PART III: ISSUES AND CHALLENGES ENCOUNTERED IN THE IMPLEMENTATION OF THE
LEARNING DELIVERY MODALITIES UNDER THE NEW NORMAL EDUCATION IN
DEPED-SOUTH COTABATO
to the implementation of the Learning Delivery Modalities under the new normal
education in the Senior High School of DepEd-South Cotabato. If you encounter or
experience it, kindly check the box under the (/) column; and if not, check the box
under the (X) column.
1 I cannot fully understand the lessons on my own.
2 I have difficulty in communicating with my teachers.
3
I am not literate on the use of electronic devices (e.g.,
phones, laptop, computer, tablet) as supplementary tools for
the lessons and activities
4 Nobody can provide assistance for learning at home.
5
I have difficulty to independently perform tasks and
activities.
6 Home environment is not conducive for learning.
7 I have too many domestic works to do.
Other issues and challenges that you have experienced
relative to the implementation of Learning Delivery
Modalities, kindly specify here:
8.
9.

10.
Let us make education continue!

Sop and-sq-hallegados-thesis

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