Program Title:
Project COMBINE – 3I’s and Capstone Unification
Date of Implementation:
December 03, 2024-March 21, 2025
I. Program Overview
Project COMBINE – 3I’s and Capstone Unification is a program
aimed at assisting Senior High School students in completing their
research task at a minimal cost and can be accomplished within a
specific time (shortened). The program focuses on using and
converting 3I’s (Inquiries, Investigation and Immersion) into
Capstone-ready study.
II. Objectives
1. To streamline the research process of Senior High School
students by integrating their proposals from Inquiries,
Investigation, and Immersion (3I’s) into a Capstone-ready study.
2. To assist students in completing their research requirements
efficiently within a shortened timeframe and at a minimal cost.
3. To enhance students' research skills by guiding them in
transforming their 3I’s proposals into a cohesive and
comprehensive Capstone Project.
4. To promote practical and accessible research pathways that
maximize students’ prior work and learning experiences from
their 3I’s.
5. To foster academic discipline and independence in students as
they synthesize and apply knowledge gained from their
Inquiries, Investigations, and Immersion activities.
III. Implementation Summary
Project COMBINE is implemented through a structured and time-bound that last
for 2 quarters (3rd and 4th quarter). The program begins with an orientation and capability-
building sessions for both students, research teachers and parents, focusing on the
integration of 3I’s (Inquiries, Investigation, and Immersion) into a unified Capstone
Project. Students are guided to revisit and refine their existing outputs from these areas,
which are then assessed for feasibility and relevance to Capstone requirements. Regular
mentoring, consultations, and progress monitoring are conducted to ensure alignment
with academic standards and timelines. The project emphasizes cost-efficiency by
maximizing existing resources and outputs, minimizing the need for new data collection
or expensive methodologies.
IV. Results
- 100 % of the converted proposals were completed and presented
during the SALAMYAAN 2025.
Prepared by:
John Paul R. Cain, LPT, MAFIL
Research Teacher
Noted by:
Angelo G. Autea
Grade 12 Coordinator
Darren L. Bancod
Assistant School Principal II
Project Title:
Project IMPART: Inclusive Monitoring Program for the Remediation of
Transferred-In Students
Date of Implementation: August 15, 2024-February 28, 2025
[Link] Overview
Project IMPART is a specialized remediation program designed
for transferred-in students who either missed or failed subjects from
their previous schools. It offers personalized academic interventions
to ensure these students can successfully meet curriculum
requirements and continue their educational progress. The program
promotes inclusivity by involving students, parents, teachers, and
school administrators in creating and monitoring individualized
learning plans.
II. Objectives
To assist transferred-in students in completing missed or failed
subjects through tailored remediation.
To reduce academic stress by allowing students to manage their
workload through personalized schedules.
To improve student retention and performance through guided
mentoring and continuous progress monitoring.
III. Implementation Summary
1. Pre-Program Preparation:
o Identification of transferred-in students needing
remediation and preparation of the project guidebook and
communication materials.
2. Program Launch and Orientation:
o Conducted orientation sessions with students and parents
to explain the remediation process and secure their
commitment.
3. Implementation:
o Developed individual academic plans, conducted regular
mentoring sessions, and maintained consistent monitoring
of student progress through plotting forms and
remediation tracking.
4. Mid-Semestral Review and Adjustments:
o Reviewed student performance and adjusted academic
plans as needed to address learning challenges.
5. End-of-Semester Evaluation:
o Final evaluations were conducted, and Certificates of
Completion were awarded to students who successfully
completed the remediation requirements.
IV. Results
A total of 3 transferred-in students participated in the program
across ABM and HUMSS.
Learners successfully completed core, applied, and specialized
subjects through remediation.
100% passing rate was achieved in most of the remediated
subjects.
The program effectively supported the academic recovery of
transferred-in students and fostered collaboration among
mentors, learners, and parents.
Prepared by:
John Paul R. Cain, LPT, MAFIL
Research Teacher
Noted by:
Angelo G. Autea
Grade 12 Coordinator
Darren L. Bancod
Assistant School Principal II