1

INTRODUCTION

Background of the Study

One of the first decisions that parents have to make about their

child’s education is when to start it. Parents should consider if the

decisions they are making are going to affect their child in the long run

such as will their decisions benefit the child, and are their decisions

leading the child into the right path to succeed. Around the age of

three to four, parents begin to make decisions about their child’s

success. Parents become overwhelmed with the decisions they are

making for their child’s education. One of the most commonly asked a

question concerning a young child’s education is whether or not to

enroll his or her child in kindergarten program. This is one of the most

difficult decisions a parent has to make. However, making the right

choice is what matters most, which is to put their child into a pre-

school program. Enrolling a child in a pre-school can be one of the

most important things, parents can do for their child’s future. Pre-

school is beneficial in many ways to a child, short term and long term,

while in school and later in life. If a child does not attend kindergarten

they can be affected negatively because of their lack in social,

emotional, and education readiness. Pre-school has far too many

 2

benefits for parents to not put their child in such an opportunity. It is

easier on the teacher, parent, and the child’s future when a child has

attended pre-school. Kindergarten does not just benefit children

educationally but it benefits socially as well. Since the child is in pre-

school he or she already has basic readiness skills, such as colors,

and concepts of books/print (sander ford). These are all the skills a

child has acquired before in the kindergarten classroom setting (Davis,

2012).

Teaching kindergarten looks simple from the outside. In reality,

kindergarten teachers come into a child’s life at a crucial

developmental age. What happens in that classroom academic career.

There are certain key strategies that a dedicated kindergarten teacher

must understand and employ (Wood, 2012).

According to Donahue, et.al (2012), here are some strategies in

teaching kindergarten: Authentic hands-on Learning Experiences,

Model, Spiral Instruction, repetition, role playing, action songs, games,

and pictures, authentic hands-on Learning Experiences, deal with real

experiences of pupils. Model , is the teacher as the model that pupils

will be able to follow, spiral instruction, it is one of the strategy the

pupils easily interact and understand the lesson, repetition, teacher

ready to explain the same things over and over. Role playing, to

develop the communication skills of the pupils. Action songs, an

 3

extremely effective method for younger children is turn their learning

materials into a song. Games, one of the strategies that give interest to

the pupils. Pictures, in the strategy, abstract thinking will be

developing to the pupils.

Based on observation, teaching strategies are needed in

processing the next level of their education. In choosing the most

effective strategy is the most challenging and interesting one on the

successful education of kindergarten on the part of the teachers

because it may result to succession or failing in giving knowledge that

they need. In some instances, some kindergarten can’t read, write, and

identify things because of strategies used by the teacher if they will fail

or ready to proceed in grade 1.

Thus the researchers attempted to determine the teaching

strategies used among teacher of kindergarten learner, and also, to

determine the academic performance of the kindergarten pupils if they

are ready for promotion to grade 1 level.

 4

Statement of the Problem

This study determined the teaching strategies used by the

teacher and academic performance of kindergarten pupils of Bunawan

District, Bunawan, Agusan del Sur.

Specifically, it sought to answers the following questions:

1. What is the extent of the teaching strategies used in

kindergarten?

2. What is the academic performance of the kindergarten pupils

3. Is there a significant relationship on the teaching strategies on

the academic performance of the kindergarten pupils?

Objectives of the Study

The main objective of the study was to determine the teaching

strategies used and academic performance of kindergarten pupils of

Bunawan District, Bunawan Agusan del sur.

Specifically, this study will aimed to:

1. determine the extent of the teaching strategies used in

kindergarten;

2. find the academic performance of the kindergarten pupils; and

 5

3. determine the significant relationship on the teaching strategies

on academic performance of the kindergarten pupils.

Significance of the Study

The result of this study will be beneficial to the following:

To the kindergarten. They understood and easily interact

because of the teaching strategy used by the teacher, and to

gain good academic performance.

