Professional Documents
Culture Documents
IN GENERAL MATHEMATICS
A Research Proposal
Presented to the
Candon National High School
Senior High School Department
In partial fulfilment
of the requirements for the subject
Research 2
(Quantitative Research)
By:
BAWAS, JHOANCEL
CAGAS, CHRISTOPHER LLOYD O.
FELICIANO, MARJORIE A.
GABOR, ANGELO RAVEN P.
GALUTAN, JOHN JOSHUA T.
GANNAPAO, JOHN LESTER M.
GARNACE, ALLEAH T.
MOLINA, MARK JOSEPH G.
INDORSEMENT
APPROVAL
Panel Member
3
ACKNOWLEDGEMENT
MATHEMATICS, the researchers would like to thank the people behind the
research, as well as the chairperson of the defense panel for nurturing the
Mr. Filomeno Valdez, member of the defense panel, for their contextual
of the study.
The grade 12 Senior High School students, for being part of the study by
taking the test to bring out necessary data for the research.
Lastly, the researchers would like to thank the respondents for sharing
their knowledge with the researchers. The study cannot be accomplished without
DEDICATION
research.
Research. He was always there to help us on the things that we do not understand
ABSTRACT
Abstract:
The research aimed to determine the problem solving skills and
competency of senior high school students of Candon National High School
in General Mathematics. The quantitative research made used of descriptive
and comparative approaches and utilized problem solving test to gather the
data. The gathered information was deduced through Frequency and
Kruskal-Wallis H-Test to identify the skills of SHS students. There were 100
respondents from senior high school along different strands: Science
Technology Engineering and Mathematics (STEM), Accountancy and
Business Management (ABM), Information Communication Technology (ICT)
and Humanities and Social Sciences (HUMSS). The test was composed of 10
items that covers different topics in General Mathematics namely: Functions,
Rational functions, equations and inequalities, Inverse functions,
Exponential functions, equations and inequalities, Logarithmic Functions,
equations and inequalities, Simple and compound interests and Consumer
and Business Loans. After the conduct of the study, the researchers found
out that the level of problem solving skills of SHS students in General
Mathematics is not satisfactory. The respondents have not mastered the
topics/competencies in General Mathematics thereby reflecting a very poor
problem solving ability. The researchers also found out that there is no
significant difference among the different strands when it comes to their
problem solving skills.
It recommended, among others, that concerned authorities should
make use of the research data to create proper action to lessen or to avoid
the very low problem solving ability of SHS students in General
Mathematics.
6
TABLE OF CONTENTS
Page
Number
TITLE PAGE………………………………………………………….………. i
INDORSEMENT……………………………………………………….……. ii
APPROVAL SHEET…………………………………………………………. ii
ACKNOWLEDGEMENT……………………………………………………. iii
DEDICATION………………………………………………………………… iv
ABSTRACT…………………………………………………………………… v
TABLE OF CONTENTS.................................................................. vi
FIGURE........................................................................................ viii
TABLE…………………………….………………………......................... ix
CHAPTER
I Introduction…………………………………….………….. 1
Background of the Study………………....…………… 1-6
Framework of the Study....................................... 6-12
Statement of the Problem…………..……………….... 6-13
Hypothesis…...……………………………………..…… 13
Scope and Delimitation...…………………………..…. 14
Importance of the Study…………………………..….. 14-15
Definition of Terms…………..……………………..….. 15-17
Review of Related Literature and Studies…………. 18-36
Bibliography…………………………………………………………………… 53
Appendices
A...................................................................................... 56
B..................................................................................... 60
C..................................................................................... 64
Curriculum Vitae......................................................................... 69
8
FIGURE
Figure Page
TABLE
Table Page
CHAPTER I
INTRODUCTION
In order for man to reach his goal, making things in order and
preventing chaos would probably help. People are aligned with different
a musician and even just being a living thing. Every single day, people
and with much depth. It should be given great importance because of its
through the Enhanced Basic Education Act of 2013 puts emphasis on the
students for Global future and provides them the best possible tools and
and life skills needed by Filipino learners as they proceed to the next stage
in their life as life-long learners and as citizens of the country. Under the
basic mathematical skills, students are free to explore the manifold areas
12
subjects.
problem solving.
