ACKNOWLEDGEMENT

This research becomes a reality with the kind support and help of many

individuals. We would like to extend our sincere thanks to all of them.

Foremost, we want to offer this endeavor to our God Almighty for the

wisdom he bestowed upon us, the strength, peace of mind, enough knowledge, good

health, and for guiding us in order to finish this research.

We would also like to express our gratitude towards our family for their

encouragement to us. They gave us enough time and financial support especially when

we needed the most to finish this research.

Third, we are giving our special gratitude to our Practical Research II

teacher, Mr. Edgar Torres for imparting his knowledge and expertise in this study.

And lastly, to the Humanities and Social Science students who became our

respondents and giving their honest and cooperative response to all the questions

solicited in the study as well as to those teachers who gave their permission for us to

conduct survey in their class.

We are very thankful because without the help of these people, we are not

able to have an effective, meaningful, organized, and reliable research paper. Once

again, accept our endless gratitude from the bottom of our hearts.

1
 ABSTRACT

Title: “The Effects of Smart - Shaming to Grade 12 Humanities and Social Science

students in Arellano University - Jose Rizal High School”

Authors:

Bonita, John Carlo O.

Gesolgani, Kyle C.
Judar, Anne Pearl F.
Layson, Francis D.
Lopera, Janelle A.
Marucut, Jocelyn A.
Mortel, Rogelyn A.
Sanchez, Keziah Kyle C.
Santiago, Nicole Anne M.
Rafols, Ana Francesca S.
Vallejos, Mariah Erika P.

Department: Senior High School

Principal: Mrs. Ma. Aileene D. Cruz

The main purpose of this study is to find out the effects of smart - shaming to

Grade 12 Humanities and Social Science students in Arellano University - Jose Rizal

High School”

This research also includes summaries of studies that has something to do

with the effects of smart – shaming to Grade 12 Humanities and Social Science students

in Arellano University – Jose Rizal High School. And it further discusses the importance

of their research in connection to this research.

2
 The researchers distributed 50 self-constructed questionnaire – checklists to

the Humanities and Social Science students of Arellano University – Jose Rizal High

School. Descriptive Method was used to treat the data gathered.

Keywords: SMART-SHAMING, INSECURITY, BULLYING

3
 Introduction

In a country where education is great value among its people, there

seems to be growing trend of making negative and expressions to those who have high

intelligence or are critical thinkers – hence the term “smart shaming”. Expression such

as “edi wow!!” or “pabibo!” are now viewed as common responses to people who

presumably share more information that what’s needed. Smart Shaming is a

manifestation of how we value the pursuit of knowledge. Often times though, we are

also quick to react and even criticize those who have new ideas to share. More than

intention of poking fun, it is disappointing how good conversations get halted by such

responses; instead of engaging people in meaning conversations, many social media

users take such sharing of ideas as an offense. The National Statistics Office 2010

Census of Population and Housing shows that 97

.5 % of 69.8 million of the 71.5 million Filipinos aged 10 years old and above are literate

or can read and write.

With the problems in hand, bullying is expressed in this kind of matter which

results into lack of confidence, self-support, and self-determination for students who

experience smart shaming. According to Republic Act No. 10627; Section 2 acts of

bullying, “For purposes of this Act, “bullying” shall refer to any severe or repeated use by

one or more students of a written, verbal or electronic expression, or a physical act or

gesture,” if a student gets smart-shamed or bullied.

In this study, the researchers aimed to find out the effects of smart- shaming

4
to Grade 12 Humanities and Social Science students in Arellano University – Jose Rizal

High School. For this reason, concern individuals including the parents and the teachers

would be able to do their part to prevent smart- shaming in the school.

As eloquently stated by Clare Pillos, the roots of the culture of smart-shaming

may have likely stemmed from a crucial part of our identity as Filipinos. Dr. Virgilio

Enriquez. The Father of Filipino Psychology, mentioned Sikolohiyang Pilpino that the

concept of “pakikipagkapwa” remains at the very core of Filipino psychology. We

consider empathy, togetherness, and our social relationships of great importance, and

we share these values with other Asian countries. However, as mentioned by writer Julia

Jasmine Madrazo-Sta. Romana in her article about the culture of anti-intellectualism on

GMA News Online, our experience with Spanish and American colonization has

embedded with our psyche a distrust of Western constructs, most especially elitism. The

social structures during our country’s colonial period have created a huge gap between

the well-off, educated Filipinos and the common folk who have no means of attaining

any level of education. It chipped off at the spirit of togetherness of the Filipino people

and eventually led many to confine intellectuals to an elitist stereotype.

