HOLY FAMILY ACADEMY HIGH SCHOOL DEPARTMENT 1

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A Research Presented
to the Senior High School Department of
HOLY FAMILY ACADEMY

In Partial Fulfillment of a Subject Requirement

in Practical Research 1

Submitted by
Last name, First name, Middle Initial (Alphabetical)

Submitted to
Ms. Ferlhyn Joy C. Miguel.
Subject Teacher

March 26, 2018

HOLY FAMILY ACADEMY HIGH SCHOOL DEPARTMENT 2

ACKNOWLEDGEMENT
We, the researchers, wish to express our sincere gratitude to those who took time
to help and contribute for successfully accomplishing our research. It will not be
done without the unending effort and support that was extended to us by these
admirable people and the unity that was upheld of our own.
First of all, we are grateful to The Almighty God for endowing us intellect
and the integrity to abide by which we have pledged to accomplish. The strength
that was constantly embedded in us helped in being able to accomplish this
research task. In the process of putting this research paper together, we were able
to realize that He gave us the power to believe in ourselves and continue to pursue
our dreams.
To our dear principal, Sister Ida L. Morin, we would like to thank her for
providing us with all the necessary facilities and materials.
To the Middle Administrators, Mr. Rommel U. Antonio and Ms. Shannel L.
Espiritu, we would like to extend our gratitude for giving us the confidential yet
invaluable information that helped us to establish our participants for this research.
To Mrs. Joanna Henson-Baclas and the Instructional Media Center
authorities, we would like to thank them for welcoming us to house our interviews
of our participants in the Instructional Media Center (IMC) and the information
gathered from the different printed or non-printed texts that helped in our research.
To the teachers, Mr. Jastin Pangilinan, Mr. Mark Marvin Dizon, Ms. Ma.
Bridget Rivera, Ms. Ma. Carmen Vino, and Mr. Ryan Sarmiento, we would like to
thank them for bearing with us as we excuse their students from their classes as
our respondents.
To the selected students from Grade 10 Romans and Philippians, we would
like to express our deepest gratitude for accepting our request to be our
participants and as their cooperation greatly helped us to be able to accomplish
this research. We would be forever thankful to them for helping us accomplish our
research task.
To our parents, we would like to thank them for their unceasing support and
encouragement despite the hardships and the difficulties we have encountered in
the entire course of our research journey.
To the previous researchers who have been extensively and repeatedly
mentioned in our research paper, we would also like to express our deep sense of
gratitude to them for having sufficient information and keen interest in the work that
made our research possible. Albeit any errors are our own, they should not tarnish
the reputations of these esteemed persons. Without them, it would have been
harder to obtain the necessary information for this project.
Lastly, we our notably indebted to Ms. Roma Angelou TinteDizon for her
indispensable erudition that enabled us to broaden our knowledge and develop our
skills; the sincerity that brought us harmony; the valuable guidance that lead us to
know the better; and the encouragement that pushed us to do better. Despite the
repeated queries that we have for her, we have ever leaned on her unending
patience and perseverance.
Again, we place on record, our sense of gratitude to one and all who
(directly or indirectly), have lent their helping hand in this research.
HOLY FAMILY ACADEMY HIGH SCHOOL DEPARTMENT 3

TABLE OF CONTENTS

Title Page ..................................................................................... 1

Acknowledgement ..................................................................................... 2
Table of Contents ..................................................................................... 3

Chapter Page
1 INTRODUCTION

Abstract .............................................................. 5
Introduction ..............................................................

2 REVIEW OF RELATED LITERATURE

Subheading 1 ....................................................
Subheading 2 ....................................................
Subheading 3 …………………………................
Subheading 4 ....................................................

3 METHODOLOGY

Context of the study ....................................................

Sampling Design and Participants …..………….........
Research Design and Data Collection .......................
Data analysis and Interpretation ..............................
HOLY FAMILY ACADEMY HIGH SCHOOL DEPARTMENT 4

4 FINDINGS AND INTERPRETATION

Subheading 1 ....................................................
Subheading 2 ....................................................
Subheading 3 …………………………................
Subheading 4 ....................................................

