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Republic of the Philippines

Department of Education
Division of Batangas
District of San Jose

TAYSAN SENIOR HIGH SCHOOL

Factors That Affects The Behavior Of Selected Grade 12 Students Of


Taysan Senior High School

A research paper presented to


Mrs. Wilma P. Urbano

In Partial Fulfillment Of The Requirements for the


Science, Technology, Engineering and Mathematics

Presented By:
John Veksler P. Lingal
Jeremie V. Ambal
Justin P. Hernandez
Christian Jay E. Pea
Christian A. Rubio

October 2017
ACKNOLEDGEMENTS

We would to thanks the following in their presence and individually to make this
research.

The lord, who guide us and give faith in terms of trials we encountered in this study.

The parents, who gives support specially in financial and moral support.

_____________________________, who gives us permission to conduct this study

Mrs. Wilma Urbano, our teacher who inspire us to do this research in a right pathway.

Friends and Relatives who gives support to finish this study.

_____________________________, who help us and gives idea to the following


unwanted problems.

Researcher, who did an excellent research to work, and give their very best or reference
to have these meaningful ideas.
Contents
Factors That Affects The Behavior Of Selected Grade 12 Students Of Taysan
Senior High School
ABSTRACT ........................................................................................................................................................... 5
CHAPTER I .......................................................................................................................................................... 2
The Problem And Its Background ................................................................. 2
I. Introduction................................................................................................ 2
II. Statement of the Problem.......................................................................... 3
III. Significance of the Study ......................................................................... 4
IV. Scope and Limitation of the study ............................................................. 4
V. Definition of Terms ..................................................................................... 4
CHAPTER II ........................................................................................................................................................ 6
Review Of Related Literature ........................................................................ 6
I. Conceptual Literature ................................................................................. 6
II. Research Literature ................................................................................... 9
III. Synthesis ............................................................................................... 11
IV. Conceptual Framework ........................................................................... 11
V. Conceptual Paradigm ............................................................................... 12
VI. Hypothesis .............................................................................................. 13
CHAPTER III ................................................................................................................................................... 14
Research Methods And Procedures............................................................. 14
I. Research Design ....................................................................................... 14
II. Respondents of the Study ........................................................................ 14
III. Data Gathering Instrument .................................................................... 15
IV. Scoring of the Responses ........................................................................ 15
V. Data Gathering Procedure ........................................................................ 16
VI. Statistical Treatment .............................................................................. 17
CHAPTER IV .................................................................................................................................................... 18
Presentation, Analysis And ................................................................... 18
Interpretation Of Data .......................................................................... 18
Table 1 ............................................................................................................ 18
Table 2 ............................................................................................................ 19
Table 3 ............................................................................................................ 20
Table 4 ............................................................................................................ 21
Table 5 ............................................................................................................ 22
Table 6 ............................................................................................................ 23
CHAPTER V ...................................................................................................................................................... 24
Summary, Conclusions And Recommendations Summary........................ 24
Summary ...................................................................................................... 24
Conclusion .................................................................................................... 25
Recommendations ........................................................................................ 25
BIBLIOGRAPHY ............................................................................................................................................ 26
APPENDICES .................................................................................................................................................. 27
QUESTIONNAIRE ......................................................................................................................................... 28
LETTER ............................................................................................................................................................... 29
Factors That Affects The Behavior Of Selected Grade
12 Students Of Taysan Senior High School

A research paper presented to


Mrs. Wilma P. Urbano

In Partial Fulfillment Of The Requirements for the


Science, Technology, Engineering and Mathematics

Presented By:
John Veksler P. Lingal
Jeremie V. Ambal
Justin P. Hernandez
Christian Jay E. Pea
Christian A. Rubio
1

ABSTRACT

This study explored the factor that affects the behavior of selected Grade 12 students in Taysan
Senior High School in Taysan, San Jose, Batangas. The research design of the study was descriptive
method to gather information about present existing condition. The research method used was
quantitative with primary data gathering such as survey questionnaires and observation.

This paper aimed to identify the factor that affects the behavior of students. It also aimed to
determined which among factor that may affect the behavior of students if it is external factor or internal
factor.

This researchers searched the factors of behavior students and participant for the study. The
students and administrator of the school in Taysan Senior High School were the participant of the study.
The data gathering instrument used was the self-made questionnaire. This utilized in the study as the
main sources of data like construction of the questionnaire and validation of the questionnaire. The
statistical tools in the study are percentage, frequency, independent t-test, one-way analysis of variance.

This research study revealed the factors that affect the behavior of selected Grade 12 students
which need to be remedied, they were the following:

1. The behavior of students are the key to either success of failure in their ventures. For
educational setting, there is the outcomes based requirement that verifies students learning.

2. These are observed in their value judgment about self, peers and classroom environment.
Knowing these facts about the factors that can be related to the learning behaviors can base the
school program for students to enhance classroom conditions and services for students.

3. These can be determined through descriptive method using the questionnaire result. A
significant relationship between the students learning behaviors of valuing self, others and
environment and the factors in classroom situation that included teachers behavior and methods
of teaching, instructional materials and guides, and the classroom conditions was found.

The recommendations below are offered in the light of the conclusion of the study:

1. The student performance should be improve if the administration of the senior high provides
proper leaning facilities to the students and also improve the environment of the senior high.

2. The student performance should be improve if the students have good and effective
communication skills and have good competence in English. For this the administration should
take steps to arrange the class for the English language.

3. The student should perform well if they are properly guided by the parents and also by their
teacher. If the students should know well about their abilities and their competences then he
performs well.
2

CHAPTER I

The Problem And Its Background

I. Introduction

The Researchers are the first batch of G-12 students who undergo the K-12 curriculum today
suffered a lot of difficulties. Being the first batch of students who studying under the curriculum is very
difficult because of shortage of classroom, lacking of chairs and learning materials, noisy environment
and etc. This situation changes the behavior of many grade 12 students of Taysan Senior High School.
This problem can affect the behavior of the students that can lead to a failure future because they cannot
focus on their studies if it is noisy, they take a lot of time by searching in the internet cause of lack of
learning material. The behavior of the students is very important in their future but if this problem
continues, this might affect the development of their talents and skills. To prevent this problem, we
need to come up with an idea that can help the students in their studies.

One of the factors that can affect the behavior of Grade 12 student of Taysan Senior High School

Student is their cellphone. Because student use cellphone while the teacher discussing the lesson.

Sometimes students use her cellphone to communicate their love ones or to access social media. We can
avoid it when all teachers confiscate all the cellphone of their students while are discussing the lesson.
And teacher go back it to their students, when all students go out in the school.

School, colleges and universities have no worth without student. Students are most essential
asset for any educational institute. The social and economic development of the country is directly
linked with student academic performance. The students performance (academic achievement) plays an
important role in producing the best quality graduates who will become great leader and manpower for
the country thus responsible for the countrys economic and social development. Student academic
performance measurement has received considerable attention in previous research, it is challenging
aspects of academic literature, and science student performance are affected due to social, psychological,
economic, environmental and personal factors. These factors strongly influence on the student
performance, but these factors vary from person to person and country to country.
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Previously mostly study of student academic performance conducting on such issues like gender

difference, teachers education and teaching style, class environment, socio economic factor and family

education background. The finding of this study varies from region to region and their results differ in
cities.

