Personal Development

Quarter 2 – Module 22:

Conduct a Mini-survey on
Filipino Relationships
(family, school, and community)

i
Personal Development
Alternative Delivery Mode
Quarter 2 – Module 29: Factors in Personal Development: Guide in Making Important
Career Decisions
First Edition, 2020

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Personal Development

Quarter 2 – Module 29:

Conduct a Mini-survey on
Filipino Relationships
(family, school, and community)

This instructional material was collaboratively

developed and reviewed by educators from public and
private schools, colleges, and or/universities. We encourage
teachers and other education stakeholders to email their
feedback, comments, and recommendations to the
Department of Education at [email protected].
We value your feedback and recommendations.
Introductory Message
For the facilitator:

Welcome to the PERSONAL DEVELOPMENT - Grade 11/12 Alternative

Delivery Mode (ADM) Module 22: Conduct a Mini-Survey on Filipino Relationships
(family, school and community)!

This module was collaboratively designed, developed, and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator, in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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For the learner:

Welcome to the PERSONAL DEVELOPMENT - Grade 11/12 Alternative

Delivery Mode (ADM) Module 22: Conduct a Mini-Survey on Filipino Relationships
(family, school and community)!

This module is designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You are expected to
process your own learning with the guide provided in each part of the module.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the new
lesson. If you get all correct answers (100%),
you may decide to skip this module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.
In this portion, the new lesson will be
What’s New introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

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 Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned. This also helps in the
retention of learned concepts.

Answer Key This contains the correct answers to all the

activities in the module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and in checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module is crafted and made to guide you to see your social relationship
with others. Being able to create friendships and new attachment with peers foster
social relationship.
The scope of this module is intended for social relationship in the middle and
late adolescence. The lessons are arranged to follow the standard sequence of the
course.
The module focuses on social relationship with the family, school, and
community in middle and late adolescence. We cannot deny that establishing
relationship is vital to everyone. Looking for company during the middle-ages
sometimes gravitate the relationships and attachments of an individual to their peers.
Filipinos for instance, are very much close to family, relatives, and even
acquaintances.
After going through this module, you are expected to:

a. Conduct a Mini-survey on Filipino Relationships (family, school, and

community)

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 What I Know

Choose the letter of the best answer. Write your chosen letter on a separate
sheet of paper.

1. What is the primary source of personal relationship in teenage life?

A. Family B. school C. community D. peers

2. What is critical in the development of teenagers’ life as they transcend

to young adulthood?
A. Friendship and attachment
B. High school and college years
C. Family and school activity
D. School and community involvement

3. Which relationship refers to connection that exist between people who

have recurring interaction that are perceived by the participants to
have personal meeting?
A. Social relationship
B. Personal relationship
C. Emotional relationship
D. Marital relationship

4. What relationship is involved when you encounter people oftentimes?

A. Family
B. Friends
C. Colleague
D. Acquaintances

5. What partnership is present when a scholastic achievement of the

teenager is involved?
A. Home – school partnership
B. School – community partnership
C. Community – home partnership
D. Community – parents’ partnership

6. Which of the following defines community partnership?

A. It is the way in which two people regard and behave
towards each other.
B. It is the relationship between family members and neighbors
C. It is the relationship through kinship
D. It describes a company’s interaction in the society in
which someone resides

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 7. What is true about a mini-survey?
A. It consists of 15-50 questions
B. It is given to a large group of respondents
C. It invites freely expanded comment
D. It usually used more close than open – ended questions

8. Eric has to conduct a mini-survey about Family relationship. Who

would be his possible respondents?
A. Eric’s neighbors
B. Eric’s Friends
C. Eric’s schoolmates.
D. Eric’s siblings and kinship

9. Which of the following questions is correct and appropriate when

writing questionnaire?
A. Whose student is present in the meeting?
B. Would you like to study near Manila?
C. If you could improve your speech, would you do it?
D. Should the school strictly implement the policies?

