AN EXPERIMENTAL ANALYSIS: THE EFFECTIVENESS OF

TEAM SIZE ON MANAGING COMPLEX TASK

A Thesis Presented to the Faculty

of Senior High School
Emilio Aguinaldo College – Cavite

In Partial Fulfilment of the

Requirements for Senior High School 12

BONIOG, LYNSSEY DANIELLE

FUELLAS, JEFFREY N.
HEMBRA, KAYLEIGH B.
HONRADO, DANIEL H.
JARO, ANTHONY T.
ROMANO, KATE DARYLL O.
SAMSON, MAC CEDRIC L.
TUSIAP, MARK ANTHONY E.

April 2019
 APPROVAL SHEET

This thesis hereto entitled:

AN EXPERIMENTAL ANALYSIS: THE EFFECTIVENESS OF

TEAM SIZE ON MANAGING COMPLEX TASK

prepared and submitted by LYNSSEY DANIELLE BONIOG, JEFFREY N. FUELLAS, KAYLEIGH B.

HEMBRA, DANIEL H. HONRADO, ANTHONY T. JARO, KATE DARYLL O. ROMANO, MAC

CEDRIC L. SAMSON AND MARK ANTHONY E. TUSIAP has been reviewed and recommended as

partial fulfilment of the requirements for Senior High School 12.

Accepted and approved by the Panel of Examiners following a successful Oral Defense on ____ of February

2017 with a grade of _____.

LAURENCE RALPH ESTRELLAS, LPT

Research Teacher

MS. PATRICIA ANN OCAMPO MS. NAJERA UMPAR

Panel Member Panel Member

MS. JESSA DE OCAMPO

Panel Member

MR. ERNESTO GUILLERMO JR.

Principal, Senior High School

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 CERTIFICATE OF ORIGINALITY

We hereby certify that the thesis entitled:

AN EXPERIMENTAL ANALYSIS: THE EFFECTIVENESS OF

TEAM SIZE ON MANAGING COMPLEX TASK

is our work and that, to the best of our knowledge and belief, contains no material previously published or

written by another person nor material to which to a substantial extent has been accepted for award of any

other degree or diploma of a university or other institution of higher learning except where due

acknowledgement is made in the text.

We also declare that the intellectual content of this thesis is the product of our work even though we may

have received assistance from others on style, presentation and language expression.

LYNSSEY DANIELLE BONIOG JEFFREY N. FUELLAS

Researcher Researcher

KAYLEIGH B. HEMBRA DANIEL H. HONRADO

Researcher Researcher

ANTHONY T. JARO KATE DARYLL O. ROMANO

Researcher Researcher

MAC CEDRIC L. SAMSON MARK ANTHONY E. TUSIAP

Researcher Researcher

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 EXPERIMENTAL ANALYSIS: THE EFFECTIVENESS OF
TEAM SIZE ON MANAGING COMPLEX TASK

Lynssey Danielle Boniog, Jeffrey N. Fuellas, Kayleigh B. Hembra, Daniel H. Honrado, Anthony T. Jaro,
Kate Daryll O. Romano, Mac Cedric L. Samson, Mark Anthony E. Tusiap
(Proponents and Research Teacher)

Senior High School, Emilio Aguinaldo College-Cavite

City of Dasmarinas, Cavite

ABSTRACT

The main objective of this research study is to determine the Effectiveness of Team Size on
Managing Complex Task among the Grade 11 – Science, Technology, Engineering and Mathematics
(STEM) Strand at Emilio Aguinaldo College – Cavite (EAC-C). This study used a Quantitative
Research Design under Experimental Research Design. Convenience Sampling Technique was used
for this study. The respondents for this study are 14 grade 11 STEM strand students at Emilio
Aguinaldo College – Cavite. The researchers used survey questionnaires the pre-test and the post-test
to gather the data. Collaborative Competencies is one of the related study to support the result of the
gathered data. According to Smith et.al 1981 various examinations have reported that community
abilities such as collaboration, correspondence, powerful coordination, and division of works among
members are basic for fruitful designing vocations. For the results, in the controlled group, a decision
was therefore made which is to not reject the alternative hypothesis (Ha) and reject the null hypothesis
(How), meaning that there is a significant difference in outcomes in the controlled group. However,
in the Experimental Group the alternative hypothesis (Ha) is rejected and the null hypothesis (Ho) is
not rejected meaning that there is also significant difference in the results. The given decision come to
opposite each other resulting to, that there is a significant difference between the controlled and
experimental group on doing a complex task.

Keywords: Managing, team size, complex task, experimental, significant difference

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 Group estimate is one of the components that will in general make problematic conditions for
execution and effect group execution adversely (Gooding and Wagner, 1986; Steiner, 1972). Albeit bigger
groups carry with them the potential for more noteworthy data handling and basic leadership capacities
(Carnevale and Probst, 1998), these potential advantages are frequently repressed by harming requests and
group procedures, for example, progressively complex coordination, diminishes in colleagues' inspiration,
and increasingly relational issues (Steiner, 1972; K. Y. Williams and O'Reilly, 1998). Not very many
examinations have taken a gander at the procedures that can clarify how group measure influences execution
in overseeing groups. No examinations have inspected the potential arbiters in the size-execution relationship
in overseeing undertaking and just has taken a gander at the connection among size and execution in an
example that included overseeing errands Wheelan (2009). In her investigation of 329 administration and
task groups she found that bigger groups reliably performed more awful than littler ones. Groups are major
to an extensive variety of generation and critical thinking undertakings, a significant number of which are
"intricate" as in they involve related subtasks. Regardless of their significance, in any case, and the extensive
consideration that has been paid to groups over a scope of orders, including financial matters, brain research,
human science, and the board science, the elements influencing group execution in unpredictable, reasonable
undertaking situations remain ineffectively comprehended, both in principle and practically speaking.

Research on team size and team performance has a long tradition. Already in the early 1900s
Ringelmann (1913) documented the tendency for teams to become increasingly more inefficient as they grow
in size (Forsyth, 2010). Building on previous research, Steiner (1972) called this process loss. He noted that
as a group increases in size it becomes increasingly more difficult to coordinate and motivate all the members
thus leading to increased process loss. More recently, Mueller (2012) introduced the concept of relational
loss, suggesting that as teams grow in size each individual member can experience decreases in his or her
performance due to less available social support.