5
Statement of the Problem

This study aims to know the Effect of Smart Shaming to Grade 12 Humanities

and Social Science students Arellano University – Jose Rizal High School. Specifically,

this study sought to answer the following questions:

1. What are the descriptions of the respondents?

1.1 Age

1.2 Gender

2. What are the impacts of smart shaming in school?

3. What are the effects of smart shaming to students?

4. What are the results of this study to prevent smart shaming in the school?

Significance of the Study:

This study focuses on The Effect of Smart Shaming to Grade 12 Humanities and

Social Science students of Arellano University Jose Rizal High School. The result of this

study will be a great benefit to the following:

Students. For them not to easily criticize people whom they believe to be smarter

than them or those who share knowledge and information that are necessary. In this

study, the students will understand that they must encourage others to improve

intellectually and amend the smart shaming that is sprouting in this society.

Teachers. This study may help them to gain necessary awareness that they might

need to monitor the students regarding smart shaming.

6
 Parents. This research may help them become aware of smart- shaming

especially to their children.

Future researchers. The study of the Effect of Smart Shaming to Grade 12

Humanities and Social Sciences in Arellano University Jose Rizal High School can be a

learning paradigm to enhance one’s understanding about smart shaming and how it

affects one’s ability to express themselves freely. This study is can be used as their

guide as they conduct related research and can be used as their reference.

To the victims of smart shaming, to hear their voice and for them not to receive

criticism and stereotyping for being intellectual or for expressing themselves.

Scope and Delimitation

This study focuses on The Effects of Smart Shaming to Grade 12 Humanities and

Social Science students in Arellano University - Jose Rizal High School. This involves

seeking answers from the Grade 12 Humanities and Social Sciences students.

This study aims to have a knowledge and to gain the Grade 12 Humanities and

Social Science Student response through the use of survey questionnaires that consist

of series of indicators about The Effects of Smart Shaming to Grade 12 Humanities and

Social Science students in Arellano University - Jose Rizal High School.

The researcher’s respondents are chosen from a target population of Grade 12

Humanities and Social Sciences that can give the most appropriate answers to the

questions that the researchers formulated. The data collected comprised a total of 50

respondents.

7
 METHODOLOGY

Research Design

This research aims to know the Effect of Smart Shaming to Grade 12 Humanities

and Social Science students in Arellano University – Jose Rizal High School. The

underlining design for this study was to have an effective process of collecting, collating,

analysing and sorting data. The researchers used descriptive method survey design

which is widely used to obtain data useful in evaluating. According to Dulock, 1993, the

descriptive statistic survey is used to describe facts, nature and characteristics of given

population, it also provides exact representations of particular individuals. This is also a

tool use to discover new meanings, describing what exist, and categorizing information.

This study uses related to the subject of study and the ideas from the

respondents. This research was made to illustrate the views of respondents on the

Effect of Smart Shaming to Grade 12 Humanities and Social Science students in

Arellano University- Jose Rizal High School.

Research Instrument
The method of gathering information and data of Grade 12 Humanities and

Social Science students in this research with the use of survey questionnaires. The

survey questionnaires that researcher used comprises of 10 questions that consist of

series questionnaire provided by the researchers. To interpret the answer of the

students on the survey, the researcher used Likert Scale. In here, we can comprehend

the different response of the respondents about our topic and questions.

8
 Research Paradigm

INPUT PROCESS OUTPUT

 Demographic profile  Gathering data  Conduct a seminar

of the respondents: through for the student to

 Sex about the effects of

 Age  Questionnaire smart shaming.

 School Campaign on
The Effects of Smart-
 Unstructured how to prevent smart
Shaming to Grade 12
interview – shaming in the
Humanities and Social
school
Science students in Arellano

University - Jose Rizal High

 Presentation,
School
Analysis and

Interpretation of Data

The illustration above had shown the paradigm to determine the input-

process-output for: The Effects of Smart Shaming to Grade 12 Humanities and Social

Science students in Arellano University - Jose Rizal High School.