To the kindergarten Teachers. This study provided results to a

better understanding about the teaching strategies to be used in

teaching kindergarten.

To the Principals. The result of the study gave information as

bases for designing training/seminars in strategies in teaching

kindergarten.

To the Parents. They were the ones to guide their children to

improve their performance.

 6

Scope and Delimitation of the Study

This study was limited to determining the extent of teaching

strategies used by the teachers, and academic performance of the

kindergarten pupils.

Time and Place of the Study

The study was conducted at Bunawan District Schools namely:

San Andres, Mambalili, East Bunawan Central, West Bunawan

Central, San Marcos, Nangka, Libertad, Imelda, Babadan, Singanan,

Brookside, Consuelo and Tagbayangbang Elementary School

Bunawan, Agusan del Sur. During the first semester of S.Y. 2013-

2014.

Operational Definition of Terms

Action Song refers to the strategy that the teacher uses song before

starting the lesson for energizing pupils and awake their

interest.

Authentic Hands on Learning refers with real experiences of a pupil.

Bunawan District refers to a place where the schools located for

conduct of the study.

 7

Games refer to the strategy that gives interest and activeness to the

pupils.

Model refers to teacher who is the model of the pupils.

Pictures refers to the strategy that the teachers use pictures to

develop the abstract thinking of the pupils.

Kindergarten refer to the subject of the study.

kindergarten Teachers refer to the respondents of the study.

Repetition refers to the strategy that the teacher repeats the specific

lesson to his pupils.

Role Playing refers to the strategy that develop the communication

skills of the pupils through acting a certain activity that the

teacher given.

Teaching Strategies refer to any learning technique applied by the

Kindergarten Teachers in the classroom for effective teaching.

 8

Conceptual Framework

Independent Variable Dependent Variable

Teaching Strategies Kindergarten

Academic Performance

Fig.1 Conceptual Framework of the Study

Figure 1 showed the conceptual framework of the study.

Teaching strategies were the independent variable and the

kindergarten academic performance was the dependent variable.

 9

REVIEW OF RELATED LITERATURE

Kindergarten Education

Kindergarten program

Early education includes all of a child’s experience at home, in

childcare, and kindergarten work at preparing children to enter school

(Davis, 2012).

Kindergarten education benefits the child, not only

educationally, but emotionally, socially and even has long term

positive effects on the child, such as Physical health and less crime

involvement.

Many studies have taken place to support the idea that

kindergarten programs are best for children. Some if these studies are

the North Carolina Partnership for children (NCPC), Abecedarian

Project (ABC), Chicago kindergarten study, and Los Angeles Universal

Pre-school Program. The results of these studies all prove the positive

impacts of kindergarten von a child’s life whether they are short-term

and brain affects. These studies also show the kindergarten through

age thirty (Barnett). Therefore, the education should be started as

early as possible for the child’s benefit (Barnett, 2012).

 10

In the Chicago kindergarten Study, the main focus was on long

term effects. The study discovered “that, “Pre-school has surprisingly

enduring benefits lasting well into adulthood” (Tanner, 2012). This

study was one of the biggest studies of its kind which followed children

into adulthood. Many parents do not think about the all the possible

effects pre-school could have on their child. The study also found that

there were better jobs, less drug abuse and fever arrests in a low-

income, mostly black population of about one thousand in Chicago

(Tanner, 2012). Even in places that in a bad situation the kindergarten

education had a strong positive impact on them. Starting small helps

lead to large impact in a place where the surroundings are bad. What

it really takes is the parent to start by enrolling their child before they

see these benefits. There are very few disadvantages that (Tanner,

2012) kindergarten recommended teacher-child ratio of less than ten

kindergartens per staff member is exceeded (“kindergarten”). If a

kindergarten program does not follow guidelines they could have too

many children for the amount of teachers. In order to get enough

interaction between the teacher and the child they suggest a ten to one

ration so that each student can work on their strengths and

weaknesses individually with the teacher (Kanter, 2012). However,

many kindergartens are inspected to make sure that they are following

guidelines so therefore this does not happen often. There is possibility

 11

but if the parent researches the reliability of the kindergarten the child

will not come across that problem.