10. How many words must be used in making questions in a mini-survey?

A. More than 16 words
B. Less than 16 words
C. Exactly 16 words
D. 20 words and above

11. What kind of sentence is acceptable in constructing questions

in mini- survey?
A. Simple sentence
B. Compound sentence
C. Complex sentence
D. Vague sentence

12. Which step is NOT included in conducting a mini-survey?

A. Clarify your objectives
B. Find out what else has been done
C. Choose the respondents
D. Develop the questions while conducting the survey

13. According to the British and Thorndike 1973, guidelines for writing
questions must be:
A. Long and accurate
B. Short and simple
C. Constructed with passive than active words
D. Constructed with pronoun instead of noun

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14. Grace is preparing a mini-survey about Filipino relationship. What is
the first thing that she must do?
A. Prepare a question
B. Go out and look for respondents
C. Interview the respondents
D. Clarify the objectives in conducting survey

15. Which is the correct order in preparing a mini-survey?

A. Find out what else has been done
B. Clarify the objectives
C. Choose your respondents
D. Develop the questions
a. ABCD
b. BACD
c. CABD
d. DCBA

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 Lesson Conduct a Mini-Survey on

22 Filipino Relationships
(family, school, and community)
The social relationship needs interaction among individuals, which involves
influence. Individual’s influences have an effect on your behavior which may help or
hinder you from fulfilling your social roles. Moreover, it is inevitable that someone
may agree or disagree with you because there is no perfect world that everything goes
well with you, not everybody says “yes” and makes a nod with your thoughts,
opinions, and values--which means disagreements can be pretty common, especially
in the society where you live in.

The ability to perceive how people see you is what enables you to connect to
others authentically and to reap the deep satisfaction that comes with those ties.
Establishing connections and relations is needed in the place where you are and the
organization where you belong. In this lesson, you will further deepen how the
Filipino relationships are common to every people (adolescence) by conducting a
mini-survey.

What’s In

Activity 1: Complete the puzzle below by filling a word that fits each clue. Write
your answers on a separate piece of paper.

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 What’s New

Activity 1: Camera Action

1. Paste your photo on the picture frame below. Make an online survey on
how other people perceive you or see you. Your respondents are your
family, schoolmates, church mates, and your friends in your Facebook. Ask
them to describe you in terms of how you relate with them using positive
description.

2. Write all the descriptions made by your respondents on the hand below,
then write on the shapes the first five common adjectives that people
frequently used to describe you.

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Process questions:

1. How did you find the activity?

2. How did you perceive yourself from the point of view of your family school
and community?
3. Write your own description of how you relate with others on the first
column. On the second, third and fourth column, write the perception of
your family, schoolmates or community respectively about how you deal
with them.

My Descriptions Family Schoolmates Community

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

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 What is It

Middle Adolescents find themselves in the company of their peers usually

from the school or neighborhood. As they gravitate more toward these groups, the
attachment to the family as their primary source of personal source or personal
development shifts to these peers or group.
Being able to create friendship and new attachment is critical in the
development of adolescents as they transcend to young adulthood. From high
school to college, adolescents nurture faster socially where new lessons are
learned especially on how their social interactions are formed. They affirmed
themselves with self-identity and their self-esteem develop their capacity to
nurture who they are. In such way, learning to associate and develop
relationships is nurtured in this stage.
Social relationship is very common to all individuals. Social relationships
refer to the connections that exist between people who have recurring interactions
that are perceived by the participants to have personal meaning. This definition
includes relationships between family members, friends, neighbors, fellow
workers, and other associates.
Relationship is the way in which two or more people or groups regard and
behave toward each other. There are many different types of relationships. In this
topic, we will focus on three types of relationships: Family relationships,
friendships, acquaintanceships and community relationships.
Family relationships, or relatives are people we are connected to through
some form of kinships, such as parents, brothers and sisters, grandparents,
aunts and uncles or step-parents. The family includes siblings and parents you
may see every day growing up, and other relatives such as cousins, aunts, uncles,
and grandparents you may not see frequently.
Friends are people we are not related to but choose to interact with. A friend
is a person whom one knows and with whom one has a bond of mutual affection,
typically exclusive of sexual or family relations. Friends are people we trust,
respect, care about, and feel that we can confide in and want to spend time with.
Friends are close to you whom you can confide in.
Acquaintances are people you may encounter oftentimes, but are not
friends or relatives. For instance, they may be a neighbor who lives in your road,
a work colleague or someone you have seen a few times at a social event but do
not yet know well. Acquaintances are persons whom you know slightly, but who
is not a close friend.
Community relations simply describe a company's interactions with the
community in which it resides. Cambridge dictionary defines it as the relationship
that a company, or organization has with the people who live in the area in which
it operates. Building community relationships can be the most important
communication activity undertaken by an organization for the good of the
community.

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 Filipino Relationship
(family, school, and community)

Filipino’s perspective in building family relationship is focused on

establishing close ties. Filipinos are very hospitable and friendly people. They
always smile no matter how they feel. Meeting someone for the first time, Filipinos
do not hesitate to give a smile before starting a conversation. Filipinos have close
family ties and always wanted to talk about their extended family. Filipinos are
very family-oriented.