5 DISCUSSION AND CONCLUSION

Discussion ..........................................................
Conclusion ..........................................................
Recommendation ..........................................................

REFERENCES .....................................................................
BIOGRAPHY .....................................................................
HOLY FAMILY ACADEMY HIGH SCHOOL DEPARTMENT 5

Abstract

Title (Arial, 14, Right Alignment)

Name of Leader
Name of Members
First name, M.I, Last name
Holy Family Academy

One does not know enough that one knows too little. Illusory superiority, the
mentality that one is above average has been a viral mentality today. This
qualitative grounded theory aims to identify and verify the influence of this
mentality on the relationship of students’ belief in being able to accomplish
academic responsibilities or academic self-efficacy and their social anxiety in
classroom participation. Students face academic responsibilities from time to time,
thus, the need for their belief in being able to accomplish academic tasks or
academic self-efficacy. However, social anxiety cripples this academic self-
efficacy. Among the three mentioned variables, there is a well-established
relationship between two but there have been no formal studies that have
identified and verified the link involving all three variables. Having self-efficacy
and social anxiety as variables with an indirect relationship, this cognitive bias,
illusory superiority, deemed to have an influence on both variables which will be
identified by the researchers through a constant comparative method and narrative
analysis to the responses of the participants. Since the study is a grounded theory
design, the participants are selected based on the indicators of each variable that
will be suitable in the study. Through these one-on-one interviews, a theory has
been be established. After conducting the said interviews, it was found out that
illusory superiority positively influences one’s academic self-efficacy through
self-perception; illusory superiority constructs the confidence that leads to self-
efficacy but diminishes social anxiety in classroom participation; and as a
culmination to all of these; researchers theorize that illusory superiority is a pillar
that supports the indirect relationship of self-efficacy and social anxiety. These
findings show a possible ground for the further grasp of society’s mechanisms.
HOLY FAMILY ACADEMY HIGH SCHOOL DEPARTMENT 6

Introduction
How good of a student or a teacher are you? Can you consider your writing,
speaking, listening, and/or reading skills of greater competence than that of others?
Up to what degree do you deem your own intelligence’s extent? Research (Roese&
Olson, 2007; Zuckerman &Jost, 2001; Kruger & Dunning, 1999; Alicke, 1985;
Svenson, 1981, as cited in Varnum, 2015) show that you have the tendency, like
most people, to say that you are above “average” in any given area or aspect of
proficiency. And in this competitive environment of learners, self-evaluation may
result in cognitive bias and may pave the way to prejudiced comparison of oneself
to others. This cognitive bias is known to be as illusory superiority, where there is
an overestimation of one’s positive attributes (Klosowski, 2014) and
underestimation of another’s the same attributes. Illusory superiority has been a
sign of a healthy mind, yet ironically, with its prevalence as an indicator of a
healthy cognition, why is there also the prevalence of these notorious mental
illnesses?

One can say with great confidence that mental illnesses have begun to dominate and
it is perhaps the biggest dilemma that our society ordeals today (Layard, 2005).
According to World Health Organization (2001), one out of four people can be
affected of different mental conditions worldwide. Mental health plays a general
role in establishing an efficient and flourishing society (Bavojdan, Towhidi,
&Rahmati, 2011) and that psychology has continuously explored for which it is
growing. As the environment on this setting involves learners, there are factors that
are needed to be focused that are also embedded in psychology. One is self-efficacy
for which the learners often establish for the future holds. Findings show that self-
efficacy has an active role on mental health (Tahmassian&Moghadam, 2011). As to
their capacity to address responsibilities, there may also be complications that may
concern one of which is the ability to communicate with others. Social anxiety
influences an individual’s efficiency to work which happens to have an inverse
HOLY FAMILY ACADEMY HIGH SCHOOL DEPARTMENT 7

relationship (Ranjbaran, Reyshahri, Pourseifi, &Javidi, 2016). As for the

relationship of self-efficacy and social anxiety, illusory superiority comes in for this
mentality may affect or may be affected by the relationship of self- efficacy and
social anxiety.