9
Treatment of Data

The data that will collect in this study will be put through the following
statistical treatment.

The researcher gets the percentage of distribution by using this formula.

(%) P = F/N X 100

Where:

% = percentage of distribution

F = total number of responses

N = total number of respondents

The researcher gets the weighted mean by using this formula.

Wm = ∑F/N
Where:

WM = weighted mean

∑F = summation of total number of responses

N = total number of respondents

The researcher scales or measures the gathered weighted means to the

following like the scale below.

10
 Indicators Numerical Interpretation Verbal Interpretation
4.21-5.00 5 Strongly Agree
3.41-4.20 4 Agree
2.61-3.40 3 Neutral
1.81-2.60 2 Disagree
1.80-1.00 1 Strongly Disagree

Procedures

Data were gathered through the use of survey questionnaire. After the

researchers sought the approval of Mr. Edgar D. Torres, research subject teacher, the

questionnaires were distributed to each respondent.

The questionnaires were distributed to the respondents from Arellano

University – Jose Rizal High School on Second week of October. A briefing about the

purpose of the study and instruction of answering the questionnaire were carried out. All

questionnaire was retrieved after the respondents finished answering. Researchers

gathered the data for analysis and interpretation.

11
 RESULTS AND DISCUSSIONS

Table 1. Profile of the Respondents

Table 1.1 Distribution of the Respondents According to Sex

GENDER FREQUENCY PERCENTAGE

MALE 25 50%

FEMALE 25 50%

TOTAL: 50 100%

Table 1.1 presents the distribution of respondents according to Sex. 25 or 50% of the

respondents are male and female. In total, there are 50 respondents. The data implies

that both female and male are equal on the distribution of the respondents.

Table 1.2. Distribution of the Respondents According to Age

AGE FREQUENCY PERCENTAGE

17 25 50%

18 22 47%

16 3 3%

TOTAL: 50 100%

Table 1.2 presents the distribution of respondents according to age. Twenty-five or 50%

of the respondents are 17 years old. There are twenty-two or 47% who are 18 years

old. Only three or 3% are 16 years old. The data implies that using internet is an

integral part on their age.

12
Table 2. Chance of Smart – Shaming Happens

CHANCE OF SMART- WEIGHTED RANK VERBAL

SHAMING HAPPENS MEAN INTERPRETATION

Is smart shaming happening 4.42 1 Strongly Agree

abundantly in the school.

I’m a victim of smart – shaming. 3.24 2 Neutral

Table 2 presents the Chance of Smart – Shaming happens in the school. The students

are STRONGLY AGREE to the statement that “Is smart – shaming happening

abundantly in the school”, with weighted mean of 4.42. While, NEUTRAL to the

statement “I’m a victim of smart – shaming” it has a weighted mean of 3.24. This data

implies that majority of the respondents strongly agree that smart- shaming happens in

the school.

Table 3. Effects of Smart- Shaming

EFFECTS WEIGHTED RANK VERBAL

MEAN INTERPRETATION

Smart shaming can affect the 4.38 1 Strongly Agree

academic performance.

Smart - shaming can cause 4.38 1 Strongly Agree

insecurities.

Smart-shaming can affect the 4.28 2 Strongly Agree

self-confidence level.

Smart – shaming can cause 4.18 2 Agree

13
 depression.

Smart – shaming can cause crab 4.1 3 Agree

mentality.

Smart-shaming makes me 3.94 3 Agree

conscious and hesitant in public.

Table 3 presents the Effects of Smart – Shaming. The students are STRONGLY

AGREE to the statements that “Smart shaming can affect the academic performance

and Smart – shaming can cause insecurities.” with both weighted mean of 4.38. While,

STRONGLY AGREE to the statement “Smart-shaming can affect the self-confidence

level.” it has a weighted mean of 4.28. “Smart – shaming can cause depression.” it has

a weighted mean of 4.18 with the verbal interpretation of AGREE. The statement “Smart

– shaming can cause crab mentality” with the weighted mean of 4.1 which means

AGREE and the statement of “Smart- shaming makes me conscious and hesitant in

public” with the weighted mean of 3.94 which means AGREE. This data implies that

majority of the respondents strongly agree that smart- shaming can affect the academic

performance and can cause insecurities to the students.