Previous studies focuses on different factors such class schedules, class size, English text books,
homework, environment of the class, technology used in the class and exams systems, extracurricular
activities, family and work activities, financial, and etc. The study may helpful for both Senior High
School policy makers and parents of the students. It helps the senior administration to design and
implement the policies to improve the students performance and the quality of education by changing
the attitude of the students towards learning, facilitating students problems especially financial
problems and to look after them. It may also create awareness among students about their rights and
responsibilities to achieve quality education.

II. Statement of the Problem

1. What is the profile of the respondents in terms of :

1.1. Name;
1.2. Strand and Year;
1.3. Sex;
1.4. Age;

2. What are the factors that can affect the behavior of selected Grade 12 students of Taysan Senior High
School?
3. What are effects of these factor in the behavior of selected Grade 12 students of Taysan Senior High
School?
4. What program is the best way to avoid or solve the problem in the behavior of selected Grade 12
students of Taysan Senior High School?
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III. Significance of the Study

To readers: To help to understand what factors can affect the behavior of selected Grade 12
students of Taysan Senior High School.

To students: To help them to avoid this factors that can affect the behavior of selected Grade 12
students of Taysan Senior High School.

To administration: To help them to know the factors that can affect the behavior of selected
Grade 12 students of Taysan Senior High School.

To future researchers: To help them to easily understand and to know much better about this
topic.

IV. Scope and Limitation of the study

The study are the factors that affect the behavior of selected Grade 12 students of Taysan Senior
High School. The research sample is composed of stem students residing in Senior High School. The
primary data gathering method used was interview to determine the student based on their experiences
and though their interactions. This research used purposive and convenience sampling in which an equal
representation for gender among the respondents was applied. The gathered data were analyzed using
frequency distribution and coding. Verbatim quotes from the respondents were used.

The research data was based on interview of stem students based on their experiences and
interaction.

The study is limited to a group of Grade 12 students of Taysan Senior High School.

V. Definition of Terms

For purposes of clarity, some educational terms use in the study are defined operationally and
conceptually.

Administration. The management and execution of all military matters not included in tactics and
strategy; primarily in the fields of logistics and personnel management. (definition.com)
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Attitude. A predisposition or a tendency to respond positively or negatively towards a certain idea,


object, person, or situation. Attitude influences an individual's choice of action, and responses to
challenges, incentives, and rewards. (businessdictionary.com)

Confiscate. To seize (private property) for the public treasury, especially as a penalty for wrongdoing.
(thefreedictionary.com)

Considerable. Rather large or great in size, distance, extent, etc. (dictionary.com)

Curriculum, The aggregate of courses of study given in a school, college, university, etc.
(dictionary.com)

Economic. Pertaining to the production, distribution, and use of income, wealth, and commodities.
(dictionary.com)

Engineering. The application of scientific and mathematical principles to practical ends such as the
design, manufacture, and operation of efficient and economical structures, machines, processes, and
systems. (thefreedictionary.com)

Environment. The circumstances, objects, or conditions by which one is surrounded. (Merriam


Webster.com)

Manpower. Total supply of personnel available or engaged for a specific job or task.
(businessdictionary.com)

Mathematics. The systematic treatment of magnitude, relationships between figures and forms, and
relations between quantities expressed symbolically. (dictionary.com)

Psychological. Pertaining to the mind or to mental phenomena as the subject matter of psychology.
(thefreedictionary.com)

Science. a branch of knowledge or study dealing with a body of facts or truths systematically arranged
and showing the operation of general laws. (dictionary.com)
6

CHAPTER II

Review Of Related Literature

This chapter presents in summarized form the conceptual and related literature which the
researcher searched from various sources or references materials such as books, magazines, studies and
other publications which found to this study.

I. Conceptual Literature

Intrinsic and extrinsic motivation. In the classroom, motivation is related to self-concept or personal
needs. Educators must motivate and energize the students, while sustaining that motivation. Classroom
teachers will also seek to foster the climate through success in achieving school and personal goals.
There are two categories of motivation: intrinsic and extrinsic. Intrinsic motivation is a response to
needs within the students. Extrinsic motivation is motivation from outside the learner and has to do with
external rewards for the completion of a task (Andruis, 2012). There are six strategies to motivating
students to learn: capture student interest in the subject matter, highlight the relevance of the subject
matter, help students maintain expectations for success, design the lesson to maintain interest and
promote student success, express interest in the content and project enthusiasm, and provide feedback
and rewards for patience (Andruis, 2012).

Successful classroom management. What if a teacher's enthusiasm is contributing to students


undesirable behavior? One of the techniques for successful classroom management is calmness. There
are times when it pays to be enthusiastic and when to be calm, according to Michael Linsin. In this
article, there are suggestions on when to be calm and when to be enthusiastic in the classroom. The
following are suggestions when to be outwardly calm: during transitions, procedures, independent work,
entering and leaving the classroom, and misbehavior. Likewise, there are suggestions on when to be
enthusiastic: during lessons, when modeling, during read aloud/shared reading/guided reading,
storytelling, and during learning games/science experiments/special projects. All of these suggestions
are extremely helpful for teachers trying to balance between motivating students and classroom
discipline (Linsin, 2010).
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Factors. One of the ways to establish a successful classroom environment is the implementation of the
four Cs: commendation, communication, consistency, and content. Among other factors, consistent
routines and procedures is an important part of classroom management. In the classroom, establishing a
one-to-one connection with the students, coupled with using praise, is a valuable tool that promotes
respect. The purpose of praising a student is to show interest in, to praise, to encourage, and to describe
the students behavior. Complimenting those students who are demonstrating desirable behavior often
results in others demonstrating the same desirable behavior in order to be praised. Providing either/or
choices is a technique that is often used in the classroom that affects the student who is disrupting class,
rather than the whole class or the teacher (Reese, 2007).

Student behaviors. Two questions were addressed in the study of student behaviors. The first dealt
with behaviors investigated by new teachers. The second question looked at the strategies used by those
teachers. The results of the study indicate that behaviors that relate to management of learning include:
interruptions of teacher, lack of interest in material, refusal to participate, cheating, and not completing
assignments. Behaviors that are related to management of students behavior include: talking/joking
during class, repeated requests, using the mobile phone, lying, theft, and damaging classroom property
(Magableh & Hawamdeh, 2007).

Positive classroom atmosphere. Teachers are challenged daily to create and maintain a positive
classroom atmosphere where all students are learning. Most inappropriate behavior is learned and
usually occurs for a reason. Acknowledging this, teachers have a great deal of influence over student
behavior. The most efficient way to eliminate misbehaviors is to prevent them from occurring. The
twelve mistakes range from only looking at the behavior, repeatedly trying an approach that isnt
working, establishing too many rules or not reviewing the rules frequently, lack of planning for
transition time, ignoring inappropriate behaviors, inconsistent expectations and consequences, viewing
educators as the only classroom manager, lessons being too easy or difficult, and taking student behavior
seriously (Barbetta, Leong Norona, & Bicard, 2005).