Another disadvantage is “children benefit for interacting with

their peers, but in some kindergarten emphases on groups can over

shadow the individual attention on kids needs” (“kindergarten”). It is

the responsibility of the teacher to provide both settings for the child.

One other thing pointed out is the possible problem that kindergarten

could interface with a parent’s daily routine if an emergency were to

happen. Parents may also have to pay high fees for late pickups and

end up having to stay home with their child is too sick to stay at the

kindergarten (Kanter, 2012). However, if the child is so ill to not be in

kindergarten the parent most likely would like to take care of them

anyway. If the parent has to pay fees for late pickups it is no different

than having to find someone else to watch and pay them. All of these

possible disadvantages are not worth being called disadvantage

because many if these things do not happen often. Many of these

problems can be prevented by the parent of by the kindergarten

program, (Kanter, 2012).Most of the skills of the brain developed at an

early age. Because the brain develops at such an early age it is

essential for a child to begin learning at an earlier rate while the brain

is still developing. A study found that, “there is increasing recognition

that the first few years of a child’s life is a particularly sensitive period
 12

in the process of development, laying a foundation in childhood and

beyond for cognitive functioning; behavioral, social, and physical

health “(“proven”). The first few years of brain development are the

most important and kindergarten helps lay a foundation for the child.

Another researcher, Joshua Gowin, found that one of the most

important findings about the brain has critical periods for learning. If

one deprives brain information during this crucial time, it may never

develop properly, the opportunity is lost (Gowin, 2012). Gowin thinks

that if a child does not learn it early they will miss out on learning it at

all. Gowin also says” Some early experience can forever enhance the

development of a young brain and potentially change behavior across

the individuals life span” (Gowin, 2012). When a child’s develops their

brain with new experiences it changes the child’s behavior. Even in the

study in Chicago, Tanner thinks that those who have intensive

experiences build intellectual skills, social adjustment, and motivation

which help the children better navigate in high risk environments

(Tanner, 2012). The study found that putting the pressure on a child

intellectually forces the child to think for themselves. Kindergarten has

positive effects on the child’s brain early in life and is crucial for brain

development (Gowin, 2012).

If a child is put into kindergarten at an early age, many studies

have found there is a tendency they will have better physical health at
 13

an older age. Peter Muennig, a researcher, explains a recent study

looked at the benefits of the ABC and found positive impacts on health

and health behaviors when the pre-school participants had grown to

adulthood (Muennig, 2012). The ABC found that kindergarten had

long term positive impacts on the children’s health behavior s in the

future. Researcher Muennig says, “It could mean that better early

education programs could cut lifetime health care costs and improve

well being especially relevant for children from low income families,

who are most at risk for poor health as adults.” When the study

followed these kindergarten through their life there was an apparent

positive effect in health which lead to less health care costs even when

applied to the most susceptible to poor health. When Gowin studied

the long term effects on overall health of a child who did attend

kindergarten he found positive effects. Gowin found that compared

with the children who did receive pre-school education and follow-up

services, those children did go on to attain more education and higher

incomes were more likely to be able to afford health care and less

likely to have criminal records (Gowin, 2012). Those children who do

attend pre-school become successful making them able to afford

health care which keeps them staying healthy in the future. Overall,

these all show that the child’s overall health later in life is going to

most likely be better than a child would did not attend kindergarten.
 14

According to Martin (2009), teaching strategies are the instructional

methods used by the early childhood professionals either alone in

variety of situations for their all-round development. Children learn in

many ways. The teaching strategies that support their learning vary

accordingly.

