COMMON FACTORS AFFECTING STUDENTS POOR PARTICIPATION

IN CLASS OF 12TH GRADE HUMSS STUDENTS AFTERNOON

SESSION IN ASIAN LEARNING CENTER

Research Proposal

Presented to

The Faculty of Asian Learning Center

In Partial Fulfillment of the Requirements in

Practical Research 2

By:

NACES, LORENCE

DELA PENA, KIEM

IBALES, ELIJAH JULIESSE

NAVACILLA, DASHILLE JANE

QUIAMBAO, BABY APRIL

VELASCO, MEVEAL

October 2019
 CHAPTER I

RATIONALE

According to Jacob and Chase, 1992. Participation usually means Students

speaking in class: answer and ask questions, make comments, and join in discussions.

Students who do not participate in those ways mentioned above are often considered to

be passive. This is where poor participation enters.

Poor participation means the absence or the lack of participating, absence of

asking questions or comments about the topic they are into or the lack of interaction

with the teacher when they are discussing in front of the class. Classroom participation

has always been a critical factor in yielding positive learning outcomes for students of

further developing their abilities. Participation allows students to build on their

knowledge, demonstrate they have understood the curriculum, and develop confidence.

With so many positive benefits associated with classroom participation, why do many

students struggle with it and why it is so difficult to get them to participate in class?

Students struggle with participation due to factors that relate to their personal traits, as

well as the formal and informal structure of the classroom environment. Numerous

studies have been conducted on the factors that influence classroom participation. One

of those is Fassinger (1995) in which he indicated that there are following factors that

affects students poor participation, and that includes the students preparation for class,

confidence and poor comprehension. Those are just one of the factors that hinders the

students to participate in their classes. Poor participation can really affect the students
way of learning because they cannot express what they want to ask, share their

thoughts and opinions in class and even participating to their activities due to the factors

that affects them.

The purpose of this study is to examine and to find out which factors affects

students participation in the class and to also give awareness about these factors

affecting students poor participation in the class.

THEORITICAL BACKGROUND

This study argues that there were factors affecting students’ participation in

class.

According to the conceptual study of Polly A. Fassinger, there were two

characteristics of recent explorations lead to classroom participations to increase. First,

it is striking that professors are often assumed to be the dominant influence shaping

classroom interaction. Projects often inquire about the professors’ interpersonal style

and teaching techniques in order to ascertain the instructors impact on students

participation. A second striking component is its focus on the individual student as the

unit of analysis, even in studies which sample classrooms or observe classes (e.g,

Brooks, 1982; Heller et al., 1985; Sternglanz & Lyberger-Ficek, 1977; Howard, Short &

Clark, 1996; Karp & Yoels, 1976; Person & West, 1991).

Fassinger’s study further indicated the following factors that influence classroom

participation, this includes:

Confidence, Self-esteem also can have a marked effect on academic performance (Dr.

Ken Shore). Students usually avoid participating due to lack of self trust.

Student preparation for class, Research shows that some students reported to not be

participating in classes if they did not prepare on the subject matter prior to coming to

class, therefore did not feel comfortable engaging in discussion (Howard et al., 2002).

Poor comprehension, students tend not to participate in class discussions if they do

not understand their lesson quickly.

 He also indicated that the classroom should also be seen from the perspective of

the group and that these group dynamics will ultimately influence levels of participation

within the classroom. Supportive and non-competitive classroom environments yielded

higher rates of participation and showed trust among students as there was visible

encouragement from peers and professors to express opinions. Fassinger noted that

professors play a key role in fostering this type of environment by ensuring cooperation

through activities that create a positive climate in the classroom and ensure the

dialogue is carried out with respect within the classroom.

According to Robert R. Weaver and Jiang Qi’s Classroom Organization and

Participation, students who actively participate in the learning process learn more than

those who do not. “Involvement matters” as Tinto (1997) points out, and this

involvement can occur both inside and outside the classroom. The importance of

students active involvement in learning is by now well documented and known

(Fritschner, 2000; Howard & Henney, 1998; Howard, James & Taylor, 2002; Nunn,

1996; Rau & Heyl, 1990; Smith, 1996; Thompson, 1996).

