Levels of Mastered and Least Mastered Skills of Baking Skills under Technical Vocational

Livelihood Program of Senior High School inParañaque National High School-Baclaran

S.Y. 2018-2019

A Quantitative Research
Presented to the Senior High School Faculty
PARAÑAQUE NATIONAL HIGH SCHOOL - BACLARAN
Rimas St., Dimasalang Ext., Baclaran, Parañaque City

In partial fulfilment of the requirements in

PRACTICAL RESEARCH 2

Ersando, Vincent B.
Deverso, Anilyn T.
Gabuna, Michael V.

Grade 12- TVL B

Aileen R. Lukban
Research Adviser

1
 ACKNOWLEDGEMENT

The researcher would like to take this opportunity to acknowledge the assistance
and contributions of the few people who had faith on this undertaking.

First of all, the researcher would like to thank our almighty God for giving us
determination and power to finish this research successfully and for guiding us from the
beginning up to the end of this study.

Researchers want to express their thankful gratitude to the beloved school

principal Engr. Pablito S. Vibal Ph.D. for letting them do this research paper and be able
to spend their thoughts to everyone as well as to their supportive research adviser Mrs.
Aileen M. Lukban for helping and guiding them what to do about this research paper.
Last but not the least, researchers want to thank their fellow students or respondents
which are senior high school student for cooperation and answering the survey
questionnaires.

2
 ABSTRACTION

This research study aims to know the levels of mastered and least mastered the
baking skills under Technical-Vocational Livelihood Program of senior high school
students in Parañaque National High School-Baclaran S.Y. 2018-2019. This used survey
questionnaires that were distributed in 73 grade 11 senior high school students. Those
skills are coming from curriculum guide of Department of Education (DepEd) K-12
Basic Education. Using the Likert Scale, the researchers determined the levels of mastery
of the students on particular skills needed in Specialization Bread and Pastry Production
under Technical Vocational Livelihood Program. The skills mastered by the students are
the following: accurate measurement of ingredients, baking ingredients and its
substitution, types, kinds, and classification of bakery product, and baking techniques,
appropriate conditions and enterprise requirements and standards. While the skills that
mostly not mastered by the students are the following: mixing procedures/formulation
/recipes, and desired product characteristics of various bakery products, and temperature
ranges in bakery products.

3
 TABLE OF CONTENTS

Title Page 1

Acknowledgement 2

Abstract 3

Table of Contents 4

Chapter 1: Introduction 5

Conceptual Framework 6
Statement of the Problem 7
Hypotheses 8
Purpose of the study 9
Theoretical Perspective 9
Significance of the study 9
Scope and Limitation 10
Definition of terms 10

Chapter 2: Review of Related Literature and Studies 11

Chapter 3: Methodology 14
Research Design 14
The Sample 14
The Instrument(s) 15
Chapter 4: Presentation, Analysis and Interpretation of Data 16

Chapter 5: Summary, Conclusion and Recommendation 21

Bibliography 23

Questionnaire 24

Curriculum Vitae 25

Evaluation Sheet 28

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 Chapter I
INTRODUCTION

In this research, ‘Levels of Mastered and Least Mastered of Baking Skills of

Technical Vocational Livelihood Program of Senior High School in Parañaque National
High School-Baclaran S.Y. 2018-2019’ focused on the Technical Vocational Livelihood
Skills on the specialization Bread and Pastry Production.

Background of the Study

According to the K-to-12 Educational Curriculum, those technical skills are
graded and can now be assessed by the teachers. Our country now is undergoing this
curriculum which helps all the learners to acquire a certain skill. Examples of those skills
are more on communication or language, sports, arts, music and livelihood education.
They are all under technical skills but usually it focus on livelihood education.
InParañaque National High School-Baclaran, It has established about Senior High School
Program on 2015. It offers the Accountancy, Business, and Management or ABM Strand
and Technical Vocational Livelihood Program Track.

