Chapter 1

The Problem and its Setting

Introduction

Education is one of the most important tools in order to strive for profession and it is a

vital ingredient in making a productive society. It develops men in many aspects as learning

comes from knowledge rooted from education. Educators are instruments in reaching one’s

goals.

Learning is the core of education; this reminds us that a teacher plays a great role in this

matter. The teachers, being the focal figure, are responsible for the teaching-learning process.

This includes the transmission of knowledge to the students that will knock upon their

understanding. The learners or the students must be the one taken into account by the teacher

because they are the one who needs to learn and adopt a certain lesson. Erickson (1978) claimed

that effective learning in the classroom depends on the teacher's ability to maintain the interest

that bring students to the class in the first place. It gives the idea of how a teacher consider the

strategies he or she will use in order to boost the interest of the students that will make a total

factor in effective learning. It relies upon the teacher to utilize different teaching strategies that

will make an impact for the capacity of the students to adhere instructed lessons. This applies to

all subjects, more specifically in Mathematics in relation to this study.

Mathematics is mostly recognized as a subject to be underappreciated. It is a subject

where most of the students lack attention as it revolves around solving numbers and equation that

only few know how it is done. In order to meet the objectives including the learning process of

the students, the teacher should know the factors of choosing their teaching strategies that affect

1
the students’ efficiency in learning. As stressed in the Educator's Diary published in 1995,

"teaching takes place only when learning does."

This research aims to find out the effectiveness of using games and graphic organizers as

teaching strategies in teaching in Mathematics 7. It is to know the effectiveness of the strategies

to be utilized by the teacher that affects the students effectiveness in learning.

Statement of the Problem

This study objects to know the Effectiveness of Using Games and Graphic Organizers as

Teaching Strategies in Teaching Mathematics 7. Specifically, it aims to find the answer to the

following questions:

1. What teaching strategies will be used by the teacher?

2 What is the average score of the pretest in:

2.1. Control Group

2.2. Experimental Group

3. What is the average score of the posttest in:

3.1 Control group

3.2. Experimental Group

4. Is there a significant difference between the pretest and posttest result of the:

4.1 Control group

4.2. Experimental Group

5. Is there any significant difference between the posttest results in the control group and

experimental group?

6. Is the use of games and graphic organizers effective in teaching Mathematics 7?

2
Significance of the Study

This study attempts to know the Effectiveness Using Games and Graphic Organizers as

Teaching Strategies in Mathematics 7. This study will benefit the following:

Teachers. They will have a broader understanding how to handle the student’s interest in

learning. This study will help them gain awareness about utilization of different techniques that

will make the teaching-learning process in an effective way since they are the one who impart

knowledge to the students.

School Administrators. This study will guide them in planning programs of the teacher.

Students. This study will help them gain information on how they will cooperate in

accomplishing the teacher’s objective. It will help them engage themselves in learning as this

study focuses on the effectiveness of the teaching strategies used by their teacher.

Parents. This study will inform them on how they will be able to help their child to give an

adequate support on their study

Other researchers. This serves as a good basis for related researches to be made or enhanced.

This study can be used as a source that will give them additional ideas and information to their

topic.

Scope and Delimitation

The main purpose of this study is to distinguish the Effectiveness of Using Games and

Graphic Organizer as Teaching Strategies Teaching in Mathematics 7 which identifies the

teaching strategies utilized by the teacher and its effectiveness. This study will be conducted in

Gerona Junior College between August to September having Grade 7 section D as experimental

3
group with 39 students and 7 E as the control group with the same total of students that will

serve as the respondents in the making of this study. Respondents were chosen through cluster

sampling.

4
 Chapter 2

Review of Related Literature and Studies

This chapter contains the related literature and studies coming from different sources like

websites, other studies and articles. This may help the researchers enhance their knowledge

about the study “Effectiveness of Using Games and Graphic Organizers as Teaching Strategies

in Teaching Mathematics 7”.