School
Home-school partnership occurs through the processes of cooperation,
coordination, and collaboration to enhance learning opportunities, educational
progress, and school success for students in the academic, social, emotional, and
behavioral domains. According to M. Johnson 2015, Home-School Partnerships
stated that Children's learning is increasingly moving toward a broader vision of
the 21st century learning. As children's educations increasingly occur across a
range of settings, parents are uniquely positioned to help ensure that these
settings best support their children's specific learning needs.
Parental involvement is observed in the school setting in the Philippines. The
amount of participation a parent has when it comes to the schooling of his/her
children fosters healthy outcome thus, parental involvement is needed in
children's education.
According to H. Castillon1 & A. Bonotan, The Dynamics of Home-School
Partnership and Young Learners’ Performance: From the Lens of Kindergarten
Teachers Conferences, Classroom Projects, Contributions”; Partnership is
strengthened with the 3 R’s: Rapport, Reaching Out, Recognition to Parents”;
“Involved Parents beget confident, sociable, and active kids”, “Less involved
parents tend to have kids who are timid, withdrawn and perform less.” Parenting
is important in the Philippine educational setting because family is viewed as a
center to one's social world.

Community
Many of today's leaders in education, business and community development
are coming to realize that schools alone cannot prepare our youth for a productive
adulthood. It is evident that schools and communities should work closely with
each other to meet their mutual goals. Schools can provide more support for
students, families, and staff when they are an integral part of the community.
Appropriate and effective collaboration and teaming are seen as key factors to
community development, learning, and family self-sufficiency.
Partnerships should be considered as connections between schools and
community resources.

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 The partnership may involve the following:
1. utilization of school or neighborhood facilities and equipment or giving out
other resources
2. collaborative fundraising and grant applications giving assistance
3. mentoring and training from professionals and others with special
expertise
4. information sharing and dissemination
5. networking recognition and public relations
6. shared responsibility for planning
7. implementation and evaluation of programs and services;
8. expanding opportunities for internships, jobs, recreation, and building a
sense of community.

School-community partnerships can intertwine many resources and

strategies to enhance communities that support all youth and their families. They
could make schools better, strengthen neighborhoods, and lead to a noticeable
depletion in young people's problems. Building such partnerships requires
visioning, strategic planning, creative leadership, and new adoptable roles for
professionals who work in schools and communities.

Conducting a mini-survey
Filipino relationships are observed in the family, school, community, and
other agencies.
Find out how social relationship occurs in the lives of teenagers by conducting
mini-survey. In conducting a mini-survey, you have to know how it is done.
Mini-surveys are carefully focused on a specific topic. It contains only fifteen
to thirty questions. It is given to a small sample of twenty-five to seventy people. It
usually uses more closed than open-ended questions; that is, they use questions that
force the respondent to choose from a small set of alternative answers, rather than
inviting a freely expanded comment.
Some uses of the mini-survey are:
 To get a picture that will help you to design the next stages of your
research
 To assess the feasibility of a project
 To get reactions from beneficiaries
 To evaluate projects.

Advantages of mini-survey
A mini-survey can be completed in three to seven weeks compared to
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 large surveys that can take a year, before the whole process to be completed
and the results analyzed.
1. Technically, mini-surveys for development research are usually
structured interviews rather than questionnaires, because
questionnaires exclude people who cannot read. Interviews have the
added advantage of allowing you to help people through a process that
may be culturally alien, confusing, or intimidating.

2. The respondents are few.

3. A mini-survey may not give you great precision, it may be good enough
to give you a general picture of the situation, trends, and patterns.

Steps in conducting a mini-survey

Step 1: Clarify Your Objectives

Ask yourself:
a. "What do I want to find out?" "Why?"
b. "Is this technique the way to get this kind of information?"
c. "When I get the answers to these questions, will they meet my
needs?"

Step 2: Find Out What Else Has Been Done

There are ready-made survey questions which were utilized by some

researchers and may be good enough for your purposes. This may provide you
with some useful ideas and information and will allow you to use for your
study. This may also let you go a step a little further for it gives a little ease to
do. However, do not automatically use someone else's questions unless you
are convinced, they will work for you.

Step 3: Choose the Respondents

First, you must decide whether you are going to ask your questions of
the entire group or second you use sampling.

Step 4: Develop the Questions

Prepare your questions to be asked from your respondents. Learn to
write good questions by thinking things through and by knowing about the
people who will answer them.