According to Serpa Juan (2014), Technical Skills are the source of learning of the
students which it can acquire through studying and applying. It is also refer to talent and
expertise which the person possesses to perform a certain job or skill. These skills can
now be identified by the teachers and students. Technical skills are also known as hard
skills or skills that are more on practice rather than theory.

According to K to 12 Basic Education in Curriculum Senior High School

Technical-Vocational-Livelihood Track Home Economics-Bread and Pastry Production
(2013) p.1, these are the following skills that are intended to mastered by the students
under the Technical-Vocational Livelihood Program, Home Economics Strand in the
fields of Bread and Pastry Production:

1. Accurate measurement of ingredients.

2. Baking ingredients and its substitution.

3. Types, kinds, and classification of bakery products.

5
 4. Mixing procedures/formulation/recipes, and desired product characteristics of various
bakery products.

5. Baking techniques, appropriate conditions and enterprise requirements and standards.

6. Temperature ranges in bakery products.

Conceptual Framework

Level of Grade eleven and

Grade twelve TVL
students
Mastered the Bread and Pastry Not mastered the Bread and Pastry
Production skills of Grade 11Senior Production skills of Grade 11Senior
High School Student High School Student

Accurate measurement ofingredients

Baking ingredients and itssubstitution

Types, kinds, and classification of bakery

products

Mixingprocedures/formulation/recipes, and desired

productcharacteristics of variousbakery products

Baking techniques, appropriateconditions and

enterpriserequirements and standards

Temperature ranges in bakeryproducts

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Statement of the Problem
The study aims to determine the levels of mastered and least mastered of baking
skills under Technical Vocational skills of Senior High School Student in Parañaque
National High School- Baclaran.
Specifically, it sought to answer the following questions.
1. What is the demographic profile of the respondents in terms of:
1.1 Age
1.2 Gender
1.3 Grades in bread and pastry production
2. What are the skills intended on bread and pastry production mastered by the
Grade 11 students in Parañaque National High School- Baclaran?
3. What are the skills intended on bread and pastry production that is not mastered
by the Grade 11 students in Parañaque National High School- Baclaran?

Hypotheses
H01: Majority of the respondents can measure the accurate measurement of the
ingredients.

H02: Majority of the respondents know the ingredients and its substitution in Bread and
Pastry Production.

H03: Majority of the respondents were known the types, kinds, and classification of
bakery products.

H04: Majority of the respondents known the mixing procedures/ formulation/recipes, and
desired product characteristics of various bakery products.

H05: Majority of the students known and applied the baking techniques, appropriate
conditions and enterprise requirements and standards.

H06: Majority of the respondents known the temperature ranges in bakery products.

7
Purpose of the study

The purpose of the study is to determine the levels of mastered and least mastered
of baking skills under Technical Vocational Livelihood Program of Grade 11 Students in
Paranaque National High School-Baclaran S.Y. 2018-2019. Also the study aims to know
if the students mastered or not mastered these skills.

Theoretical Perspective

Prosser (1949), in his theory of Vocational Education pointed out that for
every occupation there is a minimum of productive ability, which an individual must
possess in order to, secure or retain employment in the occupation. If vocational
education is not carried to that point with the individual, it is neither personally nor
socially effective. That is, the value of vocational education depends on the ability of
individual to use his training in gainful employment. Therefore, teachers of technical and
vocational education must adopt a practical approach to their lesson
delivery.Consequently, the use of activity based instruction is most important. Thus, the
traditional method of lesson delivery is giving way to activity based instruction. Activity
based instruction is the form of classroom activity where the teacher effectively involves
the learner in a task.
Therefore, mastery of skills among students can be achieved through regular
involvement in workshop practical activity. They should be allowed to regularly carry out
practical exercise on their own under supervision of the teacher at every stage of the
work.