Active involvement in class facilitates critical thinking (Garside, 1996) and facilitates the

retention of information that might otherwise be lost (Brandsford, 1979).

Although most instructors acknowledge the value of active participation in the

college classroom, achieving success in eliciting it appears more difficult. Professors

talk almost 80% of the time (Fischer & Grant, 1983; Smith, 1983). Only about 10 in 40

students participate in discussions and typically, just 5 of this dominate the discussion
(Karp & Yoels, 19760. Karp and Yoels (1976) refer to this overriding pattern of

participation in the classroom as the “consolidation of responsibility.”

Faculty plays an important role in engaging students in their classroom. Given

that professors are seen as the leaders of authority within the classroom, the way they

build their relationships with students is critical in getting them to participate (Karp &

Yoels, 1976; Wade, 1994; Weaver & Qi, 2005). Faculty authority can hinder

participation and studies have shown that effective ways to deal with this include,

learning students’ names, creating a climate of respect and openness, and allowing

students to refer to them by first names (Fassinger, 1995; Nunn, 1996). Classes with

higher participation levels perceive their professors to be approachable, inclusive,

promoters of discussion, and supportive (Fassinger, 2000).

According to Dr. Ken Shore's Classroom Problem Solver: The Student With Low

Self-Esteem, a student's self-esteem has a significant impact on almost everything she

does -- on the way she engages in activities, deals with challenges, and interacts with

others. Self-esteem also can have a marked effect on academic performance. Low self-

esteem can lessen a student's desire to learn, her ability to focus, and her willingness to

take risks. Positive self-esteem, on the other hand, is one of the building blocks of

school success; it provides a firm foundation for learning. The challenge in working with

children with low self-esteem is to restore their belief in themselves, so they persevere

in the face of academic challenges. You do not need a formal program to promote

self-esteem, however. Educators shape self-esteem every day, in the normal course of

interacting with their students.

 Confidence is a key trait that students struggle with and has a direct effect on

participation (Weaver & Qi, 2005). Students deal with fears of not being smart enough

to address their class and therefore holdback on providing insight on subject matter due

to intimidation (Karp & Yoels, 1976). Anxiety and nervousness, independent of

classroom logistics, inhibit students from communicating instead of building their

confidence through participation. Research has shown that this is linked to classroom

apprehension which is defined by Neer (1987) as the “avoidance of participation

prompted by evaluation apprehension or expectations of negative outcomes associated

with participation” (p. 157). Wade (1994) noted that students will only engage in class if

they feel that what they have to say is important and interesting.

According to Thompson Davis (2017) The director of the Psychological Services

Center at Louisiana State University, has written extensively about specific phobias and

social anxiety disorder, and has worked with plenty of patients dealing with anxiety

around public speaking. Davis says that a social-psychology concept known as the

Yerkes-Dodson law helps explain the terror of audience participation: Basically, there’s

a bell curve when it comes to stress and achievement. A bit of stress is productive —

but too little means you’ll never feel motivated to do much of anything, while too much

can turn you into a quivering mess. One thing that helps keep public speaking on the

constructive-stress side of the curve is the possibility of preparation. Neuroscientist

Antonia Hamilton of University College London says that fear of judgment may be

handled by the medial prefrontal cortex, an area of the brain that’s also linked to fear

conditioning — and concerns about being judged are common in lots of speaking
scenarios, from giving a wedding toast to calling your elected officials. Yet these sorts of

situations allow the speaker time to develop some expertise, or at least the semblance

of Procedia-Social and behavioral science September 19,2012 Students are

encouraged to actively participate in classroom. Nevertheless, many of them are still

reluctant to speak up. This paper discusses the reasons for students to speak up in the

class. Discussion is based on focus group interviews conducted on three groups of

active students and three groups of passive students identified through a five weeks

observation on three classrooms at the Faculty of Social Science and Humanities, The

