ACADEMIC PERFORMANCE OF ONLINE GAMERS IN LVHS

______________________________________________________

A Quantitative Research
Presented to the Senior High
Faculty of Lupon Vocational High School
Lupon, Davao Oriental

_______________________________________

In Partial Fulfillment of
The requirements for the
Subject: Practical Research 2
_______________________________________

GISELLE C. MELENDRES
LORIFE F. LORICA
RODEL V. CAÑAS
ROLLY B. CINCONIEGUE
ADRIAN CLIFFORD T. CALUNSOD

October 2018
 APPROVAL SHEET

This research paper entitled “ACADEMIC PERFORMANCE OF ONLINE

GAMERS IN LVHS” prepared and submitted by GISELLE C. MELENDRES,

LORIFE F. LORICA, RODEL V. CAÑAS, ROLLY B. CINCONIEGUE and

ADRIAN CLIFFORD T. CALUNSOD in partial fulfillment of the requirements for

the subject, PRACTICAL RESEARCH 2, has been examined and is hereby

recommended for approval and acceptance.

MS. NESSIE KATHERINE O. CABUSAO

Practical Research 2 Teacher

________________________________________________________________

PANEL OF EXAMINERS

APPROVED by the Panel of Examiners on Oral Examination with a grade of

PASSED.

ALEN KELLY R. CONTE, MAED

Chairperson

NESSIE KATHERINE O. CABUSAO IVY V. BAGAY, MAED

Member Member

_______________________________________________________________

ACCEPTED in partial fulfillment of the requirements in the subject, PRACTICAL

RESEARCH 2.
 ACKNOWLEDGEMENT

First and greatest acknowledgement of all, we would love to thank our

Almighty God for guiding us in our entire journey in completing this research paper,

also for the unending blessings He bestowed upon us, good health, wisdom,

stability, strength and peace of mind to bring out our best in doing this research.

To our dear parents, and other family members who never failed to support us

financially and morally, also for their love and encouragement that serves as our

inspiration in order to accomplish this research.

We also extend our heartfelt gratitude to our Practical Research 2 adviser, Ms.

Nessie Catherine O. Cabusao for her considerable contribution to our topic, for

helping us by giving insights and suggestions that will improve our study, for her

patience and efforts exerted just to finish this research. To the panel list, Mr. Alen

Kelly R. Conte and Ms. Ivy V. Bagay for their valuable advices, informative

comments and their critiques that can contribute in making our manuscript better.

Also for their time and effort given just to meet the accurate measures of our

research study.

To the school administrators and faculty members, for allowing us to conduct

a survey to all the students in all grade levels. Also, to our dear respondents for

their time and cooperation given in answering our survey questions, without them

our research would not be possible. Lastly, to our friends and classmates who

helped, cheered, and encouraged us always in times of difficulties in the making

of this research.

-The Researchers
 ABSTRACT

This study entitled “ACADEMIC PERFORMANCE OF ONLINE GAMERS IN

LVHS” shows the number and percentage of students that are engaged in online

gaming. The purpose of this research is to determine whether playing online

games affects the academic performance of the students. The results were taken

from the from the students in all grade levels who are involve in playing online

games, they were purposively chosen and were given survey questionnaire

consisting questions and statements that help justify our topic. This piece of work

reveals the number of regular students in LVHS who are engaged in online

gaming and how often did they play online games, it also shows the number of

students who find it hard to quit online gaming, and how online gaming affects the

academic performance of these students. It has been concluded that most of the

respondents tried to quit online gaming after they became addicted to it, but found

that they are unsuccessful. However, the percentage of students who skips their

studies just to finish their gaming has no significant relationship with the impact of

online gaming towards their academic performance.