Significance of the Study

 Participants. The Grade 11 Senior High School students will be aware about
the levels of mastery of students intended on their subject Bread and Pastry
Production in Parañaque National High School-Baclaran.

8
  Family of the participants. The family members, especially the parents would
determine the levels of mastery of the students where their child/children also
studying at Parañaque National High School-Baclaran.
 Next researchers. The next researchers could use the present study to become
a source of information about the levels of mastered and least mastered of
Bread and Pastry Production skills.

Scope and Delimitation

The study will be conducted in Parañaque National High School- Baclaran. The
population considered will be limited to grade eleven and grade twelveTVL students.
The study refers to the (1) the levels of mastered of Bread and Pastry Production
skills under Technical Vocational Livelihood Program, (2) the levels of least mastered of
Bread and Pastry Production skills under Technical Vocational Livelihood Program and
(3) if the students mastered or not mastered the Bread and Pastry Production skills under
Technical Vocational Livelihood Program .
In able to gather the data, the researchers will conduct a survey using
questionnaires to get the demographic profile and levels of mastered least mastered of
TVL skills of students.

Definition of terms

TVL.Abbreviationfor Technical-Vocational Livelihood education or track.

Bread and Pastry.Mix and bake ingredients according to recipes to produce small
quantities of breads, pastries, and other baked goods for consumption on premises or for
sale as specialty baked goods.

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 Chapter 2
REVIEW OF THE LITERATURE

This chapter of the paper presents the review of related literature, the research
hypotheses, and the definition of terms.

Related Literature
Foreign
According to Odoet al.(2012), the techniques and strategies adopted by the
teachers of vocational education include: demonstration, field trip, project experiment
and assignment. These techniques and strategies have identified to be effective in
especially teaching practical oriented subject like vocational and technical subjects.
Ughamadu (1989), explained instructional strategies as a major element of educational
system and maintained, that improper application of teaching method will definitely
militate against the growth of education. In the same vein Akinsola (2004), observed that
tin spite of government effort and that of various educational agencies towards improving
the quality of technology education, the method of teaching in Nigeria schools are devoid
of relevant techniques and devices, which results in poor assimilation and understanding
of subject matter by the students. Teaching and in vocational and technical education is
an active process which demands active predication of both the learner and the teacher. It
is evident from the study that teachers employ various methods to evaluate the students
outcome. These methods range from process, product, systematic observation, and
formative evaluation. Evaluation plays important role in teaching adlearning process.
Evaluation points out area of weakness and strength of the learners an also indicates how
effective a particular teaching method is. Evaluation justifies every leaner as against a set
standard and expected behavioural outcome. The findings of the study showed that there
are numerous challenges facing the activity based instruction. Some learners do not enjoy
the activitybased instruction. These group of learners do not enjoy practical rather theory.
These could be that students from other disciplines mock and cajole them to be artisans.
However, activity based instruction without theory is not a balanced teaching. The
respondents disagreed that the activity based instruction can be seen as child’s play.
However, length practical exercise can be boring on the part of the students. It is evident

10
from the findings of the study that focusing onactivity to make learning fun can actually
hamper those students who would make good progress without it.
The finding of the study on both human and material resources were supported
by Adeleye (2003), as he pointed out that adequate teaching materials and equipment
must be provided to the trainers of vocational and technology education. Adeleye, further
stressed that it no gain saying that vocational and technical education is capital intensive
and demands a lot of tools equipment before any meaningful development can be made.
Furthermore, it is evident from the findings that there are inadequate vocational and
technical education delivered, certain necessary ingredients must be available, among
which is the availability of qualified and skilled teachers with adequate number of years
of experience in vocational and technical education.
According toAnka (2009), in a media interview said for effective teachings in
vocational and technical education there should be necessary ingredients such as right
teachers with the right attitudes and the right qualification, teaching the right subject.

