11

TVL-IA-EIM
Quarter 2 – Module 5:
OWN ROLE AND RESPONSIBILITY
WITHIN TEAM
TVL-IA-Electrical Installation and Maintenance NCII – Grade 11
Alternative Delivery Mode
Quarter 2 – Module 5: Own Role and Responsibility Within Team
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
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represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Lester S. Barriga
Editors: Howel Jay M. Caluyo, Jonathan A. Bayaton
Reviewers: Dennis S. Calinao, Gemuel C. Ibero, Howel Jay M. Caluyo, Alden B. Deguit,
Jonathan A. Bayaton
Typesetter: Lester S. Barriga
Layout Artist: Alden B. Deguit
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, Ed.D., Ph.D. Maricel S. Rasid
Adolf P. Aguilar, Ed.D., TM Elmar L. Cabrera
Nilita R. Ragay, Ed.D.
Antonio B. Baguio Jr., Ed.D.

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: [email protected]
 11

TVL-IA-EIM
Quarter 2 – Module 5:
Own Role and Responsibility
Within Team
Introductory Message
For the facilitator:

Welcome to the Electrical Installation and maintenance Grade-11 Alternative

Delivery Mode (ADM) Module on Own Role and Responsibility Within Team!
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. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.

ii
For the learner:

Welcome to the Electrical Installation and Maintenance Grade-11 Alternative

Delivery Mode (ADM) Module on Own Role and Responsibility Within Team!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while
being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or skill
into real life situations or concerns.

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 This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all 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 instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and 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 was designed and written with you in mind. It is here to help you
understand the principles of working in a team environment. The scope of
this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in
which you read them can be changed to correspond with the textbook you are
now using.

The module contains the lesson:

• Own Role and Responsibility Within Team

After going through this module, you are expected to:

1. Identify and discuss the role objective of the team identified from
available sources of information;
2. Perform the identification of the role and objective of the team based on
available sources of information;
3. Value the importance of identifying the role and objective of the team
based on available sources of information.

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 What I Know

A. Identification: Choose your answer inside the box. Write only the letter
in your activity notebook.

A. Work Teams B. Parallel Team

C. Project Teams D. Management Teams
E. Social Loafing

______1. These are groups that are usually created “outside regular authority
and communication structures to identify and work on problems that
the formal organization is unwilling or unable to deal with.
______2. These are work groups that are created for a particular task.
______3. An intact group of employees who responsible for a ‘whole work
process or segment that delivers a product or service to an internal
or external customer.
______4. It happens when certain group members do not put forth as much
effort in the group compared to when they are working independently.
______5. These teams consist of employees who have the highest
organizational management levels and have the duty of maintaining
the organization.

B. Write TRUE if the statement is true. Write FALSE if the statement is false. Write
your answers in your activity notebook.

_______1. Affective tensions happen when group members do not feel equal.
_______2. Conflict is inevitable and will most likely occur in groups and teams.
_______3. Effectiveness is not just the outcome of the task, but also the
perceptions of satisfaction, commitment, retention, and absenteeism.
_______4. Project teams often use individuals with specialized skills to achieve
a goal in a set predetermined amount of time.
_______5. Equity tensions originate from group members’ perceptions that the
group is not productive.

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 What’s In

This module about own role and responsibility within team covers types of
teams and its composition as well as the individual responsibilities of each
team member. It explains the significance of each member regardless of the
extent and breadth of its responsibility in a team. Each team member plays a
significant role in the form of resources, skills, and bandwidth to achieve a
common goal.

Notes to the Teacher

This module contains the topics on Own Role and Responsibility
within Team that tackles the significant roles of team members in
an organization.

To enhance the learners’ experience in this module, varied

activities are introduced relevant to the topic. Hence, a thorough
explanation on the use of this module is required as well as
keeping track of the learners’ progress to ensure its effectiveness.

Continued guidance and encouragement is expected of the

facilitator within the duration of the module in order for the
learners to sustain its requirements.

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 What’s new

Bundle of Sticks!