Related Literature

Foreign

Teachers are challenged to use multiple teaching strategies to appeal to the different

learning styles of their students. Using games as a teaching strategy is an excellent way to teach

content, create community among students and faculty, and enhance students’ critical thinking

abilities. A game can be used to promote critical thinking and reasoning. As stated by Glendon

and Ulrich (2005), games are relatively easy to develop and are fun ways for faculty to challenge

students and provide immediate feedback so students can assess their own comprehension and,

consequently, their need for further study. Stated by the same individuals, one advantage of

using games, as a teaching strategy, is that students have the opportunity for immediate

feedback, through the discussion of correct answers and their rationales. Additionally, supported

by the idea of Berger (n.d), games should be stimulated in early years’ mathematics education by

focusing to exploit students’ mathematical learning, for example asking students probing

questions during play time to promote student thinking.

As stated by the Student Achievement Division (2011), since young children do not see

things in the same way as adults, early childhood educators need to understand the child’s point

5
of view, and not impose their thinking. Ontario Ministry of Education (2003) supported this idea

by stating that young learners are curious and playful when it comes to mathematics, and learn

by doing, thinking, and talking. Similarly, games should be encouraged in early years’

mathematics education by focusing to maximize students’ mathematical learning, for example

asking students probing questions during play time to promote student thinking as noted by

Berger (n.d.)

Quinn and Iverson (2007) argue that students “need to be engaged more and to be put at

the centre of the learning experience to change from ‘passive vessel’ to ‘active participant’”.

This includes the idea of having games as an interactive way of teaching and its capacity to

approach the students in a more relative way. As stated by MacKenty (2006) and Harris (2009),

regardless of the format of the game, students can build their problem solving skills at the same

time while having fun throughout the process if an instructional game is well-designed. This

connects the idea of using games as a tool for gaining attention and participation of the students.

As determined by Keating (1967), the great teacher Comenius believed that education as

a whole should be playful thus, he advocated the use of games. Determined by the same

individual, Rousseau, during the 18th century, indicated in his classic book Emile his belief that

the use of games is a proper and delightful way of teaching children. Educational games

promote learning and enhance collaboration among students. According to Franklin, Peat &

Lewis (2003), when students work cooperatively on a gaming activity, “games foster group

cooperation and typically create a high level of student involvement that makes them useful tools

for effective teaching” (p. 82). According to Dale (1969) “people learn 10% of what they read,

20% of what they hear, 30% of what is demonstrated, but 90% when what is said and done is

combined”

6
 As claimed by Lee (1979), tasks performed under the pretext of games become more

bearable and agreeable because there seems to be hardly any difference between work and play

when the learners’ attention and energies are focused on a game.

As specified by Skiba (2008), games could be used to instruct in the following areas:

higher order thinking, complex decisions, practical skills, team building and developing

expertise. However as concerned by Baid and Lambert (2010), games should be carefully

planned in a way that achieves specific learning outcomes and includes time for debriefing. In

addition contradicted by learning Royse and Newton (2007), some students may find competition

threatening or intimidating, while others may prefer a more passive role in their Time constraints

and large class sizes are alsofactors that can be seen as negatives when using games according to

Allum et al. (2010)

Other than utilizing games, graphic organizers are popularly used to measure student

understanding and comprehension by using it as a teaching strategy. Manoli & Papadopoulou

(2012) claimed that graphic organizers are used in order to assess the degree of students’

understanding and enhance recall, retention and summarization of main ideas, which can often

function as a plan leading to writing tasks. One article by Clark and Mayer, states that it is

helpful to include graphic organizers in instruction to help students build and understand

relationships among concepts. This is one essential reason that numerous educators incorporate

graphic organizers as a tool in delivering lessons. According to Ropic (2012), graphic organizers

have been found to help students be able to pick important information out of a text. When

teachers are correctly trained in using graphic organizers, the graphic organizers can be very

beneficial in helping students keep track of information.

7
 Stenson (2006) states that graphic organizers helped the students remember relationships

and events. Since the students were able to use the graphic organizers to picture the information

and remember relationships, they improved their comprehension.

Russell (2017) noted that graphic organizers help learners become strategic problem

solvers. Students are more likely to process the information by separating it from what's essential

and what isn't so important. In order for the graphic organizers to be effective, the teacher needs

to be properly familiar with them, and able to teach the students how to use them.