Local

According to Connelly. (2013) cited that schools have always played a vital role
in ensuring that students have the skills needed for the job or career they have chosen.
The key function of education is to fully prepare students for life after schooling
preparation for the world of work is a necessary and vital part of that equation. As our
society and economy continues to evolve, it may be time to rethink how public education
aids students in choosing career and education pathways. Additionally, due to the present
economic and social changes our government isdealing with, it is imperative that we
think more deeply about the future of those students who will enter the workforce
immediately after high school.

According to Pettersen et.al the companies are increasingly viewing global

sourcing strategies as a means of reducing cost, increasing quality, and enhancing a firm's
overall competitive position. This article uses a structural equation modeling
methodology to test an explanatory model of global sourcing strategy effectiveness.
Results indicate that global sourcing structures and processes, global sourcing business
11
capabilities, international language capabilities, and top management commitment to
global sourcing are critical to the effectiveness of a global sourcing strategy.

According to Garduque (2012) in his study stated that learning theories were not
enough we need to have skills to do things. Those skills are technical skills and livelihood
programs which may help the students and graduates to become skilled workers of the
future.

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 Chapter 3

METHODOLOGY

This chapter includes the research design, the sample, the instruments, the data
collection procedure, and the plan for data analysis.

Research Design
To achieve the purpose of the present research, the researcher used the
survey type of research.

The survey method will be used to gather data that shows information regarding
the levels of mastered and least mastered of Technical Vocational skills of Grade 11
Senior High School students of Parañaque National High School-Baclaran S.Y. 2017-
2018.

The Sample
The respondents of the study were the grade 11 and 12 TVL students of
Parañaque National High School-Baclaran S.Y. 2018-2019. The population of the grade
11and 12 students was composed of 6 sections with different number of students. The
number of respondents is determined through applying the Slovin formula and the
Frequency and Percentage Distribution.
𝑵
Slovin Formula:𝒏 = 𝟏+𝑵𝒆𝟐

Where:
n is the sample size
N is the population size
e is the margin of error
1 is the constant value

N= 90
e= 5%
n= 73
𝒇
Frequency and Percentage Distribution: 𝑷 = 𝑵 𝒙𝟏𝟎𝟎

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Where:
P= percentage
f= number of respondents answers
N= Total number of respondents

f= 73
N=90
P= 69%

50% of the students each section has the same chance to be included as a
respondent as shown in table 1.

Table 1.Parañaque National High School-Baclaran S.Y. 2017-2018 Grade 11 and

Grade 12 Senior High School Students
Population
Parañaque National High School-Baclaran
S.Y. 2017-2018 Grade 11 and Grade 12 students
81%
SECTIONS NUMBER OF STUDENTS (No. of students x .81)
Grade 11TVL-B 28 23

Grade 11TVL-C 30 24

Grade 11TVL-D 32 26

TOTAL 90 73

The Instrument(s)
We will use locally structured, closed type of survey questionnaire using the
slovin formula as the data gathering device. The finalization and distribution of the
interview questionnaires were made by the approval of the adviser.

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 Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter overseen the presentation, analysis and interpretation of data

gathered by the researchers. This study aimsto know the levels of Mastered and Least
Mastered skills in Bread and Pastry Production of Technical Vocational Livelihood
Program of Senior High School Students of Parañaque National High School-Baclaran
S.Y. 2018-2019. The researcher uses adescriptive research design to determine the
frequency of the students who mastered and not mastered the bread and pastry production
skills. Presented data were studied and documents were examined to answer the questions
communicated to statement of the problem. The analytical procedures are arranged
according to the sequence of specific questions.

Table 1.1 shows the distribution of respondents according to the age bracket.

TABLE 1.1
Number of Respondents

Grade level 17 years old below 18 years old and above

Grade 11 51 22
Total 51 22

Table 1.1 shows the population of agebracket of Grade 11 students. There are 51
students under 17 years old and below while 22 of them are under 18 years old in total of
73 students. According to the result, majority of the respondents are under the age bracket
of 17 years old.