Problem solving has been and will be a necessary skill not only in
solving is a process starting from the moment the students are faced with
the problem until the end when the problem is solved. According to
Ibrahim (1997) there are two main procedural steps in problem solving; i)
Colombia (1.2%), Uruguay (1.2%), Bulgaria (1.6%) and Brazil with fewer
share low achievers and perform well below the OECD average.
quality of Math and Science education. These results are based on WEF or
countries even with only the science high schools participating in the
able to cope with their daily lessons. As a result, they are having hard time
in applying what they have learned in their daily life. And because of that,
solving they face difficulties which would possibly result to a failing grade.
taken by the SHS students particularly in Grade 12. One of the problems
faced is that, are there lessons retained on them and have they really
understand something.
solving. And lastly, this aims to know the difficulties faced by the students
The first content of the curriculum guide (2016) covers the different
functions and their graphs which include the different competencies such
which includes (a) simple and compound interests (b) stocks and bonds;
and (c) Business and Consumer Loans. And lastly, the third content covers
(a) Simple and Compound Propositions (b) Syllogisms and Fallacies; and
(c) Proof and Disproof. These contents and competencies target to improve
mathematical thinking as a tool for daily living because it lies at the heart
that are integrated with their existing knowledge in which they can detect
the connection between what they have learned. For instance, when the
more effective when one is ready for the activity, practices what he has
associated with each other, the more likely the particular response will
follow the stimulus. The law implies that one learns by doing or
provided with activities that will test their capabilities and competency
2012). Caine further argues that brain research confirms that multiple
and teaching. They add that the brain is designed as a "pattern detector"
and that the function of educators should be to provide students with the
connect."
intensive analysis of the different ways to approach it, and about learning
in general.
Bloom’s theory (1913) there are six major categories of cognitive process,
first level and evaluation as the sixth level. According to Bloom (1913)
enhance their critical thinking skills. Critical thinking was defined as the
2014). Thus, presenting knowledge (first level of Hierarchy) will help the
activities etc. Analysis will help the students to analyze or evaluate the
learning they have acquired for examples are the formulas in problem
solving, they will be able to solve the specific mathematical problem and
Application but only it is higher form wherein the students are not just
applying what they have learned but also they will share it to others and
important tool for the educators to test how deep their understanding on
a. Functions;
22
c. Rational Functions;
d. Inverse Functions;
e. Exponential functions;
g. Logarithmic Functions;
h. Logarithmic Inequalities;
Hypothesis
The respondents of the study are the SHS students particularly the
Candon National High School. The study will be conducted from the
month of September until the last day of 1st semester in October 2017.
23
This study will greatly benefit the people, DepEd, teachers, student
regarding problem solving skills and applying these as their daily basis.
mathematically.
This study will help the DepEd (Department of Education). With the
help of this study, DepEd will gain information about the update of the
This study will also benefit the teachers for they will know the
solving mathematical problem. With the aid of the study, they shall be
The student body of the said school will have an even greater
they can also augment these information that will serve as their prior
The researchers that are found and working in the said school, they
will be able to give information and share their knowledge basing on this
The future researchers will have a head start with the aid of this
the data indicated in the study shall be of great help in their related
studies/researches.
Definition of Terms
(https://www.mathsisfun.com, 2017)
(2016).
literature and studies that were surveyed from database documents and
and dissertations.
27
both analytical and creative skills which vary, depending on the problem.
skills help to evaluate the problem and to make decisions. A logical and
with ideas for resolving the problem and find fresh solutions.
solving and helps to select the best alternative from those available by
the many possible causes have to be identified and analysed to find the
real cause.
problem solving and instruction. It was found that problem solving should
28
group students.
found that critical thinking and intelligence have relation with problem
solving ability.
experts and non experts and the results indicated that experts did not use
problem decomposition into sub problems and in the way they close to
attitudes towards this discipline. Much has been done to improve the
ability of the students but the problems still remain. It is then the major
In the study of Alicna (2016), she disclosed that the level of problem
Diocesan Schools of La Union is poor. This means that the students still
lack in getting the meaning of the terms used in the problem. She added
that their lack of skills in the said area added to their difficulty identifying
his district.