National University of Malaysia. The study found that the size of a classroom,

personalities of the instructor and students and the perception of peers influenced the

students to speak up in

class.
SCHEMATIC DIAGRAM

FACTORS AFFECTING STUDENTS

POOR PARTICIPATION IN CLASS

CLASSROOM
HOW CLASSES ORGANIZATION
CLASSROOM
INFLUENCE AND
PROBLEM FEAR FACTOR OF
STUDENTS PARTICIPATION
SOLVER OF DR. THOMPSON DAVIS
PARTICIPATION OF ROBERT R.
KEN SHORE
OF FASSINGER WEAVER and
JIANG QI

SURVEY QUESTIONNAIRE

VIDEO ADVOCACY
STATEMENT OF THE PROBLEM

The purpose of this study is to answer the questions that the researchers

provided as listed below and to know the common factors that affects the

students poor participation in class.

Specifically, the study attempts to answer the following questions:

1. How does the factors affect the students participation in class?

2. What are the difficulties which students face when they attempt to participate in

class?

3. What are the common factors that affects the students poor participation?

4. What are the possible intervention can be proposed?

5. What factor affects the students poor participation the most?

SIGNIFICANCE OF THE STUDY

The results of the study will be valuable and significant to the following people.

Students– This study will provide information regarding to those students who have

poor participation in class and in order for them to be aware.

Teachers– This study will help the teachers to be aware and to help their students cope

up or to build courage to participate in their class.

Parents– This study will help the parent of the students to distinguish the problem and

eventually help their children to cope up with their poor participation in class.

Future Researchers – This study will provide baseline needed for future researchers

and maybe used as sequence data.

DEFINITION OF TERMS

Poor Participation – is the lack of capabilities and courage to take part in making action

of something inside the class. It is how the students speak in class, learning on how

they express their ideas in a way that others can understand.

Learning- it is the acquisition of knowledge or skills through experience, study or by

being taught. It is estimating the amount of knowledge that a student gained in the

class.

Confidence - the feeling of having self-assurance arising from one’s appreciation of

abilities or qualities. A feeling of a student or the consciousness of the reliance on one’s

circumstances while participating in the class.

Preparation - the process or action of being ready for use to an event or undertaking

considerations. The state of how a student prepare before the participation in everyday

in class.

Comprehension – a persons capability of understanding or adapting something. It is the

students assessment on how they learn in a certain topic or discussion.

Intervention – action taken to improve a situation or process of intervening. An action of

a student on how to take response of the following situations inside the classroom.
Passive – allowing what happens or what others do, without active response resistance.

The ability on a student on how to take action on a classroom situation.

Knowledge – awareness of familiarities gained by experience or a fact situation. The

amount of learning of a student gained from class activities to be shown in participation.

Demonstrate – clearly showing practical exhibition and explanation of something. The

demonstrative ability of student in a class participation manner.

Traits – a distinguishing qualities or characteristics of a person. The behavior of a

student that is show through the class.

 CHAPTER II

REVIEW OF RELATED LITERATURE

According to Mark K. Smith’s study published by the year 2007 he

elaborates the concept of Participation in Learning and Programmes. As will now be

apparent, the motives for engagement in learning projects are often mixed and can

operate at a number of levels. McGivney (1990) has provided a useful summary of

some of the better known theories which she divides into single strand and composite

(involve a number of strands). Later we will look at an influential ‘composite’ theory –

that of cross, for now we will look at McGivney’s summary.

2.1 Theories of Participation

2.2 Need Hierarchy Theory

The main line of argument here is that participation depends on the extent to

which a person has been able to meet a range of primary and secondary needs (after

Maslow 1954). And the influence of positive and negative forces (see, also,’force-field

analysis below). For example, as basic primary needs are met (as one economic and

social position ‘impoves’), higher needs are activated, and the balance between

negative and positive force shifts. As a result people are more prepared to take part in

educational activities. (Miller 1967)

 According to Paul R. Lyons’s published by the year 1985, Wood 1997, Armstrong

and Boud 1983. The emphasis on discussion comes from an increasing interest in

student-centered approaches to teaching and learning. The valid, objective assessment

of student participation in discussions presents many challenges for college faculty

members, and this article suggests an approach that may help the faculty better

evaluate and motivate students performance.