In the context of our title, the word ‘paradigm’ in ‘illusory superiority paradigm’
was used in its context as a set of ideas or a pattern of concepts, or in a much
concise and practical definition, a model representing hypothetical postulates of a
professional. Therefore, ‘illusory superiority paradigm’ corresponds to the model or
set of ideas that represent the theoretical observation of psychologists about the
certain mentality of superiority which is exclusive only to certain groups of people.
We also used the term ‘para¬digm’ to fully differentiate illusory superiority from
superiority complex which is closely linked to it. In a nutshell, illusory superiority
is merely a mental disposition of superiority; whereas, superiority complex is the
circumstance in which a person experiences extreme delusions or fantasizes his/her
superiority as a “human being” itself; thus, causing disturbance to his/her
community, a circumstance which is only verified upon the diagnosis of a
psychiatrist.

On the other hand the word ‘principle’ was which was used takes its definition as a
fundamental truth or proposition that serves as the foundation for a system of belief
or behaviour or for a chain of reasoning, or simply the theoretical claims of a
certain idea. Therefore, ‘the Principles of Self-efficacy and Social Anxiety’ also
means the ‘theoretical claims’ of the said psychological phenomena. The lexicon
‘principle’ was also used to denote that our study would focus on the practical and
surface-level occurrences and applications of social anxiety and self-efficacy in the
context of students in a classroom-based setting, and not the in-depth study social
anxiety itself as a mental disorder as that of psychologists’, as our paper does not
HOLY FAMILY ACADEMY HIGH SCHOOL DEPARTMENT 8

focus on the symptoms, signs, or treatment of patients experiencing the said

phenomena, nor does it provide suggestions to respond to the threat of social
anxiety as ‘mental disorder’ with the thorough study of the theory of social anxiety
as that of Bandura’s, but only identify and verify the underlying influence of the
variables to one another.

Constricting the viewpoint of the study in the Philippine setting, Holy Family
Academy, High School Department is an educational institution that operates in
accordance to its Student Handbook which serves as the embodiment of the
school’s aims and upholding in response to the current norms of our society.
Moreover, based on the institution’s Student Handbook of School Year 2017-2018,
the school does not only aim for its students’ competence in academics as an
integral part of their Benedictine Education, but also their holistic development in
mind, body, and spirit. And in the interest of monitoring the developments of
students in mind, the school has formed the L.I.N.G.A.P. Center, a small
organization of personnels, of which programs promote the school’s advocacy in
spiritual formation, academic excellence, social awareness of students, and
especially the mental wellbeing of the students. Two of the major services that
assist the L.I.N.G.A.P. Center in achieving its goals are the: 1) Needs
Assessment/Inventory and the 2) Goal Sharing Interaction. The Needs
Assessment/Inventory service desires to identify the students’ strengths and
weaknesses which would then be deepened by the Goal Sharing Interaction service
in the form of interviews which are focused on the conscious thoughts and
behaviors of students, and also the underlying phenomena responsible for such
behaviors.

With the aforementioned information, L.I.N.G.A.P. Personnels are able to identify

the current, ongoing issues, specifically mental trends that are evident in the student
HOLY FAMILY ACADEMY HIGH SCHOOL DEPARTMENT 9

population. Furthermore, with what is aforementioned, we can claim that Holy

Family is an independent functioning within the Filipino society itself, specifically
in the Kapampangan region; therefore it is a unit of society which is a society itself
on its own, with its students, teachers, administrators, and other personnels co-
existing the same workplace and environment. Being open to this reality, we can
deduce that the distinct situational phenomena that happen within the bigger
scenario also happen within the smaller one, such as the said school. With the
aforementioned information, we can infer that the theoretical psychological
phenomena illusory superiority, self-efficacy, and social anxiety are applicable to
Holy Family Academy even though no formal studies have been conducted to
identify whether they are formally existing in this smaller operating community.
From this, we aim to identify and verify the role of illusory superiority play within
self-efficacy, the role of illusory superiority play within social anxiety, and illusory
superiority’s influence on the relationship between self-efficacy and social anxiety
of students.