30
Functions
domain is related to only one value in the range by some rule. The elements
ordered pairs (x and y) such that no two ordered pairs have the same x-
has an input and an output. And the output is rekated somehow to to the
input.
three main parts of the input, the relationship, and the output. (Drlik,
2015)
given for each x and which changes gradually together with x. The value
condition which offers a mean for testing all number and selecting one
from them or lastly the dependence may exist but remain unknown.
the abscissa x, there are an equal number of ordinates f(x). All have actual
According to Fourier (1882), his studies about function moves away from
and level of understanding. He found out also that the level of problem
skills of students along functions vary on the method that are used by the
instructor.
functions at the process level would translate into a high rate of success
32
while working with functions at the pre-action levels would translate into
function that is also similar to fraction that has the property of polynomial.
𝑝(𝑥)
function of the form where p(x) and q(x) are polynomial functions, and
𝑞(𝑥)
q(x) is not the zero function, q(x) ≠ 0. The domain of f(x) is all values of x
where q(x) ≠ 0. In other words, R(x) is a rational function if R(x) = p(x) /q(x)
where p(x) and q(x) are both polynomials. In addition, a polynomial is any
𝑥 2 +4𝑥−1
For example, the function R(x)=3𝑥2 −9𝑥+2 is a rational function since
9𝑥 + 2 is also a polynomial.
a graph.
2015).
are rational expressions (Bales, 2012). A rational inequality just only mean
first, get all the terms on the left side of the inequality sign and have zero
on the right side of the inequality sign. Second, Once all terms are on the
34
left side of the inequality and lastly, make sure there is only one single
rational expression.
symbol and 0 on the other side b.) Determine over what intervals the
fraction takes positive and negative values. First, Locate the x-values for
on a number line. Use a shade circle to indicate that the value is included
in the solution set, and a hollow circle to indicate that the value is
excluded. These numbers partition the number line into intervals. Third,
select a test point within the interior of each interval. The sign of the
rational expression at this test point is also the sign of the rational
found out that the competence level of students along Rational functions,
equations and inequalities is very satisfactory. He also found out that topic
strength of the students because of the mean score of 12.33 and a rate of
61.65%
Inverse Functions
𝑓 (𝑥 ) then 𝑥 = 𝑔(𝑦). In another words, applying f and the g is the same thing
only if for every y in its range there is only one value of x in its domain for
In finding the inverse function first First, replace f (x) with y. This
is done to make the rest of the process easier. Second, Replace every x with
a y and replace every y with an x. Third, solve the equation from Step 2
for y. This is the step where mistakes are most often made so be careful
replacing y with 𝑓 −1 (x) and lastly, verify your work by checking that
for every x, there is exactly one y. That is, y values can be duplicated but
If the function has an inverse that is also a function, then there can
every x there is exactly one y and for every y, there is exactly one x. A one-
to-one function has an inverse that is also a function. There are functions
which have inverses that are not functions. There are also inverses for
relations. For the most part, we disregard these, and deal only with
relation must pass a vertical line test. Since all the x-coordinates and y-
coordinates are switched when finding the inverse, saying that the inverse
must pass a vertical line test is the same as saying the original function
must pass a horizontal line test. If a function passes both the vertical line
test (so that it is a function in the first place) and the horizontal line test (so
that its inverse is a function), then the function is one-to-one and has an
inverse function.
7.57 with a rate of 50.47%. His findings show that the competence level of
37
results for the first quarter shows that the learners can satisfactorily deal
with most of the problems, but not all. They can answer problems of
that bx >by if and only if x < y. And second, if 0 < b < 1, then the exponential
function y = bx is decreasing for all x. This means that bx>by if and only if
x < y.
his students along this topic is satisfactory. However, this topic is still
function is real numbers greater than zero, and the range is real numbers.