Keyword: academic performance, online gaming

 DEDICATION

This piece of work is dedicated to our family who supported us along the way

in making this research, for their love, encouragement, moral and financial

support. To our dear teachers who teach and support us unconditionally, for their

efforts and time, through them this research became possible. To our friends and

love ones who helped and cheered on us. To the students who participated to

accomplish this research. Above all, to our Almighty God and Creator who

supplied everything that we need and His grace and mercy upon us.
 TABLE OF CONTENTS

TITLE PAGE

APPROVAL SHEET

ACKNOWLEDGEMENT

ABSTRACT

TABLE OF CONTENTS

LIST OF FIGURES

LIST OF TABLES

DEDICATION

CHAPTER 1

INTRODUCTION

Rationale

Research Objective

Review of Related Literature

Conceptual Framework

Significance of the Study

Definition of Terms

CHAPTER 2

METHODS

Research Design

Research Locale
 Research Instrument

Data Collection

Statistical Tools

CHAPTER 3

RESULTS

Number of online gamers in LVHS

Number of students who find it hard

to quit online gaming

Number of students who skips classes

just to finish play online games

Students whose academic performance

Are affected

CHAPTER 4

DISCUSSION, CONCLUSION AND RECOMMENDATION

Online gaming Addiction of LVHS students

Online gaming affects the academic

Performance of students

Conclusion

Recommendations
 LIST OF FIGURES

FIGURE PAGE
 Chapter 1

INTRODUCTION

Rationale

Nowadays, more and more people are starting to use the internet. At the

same time, online games have become extremely popular among the young

generation thus leading to the proliferation of online game addiction on a global

platform. According to recent researches, online gaming has become one of the

most addictive internet activities to date. Based on established researches, the

thesis is interested in discovering the reasons behind why young people start to

play online games as well as how playing such games affects the daily lives and

activities of them, most especially their academic performance or studies (Wan &

Chiou, 2006).

Furthermore, the penetration of video games into the United States alone is

huge, with at least 80% of homes having children that have played (rented or

owned) video games. In the initial research of online gaming addiction by Shatton

a sample of boys over 18 was studied (average age = 29,7 years old ).

Consecutive researches focused on younger ages, the view that excessive online

gaming is detrimental for ages below 18 being having already been formed. The

average participants’ age has been recorded to 29 years old in Australia by Brand,

Borchard and Holmes (2009) while a percentage of 8% of the participants were

over 55 and 41% of them were women. As for the online gaming frequency, a 22%

were daily players, a 35% would “usually play” while the rest were occasional
players. Researchers have found that gaming addiction physically impacts

academic achievements towards Filipino young people because the student is too

involved in the game to do homework or prepare academically (Shatton, 1989).

In the Philippines, the population of gamers is very huge. Beginning from the

simple cartoon games played by the toddlers up until the riot playing games

played by the college students and the older ones too. An article posted in

PhilCare in 2014 pointed out that researchers found that video games, particularly

shooter games, have the tendency to strengthen the cognitive skills of their test

subjects, especially in the areas of spatial navigation, reasoning, memory, and

perception. These effects shooter games have on test subjects were not evident

on other types of safe video games like puzzles or role-playing games. Gamers

can utilize these advantages of computer games provided they play in moderation.

In Lupon Vocational High School, students most especially male students in all

grade levels are observed to be actively engaged in online gaming. Hence, it is

one of the factors why the students are destructed with their academic activities

and most of them are not participating in some school matters because of their

concentration towards online gaming.

Computer games have become a very popular leisure activity among children

and adolescents in recent years. In fact, based on popularity alone online gaming

garners a larger share of 'favorite' votes among young people than physical team

sports such as ice hockey and football combined. There are many benefits of the
Internet as it not only acts as an entertainment tool, but also an important

professional resource of work, communication as well as education. However,

despite all of its inherent advantages, the Internet also had its drawbacks (Brian,

2005).

Research Objectives

The aim of conducting this study is to find out the number of LVHS students

that are engaged in online gaming. Second, is to identify the number of students

who find it hard to quit online gaming. And lastly, is to determine how online

gaming affects the academic performance of the students in LVHS. To better

understand our objectives in this research:

1. To find out the number of LVHS students that are engaged in online gaming

2. To identify the number of students who find it hard to quit online gaming

3. To determine how online gaming affects the academic performance of the

students in LVHS

Review of Related Literature

Internet Gaming Addiction

An electronic game is a game that employs electronics to create an interactive

system with which a player can play. The electronic device employed can be a

computer, a gaming device or a mobile phone. Most users nowadays opt for

online gaming while most gaming devices provide direct internet access, a

prerequisite for the extremely popular roles games. It has been claimed that they
can serve as a means to obtain knowledge and offer children a means of dialogue

in an era of isolation. (Gioutani&Kougiouti, 2006).