Once upon a time, an old man lived with his three sons in a village. All his
three sons were hard workers. Still, none of them agreed with each other
and quarreled all the time. The old man tried a lot to unite them but he
failed. While the villagers were surprised at their hard work and efforts, they
also made fun of them on their fights. Months passed by and the old man
fell sick. He talked to his sons to stay united, but none of his sons heard his
words. So, he decided to teach them a practical lesson so that they would
shed off their differences and stay united. The old man called as his sons.
He told them, “I will give you a bundle of sticks. Separate each stick and
you will have to break each stick into pieces of two. The one who breaks the
sticks quickly will be rewarded more.” All sons agreed. The old man gave a
bundle of 10 sticks to every one of them and asked to break it into pieces.
All sons broke the sticks into pieces in minutes. Again, they started to
quarrel among themselves as to who came first. The old man said, “Dear
sons, the game is not over. Now I will give another bundle of sticks to all of
you. You will have to break the sticks as a bundle, not as separate sticks.”
The sons agreed and began to break the bundle of sticks. Unfortunately,
they could not break the bundle. They tried very hard but failed to complete
the task.

All sons said to the father about the failure.

The old man replied, “Dear sons, See! You could easily break the single
sticks into pieces, but you were not able to break the bundle! The sticks
were same. So, if you stay united, nobody can make any harm to you. If you
quarrel every time with your brothers, anyone can easily defeat you. I
request you to stay united.”

The three sons understood the power of unity and promised their father that
whatever be the problem, they would all stay together.

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 What is It

Lesson
Own Role and Responsibility
1 Within Team

Types of Team

1. Work Team

A work team is a group that individuals are usually appointed in an

organization. Richard Wellins, William Byham, and Jeanne Wilson defined
work teams as “an intact group of employees who responsible for a ‘whole
work process or segment that delivers a product or service to an internal or
external customer. When we work for an organization, our supervisors and/or
managers will usually assign work teams for us. These teams can differ in
regards to type and size. These groups are vital to the organization’s longevity
and overall success. Wellins et al. noted that several of the major corporations
such as General Mills and AT&T, had significant results in productivity with
the use of work teams. In order to have effective work teams, organizations
must allow for empowerment. A management practice of sharing information,
rewards, and power with employees so that they can take initiative and make
decisions to solve problems and improve service and performance.
Empowerment is based on the idea that giving employees skills, resources,
authority, opportunity, motivation, as well as holding them responsible and
accountable for outcomes of their actions, will contribute to their competence
and satisfaction. Balancing creativity and constraint. As you can imagine, if
a group is given a task to solve an organizational dilemma, but not allowed to
execute it, then it does nothing but frustrate the group. Wellins et al.
explained there is a relationship with the amount of group empowerment and
the group responsibility.

Susan Cohen and Diane Bailey analyzed work teams and discovered that are
many elements to their organizational performance. What makes teams work:
Group effectiveness research from the shop floor to the executive suite.
Journal of management, 23, 239–290.:

1. Group composition. How does the size, diversity, and experience of the
group members influence the team?
2. Task design. How does the constitution and difficulty of the team’s
task impact their performance?

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 3. Organizational context includes reward/punishment procedures and
the type of supervision that the team experiences.
4. Internal processes is the amount of teamwork and/or conflicts that
occur.
5. Group psychological traits include group norms that influence the
team’s performance. Is the group cohesive and cooperative?
6. Effectiveness is not just the outcome of the task, but also the
perceptions of satisfaction, commitment, retention, and absenteeism.

Cohen and Bailey noted that work teams are viewed as the most ideal way to
make decisions in organizations. This is because work teams have more
flexibility, originality, and adaptability. There are many advantages to work
teams. This includes:

1. Empowerment of members to have a more straightforward part in the

decision making process
2. The development of a more multi-skilled workforce rather than deskilled
3. The advancement of stronger team synergies that produce more
creativity in decision making
4. The subordination of individual’s agenda to the task
5. Better decisions by grouping talented team members together
6. Better autonomy due to direct supervision
7. More commitment to the organization and its goals 8. Overall higher
productivity levels.Mumby, D. K. (2013). Organization communication:
A critical approach. Los Angeles, CA: Sage.

2. Parallel Team

Collateral organizations are also called parallel teams. These are groups that
are usually created “outside regular authority and communication structures
to identify and work on problems that the formal organization is unwilling or
unable to deal with. For instance, an organization like a university can hire a
parallel team to create better advertising and marketing campaigns and let
them focus on educating students. Parallel teams can be very beneficial
because it usually happens outside the organization itself.

3. Project Team

Another type of team is called project teams. These are work groups that are
created for a particular task. Technology-information processing fit of
contingency theory. Project teams often use individuals with specialized skills
to achieve a goal in a set predetermined amount of time. Some examples of
project teams might include creating a new model or determining the best
application for technology. Usually, project team members are selected for
their experience and/or expertise in a specific area. Robert Keller discovered
that teams with challenging tasks were more likely to process information
more resourcefully, in turn creating a better quality outcome. These teams
are usually created very quickly with a detailed objective. Often times, these
group members do not have time to spend on getting to know the other

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members.