In any case, bigger groups may in any case perform superior to anything littler ones in spite of the
fact that they encounter process misfortunes through issues identified with inspiration, coordination or social
help. The writing regularly sees size and execution as reliant on two restricting powers. From one viewpoint
process misfortunes harm execution (Steiner, 1972; Wheelan, 2009). Then again, bigger groups have better
capacities to process data and make an increasingly educated information base for basic leadership that can
enhance execution (Carnevale and Probst, 1998; Haleblian and Finkelstein, 1993) (see hypothetical points of
view area for an inside and out exchange of how these viewpoints associate). Research recommends bigger
groups are related with a few negative results. As group estimate increments there is more disappointment
inside the gathering (Lundgren and Bogart, 1974; Thomas and Fink, 1963). Gathering individuals are
increasingly disappointed with their job in the gathering (Steiner, 1972), grumble progressively about the
gathering's working (Steiner, 1972), see less help from different individuals (Mueller, 2012), and recognize
less with the gathering (Cunningham and Chelladurai, 2004). Wheelan's (2009) think about on the
executives – and venture groups supplement these discoveries. She found that groups with three to six

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individuals experienced altogether more trust and structure inside the group than groups with seven to ten
individuals. A similar distinction was discovered when contrasting groups comprising of seven with ten
individuals with groups of eleven individuals or more. Curiously, Wheelan (2009) did likewise correlation
on impression of group efficiency and adequacy and found comparative contrasts between group sizes. Littler
groups performed superior to bigger ones in every examination. The impact moreover held when contrasting
groups of four with five individuals with groups of six to seven individuals. Another investigation on groups
in the IT-segment found comparable outcomes in that bigger groups were related with lower execution
(Sharma and Ghosh, 2007).

Also, in a meta-examination on authoritative subunits and subunit execution, Gooding and Wagner
(1985) found that bigger subunits were contrarily identified with execution estimated both as proficiency and
as the beneficial yield of the subunit. Nonetheless, subunits included numerous kinds of subunits running
from work-gatherings to for example offices, post workplaces and school units making it fairly increasingly
hard to know how agent these outcomes are for size and execution in supervisory groups.

Statement of the Problem

The researchers aim to answer the questions that will serve as a guide as the research goes, it is to
help the study to be great and understandable.

1. What is the difference between pretest mean scores before the intervention for controlled and
experimental group?

2. What is the difference between posttest mean scores after the intervention for controlled and
experimental group?

Scope and Delimitation

The researchers identifies the boundaries of the study in terms of subjects, objectives, facilities,
areas, time, frame, and the issues to which the research entitled "An Experimental Analysis: The effectiveness
of team size on managing complex task" is focused to. This study aims to know if there's an effect in number
of people in a group, on managing a complex task. A total of 30 selected Grade 12 STEM strand Senior High
School Students. The researchers will conduct the pre-test and post-test inside the school premises of Emilio
Aguinaldo College during the school year 2018-2019.

Significance of the Study

The importance of this study entitled "An Experimental Analysis: The Effectiveness of Team Size
on Managing Complex Task" is for us to understand and analyze the collected information on how teams of
different sizes behave in different ways. Furthermore, the results of this experimental study could be highly
significant and beneficial to the following:

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 The Administrators. The results of the study will provide them with powerful leadership in helping
the students gain motivation and productivity when it comes to doing activities inside the school premises.
The Teachers. The given data would provide them with knowledge regarding the importance of
team size when doing activities inside the classroom. Therefore, they may create activities inside or outside
the classroom which helps strengthen individual’s contributions and productivity that will help the team
succeed on a certain task.
The Students. The outcome of the study will give them the realization that when it comes to teams,
size matters. The students would be able to understand the importance of individual’s productivity when it
comes to complex tasks.
The Future Researchers. This study will be beneficial and an opportunity to gain more knowledge.
This study will also serve as a guide reference for future researchers who would like to conduct same study.
Hypotheses
The researchers made two different hypotheses. The null hypotheses which states that there is no
significant effect of team size towards managing complex task among the selected Grade 11 Senior High
School Students at Emilio Aguinaldo College – Cavite and the alternative hypotheses which states that there
is a significant effect of team size towards managing complex task among the selected Grade 11 Senior
High School Students at Emilio Aguinaldo College – Cavite.
Definition of Terms
The readers’ perspective must be limited in the study to make them easily to understand the research
definition of terms. These terms are related to one another. However, there are strong reasons why
maintaining a clear distinction between them is important for purposes of assessing the benefits of
conversation practices. The set words are given with these two definitions to make the study clear and can
be understand by the readers. The operational definitions are cited from Merriam Webster Dictionary while
the conceptual definitions are defined by the researchers prior to terms related to the study.

Team: a number of persons associated together in work or activity; an organized group that is
dependable to each other and cooperatively working to accomplish a task.
Performance: the execution of an action; public presentation or exhibition; Performance is a
subjective perception of reality, which explains the multitude of critical reflections on the concept and its
measuring instruments.
Managing: to handle or direct with a degree of skill; work upon or try to alter for a purpose; the
process of reaching organizational goals by working with and through people and other organizational
resources.
Complex Task: a usually assigned piece of work often to be finished within a certain time;
structured and rigorous method for producing and supporting claims.
Decision-Making: the act or process of deciding something especially with a group of people; the
one that can improve performance.

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Review of Related Literatures and Studies

The Impact of Cooperative, Competitive, and Individualistic Learning Environments on Academic

Achievement (David W. Johnson and Roger T. Johnson) (September, 2010 Hattie, J., & Anderman, E. (Eds.)

Learning situations reflect the general structure of the learning objectives, which thus to a great
extent decides the day by day schedules, the social and emotional atmosphere, and the moment to moment
connection among the educator and understudies and among the understudies themselves. There are three
manners by which the learning objectives might be organized—cooperatively, competitively, and
individualistically. Cooperative learning is the instructional utilization of small groups with the goal that
understudies cooperate to boost their very own and each other's learning. Cooperative base group are long
term, heterogeneous cooperative learning groups with stable membership whose essential obligations are to
offer help, support, and help to gain scholarly ground and grow intellectually and socially in solid courses
and also considering each other responsible for endeavouring to learn.

Cooperative learning has powerful effects scholarly accomplishment. It is straightforwardly

founded on social reliance hypothesis, there are many research ponders approving its viability, and there are
clear operational systems for teachers to utilize. In this section, accordingly, the nature of cooperative,
competitive, and individualistic learning will be quickly characterized, the nature of social related hypothesis
will be talked about, and the exploration showing the effect of agreeable learning on accomplishment will be
introduced.

Collaborative Competencies

The 6th factor influencing the accomplishment of minority people in instructive and vocation
associations is their skill in teaming up with others. Community oriented skills are the cornerstone to building
and keeping up stable relational unions, families, vocations, and fellowships. Being ready to perform
specialized abilities, for example, perusing, talking, tuning in, composing, processing, and critical thinking
are of little use if the individual can't make a difference those abilities in helpful communication with other
individuals. Schools have been places that advanced unlikely desires for what profession, family, and network
life might resemble. Most professions don't anticipate that individuals will sit in columns and contend with
partners without interfacing with them. Collaboration, correspondence, powerful coordination, and divisions
of work describe all the more genuine settings.