Table 4. Ways to Prevent Smart – Shaming in the School

WAYS TO PREVENT SMART – WEIGHTED RANK VERBAL

SHAMING IN THE SCHOOL MEAN INTERPRETATION

I consider smart – shaming as a 4.76 1 Strongly Agree

type of bullying.

14
 Smart – shaming as a separate 3.92 2 Agree

punishable act.

Table 4 presents the ways to prevent smart- shaming in the school. The

statement “I consider smart – shaming as a type of bullying” got the highest weighted

mean of 4.76 with the verbal interpretation of STRONGLY AGREE. While, “smart –

shaming as a separate punishable act” got the weighted of 3.92 with the verbal

interpretation of AGREE. This data implies that Smart- shaming as part of bullying act is

the best way to prevent smart – shaming in the school.

15
 CONCLUSIONS

Based on the significant results and discussion of this study, the following conclusion

were drawn:

1. Majority of the respondents were 17 years old and both female and male

are the respondents.

2. Majority of the respondents strongly agree that smart- shaming happens in

the school.

3. Majority of the respondents strongly agree that smart- shaming can affect

the academic performance and can cause insecurities to the students.

4. Smart- shaming as part of bullying act is one of the best ways to prevent

smart – shaming in the school.

16
 RECOMMENDATIONS

The researchers exceptionally recommended the following below to;

1. Students – should follow the instruction of their teachers with regards to

preventing smart shaming. They also should tell their parents or teachers if they

were suffering of smart shaming to make an action.

2. Parents – should always check the state or the condition of their child, especially

if they came from school, they make activities with their classmates/schoolmates,

etc. Better to ask their child if they were bullied or smart shamed by the other

people.

3. Teachers – can guide their students to avoid smart shaming or speaking

unpleasant words to their fellow students.

4. Future Researchers – an extensive study on the Smart- Shaming and its effects

for the students with regards to their academic performance.

17
 REFERENCE

The following links that listed are those who contributed data and information in

the study.

https://asksonnie.info/statistics-bullying-cases-up-by-21-in-philippine-schools/

https://www.lawphil.net/statues/repacts/ra2013/ra_10627_2013.html

https://journals.sagepub.com/doi/abs/10.1177/104345429301000406?journalCode=jpob

https://www.change.org/p/web-surfers-smart-shaming-the-filipino-culture-of-anti-

intellectualism

https://bosun.uap.asia/a-culture-of-smart-shaming/

https://www.gmanetwork.com/news/scitech/science/517026/smart-shaming-and-our-

pinoy-culture-of-anti-intellectualism/story/

18
 APPENDIX A

TABLE 1: Profile of the Respondents

Male 25/50 = 50%

Female 25/50 = 50%

Total 50 = 100%

Age of the Respondents

AGE FREQUENCY PERCENTAGE
16 3 3%
17 25 50%
18 22 47%
TOTAL 50 100%

TABLE 2: How does smart-shaming affects the students

5- Strongly 4- Agree 3-Neutral 2- Disagree 1- Strongly

Agree Disagree

Question # 1 RANKING

5- 10(5) = 50 RANK QUESTIONS TOTAL

4- 8(4) =72 5 QUESTION 3.24

#1
3- 7(3) =21 4 QUESTION 3.38
#2
2- 4(2) =8 2 QUESTION 4.28
#3
1- 11(1) =11 3 QUESTION 3.94
#4
TOTAL= 162/50 1 QUESTION 4.42
= 3.24 # 10