On the other hand, many opposing views claim that modern online games can

cause addiction which in turn leads to depression, isolation and

dependency.(Haagsima, 2008). Current research highlights the problem as well

as the immense number of online gaming addicts. ( Lemmens, Valkenburg& Peter,

2009). The notion of online gaming addiction is not however completely new.

(Keepers, 1990) The omnipresence of computers providing access to online

gaming platforms however, tend to increase the problem. Online roles games are

considered as the most addictive as they can entertain numerous players

simultaneously (Council on Science and Public Health). In this type of games

users can formulate the character that represents them throughout the game,

rather than choosing among a number of pre-formulated characters created by

the game’s inspirer. Second life is a good representative of the category. The fact

that the game can cause addiction can be proven by the immense number of

players. 48 million players were reported on April 2008 many of them admitting

that: “Second Life isn’t merely a game but a real second life”. (Voig, Inc., 2008).

In addition, research about internet gaming addiction has increased both in

quantity as well as in quality. Research on gaming addiction dates back to 1983,

when the first report emerged suggesting that video gaming addiction is a

problem for students. Shortly thereafter, the first empirical study on gaming

addiction was published by Shotton, based on self-reports of young male players

who claimed they were hooked on their games. Internet gaming addiction is a
behavioral problem that has been classified and explained in numerous ways.

Research indicates that a number of risk factors are associated with internet

gaming addiction. These risk factors include certain personality traits most

commonly associated with Internet addiction include neuroticism, aggression and

hostility, and sensation seeking. Factors that appear to protect frequent online

gamers from developing problems with their gaming were found to be

conscientiousness and extraversion, suggesting that for different individuals the

same behavior can have different psychological repunussions (Soper& Miller,

1983).

Internet gaming is a booming market. In 2012, more than one billion

individuals played computer games, which fueled the 8% growth of the computer

gaming industry in the same year. Massively Multiplayer Online games (MMO's)

offer the possibility to play together with many other players and can be

differentiated based on game content and player experience. Online games such

as World of Warcraft satisfy various gaming motivations. The analysis by Yee,

revealed that online gaming allow players to achieve game goals, be social and

immerse in the game (Yee, 2012).

Factors that affect the behavior of an online gamer

Furthermore, there are factors that affect a person to be considered as

addicted to online games. Each of these factors is composed of a number of

subcomponents as particularized by the gamers. First, achievement includes

advancing in the game, namely progressing via leveling up, acquiring status and

power in the game, the game's mechanics, including the possibilities for
optimizing game play, and competition, including challenging and dominating

others. Second, the social factor is composed of socializing, including chatting

and making new friends in the game, forming new relationships, and working in a

team. Third, immersion in the game is denoted by discovery, i.e., exploring the

game and "hidden" game content, role playing via one's avatar, customization of

one's online character (such as gender, race, profession, appearance) and

escapism, i.e., playing in order to avoid real life (Cole, 2007).

According to Griffiths, bio psychosocial processes lead to the development

of addictions, such as Internet gaming addiction, which include the following

components. First, the behavior is salient (the individual is preoccupied with

gaming). Second, the individual uses the behavior in order to modify their mood.

Third, tolerance develops (the individual feels anxious, depressed and irritable if

they are prevented from playing). Fifth, interpersonal and intrapersonal conflict

develops as a consequence of the behavior (the individual has problems with their

relationship, job and hobbies, and lack of success in abstinence). Finally, upon

discontinuation of the behavior, the individual experiences relapse (they initiate

gaming) (Griffiths, 2007).

Reasons of online gaming addiction

In addition, a problem in interpersonal relationships can usually lead to

constant occupation with online gaming. The aggressiveness of the modern era

both in school and society can urge children to the creation of virtual world in

which they seek for tranquility. Even in the case of violent or intense games, the
 user can be sure that everything will disappear as soon as they log off their

computer, this not being the case in the real world, were violence and tension

mostly occurs in an appointed environment. The solitariness and introversion of

our epoch which must be attributed to both the isolation and alienation of people

and families make children prefer virtual gaming worlds. The reasons of online

gaming addiction can also be found among social issues like violence in all forms.

In such cases the child’s real-life decreased self-esteem is replaced by the

increased self-esteem within the game. Children thus opt for the virtual world

instead of the real one (Jeong& Kim 2011).