To guide the present study, we posed the following research questions:

1. How does the role of illusory superiority play within self-efficacy?
2. How does the role of illusory superiority play within social anxiety?
3. How does illusory superiority influence the relationship between
self-efficacy and social anxiety of students?
HOLY FAMILY ACADEMY HIGH SCHOOL DEPARTMENT 10

Review of Related Literature

This part of our research paper intensively presents related literature obtained from
our rigorous and scrupulous data-gathering. This part of our research paper lays
down these theoretical frameworks and empirical discoveries of previous researches
in the interest of further deepening the readers’ understanding of our research paper,
not in tarnishing the reputation of these esteemed authors by discrediting their work
with that of other contradicting works, and also to establish and continuously build
the credibility of our own work while maintaining the integrity of those which will
be presented.

The Principle of Social Anxiety

Present researches theoretically suggest that self-efficacy is highly linked to social

anxiety which leads to extreme vulnerability to depression
(Tahmassian&Moghadam, 2011). But the relationship itself between self-efficacy
and social anxiety has been formally established before by Tahmassian and
Moghadam (2011) themselves. Parallel to their study and also serving as a
foundation is the investigation of Bavojdan, Towhidi, &Rahmati (2011) regarding
the relationship between mental health and the variables general self-efficacy
beliefs, coping strategies, and locus of control in male drug users. Findings show
that boosted levels of general self-efficacy greatly enhance one’s mental health;
whereas, low levels of self-efficacy spawn mental health-related issues. But what
lack in Bavojdan et al.’s (2011) work are the specific health-related issues. Going
back to the aforementioned study of Tahmassian and Moghadam (2011), similarly,
results show that one’s self-efficacy notably affects one’s mental health. But
stepping forward much more, Tahmassian and Moghadam (2011) focused on the
influence of self-efficacy on depression, worry, social avoidance, and anxiety itself.
They have found out that multiple facets of mental health are influenced by one’s
sense of self-efficacy assessment. To have a common ground, they defined self-
efficacy as the personal beliefs in one’s capabilities. They also defined social
HOLY FAMILY ACADEMY HIGH SCHOOL DEPARTMENT 11

anxiety as a state of anticipatory apprehension over possible deleterious happenings

(Bandura, 1997, as cited in Tahmassian&Moghadam, 2011). With such definitions,
it is appropriate for us to mention their work since our definition of self-efficacy
and social anxiety is congruent to theirs. And as a major key point to this,
Tahmassian and Moghadam (2011) themselves claimed that in accordance to this,
the social cognitive theory of Bandura himself states that a student’s perceived
sense of efficacy is crucial to the stimulation of student anxiety, which then makes
their research more applicable to ours since our research is school-centered; thus,
student anxiety is also our focus. In conclusion, all the cited works only point out to
one thing, one’s general self-efficacy indirectly influences one’s social anxiety, and
as Tahmassian and Moghadam (2011) specifically pointed out for us, self-efficacy
affects student anxiety itself; thus, establishing the relationship between the two
variables.

The Needles in the Haystack

Considering that illusory superiority, self-efficacy, and social anxiety are

psychological phenomena, one cannot simply observe their actual occurrences be
by mere visual, auditory, or also the other senses for that matter. Therefore, we will
be using theoretical indicators of theses said variables which would then be to
evaluate the suitableness of the participants. Way (2011) who has published works
related to the Dunning-Kruger Effect (or the Primus Inter Pares Effect as defined in
our research paper) stated that people who exhibit illusory superiority generally rate
their abilities more than their actual degree, and their lack of proficiency hinders
their metacognition to detect their own incompetence. Moreover, people who tend
to: 1) overestimate their own level of skill, 2) fail to recognize others’ skills, 3) fail
to recognize the extremity of their incompetence or lack of skill in that matter, and
4) their tenacity to improve themselves in areas in which they have detected their
previous inadequacies should they recognize their previous inadequacy, are people
HOLY FAMILY ACADEMY HIGH SCHOOL DEPARTMENT 12

who most likely experience illusory superiority (Dunning-Kruger Effect, n.d., as

cited in Way, 2011).