Table 1.2 shows the distributions of respondents according to their gender.

Table 1.2
Number of Respondents

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 Grade Level Male Female
Grade 11 35 38
Total 35 38

Table 1.2 shows the population of male and female Senior high school students
who participated in our study and answered our survey questionnaires in Parañaque
National High school-Baclaran. There are 35 male respondents and 38 female
respondents. Based on the data gathered by the researchers, there is more number of
female respondents than the male respondents.

Figure 2 Shows the distributions of the respondents according to their Final average on
their subject Bread and Pastry Production

Average in Bread and Pastry Production Number of Students

74 below 0

75-79 0

80-84 25

85-89 30

90 above 18

Figure 2 shows that 0 of the respondents got an average of 79 below, while 25 of

the respondents under the average of 80-84, then 30 of the respondents got an average of
85-89, and last 18 of the remaining respondents under 90 above. Since all of the
respondents got an average range of 80 and above, therefore all of the respondents have a
passing grade in the specialized subject Bread and Pastry Production.

16
 Figure 3.1 Shows the distributionsof the respondents according to their answer on
question no. 1
Figure 3.1
Number of Respondents

Question No. 1
11%
Always
8%
Often
10% Sometimes
59% Rarely
12%
Never

Figure 3.1 shows that the question no. 1 which is “1.I follow the accurate
measurement of ingredients”, 59% of the respondents answered always, while 12%
answered often, then 10% answered sometimes, while 8% answered rarely, and lastly
11% remaining answered never. Since majority of the respondents answered always,
therefore many of the respondents follow the accurate measurement of ingredients in
baking.

Figure 3.2 Shows the distributionsof the respondents according to their answer on
question no. 2
Figure 3.2
Number of Respondents

Question No. 2
3%
6%4% Always
Often
Sometimes
32% 55%
Rarely
Never

17
 Figure 3.2shows that the question no. 2 which is “I know different types of
ingredients and how to substitute the ingredients in case of lack of ingredients”, 55%
answered always, 32% answered often.

Figure 3.3 Shows the distributions of the respondents according to their answer on
question no. 3
Figure 3.2
Number of Respondents

Question No. 3
8%
Always
17% Often
45%
Sometimes
13% Rarely
Never
17%

Figure 3.3shows that the question no. 3 which is “I do different types, kinds, and
classification of bakery products”, 45% answered always, and then 17% answered often,
while 13% answered sometimes, then 17% answered rarely, and 8% answered never.
Based on the result, many of the respondents can do different types, kinds, and
classification of bakery products.

Figure 3.4 Shows the distributions of the respondents according to their answer on
question no. 4
Figure 3.4
Number of Respondents

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 Question No. 4
14% Always
26%
5% Often
Sometimes
15%
Rarely
Never
40%

Figure 3.4shows that the question no. 4 which is “I am doing perfectly mixing
procedures/formulation/ recipes, and desired product characteristics of various bakery
products”, 14% answered always, and 5% answered often, then 15% answered
sometimes, while 40% answered rarely, and lastly 26% answered never. According to the
result, Majority of the respondents are not doing so much perfectly the mixing
procedures/ formulation/ recipes, and desired product characteristics.

Figure 3.5 Shows the distributions of the respondents according to their answer on
question no. 5
Figure 3.5
Number of Respondent

Question No. 5
11% Always
10% Often

11% Sometimes
60% Rarely
8%
Never

Figure 3.5 represents that the question no. 5 which is “I do different baking
techniques, appropriate conditions and enterprise requirements and standards of different
bakery products”, 60% answered always, and 8% only answered often, while 11%
answered sometimes, then 10% answered rarely, and 11% remaining answered never.
Based on the figure above, many of the students always do the different baking

19
techniques, appropriate conditions and enterprise requirements and standard of different
bakery products since majority of them answered always.