In many college courses, particularly upper division under-graduated and lower

level graduate courses, class participation is often considered very important. It is not

unusual to discover courses in which class participation performance is valued as 20 to

50 percent of the final course grade. Even with increased assessment of class

participation, there has been very little written is of descriptive nature, with an

instructor-centered rating system is applied during discussion or at some later time

(Grieve 1975, Clarke 1985, Fisher 1975). If class participation is intended to be

significant, it is important to discover meaningful, timely, and relevant assessment

methods.
 According to Barbara B Wasson, Paul L Beare, John B Wasson’s by the year

1990. The purpose of this study was to investigate objectively observable categories of

behavior for good and poor readers in classroom settings. Seven specific observable

behaviors of 3 good and 3 poor readers from each of three regular classrooms at each

of six grade levels were viewed under natural classroom conditions. Trained observers

recorded student behavior for 30 minutes a day for 10 days.

A two-way analysis of variance procedure was used in data analysis. Results indicated

that poor readers did not differ from good readers in starting to work assignments,

having necessary materials available, making unacceptable noise, being out of place,

or making unacceptable contact with other persons or their property. Poor readers,

however, were off task more and volunteered less than good readers did. The results

were interpreted to suggest that poor readers could be viewed as uninvolved students.
REVIEW OF RELATED STUDY

According to David H. Voakley a study of student Participation in Classroom

Management to effect and increase in appropriate behavior published by the year 2014.

Research indicated that students develop a high degree of interest in their studies under

such classroom management techniques as behavioral contracting, contingency,

management and participation in classroom management. The latter technique was

chosen and the experiment design to determine whether or not the behavior of junior

college students would be influence by the opportunity to participate in classroom

management the measure of classroom (paying attention, responding, asking

questions). Furthermore a quasi-experimental non-equivalent control group designed

was used. The pretest data indicated flat the experimental and and control groups were

not significant different. The experimental group showed an increase of 16 percent in

appropriate behavior after the treatment and the Mann Withey U indicated that the

increase was significant. The technique is recommended for immediate usage and

further experimentation.

According to Galiher and Darling a study of students Performance published by

the year 2005 and 2006, used GPA to measure student performance because the main

focus in the student performance for the particular semester. Some other researchers

used test results or previous year result since they are studying performance for the

specific subject or year (Hijazi and Naqvi, 2006 and Hake, 1998). Many researchers

have discussed the different factors that affect the students’ academic performance in

their research. There are two type of factors that affect the students’ academic

performance. These are internal and external classroom factors include students
competence in English, class schedules, class size, English text books, lass test result,

learning facilities, homework, environment of the class, complexity of the course

material, teachers role in the class, technology used in the class and exam systems.

External classroom factors include extracurricular activities, family problems, work and

financial, social and other problems. Research studies shows that students’

performance depends on many factors such as learning facilities, gender and age

differences, etc. that can affect student performance (Hanses, Joe B., 2000). Harb and

El-Shaarawi (2006) found that the most important factor with positive effect on students’

performance in Parental Involvement.

According to Ulrika Bergmark and Susanne Westman A Student Participation

within teacher education: Emphasizing democratic values, engagement and learning for

a future profession. Student participation is here defined as students being active and

engaged in the classroom; students impacting a curriculum design; and students feeling

of belonging to a community. . The research reported based on an interview study and

analysis processes, benefits and challenges of, as well as motivations for students

participation. The findings revealed that students low diverse understandings of student

participation and that the degree of participation is dependent on students and teachers

engagement, expectation and responsibility. Overall, based on students’ experience,

student participation creates engagement and motivation for learning here and now and

for the future profession. The study further indicates that the students participation has

an inherent value beyond benefiting measurable outcomes, where democratic values,

engagement and learning for the future profession are promoted

 CHAPTER III

RESEARCH METHODOLOGY

RESEARCH DESIGN

The method that the researchers used in this study depends on the
availability of the data that will be latter gathered by the researchers. The method
presently used in this study is a Quantitative Method in which researchers uses
calculation and numerical estimation to come up to a right conclusions.