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Guide in writing questions: The Do’s and the Don’ts
The following guidelines for writing questions were adapted from the
work of cross-cultural research experts Brislin, Lonner, and Thorndike (1973),
who created them to help in translating questions from one language to
another. But they are useful even when you do not have to translate.
1. Use short, simple sentences of less than sixteen words. However,
sensitive questions may require a softener.
2. Use the active rather than the passive voice:
"Should the teachers discipline the students?" rather than
"should discipline be carried out by the teachers?"
3. Repeat nouns instead of using pronouns:
"When the teacher saw Memorandum, he was terrified."
Who was terrified?
4. Avoid metaphors and colloquialisms:
"Earl and Eljim agreed, but Eloise thought that was a horse of a
different color."
5. Avoid the subjective mode, such as verbs with could and would:
"If the school could improve its security system, would people send
more girls?"
Avoid vague words such as "nearer," "often," and "frequent." "Would
you like to live nearer to Baguio?"
6. Avoid possessive forms where possible:
"Mila's sister took her request to her teacher."
Whose request, whose teacher?
7. Use specific rather than general terms:
The chief, the teacher, rather than the authorities, the soccer club, the
debating team, rather than extracurricular activities.
8. Avoid words with two different verbs if the verbs suggest two different
actions: "Should villagers attend and challenge the teachers at the
parent-teacher meetings?"

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 What’s More

Activity 1: Survey on Family Relationship

Complete the unfinished words. Put a check (/) mark to the family members whom
the social skill is suited.

Questions Father Mother I My My

brother sister
Example:
Show respect to others / /
1. entertains the visitor well
2. is flexible and open-minded
3. gives academic support
4. makes decisions
5. good in resolving family conflicts
6. gives advice most of the time
7. is skillful communicators
8. is compassionate
9. is a disciplinarian
10. provide love and affection
11. give encouragement
12. active listener
13. sympathizes with others

Process Questions:

1. What made you decide to assign the social skills of each family member?
2. How certain are you that these social roles are really intended for them?
3. What is the impact of performing these social roles in maintaining
harmonious relation in the family?

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Activity 2: Social Relationship
Make a survey about the relationship of your parents/family to your school
and to your community by making a pie graph. Put and use the quantifiers to show
the amount of time your parents spend in showing social relationship to the
following:

School:

1. Access to school activities

2. Attend PTA meetings
3. Join school clubs
4. Share time (e.g. clean up drive, brigade eskwela, tree planting)
5. Help you in your school assignment

Community:

1. Attending Mass/ Church

2. Participate in the barangay’s meeting
3. Donate goods to people in need
4. Volunteer to community service
5. Help improve the community

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 What I Have Learned

Give your reflection on this topic by accomplishing the

“My Reflection” activity.

MY REFLECTION

Based on the topic, I have learned that mini-survey may help me in:
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________

I can do mini-survey by:

__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________

I will apply what I have learned through:

__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________

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 What I Can Do

Making Questionnaire
1. Make at least three (3) questions about Filipino relationships in terms of
family, school, and community using the “guide in writing the
questionnaire”. (See the guide on page 12)

QUESTIONS: Very Much Evident Less Not

Much Evident Evident Evident
Evident
5 4 3 2 1
A. Filipino
Relationship (family)
e.g. Do Filipinos value
the close family ties?
1.

2.

3.

B. Filipino Relationship
(school)
1.
2.
3.
C. Filipino Relationship
(community)
1.

2.

3.

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 Assessment

Choose the letter of the best answer. Write your chosen letter on a separate sheet
of paper.

1. Which institution has the responsibility for developing the personal

relationship in teenage life?
A. Family B. School C. Community D. Barangay Office

2. Who could influence more in the development of teenagers as they

transcend to young adulthood?
A. Classmates in high school and college
B. Friendship and attachment
C. Family members and relatives
D. School and the teachers

3. What is social relationship?

A. refers to society and the place where he/ she belongs.
B. refers to the Emotional relationship of individual
C. refers to the Marital relationship
D. refers to connection that exist between people who have
recurring interaction that are perceived by the participants to
have personal meeting

4. What is an acquaintance?
A. a person whom you are always with
B. a person one knows slightly, but who is not a close friend.
C. a person you meet every day, who is close to you.
D. a person who knows you, but you do not know them.

5. How can home and school partnership develop the social relationship of an
adolescence?
A. The school broadens the mind of the students.
B. The school involves the parents in its various activities.
C. The school and the home create a Collaborative
Environment to the students.
D. The school suggests improvement for students’ academic performance.