4. Management Team

Another type of team is called management teams. Functional top

management team members: A review, synthesis, and research agenda. These
teams consist of employees who have the highest organizational management
levels and have the duty of maintaining the organization. These members
possess leadership and authoritative powers that are given to them by
shareholders and/or board of directors. You’ll notice that all of the
organizational positions below start with the word “chief.” Because the word
“chief” is listed in all of these positions, the group of executives who embody
these different roles are often referred to as the “C-suite” in organizational
literature. Some of the positions that are part of a management team include:

a. Chief Executive Officer (CEO)—this person is usually responsible to the

entire organization and communicates with the board of directors and/or
chairman of the organization. The CEO has to execute the board of directors’
decisions and to preserve the organization’s functions and goals. Sometimes
that CEO is president of the organization.

b. Chief Operations Officer (COO)—this person primarily focuses on sales and

production. They typically are more involved that the CEO. Yet, they are in
constant communication with the CEO. The COO is sometimes recognized as
a vice president of the organization.
c. Chief Financial Officer (CFO)—this person focuses on the financial aspects
of the organization. The CFO reviews and evaluates all financial data, budgets,
and costs associate with the organization. The CFO often explores the
financial stability and uprightness of the organization. The CFO presents this
information to the board of directors and governmental regulatory affiliates
such as the Securities and Exchange Commission. The CFO is also known as
a senior vice present.

d. Chief Technology Officer (CTO)—this person reports to the CEO. This

person is mainly accountable for the technological advances and matters in
the organization. This can also include any scientific innovations or
discoveries.

e. Chief Learning Officer (CLO)—this person reports to the CEO. This person
is accountable for all of the workplace learning and human performance
improvement activities within the organization. This individual usually has a
background in education, instructional design, and adult learning.

f. Chief Diversity Officer (CDO)—this person reports to the CEO. This person’s
duties include assessing, cultivating, defining, and nurturing cultural
diversity as an organizational resource. Other common duties include
affirmative action/equal employment opportunity and ensuring the creation
of an inclusive climate within the organization itself.
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Overall, the organization management team has many key individuals that
maintain the organization’s mission and goals. These individuals must
communicate with each other so that the organization can run effectively and
efficiently. Moreover, they must be able to handle crises and resolve problems
successfully for the organization’s prosperity and future success.

Roles and Responsibilities of Team Members

Teams are usually selected or authorized by the Quality Council. A team

normally consists of Team leader, Facilitator, Recorder, Timekeeper and
Members. Each and every member have their own responsibilities. They play
their role for the welfare of the team. Some of the roles and responsibilities of
team members are briefly explained below.

1. Role and Responsibilities of Team leader

A team leader is selected by the quality council, sponsor or the team itself.

1. Team leader ensures smooth and effective operations of the team.

2. He ensures that all members participate during the meetings and he
prevents members from dominating the proceedings unnecessarily.
3. He serves as a mediator between the team and the Quality Council.
4. He implements the changes recommended by the team.
5. He prepares the agenda of all meetings and ensure necessary resources are
available for the meeting.
6. Team leader ensures that team decisions are taken by consensus rather
than unilaterally.

2. Role and Responsibilities of Facilitator

Facilitator is not a member of the team. Yet his role in the team is
indispensable.

1. Facilitator supports the leader for facilitating the team during initial stages
of the team.
2. He focuses on team process.
3. He acts as resource to the team
4. He provides feed back to the team concerning the effectiveness of the team
process.

3. Role and Responsibilities of Team Recorder

1. Team recorder is selected by the team leader or by the team and may be
rotated on a periodic basis.
2. He documents the main ideas of the team’s discussion.
3. He presents the documents for the team to review during the meeting and
distribute them as ‘minutes of the meeting‘ afterwards.
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4. He participates as a team member.

4. Role and Responsibilities of Time keeper

1. Time keeper is selected by the leader or by the team and may be rotated on
a periodic basis.
2. He monitors the time to maintain the schedule as per agenda.
3. He participates as a team member.