Conceptual Framework

LVHS Students

Online Gaming

Reasons Effects

Hard to quit online Academic

gaming Performance
 Figure 1: Conceptual Framework of the Study

This figure shows the relationship between our respondents which are the LVHS

students from all grade level towards online gaming, also the students who find it

hard to quit online gaming and how online gaming affects their academic

performance in school.

Significance of the Study

This research study will be beneficial to the following:

To the students, this research is primarily important to students for it will enable

them to be aware on how online gaming affects their academic performance.

Through this research, they will know the possible effects of engaging in online

games so that they will acquire ideas or knowledge on how to manage it. Also, it

will enable them to realize to prioritize studies first before online gaming.

To the teachers, this research will help the teachers to deal with their students

who are engaged in online gaming. This will give them ideas to motivate the

students to concentrate with their academics and balance their past time activities

such as involving in online gaming.

Moreover, this study will be beneficial to the school. This research can contribute

in making the students in school to be more focus on their academics. The

outcome of this research can also give insights to the administrator to avoid future

problems in school regarding the academic performance of a student who is

engaged in online gaming.

Definition of Terms

Online gaming- is a general term used to describe any form of video game that id

played online. In the gambling world, it means any gambling game that is played

using an internet connection.

Student- denoting someone who is studying in order to enter a particular

profession.
 Chapter 2

METHOD

Research Design

This study is a Quantitative research and also a type of Descriptive research.

Quantitative research methods are research methods dealing with numbers and

anything those are measurable in a systematic way of investigation of phenomena

and their relationships. It is used to answer questions on relationships within

measurable variables with an intention to explain, predict and control phenomena.

It is also a non-biased research since this aim to measure the overall number for

the said study (Leedey, 1993).

On the other hand, Ashton (2018) defined Descriptive research as a study

designed to depict the participants in an accurate way. More simply put,

descriptive research is all about describing people who take part in the study.It is

a methodology that is not exclusive to market researchers but one that can apply

to a variety of research methods used in healthcare, psychology, and education.

At its core, descriptive research seeks to describe the characteristics or behavior

of an audience. While it’s not grounded in statistics, and usually leans towards

more qualitative methods, it can include quantifiable data as well.

Research Locale

The target respondents of this study are the students of Lupon Vocational

High School from all grade levels who are engage on online gaming, the
researchers choose them as the preferred scope of information. The location of

the respondents is located at CambingBaratua Street, Municipality of Lupon,

Province of Davao Oriental located in Region XI. The researchers have used the

purposive kind of sampling, in which we purposively chose or approach our

respondents in order to gain the answers from our questionnaires.

Figure 2: Map of Lupon indicating Lupon Vocational High School

Data Collection

The researchers chooses to conduct a survey to collect data for our target

respondents. They will distribute survey questionnaires so that we can gather all

the information regarding our study. Our questionnaires are composed with ten

(10) questions that are divided into two (2) sections. Section 1 is composed of 5

questions that will be answered by their choice of answers from the given choices.

Section 2 is composed of 5 statements that will be answered by the level of their

accordance to given statements.

 However, their responds or answers will reflect the result of our study. It will

also be identified whether engaging with online gaming can generally affect their

academic performance or not through the data that we will gather. The

respondents are purposively chosen, which is three hundred fifthteen (315) . For

the best result of our study, we assured to ask questions that are related and

convenient to our research topic. By that, survey questionnaires are our preferred

type of collecting data since we found it feasible to us the researchers and can

lessen the time.

Statistical Tools

Percentage- in Mathematics, a percentage is a number of ratio expressed as a

fraction of 100. It is often denoted using the percent sign "%" or the abbreviations

"pc" is also used. A percentage is a dimensionless number (pure number). For

showing the statistical result of our findings we used the percentage in order to

understand it easily and clearly.

 Chapter 3
RESULTS

Presented in this chapter, are the analysis, interpretation and findings of

the gathered data from the respondents.

Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

140
39%
120

100
26%
80

60
13% 12%
40
8%
20
2%

0
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

Figure 3: Number of online gamers in LVHS

This figure shows the results of the survey on the number of

students in LVHS that are engaged in playing online games. Out of the

three hundred fifteen (315) respondents, one hundred twenty-three (123)

of them are Grade 7 students which shows 39%; eighty-two (82) are Grade

8 students which shows 26%; forty (40) are Grade 9 students which shows

13%; thirty-nine (39) are Grade 10 students which shows 12%; twenty-four

are Grade 11 students which shows 8%; and only seven (7) students from

Grade 12 which shows 2%.