Secondly, for general self-efficacy, we have chosen Bandura’s (1994), as cited in

Standford University (n.d.), hypothetical framework since he is a prominent and a
credible figure in the field of psychology, well known for being the proponent of
the theoretical construct of self-efficacy. According to him, the sources, and in the
long run, the indicators themselves of self-efficacy are: 1) experience, or "enactive
attainment" which pertains to the person’s experience of mastery which include
success that boosts self-efficacy and failure that induces low self-efficacy; 2)
modeling, or "vicarious experience" which pertains to the person’s dependency on
others’ success, thus, diminishing self-efficacy when seeing others failing and
escalating self-efficacy when seeing others succeed; 3) social persuasion which
include discouragement that diminishes self-efficacy and encouragement that
escalates self-efficacy, and 4) physiological factors or signs of distresses such as
shaking when speaking in public, looking pale, perspiring excessively, and other
analogous marks of low self-efficacy. Furthermore, people with high self-efficacy
correlate success with self-improvement rather than self-comparison and
consequent “victory” over others. But digging deeper into self-efficacy in
accomplishing academic responsibilities, Furthermore, Conner II, Aagaard, &
Skidmore (2011) specifically mentioned that self-efficacy in a classroom-based
setting or simply academic self-efficacy is determined with higher levels of one’s
own abilities which is evident through one’s engagement in classroom activities,
and their persistence to try again should they fail, improved outcomes in outputs
which include reading and writing contexts (Schunk& Zimmerman, 2007, as cited
in Conner II et al., 2011), better overall performance on national assessments and
other assessment within the school boundaries since self-efficacy correlates
positively on these (Pershey, 2010, as cited in Conner II et al., 2011), and
HOLY FAMILY ACADEMY HIGH SCHOOL DEPARTMENT 13

commendable academic performances (Bong, 1999, as cited in Conner II et al.,

2011).
Thirdly, for the general perspective of social anxiety, we have chosen Andrew
Kukes Foundation For Social Anxiety, Inc.’s (2018) postulatory notion which is
based on the institution’s own concept, The Cognitive Theory of Social Anxiety.
According to the institution, indicators of social anxiety are 1) overestimation of the
level of threat in social situations, 2) underestimation of one’s own ability to handle
social situations, 3) expectation of negative outcomes from interactions in social
environments, 3) overestimation of the consequences of these negative outcomes, 4)
distraction one’s own performance in any aspect, 5) paying attention to the negative
aspects of their social dealings, and 6) the tendency to remember past interactions
as worse than they really were. But again, digging deeper into social anxiety in the
context of class participation, Rauch (2014) from The University of San Francisco
who has extensively studied social anxiety and published her work Anxiety in the
Classroom Setting: Early Detection of Signs and Symptoms identified thee
indicators which include: 1) frequent visits to the clinic, (Shannon, Bergren, &
Matthews, 2010, as cited in Rauch, 2014); diverse, negative impact on a child’s
emotional, social and educational achievements or lack of academic success
(Creswell, Hentges, Partinkson, Sheffield, Willetts, & Cooper, 2010, as cited in
Rauch, 2014). Other indicators include: 1) disruptive behaviours, 2) difficulty in
answering questions in class, 3) frequent nurse visits, 4) difficulty in certain
subjects, 5) failure to do or submit written works such as assignments, and 6)
avoidance of social interactions in school, or in group or collaborative works in the
classroom.