Local

Dela Rosa (n.d) concluded that the methods and strategies of teaching are the best means

of improving the educational system of the country. By the methods and strategies used by the

teachers in the classroom, students teach a lot of it in gain more knowledge and understand mean

on the different situations in problems in daily life (Gutierrez, 2010).

Games have been widely used as an instructional strategy in the Philippines. Misurcova

(n.d.) believes that “Every game represents a certain content expressed in a fixed stabilized form.

The themes of games encompass different phenomena from the nature as well as social life,

frequently from human work and entertainment.” This will help the students to relate the subject

in real life situations because of games based on the thought above. Approved by Taclay (2013),

recommends the use of mathematical games strategy in presenting and discussing lessons for the

purpose of achieving higher grades. Fortifying the information learned in class isn't generally

the easiest task for teachers, however math games give the chance to make the lesson interesting

and urge students to recall the ideas.

8
 Graphic organizers, according to Manoli & Papadopoulou (2012) are used in schools

across the country every day. They are held as excellent evidence based practice which teachers

turn to when planning lessons in all subject areas.

Related Studies

Foreign

A study in the UK assessed nurse educator’s perspectives of educational games, using

97 online participants. The study found the main benefit of using games as: enhancement of

student learning, enjoyment and interest, 62.3%; interaction and participation among students,

44.2%. The factors that discouraged instructors from using games, included: potential negative

reaction of students, 43.8%; and time constraints, 27.4%. The study showed a limited use of

games despite evidence that educators generally find the use of games to be beneficial (Allum et

al., 2010).

In a study by Cowen and Tesh (2002), students in a Pediatric Nursing Course were

divided into a control and comparison group; with the control group learning material with

traditional methods. The comparison group learned material using the same methods, but the

students in this group were also expected to play a game, reviewing material learned. A pretest of

the students showed no statistically significant difference between the pre-knowledge of the two

groups. A posttest did show a significant difference in knowledge with the comparison group

scoring 94% correct as opposed to the control group that averaged 85%.

In terms of using graphic organizers, a study conducted by Griffin (1995) found that the

use of graphic organizers helped students’ revival of knowledge while rereading a text. In the

9
study by Ermis (2008), graphic organizers have been found to show relationships in ideas and

help students pick main ideas out of a text. This study also found that graphic organizers were

more helpful to students who lacked background or basic knowledge of the text subject (Ermis,

2008).

Another study done by Boulineau, Fore, Hagan-Burke, and Burke (2004) studied the

effects of using graphic organizers, specifically story mapping, on a student’s comprehension.

This study was done with third and fourth grade students who displayed reading deficits. The

graphic organizer that was being tested in this study was a story map. This study found that there

was higher percentage correct of story grammar elements after the story mapping graphic

organizers were introduced and used. They also found that the positive effects from the

procedure were maintained once the intervention was over (Boulineau et al., 2004).

In one school in San Diego, California, a science teacher continuously uses graphic

organizers during instruction. The students claim that the graphic organizers are the most helpful

tool they use while reading. When reading about new concepts, they incorporate graphic

organizers. The graphic organizers show evidence of the students’ understanding that the teacher

can check (Fisher, 2002).

Hamilton (2000) found that graphic organizers and guided notes provided a concrete set

of notes for students to study which raised their test scores. The study found that graphic

organizers help the students get accurate notes, which would transfer over to providing more

accurate answers on the test. Also, when students use graphic organizers to organize thoughts

during an assessment they may improve their results on reading selections (Sam, 2013).

In a study done by Ermis (2008), second, fourth and fifth grade students demonstrate

their comprehension through classroom assessments. Various types of graphic organizers were

10
used in this study. A pre-test and post-test were administered about the books used in this study.

The control group received traditional literacy instruction where students read, discussed and

answered questions to the teacher aloud. The experimental group used the same texts, but also

constructed graphic organizers along with the texts.