Cooperative learning. Cooperative learning is a strategy where small groups of students work together
to maximize their learning. Within the framework of cooperative learning, all students are working
toward the same goal and the students' communication skills are enhanced. The author of this article has
four basic rules during group work: every member was allowed equal opportunities to contribute ideas;
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members were to give and receive feedback; no member was allowed to take over the group; and
information could not be written word for word from the text or from the person giving the information,
but rather paraphrased to ensure complete comprehension (McCracken, 2005).

Enhancing student motivation. Cooperative learning enhances student motivation, creativity, and
understanding. Students who disrupt class usually do so as a result of not being on task, not challenged,
and lack the confidence to complete a task successfully. In a cooperative learning group, the student
who needs more of a challenge, this student can become a peer teacher for those students who are
struggling in class. Students in this type of environment exhibit more positive, tolerant and equal status
interactions between members of the group and the class as a whole (McCracken, 2005).

Communication. Communication skills are very important when establishing teacher-student and
teacher-parent relationships. Equally important is to ensure that the student who is misbehaving is not
embarrassed or humiliated in class. Usually, student motivation for misbehavior is attention seeking.
However, this can quickly escalate to a power struggle, or even worse, revenge. Some tools that can
reduce misbehavior include eye contact with the misbehaving student, establishing proximity to the
student, implementation of a two-strike system, and speaking to the parents as soon as the behavior
exhibits itself. Consistency, specifically routines and procedures, provide a solid foundation for
classroom management. When establishing procedures in the classroom, the teacher must explain,
model and demonstrate the behavior; practice the procedure; and reinforce and reteach until the
procedure becomes second nature.

Student development of motivation. Motivation has to do with students' desire to participate in the
learning process. The sources of student motivation differ even if students are equally motivated to
learn. A student who is intrinsically motivated takes on the lesson for the enjoyment of the lesson, for
the learning that occurs, or the feelings of accomplishing the task. Extrinsically motivated students take
on a task in order to receive a reward or avoid punishment. Motivation to learn has a different meaning:
the value and benefits of the task to the student, even if they may or may not be intrinsically interesting.

Many factors influence a student's development of motivation. The home environment shapes the
attitudes they acquire toward learning. In a home that is nurturing, that promotes self-worth and
competence, students are more willing to accept the risks involved in learning. Students who do not feel
competent, the capacity to cope with failure is diminished greatly. Students form beliefs about
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successes and failures in school at an early age. Successes could be a result of luck, effort, and ability;
while failures could be a result of a lack of ability or effort (Lumsden, 1994). Advantages to intrinsic
motivation are evident when students attempt tasks that demand more effort, use more logical
information gathering, and are moderately challenging. Conversely, students who are extrinsically
motivated put forth little effort in order get the maximum reward.

II. Research Literature

The problem indicated in the title includes such items as youth needs, teaching practices, and a
host of organizational aspects. In this discussion Hubert M. Evans, associate professor of natural
sciences at Teachers College, Columbia University, looks at the school culture and factors in it that
affect the problem of adjustment. The presence of increasingly large numbers of poorly adjusted
students in the senior high school has been well documented in the studies of drop-outs, failures,
discipline cases, and the like. The increase in numbers of maladjusted students parallels the growth of
the senior high school population. The tenth grade group in the average high school today is more likely
than not to contain ninety percent or more of all the youth in that age group. Essentially, maladjustments
among young people flow from or are accentuated by the non-adaptive nature of the school culture, the
cultural lag between the school and the larger culture of which it is a part, and the great increase in the
number and variety of general and specific adjustments necessitated by the nature of the school
population and the society in which youth live. This latter phenomenon has literally overwhelmed the
senior high school, creating in a very real sense one of the most acute organizational and curriculum
problems in the whole of the American educational enterprise.

Senior High School Modeling: Moving towards the new K to 12 Curriculum by Danilo H. Sarmiento.
The Philippine Department of Education (DepEd) is currently undertaking a series of major reforms
anchored on the implementation of a new K to 12 system as it seeks to improve basic education
outcomes for Filipino children and achieve its national Education for All commitments. The new K to
12 Basic Education Program involves the introduction of additional years of secondary education in the
form of a senior high school, plus a year of mandatory kindergarten anchored on a new 12-year basic
education curriculum, benchmarked against international standards.
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The challenges of basic education: dealing with K-12 CONJUGATIONS By Lila Ramos. An
astonishing number of petitions have been presented to the Supreme Court about a matter that, in the
minds of many, should have been settled years ago. Im not referring to the Bangsamoro Basic Law here
or some other equally momentous piece of legislation. Im referring to the implementation of the K-12
law mandated by the 2013 Enhanced Basic Education Act (RA 10533). For people who love to roll their
eyes and exclaim, Only in the Philippines! this puts basic education right in there with divorce. And it
would be bad enough if the situation were merely an embarrassment. In fact, the downsides of our
globally outmoded 10-year basic education program are all too real, dumping millions of underage high
school grads on our already bloated labor market, requiring three to four effectively wasted semesters of
remedial work on the part of our colleges and universities, and, in the larger world, damaging the
prospects of the nations youth both in foreign universities and foreign jobs. Though some of the points
of the less self-interested petitioners have genuine validity, trying to insistby court orderthat our
educational system should cling to its antiquated K-10 mode of operation for even another day are
understandable, they remain short-sighted. The two years of SHS consists of two parts: Track
Subjectscovering the development of skills for immediate employment or entrepreneurship, and Core
Subjectsto ensure college readiness of K-12 graduates. It also facilitates four career tracks for students
to choose from: Academic, Technical-Vocational-Livelihood, Sports, and Art & Design.The four
different career tracks provide flexibility. Depending on the goals of the student, as well as the
community and industry requirements in a particular region, the Track Subject Curriculum enhances the
value and relevance of the high school diploma. Equally important, the Core Subject Curriculum,
remaining invariable for all schools, provides an opportunity for everyone to be equally well-prepared
for a college education academically.
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III. Synthesis

The study of Hubert M. Evans is focus on the problems such as youth needs, teaching practices
and a heist of organizational aspects. While in our research we focus on how to resolve the problems
that affects the behaviors of the students in their studies. The similarities with Evans researches with us
is that how to resolve the problems that the students encounter while studying.

The study of Danilo H. Sarmiento is intended to prepare the students to enter or to work in
industry or be an entrepreneur but facing a lot of problems including the needs to construct a huge
number of classrooms and facilities. While in our research, we focus on how to resolve the problems
that affects the behavior of students in their studies. The similarities between our research is that to
resolve this problems and help the students in their studies.

The study of Lila Ramos was to analyze the development and effectiveness of senior high school
HSP courses on emerging technology. While in our research we focus on how to resolve the problems
that affects the behavior of the students in their studies. The similarities between our research is that
what program can help the students in their studies.