19
Question # 2

5- 34(5) =170

4- 8(4) =28

3- 6(3) =18

2- 2(2) =4

1- 1(1) =1

TOTAL= 219/50
= 4.38

Question # 3

5- 31(5) =155

4- 11(4) =44

3- 3(3) =9

2- 1(2) =2

1- 4(1) =4

TOTAL = 214/50
= 4.28

Question # 4

5- 18(5) =90

4- 17(4) =68

3- 9(3) =27

2- 6(2) =12

1- 0(1) =0

TOTAL = 197/50
= 3.94

20
Question # 10

5- 31(5) =155

4- 11(4) =44

3- 7(3) =21

2- 0(2) =0

1- 1(1) =1

TOTAL = 221/50
= 4.42

TABLE 3: What are the causes of smart-shaming? RANKING QUESTIONS TOTAL

Question # 5
RANKING
5- 27(5) =135 3 QUESTION 4.1
#5
4- 11(4) =44
1 QUSTION 4.38
3- 5(3) =15
#6
2- 4(2) =8
2 QUESTION 4.18
1- 3(1) =3
#7
TOTAL = 205/50
=4.1

Question # 6

5- 32(5) =160

4- 8(4) =32

3- 7(3) =21

2- 3(2) =6

1- 0(1) =0

TOTAL = 219/50
= 4.38

21
Question # 7

5- 25(5) =125

4- 13(4) =52

3- 10(3) =30

2- 1(2) =2

1- 0(1) =0

TOTAL = 209/50
= 4.18

TABLE 4: How smart- shaming can be prevented? RANK QUESTIONS TOTAL

Question # 8
1 QUESTION 4.76
RANKING
#8
5- 29(5) =145

4- 12(4) =48 2 QUESTION 3.92

#9
3- 7(3) =21

2- 1(2) =2
1- 1(1) =1

TOTAL = 230/50
= 4.76

Question # 9
5- 20(5) =100

4- 11(4) =44

3- 15(3) =45

2- 3(2) =6

1- 1(1) =1

TOTAL = 196/50
=3.92

22
 APPENDIX B

Name (Optional): ________________________________________

Age: _______________________ Sex: _____________________

The Effects of Smart – shaming for Grade 12 Humanities and Social Science
Students in Arellano University – Jose Rizal High School

Directions: This survey questionnaire contains items that address issues in smart-
shaming of Grade 12 Humanities and Social Science Students in Arellano University –
Jose Rizal High School. Please check (√) the following items.

Scale
5 = Strongly Agree
4 = Agree
3 = Neutral
2 = Disagree
1 = Strongly Disagree
Smart – Shaming 5 4 3 2 1
1. I’m a victim of smart – shaming.
2. Smart – shaming can affect the academic performance.
3. Smart - shaming can affect the self – confidence level.
4. Smart – shaming makes me conscious and hesitant in
public.
5. Smart – shaming can cause crab mentality.
6. Smart – shaming can cause insecurities.
7. Smart – shaming can cause depression.
8. I consider smart – shaming as a type of bullying.
9. Smart – shaming as a separate punishable act.
10. Is smart – shaming happening abundantly in the school.

23
 CURRICULUM VITAE

1. Personal Data

Name: Jocelyn A. Marucut

Address: #10 Republika st. Bagong Barrio Caloocan City.
Email: Jocelynalavarez@outlook.com
Date of Birth: September 28, 2001
Birth Place: Caloocan City
Age: 18
Civil Status: Single
Nationality: Filipino

2.Educational Background

Elementary: Bagong Barrio Elementary School

Junior High School: Bagong Barrio National High School

Senior High School: Arellano University-Jose Rizal High School

3. Membership in Organization

Humanities and Social Science Club

24
 CURRICULUM VITAE

1. Personal Data

Name: Vallejos, Mariah Erika P.

Address: 202 Sanciangco St. Catmon, Malabon City contact: 09425485792
Email: mariaherikav@gmail.com
Age: 17 gender:
Female religion:
Catholic date of birth:
May 19, 2002
Birthplace: Malabon City

2. Educational Background

Elementary: Tonsuya Elementary School

Junior high School: Tinajeros National High School

Senior High School: Arellano University (Jose Rizal Campus)

3. Membership in Organization

Humanities and Social Sciences Club

25
 CURRICULUM VITAE

1. Personal Data

Name: Mortel, Rogelyn A.

Address: 133 phase 4 Gozon compound Letre Tonsuya Malabon
Contact: 09753987638
Email: rogelynmortel22@yahoo.com
Age: 18 gender: Female religion: Catholic
Date of birth: October 27,2000
Birthplace: Malabon City

2.Educational Background

Elementary: Ninoy Aquino Elementary School

Junior High School: Tugatog National High School

Senior High School: Arellano University, Jose Rizal Campus

3. Membership in Organization

Humanities and Social Science Club

26
 CURRICULUM VITAE

1. Personal Data

Name: Bonita, Jhon Carlo O.