39
to the line y = x . This relationship is true for any function and its inverse.
notation for logarithms with base e . Most calculators have buttons labeled
"log" and "ln". The "log" button assumes the base is ten, and the "ln"
button, of course, lets the base equal e . The logarithmic function with
widely because our numbering system has base ten. Natural logarithms
1
be changed. The first one states this: loga = 𝑙𝑜𝑔 . The more famous and
𝑏(𝑎)
useful formula for changing bases is commonly called the Change of Base
𝑙𝑜𝑔𝑏 𝑥
positive real number ≠1. It states that 𝑙𝑜𝑔𝑎 = . In this case, a , b ,
𝑙𝑜𝑔𝑏 𝑎
score 3.87 with an equivalent rate of 38.70%. He concluded that the level
where the borrower pays a fee to the owner for using the owner's money.
a loan, while compound interest is based on the principal amount and the
accumulated interest.
interest holds great importance in our daily life, which is why it's one of
the interest rate and the number of periods in a loan. Generally, simple
obtains a simple interest loan to pay one year of her college tuition, which
costs $18,000, and the annual interest rate on her loan is 6%. She repaid
her loan over three years and the amount of simple interest she paid was
$3,240 = $18,000 x 0.06 x 3. The total amount she repaid was $21,240 =
$18,000 + $3,240.
because unlike the simple interest, the compound interest accrues on both
calculate interest for the whole mean period and it is added to principal,
and the resulted amount now serves as the principal for the next period of
time. During the next period, the interest is calculated on the new
He found out that his students obtained a mean score of 6.65 with an
concluded that the level of competency of his students along this topic is
very satisfactory. Basing also on the result, his students consider Simple
Major and local banks, credit unions and other financial institutions
separate departments. These institutions may offer good interest rates, but
to help consumers get mortgages and other related housing financing. But
loans.
recent years for business loans. Lenders, such as BFS Capital, generally
have more flexible requirements than most banks, but interest rates are
typically higher. There are alternative lenders for personal loans as well,
loans. Major banks will frequently require collateral for business loans,
such as inventory or real estate, while alternative lenders are often more
flexible (Fleetwood, 2017). The process for a business loan from a bank is
very long and detailed with an extensive application. Lending limits are
often higher for business loans, compared with personal loans. However,
alternative lenders such as BFS Capital have a much shorter and more
monthly gross business volume. BFS Capital will make loans ranging from
$4,000 to $1 million.
On the other hand, Consumer loans are unsecured, but lenders will
usually require some form of income verification, along with proof of other
44
application process is far easier from banks for personal loans and
Consumer loan doesn’t usually require a guarantor to sign the loan. But
concluded that the topic about business and consumer loans is considered
the learners have not yet mastered and attained the desired competencies
The findings seemed parallel with that of Damilig (2014) when she
findings of Rodriguez (2010) when she found out that the performance
moderate level.
46
CHAPTER II
consideration.
Research Design
(1999) a method that involves the collection of data that will provide an
research also describes what exists and may help to uncover new facts
and meaning. Hence, this research design will be used to describe the level
(1995) enables the researchers to identify and explore the similarities and
phenomenon. Hence, this approach was suited for this study since it will
Mathematics.
Sources of Data
Mathematics during Grade11. They are the ones best suited for the study
in order to achieve the aim of the study, which is to determine the level of
The researchers utilized the Quota sampling and there will be a total
of 100 students from STEM, ABM, ICT, and HUMSS that are subjected as
48
random sampling technique. The table below shows the strata of SHS
Strand N n
STEM
1 36 10
2 36 10
3 37 11
ABM
1 45 13
2 43 13
3 45 13
ICT
1 49 14
2 33 10
HUMSS 21 6
Total 345 100
shown the computed sample size of each section and the total number of
𝑵
𝑲=
𝒏
Where: K- Interval
N- Population
n- Sample population
Loans. The questions that are formulated are actually based on the
was made based on the said source which includes the coverage of the
by the researchers themselves. They distributed and retrieved the test after
Since the Problem solving test has been copied from the Curriculum
(2015) and the researchers have ensured that the said source is reliable.