In 1982 the Inside for Open Assets distributed Essential Abilities in the U.S. Workforce: The
Differentiating View of Business, Work, and Open Training. This investigation was an across the nation
study of organizations and ventures that had yearly 1980 offers of more noteworthy than $100 million and
that utilized no less than 500 representatives, of significant worker's guilds, and of open instructive
organizations in all parts of the nation. Organizations, worker's organizations, and schools were in assertion
that communitarian abilities were critical in business maintenance. Terminations because of absence of
essential and specialized aptitudes were not much of the time revealed, but rather terminations because of

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poor occupation dispositions, relational connections, conduct, or dress represented 90 percent of
terminations. Professional success, be that as it may, appeared to be seriously limited for grown-ups who
were lacking in specialized and essential abilities. An essential prerequisite for employability, and vocation
movement, is the capacity to work adequately with others to play out an undertaking and comprehend issues.
Architects and other cutting edge staff should now, like never before, work with different researchers and
experts and also market analysts, government authorities, and so forth., to achieve palatable and commonly
worthy structures for future innovation. All architects, for instance, must be equipped for speaking with and
working with individuals of different callings to settle interdisciplinary issues. Various examinations have
reported that community abilities are basic for fruitful designing vocations (Smith, Johnson, and Johnson,
1981b).

Managing Relationship Conflict and the Effectiveness of Organizational Teams

As indicated by Carsten K.W. De Dreu and Annelies E.M. Van Vianen (2001) in their diary entitled
"Overseeing relationship struggle and the adequacy of hierarchical groups" they said past research has
uncovered that group viability and fulfillment endure when groups encounter relationship strife—struggle
identified with relational issues, political standards and qualities, and individual taste. This investigation
inspected how groups ought to react to these contentions. Three kinds of contention reactions were
considered: teaming up reactions, battling reactions, and maintaining a strategic distance from reactions. It is
proposed thatz working together and battling reactions to relationship struggle divert colleagues from their
undertakings, while staying away from reactions seem progressively useful in that they permit colleagues to
seek after errand execution.

Since strife is an inalienable piece of the human condition. In contrast to specific undertakings or
duties, struggle isn't detached to some part of life. As they said relational clash is identified with this theme
it ought to be overseen and settled before it deteriorates into verbal attack and unsalvageable harm to a group.
Managing relational clash can be a troublesome and uneasy process. For the most part, as colleagues, they
utilize painstakingly worded articulations to maintain a strategic distance from grindings while standing up
to struggle. In addition, stayed away from strife will prompt less ideal arrangements and may even keep the
group from completing an undertaking and the bigger objective can help by giving colleagues a thought
process in settling it.

How Leaders Foster Self-Managing Team Effectiveness: Design Choices Versus Hands-on Coaching

Ruth Wageman (2001) in her article "How Leaders Foster Self-Managing Team Effectiveness:
Design Choices Versus Hands-on Coaching", said that those multi-technique field ponder looks at the general
impacts of two sorts of pioneer practices; plan decisions and hands-on instructing on the viability of self-
overseeing groups. Discoveries demonstrate that how pioneers structure their groups and the nature of their
hands-on instructing both impact group self-administration, the nature of part connections, and part
fulfillment, yet just pioneers' plan exercises influence group errand execution. In addition, structure and

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instructing cooperate, with the goal that all around planned groups are helped more by viable training and
undermined less by insufficient instructing than are inadequately structured groups.

To make self-overseeing groups that both perform well and support their self-overseeing character
after some time. This audit explores the different and joint impacts of two very various types of pioneer
exercises; group structure and hands-on instructing on how much groups end up self-overseeing and on their
execution adequacy. These challenges have been ascribed to shortages in the inspiration and capacity of
directors to make the conditions that cultivate self-administration (Goliembiewski 1995, Hut and Molleman
1998), and additionally to obstruction from colleagues in going up against self-administration (Balkema and
Mollerman 1999, Wellins et al. 1991).

Theoretical Framework

Steiner’s Model of Group Size and Productivity

As indicated by Steiner (1972), the genuine efficiency of a gathering comprises of the gathering's
potential profitability less process misfortunes because of increments in size. The misfortunes because of
defective procedures occur through coordination issues and loss of inspiration.

Coordination issues happen on the grounds that when a gathering develops in size the quantity of
coordination joins conceivable in the gathering increment exponentially (Steiner, 1972). For example, a
gathering of three individuals just comprises of three conceivable coordination joins (i.e. part 1 and 2, 1 and
3, 2 and 3), a gathering of five comprises of nine coordination joins, and a gathering of seven comprises of
21 conceivable coordination joins. In this manner, as a gathering increments in size it will have dynamically
more challenges with organizing its individuals. Persuasive issues happen with expanding bunch measure
because of diminished recognizability of every part's work (Steiner, 1972). As a gathering develops bigger it
is progressively increasingly troublesome for a solitary part to recognize his or her commitment to the
gathering result. Every part's commitment additionally turns out to be less noticeable to the next gathering
individuals regularly prompting a social loafing impact where individuals put less exertion into the gathering
work (Steiner, 1972). As the gathering size develops Steiner (1972) recommends that increments in process
misfortune because of persuasive and coordination issues abrogate increments in potential efficiency.
Because of an exponential increment in coordination requests when group measure expands, he recommend
that the pessimistic impacts of increments in group estimate happens all the more quickly for gatherings that
need elevated amounts of relational coordination.

The model of gathering size and efficiency is imperative for the size-execution relationship in MTs
for two reasons. In the first place, individuals from MTs are regularly related in an expansive segment of the
work they do (Blast and Midelfart, 2012). They invest a great deal of energy talking about complex issues
between each other, illuminating one another and settling on some of the time very unpredictable choices
(Blast and Øverland, 2009). Since expanding bunch measure puts step by step more weight on coordination

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requests and MTs are subject to ceaseless collaboration and participation, it is conceivable that procedure
misfortunes abrogates potential increments in efficiency quickly and from the get-go.

The Information/Decision-Making Perspective (IDMP)

The data/basic leadership viewpoint proposes that the execution of a group will increment as more
points of view are added to it (K. Y. Williams and O'Reilly, 1998). The aggregates of various aptitudes and
capacities make a superior establishment for settling on choices and will along these lines increment group
execution. Furthermore, individuals with various aptitudes and capacities may approach distinctive kinds of
data outside the group. This entrance expands the group's aggregate data input considerably further (K. Y.
Williams and O'Reilly, 1998). K. Y. Williams and O'Reilly (1998) recommend that the constructive outcomes
of more viewpoints in a group are especially valuable for groups managing complex choices and when
colleagues are subject to one another.