IV. Conceptual Framework

This study focused on assessing on the behavior and how it can affect the selected Grade 12
Senior High School student at Taysan, San Jose, Batangas

The paradigm of the study is composed of three parts, namely: the input, process and output. The
input are considered as the independent variable of the study which consist of the profile of respondent
in terms of age, sex, strand and occupation of parent.

The second part corresponded to the research instrument and analyzing data gathered.

The output portion present the symposium about how to avoid the factor that affect the behavior
of the selected Grade 12 students of Taysan Senior High School.

.
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V. Conceptual Paradigm

PROCESS
- Observation
- Focus group discussion
- Interview
-Constructed Questionnaire

Factors That Affects The Behavior Of Selected


Grade 12 students of Taysan Senior High School.

OUTPUT
INPUT
- Tempory classrom and
1. Profile of the Respondents learning materials that help
1.1 Age the students on their
1.2 Sex studies.
1.3 Strand - The 4 P's program to help
1.4 Occupation of Parent the students who have
finacial problem
2.Factors that can affect the
behavior of the students
2.1 Lack of classroom
2.2 lack of learning materials
2.3 Financial Problem
2.4 Cellphone
2.5 Noisy Environment
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VI. Hypothesis

It was hypothesized that students who are intrinsically motivated to succeed in class experience
less classroom discipline issues than those students who experienced no intrinsic or extrinsic
motivation. It was further hypothesized that student success in the classroom is directly linked to
classroom management as well as teachers who developed lessons with their students' interests in mind,
experience less classroom discipline issues as a whole.
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CHAPTER III

Research Methods And Procedures

Presented in this chapter are the various components of research method, research venue, subject
respondents, instrument utilized and its validation and statistical treatment of data.

I. Research Design

This study used descriptive method of research. Descriptive method is design for the investigator
to gather information about present existing condition. The principal aim in employing this method is to
described the nature of situation as it exist at the time of the study and to explore the causes of particular
phenomena (Travers, 1978). Descriptive method of research is define as involving collection of data in
order to test hypothesis or to answer question concerning the current status of the subject of the study. A
descriptive study determine and report the way thing are. Just as historical research has no control over
what is, and it can only measure what already exist (Gay, 1976)

The research utilize the descriptive method of research in order to accomplish the objectives of
the study regarding to determine and asses the factors that affects the behavior of selected grade 12
students of Taysan Senior High School. The descriptive method will be used because of the whole
investigated variable using survey questionnaire as data gathering instrument. This type of research
design is focused on present existing conditions and its purposes to find new truth it had major emphasis
on the discovery of ideas and insight of every researcher.

II. Respondents of the Study

ABM HUMSS STEM


Respondents

TOTAL
MALE FEMALE MALE FEMALE MALE FEMALE

17 17 17 17 17 17 102

The respondents of the present study were Senior High School students of Taysan National High
School with the equal number of male and female students. The students from Grade 12 were the target
15

respondents of the study. Stratified Random Sampling was used to determine the number of the
respondents out of total population. The researchers came up with 102 respondents.

III. Data Gathering Instrument

In connection with the descriptive method, the data gathering instrument used was the self-made
questionnaire consisting of 15 items. This utilized in the study as the main source of data.

A. Construction of the questionnaire

The questionnaire consist of two parts. The first part contains profile of the respondent
like age, sex, and strand. The second part includes sub-part, part A for External factors such as
family, school and part B for Internal Factors such as self-confidence. All the questions helped
to know the determinants of career choice.

B. Validation of the questionnaire

The first draft of the questionnaire was submitted to the adviser for consultation and
correction.

The final draft of the questionnaire was presented to the adviser for some grammatical
accuracy and content appropriateness after the series of preliminary drafts.

After all the series of preliminary drafts and finally with the final drafts the researchers
continued reliability testing. The researchers used public schools, the Grade 12 students in
Taysan Senior High School. The one hundred-two (102) students are used by the researchers,
34 students are from ABM strand, 34 students are from HUMSS strand and 34 students are
from STEM strand. After distributing all the questionnaire and having it answered by the
students, the researchers tallied all the data for the computation.

IV. Scoring of the Responses

In order to score the responses, the researcher will used the Likert scale to determine the Factors
That Affects The Behavior Of Selected Grade 12 Students Of Taysan Senior High School at Taysan,
San Jose, Batangas.
16

Score Score Range Verbal Interpretation

4 4 Strongly Agree

3 3 2.49 Agree

2 2 2.49 Disagree

1 1 1.49 Strongly Disagree

The research used Like-t scale to develop the principle of measuring attitudes by asking people
to respond to a series of statement about a topic, in terms of the extent to which they agree with them,
and so tapping inti the cognitive and affective components of attitudes.

Liker-type of frequency scales used fixed choice response format and are designed to measure
attitudes or opinions. These ordinal scales measure levels of agreement/disagreement (Burns, Grove,
1997)

V. Data Gathering Procedure

The research looked and identified potential respondents for the study within the selected school
in Taysan, San Jose, Batangas. They were be first oriented about the study and its purpose. The
researchers discussed all the details. First, the researchers discussed about all the factor that may affect
the behavior of students and difficulties that they may encounter in school at Taysan Senior High
School. After the researchers also discussed the purpose of the study and how it will help students. After
all the discussion, the researchers gave the prepared questionnaire to the students and explained all the
directions.

The researchers also did the focus group discussion to the respondents by section explaining how
the internal and external factors affect the behavior of selected Grade 12 students and they also did an
observation about behavior and difficulties that the respondents encountered.
17

VI. Statistical Treatment

The statistical tools in the study are as follow:

Percentage. This was used by the researchers to fully understand and determine the total of the
respondents part by part.

Frequency. This helped to identify the weighted means of factors that affect the behavior of selected
Grade 12 students categorized as school, family and self-confidence.

Independent t-test. This was used to test the effect of external and internal factors in career choice of
students.

One-way analysis of variance. It was used by the researchers to test one or two more variables like sex,
age, strand and year and how the factors that may affect the behavior of selected Grade 12 students in
Taysan Senior High School.
18

CHAPTER IV

Presentation, Analysis And


Interpretation Of Data

This chapter presents data in tabular form supported with corresponding analysis and
interpretation and organized thematically based on the sequence of the research problem.