Common Strategies in kindergarten

Here are some common strategies that maybe effective in

teaching. Authentic Hands-on learning Experiences, Model, Spiral

Instruction, repetition, role playing, songs and games and pictures are

some strategies used by the teacher in teaching kindergarten.

Authentic Hands-on Learning Experiences do not use worksheets. In

kindergarten teacher should pay with children’s natural curiosities

and look to their pupil’s interest and guide them. Teachers are setting

up children for a lifetime of learning and create excitement around

them. Also, the more hand-on the activity is, the more learning styles

of the teacher engaged, and the more teacher show the children what

he expect and want from his pupils , teacher is one of the model that

the pupils will follow. Through teacher as a good model the pupils will

be able to respect and listen to him. Spiral instruction, introducing a

new way to the learners. In kindergarten teachers should introduce a

lesson to the pupils in a new way. It is one of the strategies that the
 15

pupils easily interact and understand the lesson. Repetition, teaching

the kindergarten aged children is largely repetitive. Teacher need to

established simple learning objectives for the year and repeat them as

often as possible exercise your patience. The pupils are unlikely to

remember anything the first, second, even fifth time. Be ready to

explain the same things over and over. Song, an extremely effective

method for younger children is turning their learning material into a

song. While they say struggle with learning words by themselves, once

you arrange some rhymes, a melody and hand motions, your students

pennies are in dollar. Games, example of this is the” Changeable

alphabet Game” will teach letter recognition and counting skills. To

play the alphabet games, child rolls the dice and counts the number of

dots on the dice marker that number of spaces along the flash cards.

Child must say the name of the letter and a word that begins with the

same letter. The winner is the player who gets the finish line. Picture,

the pupils can easily draw concept in their mind using pictures given

by the teacher. It helps pupils to create and imagine using the

pictures. In this strategy, abstract thinking will be developed. Role

playing, the use if this strategy, is to develop the communication skills

of the pupils and the application of the things that they observed in

the surroundings (Donahue, et.al 2012).

 16

Kindergarten’s Academic Performance

The use of those strategies will be very helpful to the teachers

in teaching kindergarten as they give knowledge to the pupils.

Academic performance refers to how students deal with studies and

how they cope with or accomplish different task given to them by their

teachers. Student’s academic performance is monitored closely so as

to identify to lead to academic failure. The teacher works with

individual student to provide academic guidance so as to maximize the

chances of all students succeeding. Two kinds of academic

performance review take place, one at the end of a term and another at

the end of both winter session and summer session. Both of reviews

evaluate recent academic performance in light and past performance

but cumulative average over more than one session is not assessed. It

is also the outcome of education he extent to which a student, teacher

or institution has achieved their educational goals. It is commonly

measured by examinations or continuous assessment but procedural

knowledge such as skills or declarative knowledge such as facts.

Individual differences in academic performance have been linked to

differences in intelligence and personality. Very important enhancer of

academic performance is the presence of physical activity. In the past,

academic performance was often measured more by ear than today.

 17

Teacher observations made up the bulk of the assessment, and today’s

summation, or numerical, method of determining how well a student

is performing is a fairly recent invention. Today, changes have been

made to incorporate differentiation for individual student’s abilities,

and exploration of alternate methods of measuring performance is

ongoing. By using those strategies/methods correctly and

appropriately to the lesson high possibility that the pupil’s academic

performances will succeed.

 18

METHODOLOGY

Research Design

The descriptive survey method was used in the study. It used a

checklist in gathering data. A descriptive survey checklist was a list of

behaviors, characteristics, or other entities that a researcher is

investigating. Either the researcher or participants whether each item

on the list was observed, present, or true; or else not observed, present

or true (Jackson, 2009)

In this study survey, teaching strategies and academic

performance among kindergarten pupils at Bunawan District was

conducted.

Research Instrument

The survey checklist was the major tool in gathering data. The

survey checklist contained directional responses of always, oftentimes,

sometimes, seldom and never. This was used to determine the extent

of teaching strategies employed in teaching kindergarten.