5. Role and Responsibilities of Individual Member

1. Team member is selected by the leader, sponsor, or quality council (or) is a

member of a natural work team.
2. He should actively, participate in meetings and shares knowledge,
expertise, ideas and information.
3. He should respect others’ contribution.
4. He should listen carefully and ask questions.
5. He should be enthusiastic.
6. He should work for consensus on decisions.
7. He should be committed to team objectives.
8. He should carry out assignments between meetings such as collecting data,
observing processes, charting data and writing reports.

What’s More

Exercise 1
Direction: Match column A with column B. Write your answer on your
notebook.
A B
1. Empowerment a. is a group that individuals are usually
appointed in an organization.

2. Effectiveness b. include group norms that influence the

team’s performance.

3. Chief Executive Officer c. is selected by the leader or by the team

and may be rotated on a periodic basis.

4. Chief Financial Officer d. He documents the main ideas of the

team’s discussion.

5. Time keeper e. reviews and evaluates all financial data,

budgets, and costs associate with the
organization.

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6. Team recorder f. has to execute the board of directors’
decisions and to preserve the
organization’s functions and goals.

7. Chief Operations Officer g. are also called parallel teams.

8. Work team h. giving employees skills, resources,

authority, opportunity, motivation, as well
as holding them responsible and
accountable for outcomes of their actions.

9. Group psychological traits i. is not just the outcome of the task, but
also the perceptions of satisfaction,
commitment, retention, and absenteeism.

10. Collateral organizations j. is sometimes recognized as a vice

president of the organization.

Exercise 2

Text Twist:

A. Directions: Inside Box A are jumbled letters. Arrange the letters to form
words pertaining to own role and responsibility within team. Then write the
words inside Box B. Write your answer on your notebook.

Box A Box B

1. TORTALICIAF 1.
2. META 2.
3. SOURERESC 3.
4. ALOGS 4.
5. NESSTIEVFFECE 5.

B. Directions: Describe at least two of your answer in activity A.

1.
_________________________________________________________________________
___________________________________________________________________________

2.

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___________________________________________________________________________
___________________________________________________________________________

Essay Rubrics

Areas of
Assessment A B C D
Presents ideas Presents ideas
in an original in a Ideas are too Ideas are
Ideas manner consistent general vague or
5 points manner unclear
4 points 3 points 1 point
Organization Strong and Organized Some No
organized beg/mid/end organization; organization;
beg/mid/end attempt at a lack
10 points 7 points beg/mid/end beg/mid/end
4 points 1 point
Understandin Writing shows Writing shows Writing shows Writing shows
g strong a clear adequate little
understandin understandin understandin understandin
g g g g
10 points 7 points 4 points 1 point
Mechanics Few (if any) Few errors Several errors Numerous
errors errors
5 points 4 points 3 points 1 point

What I Have Learned

Write your answers in your activity notebook.

I have learned that ________________________________________.

I have realized that ________________________________________.

I will apply ________________________________________________.

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 What I Can Do

Activity: Write your answers in your activity notebook.

Instruction: Consider yourself as a member of a team. Pick a role from the
list below. In 10 to 15 sentences, explain what are the considerations in
choosing that particular role and why?
Roles of Team Members:
1. Team Leader
2. Facilitator
3. Team Recorder
4. Time Keeper
5. Individual Member

Essay Rubrics

Areas of
Assessment A B C D
Presents ideas Presents ideas Ideas are too Ideas are
in an original in a general vague or
Ideas manner consistent unclear
5 points manner 3 points 1 point
4 points
Organization Strong and Organized Some No
organized beg/mid/end organization; organization;
beg/mid/end attempt at a lack
10 points 7 points beg/mid/end beg/mid/end
4 points 1 point
Understandin Writing shows Writing shows Writing shows Writing shows
g strong a clear adequate little
understandin understandin understandin understandin
g g g g
10 points 7 points 4 points 1 point
Mechanics Few (if any) Few errors Several errors Numerous
errors errors
5 points 4 points 3 points 1 point

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 Assessment

A. Identification. Choose your answer from the box. Write your answers on
your notebook.

A. Goal Clarification B. Commitment

C. Orientation D. Contrived Collegiality
E. Lack of Trust F. Virtual Teams
G. High Performance H. Renewal
I. Higher Efficiency J. Cross-functional Teams