RESEARCH FLOW
RESPONDENTS OF THE STUDY

The respondents of this study are the students of Asian Learning Center

specifically the HUMSS 12 Afternoon session students. By means of simple random

sampling. They are the target of this research, with their responses we can gather datas

that would help us know the common factors of students poor participation.

RESEARCH ENVIRONMENT

This school is the target area or the target Scope area of the study where the

researchers get 60 respondents.

RESEARCH INSTRUMENT

The instrument we used in this research is a kind of questionnaire that is

answerable by always, sometimes and rare. It is consist of 15 questions. The first 5

questions is in line with confidence, the second five is with students preparation for the

class and the last one is in line with poor comprehension. The sampling we used in this

research is the simple random sampling.

RESEARCH PROCEDURE

The data processing in this research is step by step so that we can gather and collect

data correctly and accurately so we started with:

Steps:

1. Know the topic or the subject of the research.

2. Analyze the topic and it’s problem.

3. Gather and plan for the materials to be used in collecting datas and information to be

used in the research.

4. Conduct the survey.

5. Plot all the collected documents and analyze to get facts and the result of the survey.

6. Make a conclusion of the topic according to the result of the analyze data from the

survey.

7. Make an intervention.

8. Arrange and correct everything to make the research resourceful and productive.
STATISTICAL TREATMENT OF DATA

In gathering data, we need tools and materials in collecting this essential part of

research so that we can get the exact and accurate information that would lead us to

know the common factors that affect the students poor participation.

In order for us to gather those information, the following formula was applied.

 Weighted Mean: A mean where some values contribute more than others.

 When the weights add to 1: just multiply each weight by the matching value and

sum it all up

 Otherwise, multiply each weight w by its matching value x, sum that all up, and

divide by the sum of weights:

Weighted Mean = ΣwxΣw

Σ = the sum of (in other words…add them up!)

w = the weights.

x = the value.
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

DEMOGRAPHIC PROFILE

This explains the profile of the target respondents and the target subject of the
research.

ASIAN LEARNING CENTER STUDENTS

MALE FEMALE

GRADE 12 STUDENTS

HUMSS AFTERNOON SESSION

17-20 YEARS OLD

CONFIDENCE PREPARATION IN POOR

CLASS COMPREHENSION

COMMON FACTORS AFFECTING STUDENTS POOR

PARTICIPATION IN CLASS
This shows the research instrument we used which is the Questionnaire.

CONFIDENCE ALWAYS SOMETIMES RARE

(3) (2) (1)
1. Do you participate in class?

2. Do you share your ideas with your classmates in

your class?
3. Do you lead during groupings?

4. Do you ask questions whenever there are certain

lesson you can’t understand?
5. Are you nervous whenever you stand your
opinions in your class?

PREPARATION IN CLASS ALWAYS SOMETIMES RARE

(3) (2) (1)
1. Is studying is one of your habits?

2. Are you always prepared during class

presentation?
3. Do you get uncomfortable whenever you were
not informed about a new topic to be discussed?
4. Do you think participation requires sufficient
stuck knowledge?
5. Are your teachers giving you handouts for a next
topic?

POOR COMPREHENSION ALWAYS SOMETIMES RARE

(3) (2) (1)
1. Can you easily understand your lessons?

2. In terms of oral examination, do you prefer

listening to the question twice or thrice?
3. Can you easily give insights when the teacher
only give you a short overview of a topic?
4. Do you spend sometimes to fully understand a
topic?
5. Are you having a hard time understanding your
lessons in a short time?
In which of the following factors affects your participation the most?
Confidence
Participation in class

Lack of comprehension

COMMON FACTORS SURVEY GRAPH

Graph A
2.16
2.15
2.14
2.13
2.12
.