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6. Which group of numbers help build community partnership?
1. Provide continuity of services across the day and year, easing school
transitions and promoting improved attendance in after school
programs.
2. Facilitate access to a range of learning opportunities
3. Reinforce concepts taught in school without replicating the school day
4. Positive relationships with schools cannot foster high quality,
engaging, and challenging activities.

A. 1,2 and 3 C. 2,3 and 4

B. 1,3 and 4 D. 1,3 and 4

7. What is NOT true about a mini-survey?

A. It consists of 15-50 questions
B. It is given to a large group of respondents
C. It invites freely expanded comment
D. It usually uses more close than open – ended questions

8. Eric has to conduct a mini-survey about school relationship. Who

would be his possible respondents?
A. Eric’ teachers
B. Eric’s Parents
C. Eric’s schoolmates.
D. Eric’s siblings and kinship

9. Which of the following questions is correct and appropriate when

writing questionnaire about home and school partnership?
A. Does the partnership between school and home reduce school violence?
B. Does the partnership between school and home lead to better
working conditions for faculty and staff?
C. Does the partnership between school and home increase
power and understanding of education?
D. Does the partnership between school and home improve grades and
make the students become achievers?

10. How many words must be used in making questions in a mini-survey?

A. More than 16 words
B. Exactly 16 words
C. 20 words and above
D. Less than 16 words

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11. What phrase does NOT tell about the benefit of conducting a mini-survey?
A. low cost
B. Convenient data gathering
C. Good statistical significance
D. Ideal for controversial issue

12. Which step is included in conducting a mini survey?

1.Clarify your objectives
2.Find out what else has been done
3.Choose the respondents4
4.Develop the questions while conducting the survey
A. 1,2,3 C. 2,3,4
B. 1,3,4 D. 1,2,4

13. According to the British and Throndike 1973, guidelines for writing
questions must be:
A. Long and accurate
B. Short and simple
C. Constructed with passive than active words
D. Constructed with pronoun instead of noun

14. Which is the correct order in preparing a mini-survey?

1. Develop questions
2. Choose respondents
3. Find out what else has been done
4. Clarify the objectives in conducting survey

A. 4,3,2,1 C. 4,3,2,1

B. 3,4,2,1 D. 1,2,3,4

15. How can a mini-survey help researchers conduct a bigger study in the
future?
A. Researchers can get a picture that will help them design the next
stages of their research.
B. Researchers may rely to their study.
C. Researchers can do their mini-study only.
D. Researchers may believe and be contented with the result of the
mini-survey.

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 Additional Activities

Activity
1. Conduct a mini-survey by asking your family members or neighbors to
answer the questionnaire you do through an line or group chat.
2. Retrieve and gather the results of their answers.
3. Tally the result of the survey in a table form. Use the table that you have done in
‘Making Questionnaire’ activity.
4. Interpret the result by showing the findings of your study in the narrative
form.

QUESTIONS: Very Much Evident Less Not

Much Evident Evident Evident
Evident
5 4 3 2 1
A. Filipino Relationship
(family)
e.g. Do Filipinos value
the close family ties?
1.
2.
3.
B. Filipino Relationship
(school)
1.
2.
3.
C. Filipino Relationship
(community)
1.
2.
3.

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 Answer Key

15.D 15.A
14.B 14.C
13.B 13.D
12.D 12.A
11.A 11.D
10.B 10.D 10.Compliance
9. D 9. D 9. Leader
8. D 8. D 8. Follower
7. D 7. C 7. Obedience
6. D 6. A 6. Interaction
5. A 5. C 5. Conformity
4. D 4. B 4. Competence
3. A 3. D 3. Behavior
2. A 2. B 2. Social
1. A 1. A 1. Relationship

What I Know Assessment What’s In

References
Judith G. Smetana 2011 John Wiley & Sons Adolescents, Families, and Social
Development: How Teens Construct Their Worlds. Copyright 2012

Mitchelle Johnson, 2015 Home-School Partnerships Encyclopedia of Cross-

Cultural School Psychology DOI: https://doi.org/10.1007/978-0-387-71799-
9_199 2010 Edition

Eileen Kane, 1995. Research Handbook for Girls' Education in Africa EDI Learning
Resources Series the World Bank Washington, D.C. 20433, U.S.A.

Brislin, Richard W., Walter J. Lonner, and Robert M. Thorndike. 1973. Cross-
Cultural Research Methods. New York: J. Wiley.

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