Table 1: shows the total of the respondents

STEM ABM HUMSS


TOTAL
MALE FEMALE MALE FEMALE MALE FEMALE

17 17 17 17 17 17 102

INTERPRETATION OF DATA

This table shows the number of respondents that are needed in our research study.Each
strands Humanities and Social Science (HUMMS),Accountancy And Business Management (ABM),
Science, Technology Engineering and Mathematics (STEM) has 34 respondents;17 of them are female
and 17 are male respondents.This shows that there are equal number of repondents consider their
gender.
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Table 2: shows the age of the respondents

STEM ABM HUMSS

AGE AGE AGE


TOTAL
17 18 19 17 18 19 17 18 19

18 15 1 20 12 2 18 15 1 102

INTERPRETATION OF DATA

It can be cleared from this table that 18 (53%) from the strand of Science, Technology,
Engineering and Mathematics belonged to the age of 17 years old followed by those within the age of 18
years old comprised of 15 (44%). A percentage of (3%) comprised those who belonged to the aged of 19
years old and for the strand of Accountancy and Business Management at the 17 years old of the
respondents it will comprise of 20 (59%) followed by the 18 years old 12 (35%). A percentage of 2
(6%) comprised those who belonged for the age of 19. Lastly, to the strand of Humanities and Social
Science. A 18 (53%) of the respondents belonged to the age of 17 followed by those who were 18 years
old comprised of 15 (44%) and the 1 (3%) of the respondent belong to the age of 19.

.
20

Table 3 : STRONGLY AGREE (4)


STEM ABM HUMSS
NO. Questions
# % # % # %
Family problems can affect the behavior of
1 15 44.12% 23 68% 14 41.18%
the students.
Having a conflict in the family gives the
2 5 15% 10 29.41% 14 41.18%
students a hard time in studying.
Broken family can boost the focus of the
3 6 18% 12 35.29% 8 24%
students towards leaning.
It is important for my family that I get a
4 28 82.35% 23 68% 22 65%
proper learning.
Officer of the class take a plan to help their
5 classmate to avoid using cellphone while 8 24% 13 38.24% 13 38.24%
teacher discussed the lesson.
The behavior of the students can affect their
6 21 62% 18 53% 17 50%
future.
The family that have a financial problem can
7 affect the behavior of the students towards 8 24% 12 35.29% 13 38.24%
learning.
Some students lose their forms in studying
8 6 18% 16 47.06% 5 15%
cause of family problems.
Some students do not have a high
9 6 18% 6 18% 5 15%
performance activities.
I can satisfy my family with my grade even
10 there is no classrooms and learning 8 24% 8 24% 10 29.41%
materials.
The students need to adjust in studying
11 even without learning materials to satisfy 9 26% 12 35.29% 10 29.41%
their family.
Students that excelled in studying without
12 learning materials needs a compliment from 7 21% 10 29.41% 6 18%
their family.
The students who suffered from broken
13 11 32.35% 17 50% 12 35.29%
family needs a special attention.
Learning materials are always needed of all
14 20 59% 25 74% 23 68%
Grade 12 students of Taysan SHS.
Education is the key to success to have a
15 27 79.41% 32 94.12% 25 74%
great future.
TOTAL 185 30% 237 38.29% 197 32%
TOTAL
619 100%

INTERPRETATION OF DATA

This table shows that the respondents answered strongly agree about the factors that
affect the behavior of selected grade-12 students of Taysan Senior High School. As you can see
in the table, the ABM got the highest percentage of 38% of the total respondents who answered
strongly agree in question 1-15 are 237 respondents. And the lowest percentage is the STEM
strand who got 30% answered strongly agree in the question 1-15 are 185 respondents.
21

Table 4 : AGREE (3)


STEM ABM HUMSS
NO. Questions
# % # % # %
Family problems can affect the behavior of
1 18 53% 11 32.35% 17 50%
the students.
Having a conflict in the family gives the
2 24 71% 24 71% 16 47.06%
students a hard time in studying.
Broken family can boost the focus of the
3 14 41.18% 12 35.29% 11 32%
students towards leaning.
It is important for my family that I get a
4 6 18% 11 32.35% 8 24%
proper learning.
Officer of the class take a plan to help their
5 classmate to avoid using cellphone while 20 59% 13 38.24% 13 38.24%
teacher discussed the lesson.
The behavior of the students can affect their
6 13 38.24% 14 41.18% 10 29.41%
future.
The family that have a financial problem can
7 affect the behavior of the students towards 19 56% 16 47.06% 16 47.06%
learning.
Some students lose their forms in studying
8 23 68% 16 47.06% 21 62%
cause of family problems.
Some students do not have a high
9 20 59% 26 76% 18 53%
performance activities.
I can satisfy my family with my grade even
10 there is no classrooms and learning 21 62% 22 65% 17 50%
materials.
The students need to adjust in studying
11 even without learning materials to satisfy 22 65% 22 65% 13 38.24%
their family.
Students that excelled in studying without
12 learning materials needs a compliment from 23 68% 22 65% 19 56%
their family.
The students who suffered from broken
13 18 53% 13 38.24% 14 41.18%
family needs a special attention.
Learning materials are always needed of all
14 14 41.18% 8 24% 7 21%
Grade 12 students of Taysan SHS.
Education is the key to success to have a
15 5 15% 1 3% 3 9%
great future.
TOTAL 260 37% 231 33.29% 203 29%
TOTAL
694 100%

INTERPRETATION OF DATA

This table show that the respondents answer agree about factors that affect the behavior
of selected grade-12 students of Taysan Senior High School. As you can see in the table, the
STEM got the highest percentage of 37% and total respondents who answer agree in question 1-
15 are 260. And the lowest percentage is the HUMMS who got 29% answered agree in the
question 1-15 are 203 respondents.
22

Table 5: STRONGLY DISAGREE (2)


STEM ABM HUMSS
NO. Questions
# % # % # %
Family problems can affect the behavior of the
1 1 3% 0 0% 3 9%
students.
Having a conflict in the family gives the
2 3 9% 0 0% 2 6%
students a hard time in studying.
Broken family can boost the focus of the
3 7 21% 6 18% 7 21%
students towards leaning.
It is important for my family that I get a proper
4 0 0% 0 0% 1 3%
learning.
Officer of the class take a plan to help their
5 classmate to avoid using cellphone while 4 12% 6 18% 7 21%
teacher discussed the lesson.
The behavior of the students can affect their
6 0 0% 1 3% 5 15%
future.
The family that have a financial problem can
7 affect the behavior of the students towards 4 12% 5 15% 4 12%
learning.
Some students lose their forms in studying
8 4 12% 2 6% 5 15%
cause of family problems.
Some students do not have a high performance
9 6 18% 2 6% 8 24%
activities.
I can satisfy my family with my grade even
10 4 12% 3 9% 4 12%
there is no classrooms and learning materials.
The students need to adjust in studying even
11 without learning materials to satisfy their 2 6% 0 0% 8 24%
family.
Students that excelled in studying without
12 learning materials needs a compliment from 3 9% 2 6% 6 18%
their family.
The students who suffered from broken family
13 3 9% 3 9% 6 18%
needs a special attention.
Learning materials are always needed of all
14 0 0% 1 3% 2 6%
Grade 12 students of Taysan SHS.
Education is the key to success to have a great
15 2 6% 1 3% 6 18%
future.
TOTAL 43 29% 32 21% 74 50%
TOTAL
149 100%

INTERPRETATION OF DATA

This table shows that the respondents answered agree about factors that affect the
behavior of selected grade-12 students of Taysan Senior High School. As you can see in the
table, the HUMMS got the highest percentage of 50% with the total respondents who answered
strongly disagree in the question 1-15 are 74 respondents. And the lowest percentage is the
ABM who got 21% and the total respondents who answered strongly disagree in question 1-15
are 32 respondents.
23