Ermis (2008) states: “Results show that the pretest scores of the experimental and control

groups were very similar. Results also show that the posttest scores of students receiving

comprehension instruction which included the use of graphic organizers were statistically

significantly higher than the posttest scores of students receiving traditional read-and-discuss

instruction,” (p. 98). This indicates that the graphic organizer instruction and use influenced the

test scores of the experimental group in a positive way. Student construction of graphic

organizers provided for significant classroom test score improvement.

Local

In a similar study conducted to determine the effects of games on achievement in

Mathematics which was done in one of the public schools in Nueva Vizcaya accomplished with

the use of Quasi-experimental design, specifically the pretest-posttest control group design was

adopted using two intact groups of fourth year students with 39 students each as the subjects of

the study. The first group was assigned as the experimental group adopting the mathematical

games strategy in teaching while the second group as the control group employing the traditional

way of teaching. A 60-item multiple choice teacher-made test was the main instrument in the

study. The test provided the scores for the pretest and posttest for the two groups of respondents.

11
The study found that the students who were exposed to mathematical games strategy obtained

higher achievement scores compared to students taught using the traditional method.

The handful study of Pornel (n.d.) titled Factors that Make Educational Games Engaging

to Students was conducted in University of the Philippines in Iloilo City, Visayas. The factors

that made an educational board game engaging to students include aesthetics, mechanics of the

game, variety of experience, interaction among players, and control. This study also confirmed

that the factors found important in computer games and educational games for adults also applied

to board games for young people.

Hypothesis

1. There is no significant difference between the pretest and posttest results of the control group

and experimental group.

2. There is no significant difference between the posttest results of the control group and

experimental group.

3. The use of games and graphic organizers as teaching strategies in Mathematics 7 have no

effect to its effectiveness.

12
Conceptual Framework

Figure 1. Effectiveness of Using Games and Graphic Organizers as Teaching Strategies in

Teaching Mathematics 7

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Post-test results of the

Control Group and

Games and Graphic
Experimental Group.
Organizers as Teaching

Strategies.
Results showed that

there’s no significant

difference of using games

and graphic organizers as

teaching strategies in

teaching Mathematics 7 to

the effectiveness of the

teaching process in control

group and experimental

group.

13
Operational Definition of Terms

The following terms are used in the study:

Effectiveness. Is the measurement on how did the experimental teaching strategies benefited or

affected the learning capacity of the experimental group in a positive way.

Games. A physical or mental activity or contest that a teacher will use in teaching Mathematics

7.

Graphic Organizer. Similarly addressed as a knowledge map, concept map, cognitive

organizer, advance organizer, or concept diagram. It is a pedagogical tool that uses visual

symbols to express the relationships, formulas and other lessons throughout the discussion in

Mathematics 7.

Post-test. Is conducted to measure the effectiveness of teaching strategies that was used in the

study.

Pretest. (Preliminary Test) is conducted to determine the baseline knowledge of the students or

to measure the amount of knowledge they had before the influence of the chosen teaching

strategies.

Teaching Strategies. Refers to the methods specifically, games and graphic organizers, used to

help students learn and the tool in measuring its effectiveness in teaching Mathematics 7.

14
 Chapter 3

Research Methodology

This chapter presents the research design need in the study together with the setting of the

study, population and sample and the data gathering techniques in which the researcher will be

using in collecting data and information from the respondents.

Research Design

In this study, one of the true experimental design was used to find out the Effectiveness

of Teaching Strategies in Mathematics 7.

According to Salkind (2010), this approach is used to describe all studies with at least one

independent variable that is experimentally manipulated and with at least one dependent or

outcome variable. On the basis of this definition, true experimental design is regarded as the

most accurate form of experimental research, in that it tries to prove or disprove a hypothesis

mathematically, with statistical analysis. In this sense, we attempt to control for all confounding

variables, or at least consider their impact, while attempting to determine if the treatment is what

truly caused the change.

Under this design, the Randomized Pre-test Post-test design was used. This design uses

two groups, one is the experimental group which receives treatment and the results are gathered

at the end. The control group receives no treatment, over the same period of time, but undergoes

exactly the same tests.