______1. A stage in team development when after the team has completed their
task, they may ask whether it is worth it to continue or add new
members.
______2. In this stage, team members are trying to figure out the teams
ultimate goal(s) and their agenda.
______3. In this beginning phase, group members come together and ascertain
the about the task or directive at hand.
______4. Everyone works on similar jobs as quickly as possible, they don’t
discuss anything, make poor judgment decisions, and are more
concern with completion than quality.
______5. Since teams combine the efforts of individuals, they can accomplish
more than an individual working alone.
______6. Can also lead to miscommunication and misunderstandings, which
can undermine the group’s efforts.
______7. Group members need to collectively decide how resources, such as
time and effort will be allocated and utilized for maximum efficiency.
______8. A stage in team development when all group members know when
and who is doing what towards their team’s goals, a group reaches a
state of high performance.
______9. Have members located in different places, often geographically
dispersed, who come together to achieve a specific purpose.
______10. Combine people from different areas, such as marketing and
engineering, to solve a problem or achieve a goal.

B. Write TRUE if the statement is correct and FALSE if the statement is wrong.
Write your answers on your activity notebooks.

_____ 1. When all group members know when and who is doing what towards
their team’s goals, a group reaches a state of high performance.
_____ 2. The development of trust allows teams the ability to create more
projects.
_____ 3. Sometimes a large number of team members can come to dominate
the rest of the group.
_____ 4. Teams may be permanent or temporary, and team members may

13
 come from the same department or different ones.
_____ 5. Effective teamwork requires that people work as a cohesive unit.

Additional Activities

Activity:

Instruction: Indicate a scenario of your experiences as member of a team. What was

your role? In 10 sentences, how did your role contributed to your team’s success?

Essay Rubrics

Areas of
Assessment A B C D
Presents ideas Presents ideas Ideas are too Ideas are
in an original in a general vague or
Ideas manner consistent unclear
5 points manner 3 points 1 point
4 points
Organization Strong and Organized Some No
organized beg/mid/end organization; organization;
beg/mid/end attempt at a lack
10 points 7 points beg/mid/end beg/mid/end
4 points 1 point
Understandin Writing shows Writing shows Writing shows Writing shows
g strong a clear adequate little
understandin understandin understandin understandin
g g g g
10 points 7 points 4 points 1 point
Mechanics Few (if any) Few errors Several errors Numerous
errors errors
5 points 4 points 3 points 1 point

14
 15
ASSESSMENT
A.
1. H
2. A
3. C
4. D
5. I
6. E
7. B
8. G
9. F
WHAT’S MORE 10. J
Exercise 1 B.
1. h 1. TRUE
2. i 2. FALSE
3. f 3. FALSE
4. e 4. TRUE
5. c 5. TRUE
6. d
7. j
8. a WHAT I KNOW
9. b
10. g 1. B
2. J
Exercise 2 3. A
1. FACILITATOR 4. D
2. TEAM 5. E
3. RESOURCES 6. G
4. GOALS 7. I
5. EFFECTIVENESS 8. F
9. H
10. C
Answer Key
References

LaFasto, Frank M. J.; Larson, Carl (August 2001). When Teams Work Best.
Thousand Oaks, CA: Sage.

Nahavandi, A. &Aranda, E. 1994, ‘Restructuring Teams for the Re-

engineering Organization’, Academy of Management Executive, vol. 8.no. 4,
pp. 58-68.

Robbins, S.P. 1998, Organizational Behaviour: Concepts, Controversies,

Applications, Prentice Hall, New York.

Roufaiel, N.S. &Meissner, M. 1995, ‘Self-Managing Teams: A Pipeline to

Quality and Technology Management, Benchmarking for Quality, vol. 2, no.
1, and pp.21-37.

Sundstrom, E., De Meuse, K.P. &Futrell, D. 1990, ‘Work Teams:

Applications and Effectiveness’, American Psychologist, vol. 45, no. 2, pp.
120-133.

Thompson and Luthans (2006) Critical Issue: Building a Committed Team.

NCREI Journal. Retrieved February 10, 2012, from
http:/www.ncrei.org/areas/issues/educatrs/leadership/lezoo.

Tuckman, Bruce (1975). "Developmental sequence in small groups".

Psychological Bulletin 63 (6): 384–99. Doi: 10.1037/h0022100. PMID
14314073. Retrieved 2013-04-06.

Wageman, R., 1997, ‘Critical Success Factors for Creating Superb Self-
managing Teams, Organizational Dynamics, vol. 26, no. 1, pp. 49-60.

Wilson, F. 1996, ‘Great Teams Build Themselves’, Team Performance

Management: An International Journal, vol. 2, No. 2, pp. 27-31.

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: [email protected]
Website: lrmds.depednodis.net

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