2.11
2.1
2.09
2.08
2.07
CONFIDENCE
PARTICIPATION IN
POOR
CLASS
COMPREHENSION
POSITIVE (2.34-3.00)
MODERATE (1.64-2.33) 2.15 2.1 2.14
NEGATIVE (1.00-1.66)

DATA CALCULATION
Confidence

1. Response F X F (X) WM DC

Always 20 3 60
Sometimes 37 2 74 MODERATE
Rare 3 1 3 2.28
60 137
2. Response F X F (X) WM DC

Always 12 3 36
Sometimes 43 2 86 MODERATE
Rare 5 1 5 1.12
60 127

3. Response F X F (X) WM DC

Always 13 3 39
Sometimes 31 2 62 MODERATE
Rare 16 1 16 1.95
60 117

4. Response F X F (X) WM DC

Always 26 3 78
Sometimes 25 2 50
Rare 9 1 9 2.1 MODERATE
60 137

5. Response F X F (X) WM DC

Always 16 3 48
Sometimes 34 2 68 MODERATE
Rare 10 1 10 1.78
60 126

PREPARATION IN CLASS

1. Response F X F (X) WM DC

Always 8 3 24
Sometimes 32 2 64 NEGATIVE
Rare 20 1 20 1.8
60 108
2. Response F X F (X) WM DC

Always 15 3 45
Sometimes 37 2 74 MODERATE
Rare 8 1 8 2.12
60 127

3. Response F X F (X) WM DC

Always 17 3 51
Sometimes 27 2 54 MODERATE
Rare 16 1 16 2.07
60 121

4. Response F X F (X) WM DC

Always 25 3 75
Sometimes 27 2 54
Rare 8 1 8 2.28 MODERATE
60 137

5. Response F X F (X) WM DC

Always 18 3 54
Sometimes 37 2 74 MODERATE
Rare 5 1 5 2.23
60 133

POOR COMPREHENSION

1. Response F X F (X) WM DC

Always 16 3 48
Sometimes 43 2 86 MODERATE
Rare 1 1 1 2.25
60 135
2. Response F X F (X) WM DC

Always 25 3 75
Sometimes 31 2 62 POSITIVE
Rare 4 1 4 2.35
60 141

3. Response F X F (X) WM DC

Always 7 3 21
Sometimes 43 2 86 MODERATE
Rare 10 1 10 1.95
60 117

4. Response F X F (X) WM DC

Always 15 3 45
Sometimes 39 2 78 MODERATE
Rare 6 1 6 2.15
60 129

5. Response F X F (X) WM DC

Always 11 3 33
Sometimes 37 2 74 MODERATE
Rare 12 1 12 1.98
60 119

INTERPRETATION OF DATA

SCALE WEIGHTED DESCRIPTIVE CATEGORY

MEAN
ALWAYS (3) 2.34-3.00 POSITIVE

SOMETIMES 1.64-2.33 MODERATE

(2)
RARE (1) 1.00-1.66 NEGATIVE
 CHAPTER V

SUMMARY, SUMMARY FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

SUMMARY

Poor participation means the absence or lack of participating, absence of asking

question or comments about the topic they are into or the lack of interaction with the

teachers when they are discussing in front of class. Students struggle in participating

due to the factors that relate to their personal traits, as well the formal and informal

structure of the classroom environment.

The researchers seek related studies to help the students to understand the

situation and provide (3) common factors namely: Confidence, Preparation in class and

Poor comprehension. This study will gather information in the Grade 12 HUMSS

Afternoon Session Students in Asian Learning Center Pajo Campus adding to the body

of knowledge on how to encounter such matters in real life. The importance of

conducting this research is in order for the researchers to know the leading factor on the

students poor participation in their classes.

SUMMARY FINDINGS

The researchers used the simple random sampling which they get 60

respondents. In this research the leading factor of the students poor participation is the

confidence, where it has the highest weighted mean. This findings is based on the

results of the survey where the researchers analyze all the gathered information by the

help of the survey questionnaire.

CONCLUSIONS

Therefore, the researchers conclude that most of the HUMSS afternoon session

students common factor on their poor participation in class is the Confidence which the

researchers based all the results on the survey that they conducted.Analyze each

informations and data that they have gathered to be analyzed to get its result that would

lead us to know the leading factor of students poor participation.

For the data survey shows that the weighted mean for Confidence is 2.15, 2.1 for

the Preparation in class and 2.14 for the Poor comprehension where this result we

gathered came from the responses of 60 respondents of 12 th grade HUMSS afternoon

session students.