15
Population and Sampling

The target population for the study of effectiveness of teaching strategies defined to

include the Grade 7 using cluster sampling. From this group, the researchers took the Grade 7 D

with 39 numbers of the students as the experimental group and 7 E with 39 numbers of the

students as the control group.

Locale of the Study

This study was conducted at Gerona Junior College, a private school located at

Poblacion 3, Gerona, Tarlac. It offers Senior High School Academic track.

The school was founded by Mr. Bernabe Cardona in 1946 and was formerly named

Gerona Vocational School. Currently leading by Antonio Perez as the Director, Maria Zita

Guerrero as the School Principal and Dr. Annabelle Lacbayan as the Senior High School

Coordinator.

Research Instrument

The pre-test and post-test served as the research instrument together with the teaching

strategies used by the teacher, more specifically the utilization of games and graphic organizers.

Data Gathering Procedure

The researchers sought the permission of the school principal for the collecting of data.

The pretest and posttest were done with the cooperation of the teacher of Mathematics 7. The

teacher utilized a pre-test for the experimental and control group and stimulated her chosen

16
teaching strategies as the treatment for the experimental group. After the treatment, the posttest

occurred. The average scores of both test of the respondents was interpreted and evaluated by the

researchers.

Statistical Treatment

The first statistical treatment that was used is the Dependent T-test or also called as

paired sample t-test is the statistical treatment used by the researchers in the analysis and

interpretations of data gathered. It compares the means between two related groups on the same

continuous, dependent variable in which the same group is measured twice using the pre-test and

post-test.

The second one is the Independent t-test or also called the two sample t-test. It is used to

determine whether the means of two unrelated groups significantly different from each other.

17
 CHAPTER 4

Presentation, Analysis and Interpretation of Data

This chapter discusses the data analysis and findings from the action research completed

by the pretest and posttest results of the control group and experimental group regarding about

the Effectiveness of Using Games and Graphic Organizer as Teaching strategies in Teaching

Mathematics 7 as the basis of the study.

Table No. 1

Teaching Strategies Used by the Teacher in Teaching Mathematics 7

Indicator Teaching Strategy

Control Group Normal teaching method

Experimental Group Games and Graphic Organizer

Table no. 1 shows the teaching strategy used by the teacher in teaching Mathematics 7.

Games and graphic organizers were used in the experimental group with 39 students

while the control group received the normal teaching method with the same number of students

in the experimental group.

It can be concluded that games and graphic organizers are used to test its own

effectiveness in this study.

18
 Table No. 2

Results of the Pretest in Control Group and Experimental Group

Indicator N x

Control Group 39 21.3

Experimental Group 39 10.8

Table no. 2 shows the pretest results in control group and experimental group.

The control group with 39 number of students have a mean score of 21.3 higher than the

experimental group with 10.8 mean score in the pretest results.

It can be concluded that there’s a difference in the mean score of the pretest results in the

control group and experimental group in which the scores of the students in control group is

higher than the experimental group.

Table No. 3

Postest Results of the Control Group and Experimental Group

Indicator N x

Control Group 39 34.4

Experimental Group 39 15.5

19
 Table No. 3 shows the postest results of the control group and experimental group.

The control group with 39 number of students have a mean score of 34.4 higher than the

experimental group with 15.5 mean score in the postest results.

It can be concluded that there’s a difference in the mean score of the postest results in the

control group and experimental group in which the scores of the students in control group is

higher than the experimental group.

Table No. 4

Significant Difference of the Pretest and Postest Results of the Control Group

N=39

Control Group Σ=D Σ=D2

Pretest -262 4622

Posttest -262 4622

Table No. 1 shows the significant difference of the pretest and postest results of the

control group.

Using the T-test for paired samples, the degree of freedom is 38 using a significance level

of 5% or 0.05. The T-critical value is 2.021 and the computed T-value is 4.83. Therefore, the

hypothesis is rejected.

20
 It can be concluded that there is an improvement from the pretest to the postest results

done by the control group or the group where the teacher used a normal teaching strategy.

Table No. 5

Significant Difference of the Pretest and Postest Results of the Experimental Group

N=39

Experimental Group Σ=D Σ=D2

Pretest -184 4526

Posttest -184 4526

Table No. 2 shows the significant difference of the pretest and posttest results of the

experimental group.