 120 36%

100

80 23%

60 16%
15%

40 10%

20

0
Strongly Agree Agree Neutral Disagree Strongly Disagree

Strongly Agree Agree Neutral Disagree Strongly Disagree

Figure 4: Number of students who find it hard to quit online gaming

This figure shows the number of students who find it hard to quit online

gaming. One hundred thirteen is the highest number of respondents who agreed

that they tried to quit online gaming after they become addicted to it, but found

that were unsuccessful, the percentage is 36%. This means that most of the

respondents find it hard to quit online gaming, which is one of the factors that may

affect their academic performance at school. Only 31 students strongly disagreed

to the statement, which means only few online gamers that they tried to quit online

gaming, and they succeeded in quitting to play online games.

 250
Yes No
68%

200

150

32%
100

50

0
Yes No

Figure 5: Number of students who skips classes just to play online games

This figure shows the number of students who skips their studies just to

finish their game. Two hundred fourteen (214) students answered yes which

shows the percentage of 68%, it means that most of the online gamers skips their

classes just to finish their gaming. It is one of the factors that can affect their

academic performance. Only one hundred one (101) students answered No

which is 32% in percentage.

 200
57%
180

160
43%
140

120

100

80

60

40

20

0
Yes No

Yes No

Figure 6: Students whose academic performance are affected

This figure shows the number of students whose academic

performances are affected. Out of the 315 respondents, one hundred thirty five

students answered Yes, which shows 43%. One hundred eighty students

answered No, which shows 57%. Therefore, the academic performances of most

of the online gamers in LVHS are not affected. They only skip their classes but

their academic performances are not affected.

 Chapter 4

DISCUSSION, CONCLUSION AND RECOMMENDATIONS

The researchers conducted a study entitled “Academic Performance of Online

Gamers in LVHS”, where they surveyed a total of three-hundred fifteen (315)

online gamer students in LVHS. The study focuses on knowing how online

gaming affects their academic performance in school. The researchers were able

to gather and analyze the data. Below are the discussions on the result of the

conducted research study.

Online Gaming Addiction of LVHS students

This study first and foremost want to know the total number of students who

are engaged in Online Gaming. The total respondents that we have surveyed in

this research is 315. This means that 315 students are engaged in online gaming.

As what Wan and Chiou (2006) stated online games have become one of the

most addictive internet activities to date. As what the respondents have answered

most of them plays online games every day, with that the students became

addicted to online gaming. According to some researchers like Shatton, average

age of online gamers are in seven (7) to twenty-nine years old, excessive online

gaming is detrimental for ages below 18 being having already been formed.

Based on our survey to our respondents, most of the online gamers are Grade 7

students which aged 11-13 years old. In addition of findings of our study, is that

the online gamers gain higher self-esteem if they play online games, this is in line

with the article of Jeong and Kim, 2011; that because of some social issues like

violence in all forms. In such cases the child’s real-life decreased self-esteem is
replaced by the increased self-esteem within the game.

Online Gaming affects the academic performance of students

With the total of 315 respondents who said that they are engaged in online

gaming, they also would have thinking about quitting in playing online games. As

what our survey result showed, some of students said that they tried to quit but

they find it hard to quit. This is in line to the article of Haagsima, 2008 that modern

online games can cause addiction which in turn leads to depression, isolation and

dependency. These only shows that online gaming is addictive and it can affect

the academic performance of an online gamer who goes to school. In addition, the

identified students who were engaged in online gaming were asked about it’s

effects on their academic performances and social relationships. As what the

survey result showed, some of the respondents answered that they skip their

studies sometimes just to finish their game. Supported by the statement of Cole

(2007) where he stated that some students are sometimes skipping their classes

just to play their favorite games and surfing the web.

CONCLUSIONS

It has been determined that the percentage of the online gamers in Lupon

Vocational High School is high. This shows that there are massive amount of

online gamers in LVHS. Upon conducting the study, it has been identified that

most of the online gamers plays online games every day and because of playing

online games every day the student’s academic performance is affected. The

students may have less time spent in studying and more time playing online

games, this means that it can lead to distraction of his/her classes and it can
cause to attain low or average grades depending on the capability of time

management of the student. Moreover, because the students are engaged too

much in online gaming, they will find it hard to quit on playing.