The data handling point of view is applicable for the impacts of size in MTs since they just comprise
of directors overseeing distinctive parts of the association. Hence, adding another administrator to the MT is
synonymous with including another point of view the association. Since a huge bit of a MT's time is spent
on data sharing and basic leadership the data/basic leadership point of view recommends a beneficial outcome
of group estimate on group execution.

Conceptual Framework

?
Control Group

Intervention Results

Pre-test
? Post-test

Experimental Group

Figure 1. Conceptual Framework

This framework was done to elaborate the whole process on conducting the study aimed to find the
effectiveness of team size in performing a complex task. First, the researchers pick and create group having
a controlled and an experimental one. Both of the group will take a pre-test or the diagnostic exam to know
the prior knowledge of the groups with regards to the coming activity. During the performance the researchers
will observe about how the groups work and function. After completing the task both of the group will take
another exam as post-test to know if something has changed to the knowledge of the group with regards to
the activity. All the data gathered will transform and be formulated to find whether one of the hypotheses are
true and for the statement of the problem be answered.

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Research Design

According to Matthews & Ross (2010), quantitative research methods are basically applied to the
collection of data that is structured and which could be represented numerically. Quantitative research is a
structured way of collecting and analyzing data obtained from different sources. It involves the use of
computational, statistical, and mathematical tools to derive results. It is conclusive in its purpose as it tries
to quantify the problem and understand how prevalent it is by looking for projectable results to a larger
population. This study primarily focuses on investigates the effectiveness or causal relationship towards of
the team size on managing complex task in students. There are three basic types of experimental research
designs. These include pre-experimental designs, true experimental designs, and quasi-experimental designs.
The researchers chose true experimental design because true experimental designs are characterized by the
random selection of participants and the random assignment of the participants to groups in the study. The
researcher also has complete control over the extraneous variables. Therefore, it can be confidently
determined that the effect on the dependent variable is directly due to the manipulation of the independent
variable. For these reasons, true experimental designs are often considered the best type of research design.

Sampling Procedure

The respondents that were chosen for this study were grade 11 Science Technology, Engineering
and Mathematics students from Emilio Aguinaldo College - Cavite. The researchers used 15 participant from
different sections from Grade 11 STEM Students in Emilio Aguinaldo College were 10 are for controlled
group and 5 are for the experimental group. The 3 sections that the respondents came from and is available
for the intervention were STEM Masikap, STEM Marangal, and STEM Matipid. The researchers ask the
section if there are anyone who wants to volunteer and participate for the study conducting, asking for 4 – 5
respondents. The researchers did not based in characteristics as long as the respondents volunteered and is
available at that time. The researchers used convenience sampling. According to Saunders, (2012)
convenience sampling relies on the availability of the population. Given the variables which do not really
rely on the characteristics of the people that are about to partake rather the respondents, it is a reason where
the researchers took the non-probability sampling: convenience sampling.

Research Instrument

In this research, the researchers prepared a two questionnaire the pre and post-test for the randomly
selective students of grade 11 Science, Technology, Engineering, and Mathematics (STEM) understudies of
the Emilio Aguinaldo College in Cavite. The researcher favored poll on their study because of the fact that
the EAC has a vast populace of understudies, and it would hard to get the information due to expansive
amount of the understudies, so the researchers pick randomly selective understudies. But before the members
have the capacity to answer the survey. The researchers introduced an Informed consent Form that is set
before the question that permits the participant to be informed on substance of the research and the
questionnaire that is going to be answered. The researchers gives an informed consent at first, they are

11
attached on the primary page of a questionnaire that are given to the participants on the off chance that they
might want to partake or not in the study of research, and after that the participants can continue to the survey
given to them.

Data Gathering Procedure

The researchers divided the group to create the necessary instrument for collecting the data. The
questionnaire to be used will be tested for its reliability and validity before it is given to the target population.
The researchers will be administering the questionnaires during the gathering procedure. The respondents
will be informed about the nature of the study to ensure freedom of choice to voluntarily consent or decline
participation in the study. The researchers distributed the pre- test questionnaire to the respondents. After
answering, the researchers will collect the test questionnaires for analysis and interpretation of data. The
intervention will then follow where the respondents perform the given complex task to which is also related
to the pre-test questionnaire. Having the marshmallows as the base and the pasta sticks as the pillars building
a tower was the complex task chosen by the researchers. After the intervention, the respondents will again
answer another questionnaire which is the post test questions. The questions here are similar from the first,
it is to know the difference or if the knowledge of the respondents regarding the task elated.

Data Analysis

The researcher gets the help of the Grade 11 Senior High School Students to answer the survey with
honesty. This contain the equations used to arranged the outcomes, the following technique help the
researcher in breaking down and assessing the outcomes accumulated from the review dispersed to the
respondents of the examination. The researcher get the mean by using the cronbach’s p value. To find the
mean, we pick the value of alpha, the p-value is a calculated value. It is calculated different ways depending
on the statistical technique but the interpretation is the same. The p-value can be interpreted as the probability
of getting a result that is as extreme or more extreme when the null hypothesis is true. The p-value in the
results in Table 2 is 0.5734. The sample mean is 101.3. The absolute deviation from the average is |101.3 -
100.077| = 1.223. This means that there is a 57.34% probability of getting a sample mean result that is greater
than +/- 1.223 from the average. Since this probability is large, we conclude that the null hypothesis is true.
The data from the questionnaire is checked and analyzed by the researcher.

Another way of looking at the p-value is to examine the z value for the sample average. Remember
that a z value measures how far, in standard deviations, a value is from the average. The z value for a sample
average is given.

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Analysis of Data

Controlled Group
Participant Pre-Test Post-Test
1 2 2
2 4 4
3 4 2
4 2 4
5 3 4
6 3 5
7 4 5
mean scores 3.142857143 3.714285714

Table 1. Test Scores of the Larger Team Size, i.g. the controlled group

Table no. 1 indicates the scores provided by the respondents and gathered by the researchers. Also the mean
score from the pre-test and post-test was also collected and calculated for the latter part of the study. The
mean score for pre-test is 3.142857143, the pre-test score of all 7 respondents was added together and is
divided into 7 as the item was also 7. The scores are 2,4,4,2,3,3,4 and is equalled to 22 divided by 7 resulted
to the given mean score. The same goes to on getting the mean score for the post-test of the controlled group
using the data collected.

Experimental Group
Participant Pre-Test Post-Test
1 1 3
2 2 3
3 1 4
4 1 4
5 2 3
6 2 3
7 4 4
mean scores 1.857142857 3.428571429

Table 2. Test Scores of the Smaller Team Size, i.g. the experimental group

Table 2 shows also the scores provided by the respondents as experimental. Means score of both the pre-test
and post-test were calculated as well. The scores in pre-test questions are 1,2,1,1,2,2,4 for the 7 respondents,
and were added together and sums to the total of 13. The sum of 13 for the scores was divided to 7 and is

13
resulted to 1.857142857. The same process goes on getting the mean score of the post-test for the
experimental group.