Using the T-test for paired samples, the degree of freedom is 38 using a significance level

of 5% or 0.05. The T-critical value is 2.021 and the computed T-value is 1.91. Therefore, the

hypothesis is accepted.

It can be concluded that there is no change in the results of the pretest and posttest results

of the experimental group.

21
 Table No. 6

Significant Difference of Postest Results of the Control Group and Experimental Group

N=39

X S

Control Group 17.64 8.92

Experimental Group 15.51 10.15

Table No.3 shows the significant difference of the posttest results of the control group

and experimental group.

Using the T-test for independent samples, the degree of freedom is 76 using a

significance level of 5% or 0.05. The T-critical value is 1.990 and the Tvalue is 0.99. Therefore,

the hypothesis is accepted.

It can be concluded that the use of games and graphic organizers did not make any

difference in the posttest results of the control group and the experimental group.

22
 Chapter 5

Summary of Findings, Conclusions and Recommendations

This chapter shows the summary of findings of the study, the conclusion of the gathered

data and the recommendations offered by the researchers.

Specifically, it aims to answer the teaching strategies used by the teacher. Second is the

pretest and posttest results of the control group and experimental group. Third is the significant

difference of the posttest results of the control group and experimental group and the

effectiveness of games and graphic organizers as teaching strategies in Mathematics 7.

Summary of Findings

In this part of the study, the summary of findings in the study of the Effectiveness of

Using Games and Graphic Organizers as Teaching Strategies in Teaching Mathematics 7 are

being presented.

1. On Table No. 1, through the use of T-test for paired samples, the degree of freedom

obtained is 38 using a significance level of 5% or 0.05. The T-critical value is 2.021

and the computed T-value is 4.83. Therefore, the hypothesis is rejected.

2. On Table No. 2, through the use of T-test for paired samples, the degree of freedom

obtained is 38 using a significance level of 5% or 0.05. The T-critical value is 2.021

and the computed T-value is 1.91. Therefore, the hypothesis is accepted.

23
 3. On Table No. 3, through the use of T-test for independent samples, the degree of

freedom is 76 using a significance level of 5% or 0.05. The T-critical value is 1.990

and the T-value is 0.99. Therefore, the hypothesis is accepted.

Conclusion

Based on the summary of findings and interpretation of the data, the researchers came up

with the following conclusions:

1. It shows that there is a significant difference in the pretest and post test result of the

control group. In conclusion, there’s an improvement between the results of the pretest

and postest of the group who didn’t received the treatment

2. It can be concluded that there’s no significant difference in the pretest and post test result

of the experimental group. It shows that there’s no change in the pretest and postest

results of the experimental group.

3. It can be concluded that there is no significant difference in the post test result of the

experimental and control group. In conclusion, the use of games and graphic organizers

as teaching strategies did not make any difference in the postest results of the control

group and experimental group.

Recommendations

Based on the study, the researcher recommends the following:

1. The Teachers should explore different kinds of teaching strategies that will be able to

help the students adopt the lesson that will affect their understanding and learning. They

should also give favour to the students’ preference to have a more effective interaction.

24
2. The School Administration should guide the teachers in planning their unit plan for they

are the one who evaluate their unit plan.

3. Students should cooperate to their teacher to be able to adopt more effective learning

process. They should help the teacher in accomplishing a certain objective.

4. The Parents should encourage their child learn how to engage in their class, they must

know how their child interacts in their studies.

5. Other Research must observe the teaching process of the teacher to know the actual

happening on how they teach the students. They should also conduct a survey

questionnaire providing the observations and evaluation of the students on how the

teachers utilize his/her teaching strategies.

25
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 Researcher’s Resume

The researcher’s name is Desiree I. Fernandez, a Grade 11

student under the academic strand of Humanities and Social Sciences

(HUMSS) and currently studying in Gerona Junior College.

She’s 16 years old and a resident of Brgy. Bawa, Gerona, Tarlac. The youngest daughter

of Mr. Dexter T. Fernandez and Rose I. Fernandez. She have an older sister named Rosemarie I.