Furthermore, the academic performance of the pupils was gathered

through the teachers.

 19

Computed mean on the extent of teaching strategies in teaching

kindergarten was described as shown in the table.

Mean Range Extent of Teaching Strategies

4:51 – 5:00 Very high
3:51 – 4:50 High
2:51 – 3:50 Moderate
1:51 – 2:50 Low
1:00 – 1:50 Very low

Grade Academic Performance

90-100 Above average
80-90 Average
75-80 Below Average

Data Gathering Procedure

Prior to the administration of the survey checklist, the researchers

secured permission from the principals in every school in Bunawan

District for them to conduct the survey research checklist. The

researchers found the teacher respondents to distribute the survey

checklist on the strategies and academic performance among

kindergarten of Bunawan District and ask the academic performance

of the pupils. The researchers gave time to respondents in answering

by giving the two days before the retrieval of the survey checklist. The

data gathered was tabulated, analyzed and interpreted.

 20

Statistical Analysis

Average weighted mean and percentage were used to answers

problem number 1 and 2, to determine the extent of the teaching

strategies used in kindergarten and the academic performance of the

kindergarten pupils. Pearson R was used to answer the problem

number 3, to test the significant relationship in the extent of the

teaching strategies use and academic performance of the kindergarten

pupils.
 21

RESULTS AND DISCUSSION

Teaching Strategies used in Kindergarten

Table 1 shows the extent of the teaching strategies used in

kindergarten. The average mean of 4.24 denoted a high extent. It

implies that the respondents oftentimes used authentic hands-on

learning, repetition and role playing.

A central issue considered was the relationship between the

learning and teaching, whatever category on type maybe identified for

individuals and groups of pupils. The review identified many teaching

approaches and strategies identified in the literature on pupils, but

theoretically there are fundamental differences in the approaches to

understanding learning. However, from an educational perspective, it

can be argued that there are in practice connections between

achievement, active learning and participation (Kershner, 2007).

 22

Table 1. Extent of the teaching strategies used in kindergarten.

Teaching Strategies Mean Qualitative Description

Authentic hands on 4.28 High
learning experience
Model 4.56 Very high
Spiral instruction 3.13 Moderate
Repetition 4.31 High
Role playing 3.51 High
Action song 4.69 Very high
Games 4.51 Very high
Pictures 4.74 Very high
Average Mean 4.24 High

Academic Performance of Kindergarten Pupils

Table 2 shows the academic performance of the kindergarten

pupils at Bunawan District Schools. The performance of kindergarten

pupils in District 1 was 82 and in District 2 was 83 with the

qualitative description of average. It implies that the academic

performance of kindergarten pupils was average.

Several methods are used to measure child academic

performance, including standardized achievement test scores, teacher

ratings of academic performance and report card grades. Standardized

achievement tests are objective instruments that assess skills and

abilities children learn through direct instruction in a variety of

subject areas including reading, mathematics and writing (Sattler,

2011). Teacher rating scales allow teachers to rate the accuracy of the
 23

child’s academic work compared to other children in the class, and

allow for ratings on wider range academic tasks than examined on

standardized achievement tests (DuPaul and Rapport, 2006). Report

card grades allow teachers to report on classroom academic

performance but are used by few studies for early elementary school

children due to, among other reasons, a lack of a standardized grading

system and uniform subject areas children are evaluated on.

Table 2. Academic Performance of the Kindergarten Pupils.

Frequency Percent Qualitative Description

Valid
82 7 33.3 Average
83 14 66.7 Average

Total 21 100.0

Significant Relationship between Teaching Strategies

and Academic Performance

Table 3 shows the significant relationship between the teaching

strategies and academic performance of the kindergarten pupils at

Bunawan District Schools.