Controlled Group
Test mean variance obs p-value t-value decision
pre-test 3.142857143 0.80952381 7 Do not reject Ha
0.320808097 2.446911851
post-test 3.714285714 1.571428571 7 Reject Ho

Experimental Group
Test mean variance obs p-value t-value decision
pre-test 1.857142857 1.142857143 7 Do not reject Ho
0.010495798 2.446911851
post-test 3.428571429 0.285714286 7 Reject Ha
Table 3. Calculated Data for both the Controlled and Experimental Group

The table no. 3 presents the computed data gathered from the scores given by the respondents as the
respondents answered the pre-test and post-test provided by the researchers. Mean score, Variance, P Value,
T-Value are all collected and resulted to a decision. This table rather data will help the study to uncover the
difference between the two given variables as the, team size and performing a complex task.

The letters obs stands for observers, observers were the respondents as it is. Having the score in p-
value as 0.320808097 and 2.446911851 for the t-value resulted to the decision of no rejecting the alternative
and rejecting the null. The said decision given former to this statement was for controlled group. And for the
experimental group the value or scores for both the p-value and t-value were 0.010495798 and 2.446911851
consecutively, it resulted to the decision to not reject the null and reject the alternative. The decisions given
are opposite to each other, it can be mean that there are significant differences between the controlled and
experimental group on doing a complex task.

Discussion

1. What is the difference between pre-test mean scores before the intervention?
The difference between the pre-test mean scores before the intervention for both the
controlled and experimental group is 1.285714286. The pre-test mean score of the controlled group
was 3.14285714285714 and 1.85714285714286 for experimental was subtracted. And the result
was greater than 1, having the mean score of the controlled greater than the mean score of the
experimental group proves that the result was great and has a significant difference.

2. What is the difference between post-test mean scores after the intervention?
The difference between the post-test mean scores after the intervention for both the
controlled and experimental group is 0.285714285. The pre-test mean score of the controlled group
was 3.71428571428571 and 3.42857142857143 for experimental was subtracted. Having the mean
scores of both the group that resulted to 0.285714285 signifies that there are no significant difference
between the two. It also defines that both of the group improved a lot with every groups’ mean score
in post-test after the intervention.

14
 Summary of Findings

The following are the hypotheses of the research; The null hypotheses which states that there is no
significant effect of team size towards managing complex task among the selected Grade 11 Senior High
School Students at Emilio Aguinaldo College – Cavite and the alternative hypotheses which states that there
is a significant effect of team size towards managing complex task among the selected Grade 11 Senior High
School Students at Emilio Aguinaldo College – Cavite. Experimental Research design was utilized in this
study and a total of 15 participants were randomly chosen. The instruments used to gather data were pre-test
and post-test, afterward, the gathered data were analysed using independent mean t-test.

The following are the findings of the study.

1. There is a significant difference between the pre-test and post-test scores of the effect of team size
towards managing complex task among the selected Grade 11 Senior High School Students at Emilio
Aguinaldo College – Cavite. A P-Value of 0.320808097 was obtained from the pre-test and post-test
of the controlled group. A decision was therefore made which is to not reject the alternative hypothesis
(Ha) and reject the null hypothesis (Ho). There is a significant difference between the pre-test and
post-test scores of This significant effect were found out as the researchers conducted a survey to the
selected participants who cooperated well to answer the given pre-test and post-test questionnaires
resulted this study succeed its goal; to know if there is a significant effect of team size towards
managing complex task among the students.
2. Experimental Group: There is a significant difference between the pre-test and post-test scores of the
effect of team size towards managing complex task among the selected Grade 11 Senior High School
Students at Emilio Aguinaldo College – Cavite. The alternative hypothesis (Ha) is rejected and the
null hypothesis (Ho) is not rejected. A P-Value of 0.010496798, was obtained from the pre-test and
post-test of the experimental group. A decision was therefore made which is to reject the alternative
hypothesis (Ha) and not reject the null hypothesis (Ho). This significant effect were found out as the
researchers conducted a survey to the selected participants who cooperated well to answer the given
pre-test and post-test questionnaires resulted this study succeed its goal; to know if there is a significant
effect of team size towards managing complex task among the students.
3. Using a T-Test: Two-Sample Assuming Unequal Variances between the post test of the control group
and experimental group, a two tailed P value was obtained.
Conclusions

The other study conclude that it can affect the size of a team or a group in completing a task when
they are great in numbers or lesser than the others actually there are lot conclude that the greater number was
more dominant in winning or much faster completing the task than the lesser cause they think there are lot of
heads that can be used or can body that can move, but the conclusion of the researcher on the study of the
effectiveness of team size in acquiring complex tax was according to the data that the researchers get from

15
acquiring a pre- and post-test and the accumulation through T-test on the grade 11 STEM students of the
Emilio Aguinaldo College, the data shows a probability of 57.34%. Getting a sample mean result that is
greater than from the average, and that concludes the null hypothesis is true which is it says that there is no
significant effect of team size towards managing complex task among the selected.

Recommendations

Administrators should consider knowing that students are able to work when it comes to activities
that they’re comfortable inside or outside of the classroom and understand the fact that students could have
powerful leadership in gaining motivation and productivity in terms of the task given by.

1. The researcher advises teachers to let the nature of the classroom group activity determine or settle
the tasks on its own. In addition, the researcher also suggests providing different group mates for
students whom they do not know to prevent awfulness of groups. And lastly, the researchers are
contriving the teachers to also deem their knowledge regarding the importance of team sizes when
doing activities because the effective team size would help them to strengthen each individual
productivity.
2. The researchers recommend that nevertheless struggles dealing in a certain task is a gift and being
given a chance to show skills or strategies shouldn’t be taken for granted so students should
prioritize their work no matter what groups or tasks they were given.
3. The researchers would like to advise the future researchers to do further research regarding this
study and also, administer a study regarding the effectiveness of team size on doing tasks because
the researchers noticed that the groups working together is outstanding.

16
 Reference Citation

BusinessDictionary.com. (2018). Which of your friends needs to learn this term?. [online] Available at:
http://www.businessdictionary.com/definition/team.html [Accessed 9 Dec. 2018].

de Dios, J., et al., (2018). A Man's Misconception on Gender Equality. Dasmariñas City: Emilio Aguinaldo
College - Cavite, pp.41-42.

Defined Term - A dictionary of defined terms for the legal profession. (n.d.). Complex Task. [online]
Available at: https://definedterm.com/complex_task [Accessed 9 Dec. 2018].