Fernandez, a former student of the same school.

She loves to read and write poems. She’s also a fond of inventing recipes and will soon

be taking up the course of Culinary Arts. She loves to sing and at the same time she uses her

talent to serve God, she is one of the member of the music ministry in a Catholic church.

She prefers spending more time with her family than her friends or any others because

she finds it more comfortable and fun as being raised having a good relationship and closeness

with her parents and sister.

She wants to be successful someday to be able to provide and pay for the sacrifices that

her parents did. She wants to make sure that she will always make them proud to see their smile

drawn on their face. As letting God to be their center. For her, she doesn’t want to be just

successful financially but also in morality.

29
 Researcher’s Resume

The researcher’s name is Raven V. Gonzales she is 17 years old

who lives in Magaspac, Gerona, Tarlac. She is the youngest daughter of

Mr. Hazel Jose P. Gonzales and Arsenia V. Gonzales and have two

siblings more; Carlo Gabriel V. Gonzales and Neza Faye V. Gonzales, Carlo as the oldest. She

finished elementary in Magaspac Elementary School.And graduated high school in Gerona

Junior College. She is now a senior high school student having HUMSS as her strand.

Laughing and being jolly had been her own mood for years now. Whenever someone

needs help, she’s always ready to take action and to lend a hand to that person. She is also an

adventurous person where in she loves exploring new things with her friends or even on her own.

She believes in the saying ” Add life to your days, not days to your life.”She also stated that,

you’ll never know when will your life going to lasts. That’s why creating meaningful day is

better than wasting your day to nonsense things, then regret after.

The researcher wants to have a stable job having Criminology as her course for her to be

a great Police woman who’ll fight for justice. Then to be successful for her to help her family to

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have a better life. After many years, she wants to travel to different places or countries. And

search for the presence of real happiness in life.

Researcher’s resume

The researcher is Joan Rose V. Galleta, seventeen years old and

from Cardona, Gerona, Tarlac. Her parents are Rosario V. Galleta who

is an OFW and his father Ernesto C. Galleta Jr. who is a Farmer. She

only has one sibling and that is Jayson V. Galleta.

The researcher has an ambition of being a flight attendant someday. Her favorite color is

pink and she love eating vegetables. She is also a k-pop fan, she loves watching k drama and

love hearing their songs.

She dreamed of being successful someday and gave everything to her mother who

sacrifices a lot on them.

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 Researcher’s Resume

The researcher's name is Harold A. Bugayong. He is 18 years old

and a resident of Poblacion 1, Gerona, Tarlac. He is the son of Mr. Allan N. Little and Mrs.

Hilda A. Little.

He is currently a Grade 12 student of Gerona Junior College under the academic strand of

Humanities and Science.

He loves to edit photos and videos as her hobby. He also loves to draw and paint and

consider it as his talent. He loves to watch Anime every weekend because animation and the

artistic value of Anime inspire him to be more artistic and the stories within him are also linked

to him. He also loves to listen to music that is usually RnB and Hip-hop songs. He wants to

travel the world someday.

He prioritized his education today because he believed education would play a major role

for him in the future. Although at times he felt lazy and unmotivated he never forgot that

education was very important to him. He wants to become a psychologist someday.

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 Researcher’s Resume

The researcher is Kier Gragasin Cancio, seventeen years old

and from Tagumbao, Gerona, Tarlac. Son of Rodel De Guzman

Cancio and Leah Gragasin Cancio. He is currently a grade 12 student of Gerona Junior College

under the academic strand of Humanities and Social Sciences.

The researcher loves to play online games. He watches anime every time that he has a

free time. Now he is 17 years old, he prefers playing online games rather than playing outside.

He wants to become a policeman or a soldier someday. His dream is to finish his study

and work as soon as possible because he wants to buy the things his family needs, wants and

deserves. He wants to make his parents the proud of him. His family is the most important

person for him and he dedicates all of his hard works and achievements to them. He works hard

and always says that, “Today is hard tomorrow is worst but the day after tomorrow is sunshine”.

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