Lastly, in a more practical and more appropriate approach, particularly in a

classroom-based setting, the students’ academic performance and consequent
achievements if possible can also be used as indicators for such psychological
phenomena. In Mohammadyari’s (2012) research Comparative Study of
HOLY FAMILY ACADEMY HIGH SCHOOL DEPARTMENT 14

Relationship between General Perceived Self-efficacy and Test Anxiety with

Academic Achievement of Male and Female Students, results asserted that there is
a positive relationship between self-efficacy and the academic performance and
possible achievement of students, both male and female, which is consistent with
the findings of Multon et al., 1991; Staikovic&Luthans, 1988 (as cited in
Mohammadyari, 2012). Furthermore, Mohammadyari’s (2012) research also
pointed out that there is a negative indirect relationship between test anxiety which
is a minor piece to the aggregate jigsaw puzzle of social anxiety in the classroom
(Mighty Proud Media, Inc., 2016) and academic achievement among students, both
male and female, which is consistent with the findings of Mazzone, Ducci, Scoto,
Passaniti, D'Arrigo, &Vitiello, 2007; Onyeizugbo, 2010; Abulghasemi&Varaniyab,
2010; Aronen, Vuontella, Steenari, Salmi, & Carlson, 2004 (as cited in
Mohammadyari, 2012).

These are the common indicators of the occurrence of the three variables in the
mental activity of people, or students in the context of our study. Both self-efficacy
and social anxiety were provided with indicators on a general viewpoint on them
and separate set of indicators on the narrowed perspective, particularly on the self-
efficacy of students in accomplishing academic responsibilities and social anxiety
in class participation. The sources of this information were first given background
to build up their credibility in their field since their works would later on be directly
incorporated to our work, specifically in the selection of eligible
participants/respondents.
HOLY FAMILY ACADEMY HIGH SCHOOL DEPARTMENT 15

Methodology
This part of our research paper presents the current set-up of the research locale,
theories, suggestions, and procedures that we have undertaken to investigate the
variables mentioned, and obtain the consistent theoretical evidences from the said
variables that did not only validate the existence of such, their relevance and that of
our research paper to the present setting, but also served as the foundations of our
own grounded theory.

Context of the Study

Research Design

Sampling Design

Participants

Data Collection
HOLY FAMILY ACADEMY HIGH SCHOOL DEPARTMENT 16

Findings and Interpretation

HOLY FAMILY ACADEMY HIGH SCHOOL DEPARTMENT 17

Discussion
HOLY FAMILY ACADEMY HIGH SCHOOL DEPARTMENT 18

Conclusion
.

Recommendation

Note: Bullet form

HOLY FAMILY ACADEMY HIGH SCHOOL DEPARTMENT 19

References
Note: APA 6th edition (hanging indention)
Alphabetical
Sort the type
see samples

Journal Articles

Abi-Najem, N. (2015). A silent battle: Participating in class is a struggle for

students
with social anxiety. Retrieved on December 10, 2017, from
http://ryersonian.ca/a-silent-battle-participating-in-class-is-a-struggle-for-
students-with-social-anxiety/
Abulghasemi, A., &Varaniyab, T. (2010). Resilience and perceived stress:
predictors
of life satisfaction in the students of success and failure. Retrieved on
January 10, 2018 https://ac.els-cdn.com/S1877042810015521/1-s2.0-
S1877042810015521-main.pdf?_tid=c554941c-f8cb-11e7-bf5c-
00000aacb35d&acdnat=1515894153_572675de273a8b6865fb4489309a615
8

Web Articles

Dunning-Kruger Effect. (n.d.) In Wikipedia. Retrieved on January 7, 2018, from

https://en.wikipedia.org/wiki/Dunning%E2%80%93Kruger_effect
Ghose, T. (2013). Why we’re all above average. Retrieved on December 11, 2017,
fromhttps://www.livescience.com/26914-why-we-are-all-above-
average.html
Study.com (n.d.). Self-efficacy vs. self-Concept: Differences & effects on outcome
expectations. Retrieved on December 11, 2017, from
https://study.com/academy/lesson/self-efficacy-vs-self-concept-differences-
effects-on-outcome-expectations.html

Video

Ted-ED. (2017). Why incompetent people think they’re amazing. Retrieved on

December 11, 2017, from
https://www.facebook.com/TEDEducation/videos/1805241286155736/
HOLY FAMILY ACADEMY HIGH SCHOOL DEPARTMENT 20