Merriam-webster.com. (n.d.). Definition of PERFORMANCE. [online] Available at: https://www.merriam-

webster.com/dictionary/performance [Accessed 9 Dec. 2018].

Onlinestatbook.com. (n.d.). Introduction to Analysis of Variance. [online] Available at:

http://onlinestatbook.com/2/analysis_of_variance/intro.html [Accessed 25 Jan. 2019].

Oxford Dictionaries | English. (2018). managing | Definition of managing in English by Oxford Dictionaries.
[online] Available at: https://en.oxforddictionaries.com/definition/managing [Accessed 9 Dec.
2018].

Picciano, A. (2012). Education Research Methods. [online] Anthonypicciano.com.

Available at: https://www.anthonypicciano.com/Sampling.html [Accessed 15 Sep.
2018].

Sphweb.bumc.bu.edu. (n.d.). Hypothesis Testing - Analysis of Variance (ANOVA). [online] Available at:
http://sphweb.bumc.bu.edu/otlt/MPH-Modules/BS/BS704_HypothesisTesting-
ANOVA/BS704_HypothesisTesting-Anova_print.html [Accessed 25 Feb. 2019].

The Balance Careers. (n.d.). Understand Exactly What a Team Is and Its Role In the Workplace. [online]
Available at: https://www.thebalancecareers.com/what-is-a-team-1919226 [Accessed 9 Dec. 2018].

Trochim, W. (2018). Social Research Methods - Knowledge Base - Sampling. [online]

Socialresearchmethods.net. Available at:
https://socialresearchmethods.net/kb/sampling.php [Accessed 16 Sep. 2018].

17
Appendices

Appendix A: Unused copies of Data Gathering Tool/s and Research Instruments

Appendix B: Raw Data (Tabulation/Transcription)

Appendix C: Curriculum Vitae of the Researchers

18
 Appendix A

Unused copies of Data Gathering Tool/s and Research Instruments

19
 EMILIO AGUINALDO COLLEGE
Senior High School
City of Dasmariñas, Cavite
www.eac.edu.ph

January ___, 2018

Good day!

We, selected students from Grade 12 STEM 5- Makisig are currently working on our research
project as part of our partial requirements for the subject Inquiries. Our research, entitled "AN
EXPERIMENTAL ANALYSIS: THE EFFECTIVENESS OF TEAM SIZE ON
MANAGING COMPLEX TASK", aims to find out the effectiveness of team size on managing
complex task. This study's particular goal is to find and distinguish the effectiveness of team size
on managing complex task of 30 selected grade 12 Senior High School students at Emilio
Aguinaldo College.

We are requesting your participation, which will involve some of your time and effort to answer
our questions honestly as possible. We think this will take 15-30 minutes of your time. Your
participation in this study is voluntary.

If you choose not to participate or to withdraw from the study at any time, there will be no penalty
or something like it will not affect your grade. It is reasonable to expect benefits from this research.
However, we can’t guarantee that you will personally experience benefits from participating in this
study. Others may benefit in the future from the information we find in this study.

If at any time you discontinue the interview, your results will be discarded. The results of the
research study may be published, but your name will not be known and used. We promise that all
the information that we get from you will be kept confidential for your safety and privacy.

If you have any questions concerning the research study, you can email us
@lynssey1213@gmail.com or call number 0977-462-2633. Your consideration with this research
is highly appreciated and valued. Thank you!

INFORMED CONSENT

(For the Participant)

I have understood the nature of this study and wish to participate.

I don’t want to participate in this study.

Signature of Participant
(Over printed name)

20
Name: __________________________________________Age: ______ Gender: F
M

Section: ________________________________________ Contact no.:

________________

PRE-TEST

Direction: Encircle your answer honestly based on what you actually do, given the
statement using the following choices.

1. Someone will take a step to guide an unknown group in feasibility.

A. it is indeed possible
B. it is arrogant to give command to a stranger
C. it depends on the situation
D. not sure
2. A formed group of strangers cannot communicate well together.
A. true, because they do not have enough trust to each other
B. true, because it is common to not to talk to strangers
C. false, because the group has a common goal
D. a & b are correct
3. People (member) tend to listen carefully when someone step up to talk.
A. no, because they do not care
B. yes, because it is a must
C. no, because you do not know him/her
D. yes, because we must respect someone as they share their thoughts
4. Disarray group is an effect of having a small team size.
A. true, because it lacks experience
B. true, because it lacks of man power
C. false, because having a large team size is messier
D. false, because they can still perform no matter the size
5. Completing a complex task is always concerning the number of the member.
A. true, because bigger the number the better
B. true, because having a lot of members can provide a lot of solutions
C. false, because pressure can push them to their limits
D. false, because we cannot expect lesser to someone

21
 EMILIO AGUINALDO COLLEGE
Senior High School
City of Dasmariñas, Cavite
www.eac.edu.ph

January ___, 2018

Good day!

We, selected students from Grade 12 STEM 5- Makisig are currently working on our research
project as part of our partial requirements for the subject Inquiries. Our research, entitled "AN
EXPERIMENTAL ANALYSIS: THE EFFECTIVENESS OF TEAM SIZE ON
MANAGING COMPLEX TASK", aims to find out the effectiveness of team size on managing
complex task. This study's particular goal is to find and distinguish the effectiveness of team size
on managing complex task of 30 selected grade 12 Senior High School students at Emilio
Aguinaldo College.

We are requesting your participation, which will involve some of your time and effort to answer
our questions honestly as possible. We think this will take 15-30 minutes of your time. Your
participation in this study is voluntary.

If you choose not to participate or to withdraw from the study at any time, there will be no penalty
or something like it will not affect your grade. It is reasonable to expect benefits from this research.
However, we can’t guarantee that you will personally experience benefits from participating in this
study. Others may benefit in the future from the information we find in this study.

If at any time you discontinue the interview, your results will be discarded. The results of the
research study may be published, but your name will not be known and used. We promise that all
the information that we get from you will be kept confidential for your safety and privacy.

If you have any questions concerning the research study, you can email us
@lynssey1213@gmail.com or call number 0977-462-2633. Your consideration with this research
is highly appreciated and valued. Thank you!

INFORMED CONSENT

(For the Participant)

I have understood the nature of this study and wish to participate.

I don’t want to participate in this study.

22
 Signature of Participant
(Over printed name)
Name: __________________________________________Age: ______ Gender: F
M

Section: ________________________________________ Contact no.:

________________

POST-TEST

Direction: Encircle your answer honestly based on what you actually do, given the
statement using the following choices.