Therefore, the validity and reliability has been established and there is no
The data that are collected, collated, and tabulated are subjected for
analysis and interpretation using the appropriate statistical tools. The raw
Mathematics.
tabulated and treated using MS Excel Worksheet and the MegaStat which
Data Categorization
Ethical Considerations
know the names and the full detail of the students involved. The students
study.
themselves.
53
CHAPTER III
discussions of the data gathered based on the major and specific problems
of the study.
The first problem in this study dealt with the problem solving skills
The table below shows that the level of problem solving skills of SHS
number of students who got the items correctly; it is shown that 16 out of
100 got the correct answer. This means that only 16% of the total test
takers have gotten the answers correctly while a bigger portion of the
population, 84% got the item incorrectly. This only points out that only a
Mathematics. This further indicates that the students have not mastered
the skills needed in solving word problems. They have not mastered how
and Rational Functions. This means that only a few among the
respondents understood the concepts about these topics thus, can apply
this implies that only a few among the SHS students mastered the desired
who got the items correctly declined with almost 10. This may imply that
55
along these topics most of the students are out of focus or not paying
also be concluded that only a few of the students understood this topic.
Meanwhile, the lowest among the listed topics are along Compound
Consumer Loans where there are no correct responses obtained from the
respondents. This only indicates that the whole population has not
mastered the concepts about these topics. Also, this may imply that the
teacher’s way of teaching was not compatible with the learning system
the students especially on these topics. This signifies that these topics are
to be improved.
Zahrah et al. (2013) and Tarzimah (2005) in Malaysia, their results showed
that students felt difficult in problem solving because they had difficulty
56
The table below shows the results of the gathered data using Kruskal
Wallis H- test.
The table below shows that the calculated H-critical value is 0.0630,
which is greater than 0.05, indicating that researchers accepted the null
strands. This only shows that the strands have almost the same level of
they have very low scores in all the domains, it can be implied that the
students have not gained the necessary skills in all topics in the said
subject. This further implies that SHS students in Candon National High
solving. Furthermore, they have not mastered and attained the desired
solving skill.
57
ABM 24.30
HUMSS 15.25
ICT 16.75
number of correct responses with almost 25.70. This means that most of
the respondents who got a correct answer came from this strand. This
further implies that among SHS students, STEM constitute a large portion
the significance testing, none among the strands performed better than
the others.
obtained from the respondents. It can be observed that only 1 point is the
difference of this strand among STEM. This means that ABM also
the strands of SHS students, STEM and ABM have higher competency and
be concluded that several students in STEM and ABM strands are good in
expertise.
strand together with Humanities and Social Sciences (HUMSS) got the
respectively. This means that only few of the students among this strands
have not yet mastered and attained the desired competencies in the said
subject.
59
CHAPTER IV
Summary
in General Mathematics.
(ICT) and Humanities and Social Sciences (HUMSS). The frequency and
Findings
Conclusions
solving ability.
Recommendations
are suggested:
1. The SHS students should pay more attention on their studies and
in all aspects.
the study.
61
BIBLIOGRAPHY
62
Bibliography
Assaf, S., & Hejji, A. (2009). Causes of d Clements, D. H. and M. T.
Battista (2009). Constructivist Learning and Teaching. The National
Council of Teachers of Mathematics, Inc. Retrieved on September
25, 2017 from file:///E:/751_chapter.pdf
Lardizabal, A. S. et. al. (1999). Principles and Methods of Teaching Third Edition.
Quezon City: Phoenix Publishing House, Inc.
APPENDIX A
65
Table of Specification
CONTENT COMPETENCIES APPLIC EVALU SYNTH TOTAL
ATION ATION ESIS POINTS
FUNCTIONS
The learner...
1. represents real-life
situations using functions,
including piece-wise
functions.
1 1
2. evaluates a function.
3. performs addition,
subtraction, multiplication,
division, and composition of
functions
4. solves problems involving
functions.
RATIONAL FUNCTIONS
5. Represents real-life
situations using rational
functions.
6. distinguishes rational
function, rational equation,
and rational inequality.
7. solves rational equations
and inequalities.