Figure 3.6Shows the distributions of the respondents according to their answer on

question no. 6
Figure 3.6
Number of Respondents

Question No. 6
7%
20% 8% Always
Often
15%
Sometimes
Rarely
Never
50%

Figure 3.6shows that the question no. 6 which is “I know the different
temperature ranges in bakery products”, 7% answered always, and 8% answered often,
then 15% answered sometimes, while 50% answered rarely, and 20% answered never.
Based on the result, almost half of the percentage of the respondents answered rarely,
therefore majority of them rarely recognize different ranges in bakery products.

20
 Chapter 5
SUMMARY OF FINDINGS,CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, so conclusions drawn from

the findings and the corresponding recommendations.

This study was taken with the general objective of levels of mastered and
least mastered of baking skills of Technical-Vocational Livelihood Program in Parañaque
National High school-Baclaran.

Specifically this study sought to answer the following questions:

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

1.1 Age
1.2 Gender
1.3 Grades in major subject
2. What were the bread and pastry production skills under technical vocational
livelihood program mastered by the students in Parañaque National High School-
Baclaran?
3. What was the bread and pastry production under technical vocational livelihood
program intended on their major subject not mastered by the students in
Parañaque National High School- Baclaran?
Summary of Findings

1. Profile of the senior high school students on:

The profile of the respondents was derived from the selected variables
1.1 Age
The total of the respondents are under the age bracket of 17 years old below
were 51 respondents while 22 remaining respondents are under 18 years old
and above
1.2 Gender
The total of the male students who participate on our research are 35
respondents, while 38 of them are females.

21
 2.The bread and pastry production under technical vocational livelihood program
mastered by the students in Parañaque National High School- Baclaran are:
 Accurate measurement of ingredients
 Baking ingredients and its substitution
 Types, kinds, and classification of bakery products
 Baking techniques, appropriate conditions and enterprise requirements and
standards

3.The bread and pastry production under technical vocational livelihood program
mastered by the students in Parañaque National High School- Baclaran are:
 Mixing procedures/formulation/recipes, and desired product
characteristics of various bakery products
 Temperature ranges in bakery products

Conclusions

Based on the findings of the study, the following conclusions are drawn:

1. Majority of the respondents are mastered the skills in Bread and Pastry Production
under TVL program intended on their major subject.
2. Few did not mastered the skills inBread and Pastry Production under TVL
program intended for their major subject.
3. Majority of the students were used to be the respondents of our research were
mastered the skills in Bread and Pastry Production under Technical-Vocational
Program.

Recommendations

1. The researchers recommend that always study the lessons for to be able
performed well everytime.
2. The researchers recommend that the students have enough skills to perform well
everytime.
3. The researchers recommend to be familiarize with the terms using on Technical-
Vocational Livelihood field.

22
 REFERENCES

Adeleye S.T (2003): Empowering teachers of vocational and technical education for the
empowerment of people with special needs. Voices of Polytechnic Education (ed:
Ogunseinde C.O) pp 41-44.

Akinsola (2004): Entrepreneurship theory and practice. Imo Crown Publishers Nig. Ltd.

Anka, M.A (May 28, 2009): Effective curriculum planning needed in schools Zamfara
State SUBEB: Fortune News.

Kamamiaet. al. (2014),: To Establish the Extent to Which the Subject Mastery Enhances
Quality Teaching To Student-Teachers during Teaching Practice. Kenya. School
Of Education, Mount Kenya University.

Petersen, K.J., Handfield, R.B. and Ragatz, G.L. (2005), “Supplier integration into new
product development: coordinating product, process and supply chain design”,
Journal of Operations Management, Vol. 23 Nos 3/4, pp. 371-88.

Prosser, C.A (1949) Vocational Education in Democracy Chicago Illinois, American

Technical Society.

Ughamadu, K.A (1992): Curriculum concept development and implementation. Onitsha

Emba Printing and Publishing Co. Ltd.