6. Someone will take a step to guide an unknown group in feasibility.

E. it is indeed possible
F. it is arrogant to give command to a stranger
G. it depends on the situation
H. not sure
7. A formed group of strangers cannot communicate well together.
E. true, because they do not have enough trust to each other
F. true, because it is common to not to talk to strangers
G. false, because the group has a common goal
H. a & b are correct
8. People (member) tend to listen carefully when someone step up to talk.
E. no, because they do not care
F. yes, because it is a must
G. no, because you do not know him/her
H. yes, because we must respect someone as they share their thoughts
9. Disarray group is an effect of having a small team size.
E. true, because it lacks experience
F. true, because it lacks of man power
G. false, because having a large team size is messier
H. false, because they can still perform no matter the size
10. Completing a complex task is always concerning the number of the member.
E. true, because bigger the number the better
F. true, because having a lot of members can provide a lot of solutions
G. false, because pressure can push them to their limits
H. false, because we cannot expect lesser to someone

23
 Appendix B

Raw Data (Tabulation/Transcription)

24
Tables with Data

Table 1. Test Scores of the Larger Team Size, i.g. the controlled group

Controlled Group
Participant Pre-Test Post-Test
1 2 2
2 4 4
3 4 2
4 2 4
5 3 4
6 3 5
7 4 5
mean scores 3.142857143 3.714285714

Table 2. Test Scores of the Smaller Team Size, i.g. the experimental group

Experimental Group
Participant Pre-Test Post-Test
1 1 3
2 2 3
3 1 4
4 1 4
5 2 3
6 2 3
7 4 4
mean scores 1.857142857 3.428571429

Table 3. Calculated Data for both the Controlled and Experimental Group

Controlled Group
Test mean variance obs p-value t-value decision
pre-test 3.142857143 0.80952381 7 Do not reject Ha
0.320808097 2.446911851
post-test 3.714285714 1.571428571 7 Reject Ho

Experimental Group
Test mean variance obs p-value t-value decision
pre-test 1.857142857 1.142857143 7 Do not reject Ho
0.010495798 2.446911851
post-test 3.428571429 0.285714286 7 Reject Ha

25
 Appendix C

Curriculum Vitae of the Researchers

26
BONIOG, LYNSSEY DANIELLE
Blk 13 Lot 38 Legazpi st. Southern City Subd. Brgy. Tanzang Luma IV,
Dasmariñas, Cavite
lynssoy1213@gmail.com
09085580259

EDUCATIONAL ATTAINMENT

School Year
Emilio Aguinaldo College - Cavite 2018 – Present
Cadelasallian Institute 2015 – 2016
Don Macario Bacani Elementary School 2012 – 2013

AWARDS AND CERTIFICATE

 With Honor
Cadelasallian Institute
A.Y. 2015 – 2016
 Leadership Award
Cadelasallian Institute
A.Y. 2015 – 2016
 Graduate in IYLDP (Imus Youth Leadership Development Program)
Cadelasallian Institute (Municipal Hall)
A.Y. 2015 – 2016

PERSONAL INFORMATION

Nickname : Eula/Soi
Age : 17
Date of Birth : July 12, 2001
Mother : Sedy Bec Lyn Boniog
Occupation : Registered Nurse
Father : N/a
Occupation : N/a

27
CHARACTER REFERENCE

Ma. Lourdes Lapidario

Licensed Teacher
Cadelasallian Institute – Cavite
City of Imus, Cavite, Philippines

Ms. Patricia Ann Ocampo

Licensed Teacher
Emilio Aguinaldo College-Cavite
City of Dasmariñas, Cavite, Philippines

Mr. Mark Jorell Conde

Licensed Teacher
Emilio Aguinaldo College-Cavite
City of Dasmariñas, Cavite, Philippines

I hereby certify that all information written above are true and correct with the best of my knowledge and belief.

LYNSSEY DANIELLE BONIOG

Applicant’s Signature

28
FUELLAS, JEFFREY N.
Blk 06 Lot 03 Brgy, Burol II Phase 1 City of Dasmariñas, Cavite
Jepnazii6@gmail.com
09565583727

EDUCATIONAL ATTAINMENT

Emilio Aguinaldo College - Cavite 2017 – present

Dasmariñas National High School 2013 – 2017
Dasmariñas II Central School 2007 - 2013

AWARDS AND CERTIFICATE

 With Honors
Dasmariñas National High School
A.Y. 2016 – 2017
 Conduct Awardee
Dasmariñas National High School
A.Y. 2016 – 2017
 With Honors
Emilio Aguinaldo College – Cavite
A.Y. 2017 - 2018

PERSONAL INFORMATION

Nickname : Jeff
Age : 17
Date of Birth : January 04, 2001
Mother : Jenita N. Fuellas
Occupation : Housewife
Father : Rolando F. Fuellas
Occupation : Driver

29
CHARACTER REFERENCE

Mrs. Sia Eden

Licensed Teacher
Dasmariñas II Central School
City of Dasmariñas, Cavite, Philippines
2008-2009

Mr. Emerald Manhu Taggueg

Licensed Teacher
Dasmariñas II Central School
City of Dasmariñas, Cavite, Philippines
2012-2013

Ms. Rizalina Anciro

Licensed Teacher
Dasmariñas National High School
City of Dasmariñas, Cavite, Philippines
2016-2017

I hereby certify that all information written above are true and correct with the best of my knowledge and belief.

JEFFREY N. FUELLASai
Applicant’s Signature

30
HEMBRA, KAYLEIGH B.
Blk B9 Lot 01 Brgy. San Simon City of Dasmariñas, Cavite
Kayleyhembra01@gmail.com
09070891843

EDUCATIONAL ATTAINMENT

Emilio Aguinaldo College – Cavite 2017 – present

Dasmariñas National High School 2013 – 2017
Sacred Heart of Jesus Academy 2007 – 2013

AWARDS AND CERTIFICATE

 With Honor
Dasmariñas National High School
A.Y. 2016 – 2017
 With Honors
Emilio Aguinaldo College – Cavite
A.Y. 2016 – 2017
 Best in Research
Emilio Aguinaldo College – Cavite
A.Y. 2016 - 2017

PERSONAL INFORMATION

Nickname : Kleigh
Age : 17
Date of Birth : November 01, 2001
Mother : Nymfa B. Hembra
Occupation : Bank Manager
Father : Alberto P. Hembra
Occupation : Self-Employed

31
CHARACTER REFERENCE

Ms. Patricia Ann Ocampo

Licensed Teacher
Emilio Aguinaldo College-Cavite
City of Dasmariñas, Cavite, Philippines
Contact no.: +63935-5404715

Ms. Emmalyn Domdom

Licensed Teacher
Emilio Aguinaldo College-Cavite
City of Dasmariñas, Cavite, Philippines
Contact no.: +63928-6512663

Ms. Cathleen Kate Ruiz

Licensed Teacher
Emilio Aguinaldo College-Cavite
City of Dasmariñas, Cavite, Philippines
Contact no.: +63916-1205986

I hereby certify that all information written above are true and correct with the best of my knowledge and belief.