Since the significant value is .489 and it is greater than

significant level of 0.05, it means that there is no significant

relationship between the teaching strategies and academic

 24

performance among kindergarten. It implies that the academic

performance of the kindergarten pupils is not dependent on the

teaching strategies used by the kindergarten teachers.

Table 3. Significant relationship between teaching strategies and

academic performance of the kindergarten pupils at
Bunawan District Schools.

Teaching Academic
Strategies Performance
Teaching Strategies Pearson Correlation 0 0
Sig. (2-tailed) .489
N 39 22
Academic Performance Pearson Correlation 0 0
Sig. (2-tailed) .489
N 22 22

*Significant at 0.05 level of significance

 25

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

The study was entitled “Teaching Strategies and Academic

Performance among Kindergarten, School Year 2013-2014 at Bunawan

District, Bunawan, Agusan del Sur. The researchers used descriptive

survey research with checklists as the major tool of the conducted

research study. The study aimed to determine the extent of teaching

strategies used in kindergarten to find the academic performance and

to determine the relationship in the extent of the teaching strategies

used and academic performance of the kindergarten.

The general weighted mean of the teaching strategies was 4.24

with the qualitative description of high. This implies that the teachers

oftentimes used the common teaching strategies. The general average

for the academic performance was 83 with the qualitative description

of average. This implied that the kindergarten pupils perform only on

average on their academics.

Furthermore, there is no significant relationship on the

academic performance of the pupils to the extent of teaching strategies

used by the teachers.

 26

Conclusions

Based on the findings, the following conclusions were drawn:

1. The extent of teaching strategies used in kindergarten was found

out that model, action songs, games, and pictures were very

highly used as teaching strategies among the respondents. While

authentic hands-on learning experiences, role playing and

repetition were highly used. However, spiral instruction was just

moderately used.

2. In the academic performance of kindergarten, the pupils

perform only average academically.

3. There is no significant relationship on the academic performance

of the pupils to the extent of teaching strategies used by the

teachers.
 27

Recommendations

Based on the findings, the following suggestions were made:

1. All kindergarten teachers should attend seminars on other

teaching strategies that were not mentioned in the study maybe

in school, local and national seminars.

2. Kindergarten teachers should be closely supervised by their

respective supervisors to use and try spiral instruction strategy

to cater the needs of the pupils.

3. Kindergarten teachers should discover and study other teaching

strategies in kindergarten.

4. Parents must be supportive to their children for the

improvement of pupil’s academic performance.

 28

LITERATURE CITED

Barnett, S. 2012. “Benefits of kindergarten for All.”

http://www.ehow.com.Retrieved on September 28, 2012.

Davis, M. 2012. Types of kindergarten Learning games.

http://www.ehow.com. Retrieved on April 20, 2013.

Donahue, L. et.al. 2012. Strategies for kindergarten

program.http://www.ehow.com. Retrieved on April 23, 2013.

Dupaul and Rapport, 2006. Academic Performance.

http:www.ehow.com . Retrieved on September 30, 2013.

Gowin, J. 2012.” Getting Ahead; why kindergarten Benefits the Brain.”

Psychology Today. 22 September 2012.

Jackson, 2009. LSE Methodology. www.lse.ac.uk/methodology/whos

who/jpjackson%40lseacuk, aspx. Retrieved on June 24, 2013.

Kanter, B. 2012. “Why kindergarten Matters.” Parent Magazine.

http://www.ehow.com.Retrieved on September 6,2012.

Kershner, W. 2007. Evidence on Teaching Strategies and

Achievements. http:www.ehow.com.Retrieved on September 30,
2013.

Muennig, P. 2012. “Can better kindergarten Education Lead to Better

Adult Health?” Prevention Action. http://www.ehow.com.
Retrieved on April 4, 2012.

Sanderfor, K. kindergarten Interview. 28 September 2012.