RECOMMENDATIONS

To the students, most especially those who are involved in online gaming, that

the result of this study may give them more knowledge on how to manage their

studies and their online gaming. This may serve as their guideline and basis to be

more responsible enough with their priorities, that they should set aside online

gaming first and focus more on their studies.

To the parents, that the result of this study may provide them more information

about the engagement of their sons/daughters in online gaming. They may used

this as their basis in taking proper actions to guide their children towards the right

management of their online gaming.

To the teachers, that the result of this study may give them enough

information about the involvement of their students in online gaming. This may

serve as their basis in guiding their students towards the management of online

gaming and their studies.

To the school administrators, the result of this study may provide them more

knowledge about online gaming and how it affects the academic performance of a

student.

To the future researchers, that the result of this study may help them get

information on how online gaming affects the academic performance of the

students. That this manuscript may serve as their guideline and basis in
completing their study.

Research Instrument

Section 1

Instruction: Please answer the questions by checking the box that suits your
choice of answer.
1. How often do you play online games?
Once a week
Twice a week
3-6 times a week
Everyday

2. Which of the following will you do if you arrive home?

Study
 Rest
Doing household chores
Play online games

3. Do you skip your studies just to finish your game?

Yes
No
Sometimes

4. Does playing online games affects your academic performance at school?

Yes
No

5. Do you usually play over a LAN outside home (i.e. Cyber Cafe, Game shop) or
at home over the Internet/ LAN?
Outside home (Cyber Cafe, Game shop)
At home

Section 2

Instruction: Please tell us how much you agree or disagree with each of the
following statements (1= strongly disagree; 5=strongly agree). Kindly check your
choice for each respective item.

Strongly Agree Neutral Disagree Strongly

Agree Disagree
6. I had tried to quit online
gaming after I became
addicted to it but found
that I was unsuccessful.
7. I feel frustrated if I am
unable to play the online
games.
8. I have a sense of
higher self-esteem when
playing the online games.
9. I continue to play the
online games even after
my character is deleted in
the game and I want to
get back my character’s
previous experience level
by starting over again.
10. Playing online games
causes me to have a real
life (Academic, health,
financial, or relationship
problems.)
 APPENDICES

Republic of the Philippines

DEPARTMENT OF EDUCATION
Mati City Division
 LUPON VOCATIONAL HIGH SCHOOL
Lupon Davao Oriental

August 20, 2018

CRISTOPHER C. VALE
Principal II
Lupon Vocational High School

Dear Sir,

Greetings!

The undersigned are currently working on their research entitled “Academic

Performance of Online Gamers in LVHS” as a requirement of their subject
Practical Research 2.

In line with this, the researchers would like to request your permission to conduct
a survey to the Junior High School students. They will be our respondents to
justify our research topic.

We are assuring you that the information we gathered will be confidential. We are
looking for your favorable response on the said request. Thank you very much.

Sincerely Yours,

GISELLE C. MELENDRES
LORIFE F. LORICA
RODEL V. CAÑAS
ROLLY B. CINCONIEGUE
ADRIAN CLIFFORD T. CALUNSOD

Noted by:

NESSIE KATHERINE O. CABUSAO

Practical Research Adviser

Republic of the Philippines

DEPARTMENT OF EDUCATION
 Mati City Division
LUPON VOCATIONAL HIGH SCHOOL
Lupon Davao Oriental

August 20, 2018

ROEL A. MACASERO
Assistant Principal-SHS
Lupon Vocational High School

Dear Sir,

Greetings!

The undersigned are currently working on their research entitled “Academic

Performance of Online Gamers in LVHS” as a requirement of their subject
Practical Research 2.

In line with this, the researchers would like to request your permission to conduct
a survey to the Senior High School students. They will be our respondents to
justify our research topic.

We are assuring you that the information we gathered will be confidential. We are
looking for your favorable response on the said request. Thank you very much.