Online References

Serpa Juan (2014), “Technical Skills and Academic Performance of Selected Students in
BSE TLE Congressional
Campus”,https://www.academia.edu/9789883/TECHNICAL_SKILLS_AND_THE
_ACADEMIC_PERFORMANCE.._RAK

http://www.academia.edu/6693424/Chapter_11_Review_of_Literature_Introduction

https://www.slideshare.net/RaiBlanquera/bread-and-pastry-curriculum-guide-sinior

23
Name: Section:
Gender: Grades in Bread and Pastry Production:
Direction. Put a check to the space provided for you answers.

Always Often Sometimes Rarely Never

1.I follow the accurate measurement
of
Ingredients.
2.I know different types of
ingredients
and how to substitute the ingredients
in case
of lack of ingredients.
3. I do different types, kinds, and
classification
of bakery products.
4. I am doing perfectly mixing
procedures/
formulation/ recipes, and desired
product
characteristics of various bakery
products.
5. I do different baking techniques,
appropriate
conditions and enterprise
requirements and
standards of different bakery
products.
6. I know the different temperature ranges in
bakery products.

24
 CURRICULUM VITAE

DEVERSO, ANILYN T.
Address: 287 2nd St. Brgy. 193 Zone 20 Pildera II NAIA, Pasay
City
Contact number: 09296129849
Email address:nylinaosreved15@gmail.com
Skills: baking and cooking skills, communication skills

I. Educational Background
Senior High School - Paranaque National High School -Baclaran
2017-Present
Junior High School - Paranaque National High School -Baclaran
2013-2017
Elementary School - Rivera Village Elementary School
2006-2013

II. Training and Seminar Attended

Cooking Training for Assessment at Universal College
October 2018
Ms. Labsan

Assessment at Universal College

December 2018

III. Personal Information

Date of Birth : April 08, 2001
Place of Birth : Manila
Age : 17 years old
Sex : Female
Civil Status : Single
Religion : Roman Catholic
Mother : NidaDeverso
Father : JoenardDeverso

25
 CURRICULUM VITAE

ERSANDO, VINCENT B.
Address:Ilang-ilang St. Area 7 Libjo, Brgy. Sto Nino, Paranaque City
Contact number: 09296129849
Email address: v_ersando@yahoo.com
Skills: baking and cooking skills, communication skills, organization
skills

I. Educational Background
Senior High School - Paranaque National High School -Baclaran
2017-Present
Junior High School - Paranaque National High School -Baclaran
2013-2017
Elementary School - Baclaran Elementary School-Baclaran
2006-2013

II. Training and Seminar Attended

Cooking Training for Assessment at Universal College
October 2018
Ms. Labsan

Assessment at Universal College

December 2018
III. Personal Information
Date of Birth : September 21, 2000
Place of Birth : Manila City
Age : 18 years old
Sex : Male
Civil Status : Single
Religion : Catholic
Mother : Anicita B. Ersando
Father : Romeo R. Ersando Jr.

26
 CURRICULUM VITAE

GABUNA, MICHAEL JR. V.

Address: 16 St. Puyat Compound Tambo, Paranaque City
Contact number: 09236654010
Email address: Michael_vidal@yahoo.com
Skills: baking and cooking skills, communication skills, organization
skills

I. Educational Background
Senior High School - Paranaque National High School -Baclaran
2017-Present
Junior High School - Paranaque National High School -Baclaran
2013-2017
Elementary School - Baclaran Elementary School-Baclaran
2006-2013

II. Training and Seminar Attended

Cooking Training for Assessment at Universal College

October 2018
Ms. Labsan

Assessment at Universal College

December 2018

III. Personal Information

Date of Birth : July 24, 1999

Place of Birth : Manila City
Age : 19 years old
Sex : Male
Civil Status : Single
Religion : Catholic
Mother : Lady Gabuna
Father : Michael D. Gabuna

27