Possible Questions Posiible Answers
1. Why did you select your We selected this title
title? because it clearly
captures the innovation
(Panlipuniks) and its
purpose—enhancing
learners’ understanding of
economic concepts in
Araling Panlipunan through
a localized and digital
storytelling approach.
2. How did you select your We carefully aligned the
title? title with the
intervention used, the
target content, and the
intended impact. It is
concise, relevant, and
emphasizes both the
technological and
instructional value of the
study.
3. What problem prompted The main problem is that
you to propose such study? only 42% of Grade 4
(pinanggagalingang learners mastered the
problema) MELC on the economic
benefits of natural
resources. This gap
highlights the need for a
more engaging and
contextualized teaching tool
—hence, Panlipuniks.
4. What do you mean by Panlipuniks is a coined term
Panlipuniks? from Panlipunan (Social
Studies) and Komiks. It
represents a digital comic-
based instructional tool that
uses localized storytelling to
teach complex AP concepts
in a way that is fun and
relevant.
5. Why Panlipuniks? Panlipuniks is not just a
comic—it’s a learner-
centered strategy that uses
relatable narratives to
simplify abstract topics. It
also supports DepEd’s thrust
for digital and
contextualized learning,
especially in underserved
areas.
6. Why focusing on Social Social Studies builds civic
studies? awareness and economic
understanding. However, it
is often taught through
traditional lectures. We
want to transform it into an
engaging, story-based
subject that learners can
easily connect with.
7. Why is it for grade 4 only? Grade 4 learners are
developmentally ready for
visual and narrative
learning. This grade level
also includes the MELC on
natural resources, which
was shown to have low
mastery, making it an ideal
entry point for innovation.
8. How did you select the We chose this topic because
topic on Social Studies? it's a least-mastered
competency and yet
essential to national
development awareness.
Learners need to
understand the economic
importance of our natural
resources in a way that feels
relevant and personal.
9. How did you select the We used purposive
participants/respondents in sampling. The learners were
your study? selected based on their
previous AP performance to
ensure comparability, while
FGD participants were
chosen for their ability to
represent different
performance levels and
perspectives.
10. Who will be your Our respondents are 65
respondents? Do you think Grade 4 learners and 1
they will cooperate? teacher from Gattaran East
Central School. The school
supports the study, and we
will secure parental consent
and create a positive
environment to ensure
cooperation and ethical
conduct.
11. How did you come up The SOP is anchored on our
with your SOP? research goals: to
determine Panlipuniks’
effectiveness and gather
insights from learners and
the teacher. Each question
directly links to our
quantitative and qualitative
data collection methods.
12. What possible This study can improve
contributions can this study learner comprehension,
yield? (sino makikinabang) motivate engagement, and
provide teachers with a
replicable, contextualized
instructional material. It can
also serve as a model for
integrating ICT in AP
classrooms, especially in
rural areas.
13. What legal bases can Our study is aligned with
you mention that support SDG 4, RA 10533, DepEd
this proposed study? Order No. 76, s. 2010,
and the ICT4E Strategic
Plan—all of which promote
inclusive, quality, and ICT-
supported education with
localized content.
14. What theory can you 1) Constructivist
anchor this study? (at least Learning Theory –
3) learners build
understanding through
experience; 2) CATLM
(Cognitive-Affective
Theory of Learning with
Media) – integrating
emotion and cognition
improves learning.
15. What are your Independent variable:
variables? Instructional method
(Panlipuniks vs. traditional
lecture);
Dependent variable:
Learners' understanding of
economic benefits of natural
resources, as measured by
pre-test and post-test
results.
16. What findings/results do We aim to determine
you intend to gather? whether Panlipuniks
significantly improves post-
test performance compared
to traditional instruction. We
also seek to understand
learners’ experiences and
challenges using qualitative
data.
17. There were many While digital comics exist,
studies of this kind already. our study is unique in its
Why propose still? localization, use of
Panlipunan content, and
application at the
elementary level with
strong alignment to current
curriculum needs and digital
education policies.
18. What’s the essence of This study offers a
your proposed study? (the sustainable, scalable, and
best contrbutions that your ICT-integrated solution that
study can contribute) addresses low mastery in
Social Studies by using
comics rooted in learners’
everyday life, thus bridging
abstract lessons with
concrete experiences.
19. If approved, how many We estimate 4 to 5
months would it take you to months: 1 month for
finish this study? preparation and instrument
validation, 1 month for
implementation, 1 month
for data gathering, and 1–2
months for analysis and
writing.
20. What motivated you to The consistently low
conduct or choose the mastery level (42%) of
study? Grade 4 learners in
understanding economic
concepts in Araling
Panlipunan motivated me to
develop a contextualized,
engaging, and digital
solution that responds to
this academic gap.
21. What is the background Traditional lecture-based
of your study? instruction often fails to
connect abstract concepts
with learners' real-life
experiences. Panlipuniks
was developed to bridge
this gap using localized,
digital storytelling to
enhance comprehension,
retention, and motivation in
Social Studies.
22. How is your theory or Constructivist Learning
concept relevant to your Theory supports Panlipuniks
study? by promoting knowledge-
building through real-life
contexts, while CATLM
(Cognitive-Affective Theory
of Learning with Media)
guides the design of
emotionally engaging and
cognitively manageable
digital materials.
23. What is the limitation of The study is limited to
your study? Grade 4 learners in one
public school, and the
results may not be
generalizable to other grade
levels or schools with
different socio-educational
contexts or ICT capacities.
24. Is there an existing Yes. Few studies in the local
research gap? context focus on the use of
digital storytelling or e-
comics as instructional tools
in Araling Panlipunan,
particularly those that
integrate localized content
and address least-mastered
competencies.
25. What method and A quasi-experimental
technique did you use? sequential explanatory
design was used, combining
quantitative methods (pre-
test/post-test) with
qualitative techniques
(Focus Group Discussion
and teacher interview).
26. Discuss the population The study involved 65
and sample of your study? Grade 4 learners from two
intact sections at Gattaran
East Central School. One
group served as the control
(traditional instruction), and
the other as the
experimental (Panlipuniks
intervention). Qualitative
participants included
selected learners from the
experimental group and the
implementing teacher.
27. What instrument did you A 15-item researcher-made
use? multiple-choice test served
as both the pre-test and
post-test. Semi-structured
interview guides were also
used for the FGD and in-
depth teacher interview.
28. How do you plan to After obtaining necessary
gather your data? approvals, the researcher
will administer the pre-test,
implement the Panlipuniks
intervention, and then
administer the post-test.
FGDs with learners and an
interview with the teacher
will be conducted to gather
qualitative insights.
Quantitative data will be
analyzed statistically, while
qualitative responses will be
thematically analyzed.