Table 6 : DISAGREE (1)


STEM ABM HUMSS
NO. Questions
# % # % # %
Family problems can affect the behavior of the
1 0 0% 0 0% 0 0%
students.
Having a conflict in the family gives the
2 2 6% 0 0% 2 6%
students a hard time in studying.
Broken family can boost the focus of the
3 7 21% 4 12% 8 24%
students towards leaning.
It is important for my family that I get a proper
4 0 0% 0 0% 3 9%
learning.
Officer of the class take a plan to help their
5 classmate to avoid using cellphone while 2 6% 2 6% 1 3%
teacher discussed the lesson.
The behavior of the students can affect their
6 0 0% 1 3% 2 6%
future.
The family that have a financial problem can
7 affect the behavior of the students towards 3 9% 1 3% 1 3%
learning.
Some students lose their forms in studying
%8 1 3% 0 0% 3 9%
cause of family problems.
Some students do not have a high performance
9 2 6% 0 0% 3 9%
activities.
I can satisfy my family with my grade even
10 1 3% 1 3% 3 9%
there is no classrooms and learning materials.
The students need to adjust in studying even
11 without learning materials to satisfy their 1 3% 0 0% 3 9%
family.
Students that excelled in studying without
12 learning materials needs a compliment from 1 3% 0 0% 3 9%
their family.
The students who suffered from broken family
13 2 6% 1 3% 2 6%
needs a special attention.
Learning materials are always needed of all
14 0 0% 0 0% 2 6%
Grade 12 students of Taysan SHS.
Education is the key to success to have a great
15 0 0% 0 0% 0 0%
future.
TOTAL 22 32% 10 15% 36 53%
TOTAL
68 100%

INTERPRETATION OF DATA

This table shows that the respondents answered agree about factors that affect the
behavior of selected grade-12 students of Taysan Senior High School. As you can see in the
table, the HUMMS got the highest percentage of 53% with the total respondents who answered
disagree in the question 1-15 are 36 respondents. And the lowest percentage is the ABM who
got 15% and the total respondents answered disagree in question 1-15 are 10 respondents.
24

CHAPTER V

Summary, Conclusions And Recommendations Summary

This chapter present the summary of findings, conclusion and recommendations based on the
data gathered, analyzed and interpreted.

Summary

The main purpose of this research study was to ascertain the factors that may affect the behavior
of selected Grade 12 students in Taysan Senior High School.

`The Researchers are the first batch of G-12 students who undergo the K-12 curriculum today
suffered a lot of difficulties. Being the first batch of students who studying under the curriculum is very
difficult because of shortage of classroom, lacking of chairs and learning materials, noisy environment
and etc. This situation changes the behavior of many grade 12 students of Taysan Senior High School.
This problem can affect the behavior of the students that can lead to a failure future because they cannot
focus on their studies if it is noisy, they take a lot of time by searching in the internet cause of lack of
learning material. The behavior of the students is very important in their future but if this problem
continues, this might affect the development of their talents and skills. To prevent this problem, we
need to come up with an idea that can help the students in their studies

The study may helpful for both Senior High School policy makers and parents of the students. It
helps the senior administration to design and implement the policies to improve the students
performance and the quality of education by changing the attitude of the students towards learning,
facilitating students problems especially financial problems and to look after them. It may also create
awareness among students about their rights and responsibilities to achieve quality education.
25

Conclusion

1. The behavior of students are the key to either success of failure in their ventures. For
educational setting, there is the outcomes based requirement that verifies students learning.

2. These are observed in their value judgment about self, peers and classroom environment.
Knowing these facts about the factors that can be related to the learning behaviors can base the
school program for students to enhance classroom conditions and services for students.

3. These can be determined through descriptive method using the questionnaire result. A
significant relationship between the students learning behaviors of valuing self, others and
environment and the factors in classroom situation that included teachers behavior and methods
of teaching, instructional materials and guides, and the classroom conditions was found.

Recommendations

1. The student performance should be improve if the administration of the senior high provides
proper leaning facilities to the students and also improve the environment of the senior high.

2. The student performance should be improve if the students have good and effective
communication skills and have good competence in English. For this the administration should take
steps to arrange the class for the English language.

3. The student should perform well if they are properly guided by the parents and also by their
teacher. If the students should know well about their abilities and their competences then he performs
well.
26

BIBLIOGRAPHY

Harb, Nasri and El-Shaarwi, Ahmed. (July 2006). Factors Affecting


StudentsPerformace. MPRA Paper No.1362.

Kirmani, Neghat Sana & Siddquah, Aishah (December 2008).


Identification and Analysis of Factors Affecting Students Achievement
in Higher Education.2nd. International Conference on assessing
quality in higher education.

Saenz, terry, Marcoulides, George A., Jum, Ellen & Young, Ray (1999).
The relationship between college experience and academic performance
among minority student. The Internationl Journal of Educational
Management, pp 199-207

http://www.seameo-innotech.org/wp-
content/uploads/2016/07/Research_Updates-SHS_Modelling.pdf

Grade 11 Earth & Life Science Lesson 1-SlideShare


http://www.slideshare.net
APPENDICES
28

QUESTIONNAIRE
Factors That Affects The Behavior Of Selected Grade 12 Students
Of Taysan Senior High School

To the Respondents,
This questionnaire is an instrument we choose to utilize to determine the most contributing factor that
affect the behavior of selected grade 12 students of Taysan Senior High School and the reasons behind, using
pre-determined variables.

I. Profile of the Respondent

Name (optional):__________________________ Sex: MALE FEMALE


Strand: STEM ABM HUMSS Age:_____

II. Questionnaire Proper


Direction: Kindly answer this questionnaire with sincerity and honesty using the code below. Check the
column of the desired answer.

Scale
INTERPRETATION
4 Strongly Agree
3 Agree
2 Strongly Disagree
1 Disagree

Questions 4 3 2 1
1. Family problems can affect the behavior of the students.
Having a conflict in the family gives the students a hard time in
2.
studying.
Broken family can boost the focus of the students towards
3.
leaning.
4. It is important for my family that I get a proper learning.
Officer of the class take a plan to help their classmate to avoid
5.
using cellphone while teacher discussed the lesson.
6. The behavior of the students can affect their future.
The family that have a financial problem can affect the behavior of
7.
the students towards learning.
Some students lose their forms in studying cause of family
8.
problems.
9. Some students do not have a high performance activities.
I can satisfy my family with my grade even there is no classrooms
10.
and learning materials.
The students need to adjust in studying even without learning
11.
materials to satisfy their family.
Students that excelled in studying without learning materials
12.
needs a compliment from their family.
The students who suffered from broken family needs a special
13.
attention.
Learning materials are always needed of all Grade 12 students of
14.
Taysan SHS.
15. Education is the key to success to have a great future.
29

LETTER

MARIVIC M. DIMACULANGAN
Principal III
Taysan National High School
Taysan, San Jose, Batangas

Madam,

Good day !