8. represents a rational
function through its: (a) table
of values, (b) graph, and (c)
equation.
9. finds the domain and
range of a rational function.
10. determines the:
(a) intercepts
(b) zeroes; and
(c) asymptotes of rational
functions
11. graphs rational
functions.
12. solves problems
involving rational functions,
equations, and inequalities.
INVERSE FUNCTIONS
1. represents real-life
situations using one-to
one functions.
66
inequality.
17. illustrates the laws of
logarithms.
67
APPENDIX B
69
Dear Respondent:
We are the SHS student-researchers of CNHS working on a study entitled, “PROBLEM SOLVING
SKILLS OF SENIOR HIGH STUDENTS IN GENERAL MATHEMATICS” as part of the requirements in
Quantitative Research. Relative to this, we would like to get your SOLUTION/S on the following
problems.
Name (Optional):
Strand and section:
Instructions: Solve the problems completely. SHOW ALL NECESSARY SOLUTIONS. You can use
calculator.
Round off answers to three decimal places. What is the drug concentration in mg/mL after 15 hrs?
Create a table.
(Logarithmic Inequalities)
8. The 2013 Earthquake in Bohol and Cebu has a magnitude of 7.2, while the 2012 earthquake
occurred in Negros Oriental recorded a 6.7 magnitude. How much more energy was released by the
2013 bohol/Cebu earthquake to that by the Negros Oriental earthquake in 2012 by using the formula
2 E
= log 4.4 .
3 10
(Solving Problems involving Business and Consumer Loans -amortization and mortgage)
10. Mrs. Norris borrowed Php 1,200,000 for the purchase of a car. If his monthly payment is Php 31,000
on a 5-year mortgage, find (a.) the total amount of Interest and (b.) total amount of mortgage.
Thank you for your precious time in answering our test. May God bless you a thousand folds! –
Researchers
72
APPENDIX C
73
ANSWERS
= 25 (100)
= 2500 + 200
= 𝑃ℎ𝑝 2700
2. Let x represent the number of games they need to win to raise their
percentage to 60%.
12+𝑥
The rational equation is 25+𝑥
= 0.6
12+𝑥
= 0.6
25+𝑥
12 + 𝑥 = 0.6 (25 + 𝑥)
12 + 𝑥 = 0.6 (25) + 0.6𝑥
𝑥 − 0.6𝑥 = 15 − 12
0.4𝑥 = 3
𝑥 = 7.5
5𝑡 5𝑡 5𝑡
3. 𝑐(𝑡) = 𝑐 (𝑡 ) = 𝑐 (𝑡 ) =
𝑡 2 +1 𝑡 2 +1 𝑡 2 +1
5𝑡 5𝑡
𝑐 (𝑡 ) = 𝑐 (𝑡 ) =
𝑡 2 +1 𝑡 2 +1
5(10) 5(15)
𝑐 (10) = 𝑐(15) =
(10)2+1 (15)2 +1
50 50 75 75
𝑐 (𝑡 ) = = or 0.495 𝑐 (𝑡 ) = = or 0.332 mg/mL is
100+1 101 225+1 226
the concentration after 15 hrs.
T 0 1 2 5 10 15
5
4. 𝑘 (𝑡) = 9 (𝑡 − 32) = 273.15
5
𝑘 − 273.15 = 9 (𝑡 − 32)
9
(𝑘 − 273.15) = 𝑡 − 32
5
9
(𝑘 − 273.15) + 32 = 𝑡
5
9
𝑡 = (𝑘 − 273.15)
5
Therefore, the inverse function is
9
𝑡 = 5 (𝑘 − 273.15) where k is the temperature in Kelvin.