In this research, it is the confidence that hinders their will to participate in class

that’s why what we this so called poor participation in class.

RECOMMENDATIONS

Students participation played a great in their academic success. This differ on the

factors that highly affects their participation during class discussions.

Confidence as a factor that affects the students participation is the highlight in

this study where the researchers found out that the most of the students low level of

involvement in in class is due to their levels of confidence. However, this barriers can be

lessen through parent’s support and guidance to effective molding of their child’s

confidence and eagerness to actively participate and perform in class.

Thus, the researchers recommend that students as the center focus of the

institution shall elevate their eagerness as well to participate for them to excel in

academics. Furthermore, the researchers recommend a video advocacy that would

engage the students to actively include in class discussion which contains the factors

and its effects on one’s academic performance and also it includes the tips on elevating

ones confidence.
 CURRICULUM VITAE

Name: Dashille Jane Navacilla

Address: Guisi Agus Lapu-Lapu City
Email: navacilladashille@gmail.com

PERSONAL DATA
Birthdate: June 29, 2002
Age: 17 years old
Gender: Female
Religion: Roman Catholic

EDUCATIONAL BACKGROUND
Asian Learning Center
2018-2020
Marigondon National High School
2014-2018
Marigondon Elementary School
2007-2014
Name: Lorence Naces
Address:Humay-humayPajoLapu-
Lapu City
Email: lorenzonaces@gmail.com

PERSONAL DATA
Birthdate: June 24, 2002
Age: 17 years old
Gender: Male
Religion: Roman Catholic

EDUCATIONAL BACKGROUND
Asian Learning Center
2018-2020
Gun-ob High School
2014-2018
Gun-ob Elementary School
2007-2014
Name: Elijah Juliesse Ibales
Address: Matumbo,Pusok, Lapu-Lapu
City
Email: elijahibales@gmail.com

PERSONAL DATA
Birthdate: May 31, 2001
Age: 18 years old
Gender: Female
Religion: Roman Catholic

EDUCATIONAL BACKGROUND
Asian Learning Center
2018-2020
Pusok National High School
2014-2018
Pusok Elementary School
2007-2014
Name: Kiem Dela Pena
Address: Babag 1 Lapu-Lapu City
Email: kimmyfreniere@gmail.com

PERSONAL DATA
Birthdate: July 30, 2002
Age: 17 years old
Gender: Female
Religion: Roman Catholic

EDUCATIONAL BACKGROUND
Asian Learning Center
2018-2020
Gun-ob High School
2014-2018
Babag 1 Elementary School
2007-2014
Name: Baby April Quiambao
Address: Sta. Rosa Lapu-Lapu City
Email: aprilquiambao@gmail.com

PERSONAL DATA
Birthdate: April 10, 2002
Age: 17 years old
Gender: Female
Religion: Roman Catholic

EDUCATIONAL BACKGROUND
Asian Learning Center
2018-2020
Sta. Rosa National High School
2014-2018
Sta. Rosa Elementary School
2008-2014
Name: Meveal Maureen Jane Velasco
Address: Abuno, PajacLapu-Lapu City
Email: mevealv@gmail.com

PERSONAL DATA
Birthdate: July 13, 2001
Age: 18 years old
Gender: Female
Religion: Roman Catholic

EDUCATIONAL BACKGROUND
Asian Learning Center
2018-2020
Abuno National High School
2014-2018
Sta. Cruz Elementary School
2007-2014
 TABLE OF CONTENTS
CHAPTER
I. INTRODUCTION
Rationale
Theoretical Background
Statement of the problem
Significance of the Study
Definition of Terms

II. Review of Related Literature

Review of Related Study

III. RESEARCH METHODOLOGY

Research Design
Research Flow
Respondents of the Study
Research Invironment
Research Instrument
Research Procedure
Statiscal Treatment of Data
IV. PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA
Demographic Profile
Research Instrument
Survey Chart
Data Calculation
Interpretation of Data

V. SUMMARY
SUMMARY FINDINGS
CONCLUSION
RECOMMENDATIONS

APPENDICES
Transmital Letter
Research Instrument
Curriculum Vitae