Tanner, L. 2012. “Study Finds Big Benefits from Attending

Preschool.”http://www.ehow.com. Retrieved on september
14,2013.

Wood, K. 2012. Effective teaching Strategies in kindergarten.

http://www. ehow.com. Retrieved on April 25, 2013.
 29

Preschool Advantages and Disadvantages.” Baby enter and Medical

Advisory Board. http://www.ehow.com. Retrieved on September
13,2013.

Rand,2009. “Proven benefits of Early Childhood Interventions.

http://www.ehow.com. Retrieved on September 28,2013.

Sattler, S. 2011. Academic Performance and Teaching Strategies.

http://www.ehow.com. Retrieved on September 28, 2013.
 30

APPENDICES
 31

Republic of the Philippines

Agusan del Sur State College of Agriculture and Technology
Bunawan, Agusan del Sur
July 17, 2013

SONIA E. MORDENO
Principal I
San Andres Elementary School
San Andres, Bunawan, Agusan del Sur

Ma’am:

Good day!!!

We, the fourth year BEED students and the researchers of the
study entitled “TEACHING STRATEGIES AND ACADEMIC
PERFORMANCE AMONG KINDERGARTEN OF BUNAWAN
DISTRICT” would like to ask permission from your good office to allow
us, to conduct a survey among the kindergarten teachers in your
school. There is only one checklist that will be given to the
respondents. We will conduct the study on July 22, 2013, 8:00-10:00
in the morning.

The data to be gathered will be very useful and will be of great

help for the accomplishment of our research study.

We are anticipating for your valuable positive response on this

matter.

Thank you very much and more power.

Respectfully yours,

Noted by:
AIZA GARDOSE CAMACHO

ANGELITA H. BALANTAC ALONA GAZO LOQUINARIO

Adviser Researchers

Approved by:

PROF. VIRGINIA E. MORDENO SONIA E. MORDENO

Dean, Institute of Education Principal I
 32

Appendix B

Survey Checklist on Teaching

Strategies use in the Preschool

Direction: Please check the number that corresponds to the extent of

teaching strategies employed in the kindergarten.

5 – Always

4 – Oftentimes

3 – Sometimes

2 – Seldom

1 – Never

Teaching Strategies
5 4 3 2 1
used in kindergarten
1. Authentic hands-on

learning experience

2. Model

3. Spiral Instruction

4. Repetition

5. Role Playing

6. Action Songs

7. Games

8. Pictures
 33

Appendix C

CURRICULUM VITAE

Personal Background

Name : Aiza G. Camacho

Nickname : “Zang”

Gender : Female

Civil Status : Single

Date of Birth : March 4, 1994

Place of Birth : Libertad, Bunawan, Agusan del Sur

Home Address : P-4c, Mabuhay, Libertad,

Bunawan, Agusan del Sur

Name of Parents : Nonie G. Camacho

Elena G. Camacho

Educational Attainment

Elementary : Libertad Elementary School

Libertad, Bunawan, Agusan del Sur

Secondary : Libertad National High School

Libertad, Bunawan, Agusan del Sur

Tertiary : Agusan del Sur State College of

Agriculture and Technology
Bunawan, Agusan del Sur

Course : Bachelor of Elementary Education

 34

CURRICULUM VITAE

Personal Background

Name : Alona G. Loquinario

Nickname : “Luke”

Gender : Female

Civil Status : Single

Date of Birth : September 15, 1994

Place of Birth : San Jose, Matan-ao, Davao del Sur

Home Address : P-4, Basa, Trento, Agusan del Sur

Name of Parents : Jolito N. Loquinario

Abelinda G. Loqiunario

Educational Attainment

Elementary : Basa Elementary School

Basa, Trento, Agusan del Sur

Secondary : Trento National High School

Trento, Agusan del Sur

Tertiary : Agusan del Sur State College of

Agriculture and Technology
Bunawan, Agusan del Sur

Course : Bachelor of Elementary Education

35