The undersigned are the Science, Technology, Engineering & Mathematics of Taysan NHS
who currently conducting a research study entitled Factor That Affects The Behavior Of
Selected Grade 12 Students Of Taysan Senior High School. This research aims to know the
behavior and difficulties encounter by senior high school students in Taysan Senior High School.
In this regard this is to humbly request your permission for the administration of the questionnaire
and for the gathering of relevant information from your students.

Rest assured that the information to be entrusted will be treated with utmost confidentiality
and for research purpose only.

Your help is highly valued.

Respectfully yours,

Researcher

CHRISTIAN A. RUBIO JOHN VEKSLER P. LINGAL

CHRISTIAN JAY E. PEA JUSTIN P. HERNANDEZ

JEREMIE V. AMBAL

Noted by:

WILMA P. URBANO
Practical Research in Daily Life 2 Teacher

Approved by:

MARIVIC M. DIMACULANGAN
Principal III
JEREMIE V. AMBAL JUSTIN P. HERNANDEZ

CHRISTIAN JAY E. PEA CHRISTIAN A. RUBIO

JOHN VEKSLER P. LINGAL


JOHN VEKSLER P. LINGAL
Yakal St. Dagatan San Jose, Batangas, |
ljohnveksler@yahoo.com | 09952657577

EDUCATIONAL SENIOR HIGH SCHOOL


ACHIEVEMENT STRAND & SECTION: STEM - PRUDENCE
NAME & ADDRESS OF SCHOOL:
TAYSAN SENIOR HIGH SCHOOL, TAYSAN SAN JOSE, BATANGAS
SEMESTER & SCHOOL-YEAR: 2ND SEMESTER (2017)

JUNIOR HIGH SCHOOL


NAME & ADDRESS OF JUNIOR HIGH SCHOOL:
TAYSAN NATIONAL HIGH SCHOOL, TAYSAN SAN JOSE, BATANGAS
AWARD/RECOGNITIONS (if theres any):
MTAP (2015)
With Honor
DATE OF FIRST ENROLLEMNT UP TO DATE OF GRADUATION: 2012 - 2016
SCHOOL-YEAR (ON THE TIME OF GRADUATION): 2015 - 2016

ELEMENTARY EDUCATION
NAME & ADDRESS OF ELEMENTARY SCHOOL:
DAGATAN ELEMENTARY SCHOOL, DAGATAN, SAN JOSE, BATANGAS
AWARD/RECOGNITIONS (if theres any):
MTAP (2006-2012),
1ST PLACE, PAMPAARALANG PALIGSAHAN NG PASULAT AT PASALITANG
PAKIKIPAGTALASTASAN-SABAYANG PAGBIGKAS (august 10, 2010)
With Honor
DATE OF FIRST ENROLLEMNT UP TO DATE OF GRADUATION: 2006 - 2012
SCHOOL-YEAR (on the time of graduation): 2011 - 2012

PRE-SCHOOL EDUCATION
NAME & ADDRESS OF PRE-SCHOOL:
KINDERGARTEN, DAGATAN, SAN JOSE, BATANGAS
AWARD/RECOGNITIONS (if theres any): ACHIEVER
DATE OF FIRST ENROLLEMNT UP TO DATE OF GRADUATION:2005 - 2006
SCHOOL-YEAR (on the time of graduation): 2006
PERSONAL Nickname: John Veksler / Kyzer
DETAILS Sex: Male
Faith/Religious Affiliation: Roman Catholic
Date of Birth: 09.11.2000
Place of Birth: San Jose District Hospital, San Jose, Batangas
Permanent Address: Yakal St. Dagatan, San Jose, Batangas

Name of Father: Victor A. Lingal


Occupation: Driving
Contact No: 0948-706-5331
Name of Mother: Belinda P. De Torres
Occupation: Teaching
Contact No: 0945-308-0680

Height (inches): 63 inches


Weight (lbs): 40 kg
Color of Hair: Black
Color of Eyes: Dark Brown
Ethnicity: Brown
Languages/dialect spoken: English, Filipino
Interest/Hobbies: Coding, Reading, Photography

I hereby certify that the facts


contained in this resume are true and
complete to the best of my knowledge
and belief.

SIGNATURE OF APPLICANT JOHN VEKSLER P. LINGAL


JEREMIE V. AMBAL
Don Luis, San Jose, Batangas, |
Ambaljeremie9@gmail.com | 09755087102

EDUCATIONAL SENIOR HIGH SCHOOL


ACHIEVEMENT STRAND & SECTION: STEM - PRUDENCE
NAME & ADDRESS OF SCHOOL:
TAYSAN SENIOR HIGH SCHOOL, TAYSAN SAN JOSE, BATANGAS
SEMESTER & SCHOOL-YEAR: 2ND SEMESTER (2017)

JUNIOR HIGH SCHOOL


NAME & ADDRESS OF JUNIOR HIGH SCHOOL:
TAYSAN NATIONAL HIGH SCHOOL, TAYSAN SAN JOSE, BATANGAS
DATE OF FIRST ENROLLEMNT UP TO DATE OF GRADUATION: 2012 - 2016
SCHOOL-YEAR (ON THE TIME OF GRADUATION): 2015 - 2016

ELEMENTARY EDUCATION
NAME & ADDRESS OF ELEMENTARY SCHOOL:
PADRE IMO LUNA MEMORIAL ELEMENTARY SCHOOL, POBLACION IV, SAN
JOSE, BATANGAS
DATE OF FIRST ENROLLEMNT UP TO DATE OF GRADUATION: 2006 - 2012
SCHOOL-YEAR (on the time of graduation): 2011 - 2012

PERSONAL Nickname: Jeremie


DETAILS Sex: Male
Faith/Religious Affiliation: Roman Catholic
Date of Birth: November 30, 1999
Place of Birth: Don Luis, San Jose, Batangas
Permanent Address: Don Luis, San Jose, Batangas

Name of Father: Manolito G. Ambal


Occupation: none
Name of Mother: Lucy V. Ambal
Occupation: none
Height (inches): 69 inches
Weight (lbs): 106 lbs
Color of Hair: Black
Color of Eyes: Black
Ethnicity: Brown
Languages/dialect spoken: English, Filipino
Interest/Hobbies: Playing games and basketball

I hereby certify that the facts


contained in this resume are true and
complete to the best of my knowledge
and belief.
SIGNATURE OF APPLICANT Jeremie V. Ambal
JUSTIN P. HERNANDEZ
Don Luis, San Jose, Batangas, |
ljohnveksler@yahoo.com | 09952657577

EDUCATIONAL SENIOR HIGH SCHOOL


ACHIEVEMENT STRAND & SECTION: STEM - PRUDENCE
NAME & ADDRESS OF SCHOOL:
TAYSAN SENIOR HIGH SCHOOL, TAYSAN SAN JOSE, BATANGAS
SEMESTER & SCHOOL-YEAR: 2ND SEMESTER (2017)