Appendix

Biography
Joshua Louis Garcia Lorenzo is currently receiving Benedictine Education in Holy
Family Academy in Angeles City, Pampanga. He finished his Elementary Education in
2012 at Holy Family Academy with High Honors. He has been a consistent honor
student in his Junior High School years, accomplishing his year as freshmen with High
honors and his years as a sophomore, an as a junior with Highest Honors. He has
culminated his Junior High School Education in 2017 with Highest honors. He has also
been a four-year consistent recipient of Academic Excellence in Communication Arts:
English. He belongs to the Science, Technology, Mathematics, and Engineering
(STEM) strand and is a member of the Health Science Organization.
Email:joshualorenzo440@yahoo.com

Mary Angela Kirsten Gayle Orbe David is an elementary graduate from Achievers
Special Education Center in 2013. She is currently a Grade 11 STEM (Science,
Technology, Engineering, and Mathematics) student of St. Hilary, at Holy Family
Academy Senior High School. She entered Holy Family Academy as she begins her
journey as a Junior High School Student. She was a consistent honor student from
Elementary to High School, moving up from Junior High School to Senior High School
with High Honors. She is a member of the Health Science Organization in Holy Family
Academy, and this organization strives to harness the ripest potentials of their members.
She strives to help others by being a renowned doctor in future that is ahead of her.
Email: geladavid27@gmail.com

Cheyenne Carla Guiao Lazaro obtained a certificate of completion of her four-year

Junior High School course at Holy Family Academy and was awarded a bronze medal
for obtaining with honors last March 2017. She was also awarded a bronze medal for
obtaining with honors for the school year 2014-2015 and a silver medal in the school
year 2015-2016 for obtaining with high honors. She is currently a Senior High School
student at Holy Family Academy who is striving to receive her High School diploma in
her graduation in the upcoming school year 2018-2019. She is also enrolled in the said
institution under the Senior High School Program as aScience, Technology,
Mathematics, and Engineering (STEM) student.
Email:cheylazaro01@yahoo.com

Tricia Ivan BañolaLingadwas an elementary graduate from Sto.Rosario Elementary

School in 2012. She ranked first in her class during her years as aKindergarten and as a
Preparatory Student. Consistently, she maintained her class standing in hergrades 2, 3,
and, 4 years. She completed her four-year Junior High course in Holy Family Academy
in 2017. She is currently a Grade 11 STEM (Science, Technology, Engineering, and
Mathematics) student of St. Hilary, in Holy Family Academy Senior High School. She
accomplished her first semester as a grade 11 student along with Honors, along with the
first quarter of the second semester. In order to reach her fullest capacities, she joined
the organization Engineer's League which specializes in the craft she is mastering.
Email: tricialingad08@yahoo.com
HOLY FAMILY ACADEMY HIGH SCHOOL DEPARTMENT 21

Shantal Marie C. Medrozois once a member of ASEC Mananayaw, an organization

that does not only aim to develop its applicants’ motor skills in dancing, but also their
interpersonal skills and their critical thinking which are, in fact, crucial in the field of
practical research. She was an honor student in her Elementary years from grade 1 to 3.
In the year 2012, she graduated her Elementary years at Achievers Special Education,
Angeles City. In the year 2017, she graduated her Junior High School years. She is
currently an applicant of the Senior High School program of Holy Family Academy as a
Grade 11 student, taking Science, Technology, Mathematics, and Engineering (STEM)
strand. She is longing to become a successful aeronautical engineer in the near future.
Email:medrozo_s@yahoo.com

John HermieTadeo Santos is now studying as a grade 11 student in Holy Family

Academy under the Science, Technology, Mathematics, and Engineering (STEM)
strand. He finished his elementary education in 2012 and graduated from Holy Family
Academy Grade School Department. He also finished his years as a Junior High School
Student in 2017. Currently, he is a bona fide student of Holy Family Academy under the
Senior High School Department and is now striving to finish his final years as a senior
high school student. His goal in life is to graduate from college and be a professional in
the field of engineering specialized in aircrafts. He believes that this research is one step
he must take in order to achieve that goal, as it is a quintessence of one’s perseverance.
Email: johnhermiesantos@gmail.com

Research Instrument
- Questionnaire/survey form