1 1
𝑦𝑜 = (2) t/2.45 = (2) 8
𝑡
=8
2.45
t= 19.6
𝐼
7. 𝐷 = 10 log 10−12
10−6
𝐷 = 10 log
10−12
= 10log106
log 106 = 6
Thus, 𝐷 = 10(6) = 60 Decibels
3 E
Solving for 𝐸𝐵 : 7.2 ( 2 ) = log 10B4.4
75
E
10.8 = log 10B4.4
E
1010.8 = log 10B4.4
𝐸𝐵 = 1010.8 . 104.4 = 1015.2
3 E
Solving for 𝐸𝑁 : 6.7 ( 2 ) = log 10N4.4 𝐸𝑁 = 1010.05. 104.4 = 1014.45
E
10.05 = log 10N4.4
E
1010.05 = log 10N4.4
𝐸𝐵 1015.2
Thus, = = 100.75≈5.62
𝐸𝑁 1014.45
r= 5% or 0.05
t= 8 years.
(a.) F= P(1+r)2
F= (50,000)(1+0.05)8
F=Php 73,872.77
(b.) 𝐼𝑐 = 𝐹 − 𝑃
𝐼𝑐 = 73,872.77-50,000
𝐼𝑐 =Php 23, 872.77
CURRICULUM
VITAE
78
Curriculum Vitae
I. Personal Information
Nickname: Ancel
Birthday: October 27, 1999 Age: 17
Birthplace: Kiblongan, Uso, Suyo, Ilocos Sur Nationality:
Filipino
Religion: Pentecost Civil Status: Single
Father’s Name: N/A
Mother’s Name: Narcisa Bawas
HONORS AWARDS
3rd Honorable Mention
(Elementary)
79
Curriculum Vitae
I. Personal Information
Nickname: Lloyd
Birthday: June 13, 2000 Age: 17 years old
Birthplace: Tala, Bagong Silang, Nationality: Filipino
Caloocan City
Religion: Pentecost Civil Status: Single
Father’s Name: Jaysen Bataclan
Mother’s Name: Jasmin Bataclan
HONORS AWARDS
8thhonor
With Honor
With Honor
With Honor
80
Curriculum Vitae
I. Personal Information
Nickname: Marj
Birthday: July 04, 1999 Age: 18 years old
Birthplace: San Fernando, Nationality: Filipino
Pampanga
Religion: Pentecost Civil Status: Single
Father’s Name: Joel Feliciano
Mother’s Name: Marilou Feliciano
HONORS AWARDS
4thhonor 1st Feature Writing in English
With Honor (District Level)
With Honor 4th Feature Writing in Filipino
With Honor (Division level)
81
Curriculum Vitae
I. Personal Information
Nickname: Angelo
Birthday: July 11,2000 Age: 17
Birthplace: Sta. Lucia, Ilocos Sur Nationality:
Filipino
Religion: Catholic Civil Status: Single
Father’s Name: Allan M. Gabor
Mother’s Name: Ma. Rosie P. Gabor
HONORS AWARDS
2nd
Honor ( Grade7 2ndplace in group Math Quiz Bee in
Gumamela) Grade 10
82
Curriculum Vitae
I. PERSONAL INFORMATION
Nickname: Josh
Birthdate: January 10, 2000 Age: 17
Birthplace: Batac City, Ilocos Norte Nationality:
Filipino
Religion: Baptist Civil Status: Single
Father’s Name: Jojo Galutan
Mother’s Name: Rolalyn Galutan
III. AWARDS
HONORS AWARDS
With Honor Best in Attendance
Best in Performing Arts
83
Curriculum Vitae
I. Personal Information
HONORS AWARDS
Grades 3-6 With Honors Artist of the Year
Grade 10 Completer
84
Curriculum Vitae
I. Personal Information
Nickname: Lleah
Birthday: December 14, 1999 Age: 17
Birthplace: San Jose, Candon City, Ilocos Sur Nationality: Filipino
Religion: Lutheran Civil Status: Single
Father’s Name: Danny Boy Garnace
Mother’s Name: Joselyn Garnace
HONORS AWARDS
7th Honors Most Obedient
85
Curriculum Vitae
I. Personal Information
Nickname: Mark
Birthday: October 19, 1999 Age: 17 years old
Birthplace:Talogtog, Candon City Nationality: Filipino
Religion: Roman Catholic Civil Status: Single
Father’s Name: Emanuel Jessie Molina
Mother’s Name: Lanei Molina
HONORS AWARDS