JUNIOR HIGH SCHOOL


NAME & ADDRESS OF JUNIOR HIGH SCHOOL:
TAYSAN NATIONAL HIGH SCHOOL, TAYSAN SAN JOSE, BATANGAS
DATE OF FIRST ENROLLEMNT UP TO DATE OF GRADUATION: 2012 - 2016
SCHOOL-YEAR (ON THE TIME OF GRADUATION): 2015 - 2016

ELEMENTARY EDUCATION
NAME & ADDRESS OF ELEMENTARY SCHOOL:
PADRE IMO LUNA MEMORIAL ELEMENTARY SCHOOL, POBLACION IV, SAN
JOSE, BATANGAS
DATE OF FIRST ENROLLEMNT UP TO DATE OF GRADUATION: 2006 - 2012
SCHOOL-YEAR (on the time of graduation): 2011 - 2012

PRE-SCHOOL EDUCATION
NAME & ADDRESS OF PRE-SCHOOL:
KINDERGARTEN, PADRE IMO LUNA MEMORIAL ELEMENTARY SCHOOL,
POBLACION IV ,SAN JOSE, BATANGAS
DATE OF FIRST ENROLLEMNT UP TO DATE OF GRADUATION:2005 - 2006
SCHOOL-YEAR (on the time of graduation): 2006

PERSONAL Nickname: Justiin


DETAILS Sex: Male
Faith/Religious Affiliation: Roman Catholic
Date of Birth: 11.26.1999
Place of Birth: Don Luis, San Jose, Batangas
Permanent Address: Don Luis, San Jose, Batangas
Name of Father: Jovencio A. Hernandez
Occupation: AFP (retired)
Name of Mother: Maria Fatima P. Hernandez
Occupation: Housewife

Height (inches): 72 inches


Weight (lbs): 60 kg
Color of Hair: Black
Color of Eyes: Dark Brown
Ethnicity: Brown
Languages/dialect spoken: English, Filipino
Interest/Hobbies: Playing basketball

I hereby certify that the facts


contained in this resume are true and
complete to the best of my knowledge
and belief.
SIGNATURE OF APPLICANT Justin P. Hernandez
CHRISTIAN JAY E. PEA
Bigain 1st Pulo San Jose Batangas
christianjaypen@yahoo.com | 09483122425

EDUCATIONAL SENIOR HIGH SCHOOL


ACHIEVEMENT STRAND & SECTION: STEM - PRUDENCE
NAME & ADDRESS OF SCHOOL:
TAYSAN SENIOR HIGH SCHOOL, TAYSAN SAN JOSE, BATANGAS
SEMESTER & SCHOOL-YEAR: 2ND SEMESTER (2017)

JUNIOR HIGH SCHOOL


NAME & ADDRESS OF JUNIOR HIGH SCHOOL:
TAYSAN NATIONAL HIGH SCHOOL, TAYSAN SAN JOSE, BATANGAS
AWARD/RECOGNITIONS (if theres any):
DATE OF FIRST ENROLLEMNT UP TO DATE OF GRADUATION: 2012 - 2016
SCHOOL-YEAR (ON THE TIME OF GRADUATION): 2015 - 2016

ELEMENTARY EDUCATION
NAME & ADDRESS OF ELEMENTARY SCHOOL:
ROMAN OZAETA MEMORIAL SCHOOL,LUMIL SAN JOSE BATANGAS
AWARD/RECOGNITIONS (if theres any):
DATE OF FIRST ENROLLEMNT UP TO DATE OF GRADUATION: 2006 - 2012
SCHOOL-YEAR (on the time of graduation): 2011 - 2012

PRE-SCHOOL EDUCATION
NAME & ADDRESS OF PRE-SCHOOL:
KINDERGARTEN, LUMIL SAN JOSE BATANGAS
AWARD/RECOGNITIONS (if theres any): BEST IN MAKABAYAN
DATE OF FIRST ENROLLEMNT UP TO DATE OF GRADUATION:2005 - 2006
SCHOOL-YEAR (on the time of graduation): 2006

PERSONAL Nickname: c-jhay


DETAILS Sex: Male
Faith/Religious Affiliation: Roman Catholic
Date of Birth: march 24, 2000
Place of Birth: Batangas Regional Hospital
Permanent Address:Bigain 1st Pulo San Jose Batangas

Name of Father: Jimmy Pea


Occupation: Driver
Contact No:09125448273
Name of Mother: Maridel E. Pea
Occupation: sewer
Contact No: 09109400610

Height (inches):163 cm
Weight (lbs): 48kg
Color of Hair: Black
Color of Eyes: Brown
Ethnicity: Brown
Languages/dialect spoken: English and Tagalog
Interest/Hobbies:

I hereby certify that the facts


contained in this resume are true and
complete to the best of my knowledge
and belief.
SIGNATURE OF APPLICANT Christian Jay E. Pena
CHRISTIAN A. RUBIO
Don Luis, San Jose, Batangas, |
Christianrubio2097@gmail. com| 09568697024

EDUCATIONAL SENIOR HIGH SCHOOL


ACHIEVEMENT STRAND & SECTION: STEM - PRUDENCE
NAME & ADDRESS OF SCHOOL:
TAYSAN SENIOR HIGH SCHOOL, TAYSAN SAN JOSE, BATANGAS
SEMESTER & SCHOOL-YEAR: 2ND SEMESTER (2017)

JUNIOR HIGH SCHOOL


NAME & ADDRESS OF JUNIOR HIGH SCHOOL:
TAYSAN NATIONAL HIGH SCHOOL, TAYSAN SAN JOSE, BATANGAS
DATE OF FIRST ENROLLEMNT UP TO DATE OF GRADUATION: 2012 - 2016
SCHOOL-YEAR (ON THE TIME OF GRADUATION): 2015 - 2016

ELEMENTARY EDUCATION
NAME & ADDRESS OF ELEMENTARY SCHOOL:
PADRE IMO LUNA MEMORIAL ELEMENTARY SCHOOL, POBLACION IV, SAN
JOSE, BATANGAS
DATE OF FIRST ENROLLEMNT UP TO DATE OF GRADUATION: 2005 - 2011
SCHOOL-YEAR (on the time of graduation): 2010 - 2011

PERSONAL Nickname: Christian


DETAILS Sex: Male
Faith/Religious Affiliation: Roman Catholic
Date of Birth: 4.20.1997
Place of Birth: Don Luis, San Jose, Batangas
Permanent Address: Don Luis, San Jose, Batangas

Name of Father: Leonardo M. Rubio


Occupation: Laborer
Name of Mother: Corazon A. Rubio
Occupation: none
Height (inches): 63 inches
Weight (lbs): 49 kg
Color of Hair: Black
Color of Eyes: Dark Brown
Ethnicity: Brown
Languages/dialect spoken: English, Filipino

I hereby certify that the facts


contained in this resume are true and
complete to the best of my knowledge
and belief.
SIGNATURE OF APPLICANT CHRISTIAN A. RUBIO