KAYLEIGH HEMBRA
Applicant’s Signature

32
HONRADO, DANIEL H.
Blk 04 Lot 40 Brgy. San Miguel 2 City of Dasmariñas, Cavite
Daniel.honrado15@yahoo.com
09199710257

EDUCATIONAL ATTAINMENT

Emilio Aguinaldo College – Cavite 2017 – present

Jesus Son of Mary Academy, Dasmariñas 2013 – 2017
Jesus Son of Mary Academy, Dasmariñas 2007 – 2013

AWARDS AND CERTIFICATE

 With Honor
Jesus Son of Mary Academy, Dasmariñas
A.Y. 2007-2008
 With Honor
Jesus Son of Mary Academy, Dasmariñas
A.Y. 2008-2009
 With Honor
Jesus Son of Mary Academy, Dasmariñas
A.Y. 2009-2010

PERSONAL INFORMATION

Nickname : Daniel
Age : 17
Date of Birth : September 15, 2000
Mother : Luzviminda H. Honrado
Occupation : housewife
Father : Felimon H. Honrado
Occupation : Technician

33
CHARACTER REFERENCE

Mrs. Rachell Guererro

Licensed Teacher
Jesus Son of Mary Academy, Dasmariñas
City of Dasmariñas, Cavite, Philippines

Mr. Domingo Alarcon Jr.

Lincensed Teacher
Jesus Son of Mary Academy, Dasmariñas
City of Dasmariñas, Cavite, Philippines

Ms. Patricia Ann Ocampo

Licensed Teacher
Emilio Aguinaldo College – Cavite
City of Dasmariñas, Cavite, Philippines

I hereby certify that all information written above are true and correct with the best of my knowledge and belief.

DANIEL H. HONRADO
Applicant’s Signaturei

34
ROMANO, KATE DARYLL O.
Citio Barangay, Manggahan General Trias, Cavite
katedaryllromano@gmail.com
09270848267

EDUCATIONAL ATTAINMENT

Emilio Aguinaldo College – Cavite 2017 – present

Governor Ferrer Memorial National High School 2013 – 2017
General Alona Memorial Elementary School 2007 - 2013

AWARDS AND CERTIFICATE

 With Honors
Governor Ferrer Memorial National High School
A.Y. 2016-2017
 Complete Attendance
Emilio Aguinaldo College – Cavite
A.Y. 2016-2017
 Best in Research
Emilio Aguinaldo College – Cavite
A.Y. 2016-2017

PERSONAL INFORMATION

Nickname : Kate
Age : 18 years old
Date of Birth : October 01, 2000
Mother : Mylene O. Romano
Occupation : Housewife
Father : Abelardo A. Romano
Occupation : Painter/Driver

CHARACTER REFERENCE

35
Ms. Patricia Ann Ocampo
Licensed Teacher
Emilio Aguinaldo College-Cavite
City of Dasmariñas, Cavite, Philippines
Contact no.: +63935-5404715

Ms. Emmalyn Domdom

Licensed Teacher
Emilio Aguinaldo College-Cavite
City of Dasmariñas, Cavite, Philippines
Contact no.: +63928-6512663

Ms. Cathleen Kate Ruiz

Licensed Teacher
Emilio Aguinaldo College-Cavite
City of Dasmariñas, Cavite, Philippines
Contact no.: +63916-1205986

I hereby certify that all information written above are true and correct with the best of my knowledge and belief.

KATE DARYLL O. ROMANO

Applicant’s Signatureaa

36
MAC CEDRIC L. SAMSON
Brgy. O17 Anabu II – B, Imus City Cavite
maccedricsamson@yahoo.com
0956 385 5597

EDUCATIONAL ATTAINMENT

Emillio Aguinaldo College-Cavite 2017-present

Beatitudes Technological and Theological College 2015-2017

AWARDS AND CERTIFICATE

 Top 3 Awardee Grade10-2016

 Senior Prom-King Grandball Awardee Grade10-2016
 Global Disaster Preparedness Program
Emillio Aguinaldo College- cavite
S.Y. 2018

PERSONAL INFORMATION

Date of Birth : August 11, 2001

Place of Birth : Imus, Cavite
Religion : Roman Catholic
Height : 5’5” ft.
Weight : 42 kg
Marital Status : Single
Nationality : Filipino
Father : William Sarignaya Samson
Mother : Emmalinda Peñalba Lepardo
Spoken Language: Filipino, English

37
CHARACTER REFERENCE

Mr. Edwin Barbudo

Head Teacher
Beatitudes Technological and Theological College
Anabu Rd, Imus, Cavite

Mrs. Michell Bondoc

Licensed Teacher
Beatitudes Technological and Theological College
Anabu Rd, Imus, Cavite

Ms.Rova Jean Cabasisi

Licensed Teacher
Emilio Aguinaldo College
Burol Main, Dasmariñas City

I hereby certify that the above information’s are true and correct to the best of my knowledge and belief.

MAC CEDRIC L. SAMSON

Applicant’s Signature

38
TUSIAP, MARK ANTHONY T
Section B Blk. 4 Lot 3 Tropical Village
Baranggay San Francisco Gen. Trias Cavite
Clarking64@gmail.com
0917-766-0196

EDUCATIONAL ATTAINMENT

Tropical Village National High School 2013-2017

Emilio Aguinaldo College-Cavite 2017-PRESENT YEAR

AWARDS AND CERTIFICATE

 Missionary Evangelist Students Chi Alpha
Chi Alpha Cavite
A.Y. 2016
Chi Alpha Evangelism Training
 Blessed Hope Accademy Paliparan 2, Dasmariñas,4114 Cavite
A.Y. 2016

 Global Disaster Preparedness Program

Emillio Aguinaldo College- cavite
A.Y. 2018

PERSONAL INFORMATION

Nickname :Tushy ,
Age :18
Date of Birth : August 22, 200
Mother : Judy Tusiap
Occupation : House Wife
Father : Regin Tusiap
Occupation : Soldier

39
CHARACTER REFERENCE

Ms. Ria Penpeña

Licensed Teacher
Glory Advance Christian Learning Center
Contact No.:+639056144767

Mrs. Aileen Ambion Sidamon

Licensed Teacher
Tropical Village National High School
Contact No.: +639358050885

Mrs. Lei Lubigan Paraiso

Licensed Teacher
Tropical Village National High School
Contact No.: +639070629310

I hereby certify that the above information’s are true and correct to the best of my knowledge and belief.

MARK ANTHONY T TUSIAP

Applicant’s Signature

40