Sincerely Yours,

GISELLE C. MELENDRES
LORIFE F. LORICA
RODEL V. CAÑAS
ROLLY B. CINCONIEGUE
ADRIAN CLIFFORD T. CALUNSOD

Noted by:

NESSIE KATHERINE O. CABUSAO

Practical Research Adviser
CURRICULUM VITAE
 Personal Background
Name: Giselle C. Melendres
Nickname: Jie-jie; Selle
Age: 17
Gender: Female
Address: Dalsa, Ilangay Lupon Davao Oriental
Date of Birth: February 10, 2001
Religion: Christian Fellowship
Civil Status: Single
Citizenship: Filipino
Parents: Isidro Q. Melendres
Juliana C. Melendres
E-mail address: melendresgiselle@gmail.com

EDUCATIONAL ATTAINMENT
Secondary education
Junior High School: Lupon Vocational High School
Cambing Baratua Street, Lupon Davao Oriental
2012-2017
Senior High School: Lupon Vocational High School
Cambing Baratua Street, Lupon Davao Oriental
2017-2019
Elementary Education: Comara T. Manuel Central Elementary School-II
Aguinaldo Street, Poblacion Lupon Davao Oriental
2007-2012
 Personal Background
Name: Lorife F. Lorica
Nickname: Pingping
Age: 17
Gender: Female
Address: Langka, Lupon Davao Oriental
Date of Birth: August 14, 2001
Religion: Roman Catholic
Civil Status: Single
Citizenship: Filipino
Parents:

E-mail address: lorifefajardo14@gmail.com

EDUCATIONAL ATTAINMENT
Secondary education
Junior High School: Lupon Vocational High School
Cambing Baratua Street, Lupon Davao Oriental
2012-2017
Senior High School: Lupon Vocational High School
Cambing Baratua Street, Lupon Davao Oriental
2017-2019
Elementary Education: Langka Elementary School
Langka, Lupon Davao Oriental
2007-2012
 Personal Background
Name: Rodel V. Cañas
Nickname: Dodo
Age: 19
Gender: Male
Address: Osmeña Street, Lupon Davao Oriental
Date of Birth: April 12, 1999
Religion: Roman Catholic
Civil Status: Single
Citizenship: Filipino
Parents: Rodrigo V. Cañas
Thelma V. Cañas
E-mail address: rodel@yahoo.com

EDUCATIONAL ATTAINMENT
Secondary education
Junior High School: Lupon Vocational High School
Cambing Baratua Street, Lupon Davao Oriental
2012-2017
Senior High School: Lupon Vocational High School
Cambing Baratua Street, Lupon Davao Oriental
2017-2019
Elementary Education: Comara T. Manuel Central Elementary School-I
Aguinaldo Street, Poblacion Lupon Davao Oriental
2007-2012
 Personal Background
Name: Rolly B. Cinconiegue
Nickname: Rolly
Age: 18
Gender: Male
Address: Ceboleda, Lupon Davao Oriental
Date of Birth: July 14, 2000
Religion: Roman Catholic
Civil Status: Single
Citizenship: Filipino
Parents: Rolly G. Cinconigue Sr.
Marilou B. Cinconigue
E-mail address: cinconiegue76@yahoo.com

EDUCATIONAL ATTAINMENT
Secondary education
Junior High School: Lupon Vocational High School
Cambing Baratua Street, Lupon Davao Oriental
2012-2017
Senior High School: Lupon Vocational High School
Cambing Baratua Street, Lupon Davao Oriental
2017-2019
Elementary Education: Comara T. Manuel Central Elementary School-II
Aguinaldo Street, Poblacion Lupon Davao Oriental
2007-2012
 Personal Background
Name: Adrian Clifford T. Calunsod
Nickname: Adrang
Age: 20
Gender: Male
Address: Comarra Street, Lupon Davao Oriental
Date of Birth: March 4, 1998
Religion: Protestant
Civil Status: Single
Citizenship: Filipino
Parents: Alberto Calunsod
Marilyn T. Calunsod
E-mail address: adriancalunsod@yahoo.com

EDUCATIONAL ATTAINMENT
Secondary education
Junior High School: Lupon National Comprehensive High School
Ilangay, Lupon Davao Oriental
2012-2017
Senior High School: Lupon Vocational High School
Cambing Baratua Street, Lupon Davao Oriental
2017-2019
Elementary Education: Comara T. Manuel Central Elementary School-II
Aguinaldo Street, Poblacion Lupon Davao Oriental
2006-2012