Address: Blk.14 Lot 13 Ph.2 Paradise Village Letre Tonsuya Malabon City
Contact: 09995655344
Email: jhoncarlo.bonita@gmail.com
Age: 16
Gender: male
Religion: Catholic
Date of birth: December 26, 2002
Birthplace: Malabon City

2.Educational Background

Elementary: Gregoria de Jesus Elementary School

Junior High School: Tugatog National High School

Senior High School: Arellano University, Jose Rizal Campus

3. Membership in Organization

Humanities and Social Science Club

27
 CURRICULUM VITAE

1. Personal Data

Name: Lopera, Janelle A.

Address: blk1 Lot 37 Gozon Compd. Letre, Malabon City
Contact: 09279122608 email:lopera_j@yahoo.com
Age: 17
Gender: Female
Religion: Catholic
Date of birth: October 19, 2001
Birthplace: Malabon City

2.Educational Background

Senior highschool Arellano University (Jose Rizal Campus)

Junior highschool: Tugatog National High School

Elementary Ninoy Aquino Elementary School

3. Membership in Organization

Humanities and Social Science Club

28
 CURRICULUM VITAE

1. Personal Data

Name: Rafols, Ana Francesca S.

Address: Pantihan V, Naval St., Brgy. Flores, Malabon City
Contact: 09568300760
Email: cheska0048@gmail.com
Age: 17 gender: female
Religion: Catholic
Date of birth: February 8, 2002
Birthplace: Manila City

2.Educational Background

Senior High School: Arellano University, Jose Rizal Campus

JHS: Arellano University, Jose Rizal Campus

Elementary: Arellano University, Jose Rizal Campus

3. Membership in Organization

Humanities and Social Science Club

29
 CURRICULUM VITAE

1. Personal Data

Name: Layson, Francis D.

Address: 70Sancianco street tonsuya Malabon City
Contact: 89225368
Email: laysonfrancis006@gmail.com
Age: 18
Gender: Male
Religion: Christian
Date of birth: April 17 2001
Birthplace: Quezon City

2.Educational Background

Senior highschool Arellano University (Jose Rizal Campus)

Junior highschool Arellano University (Jose Rizal Campus)

Elementary Tonsuya Elementary School

3. Membership in Organization

Humanities and Social Science Club

30
 CURRICULUM VITAE

1. Personal Data

Name: Sanchez, Keziah Kyle C.

Address: #44 C. Santos St. Niugan Malabon City
Contact: 09227170399
Email: Keziahkylecsanchez@gmail.com
Age: 17
Gender: female
Religion: Christian
Date of birth: July 08, 2002
Birthplace: St. Lukes Medical Hospital Quezon City

2. Educational Background

Senior Highschool Arellano University (Jose Rizal Campus)

Junior Highschool Higher Ground Baptist Academy Foundation Inc.

Elementary Niugan Elementary School

3. Membership in Organization

Humanities and Social Science Club

31
 CURRICULUM VITAE

1. Personal Data

Name: Judar, Anne Pearl F.

Address: 12 C Flerida St. Acacia Malabon City

Contact: 09951768060

Email: annexpearljudar@gmail.com

Age: 17

Gender: Female

Religion: Catholic

Date of birth: March 23, 2002

Birthplace: Malabon City

2. Educational Background

Senior highschool Arellano University (Jose Rizal Campus)

Junior highschool Arellano University (Jose Rizal Campus)

Elementary Acacia Elementary School

3. Membership in Organization

Humanities and Social Science Club

32
 CURRICULUM VITAE

1. Personal Data

Name: Gesolgani, Kyle C.

Address: Blk. 45 L Lot 23 PH 3 E2 Salmon St. Malabon City

Contact: 09611848269

Email: kylegesolgani@gmail.com

Age: 17

Gender: Male

Religion: Catholic

Date of birth: May 21, 2002

Birthplace: Malabon

2. Educational Background

Senior High School: Arellano University (Jose Rizal Campus)

Junior High School Arellano University (Jose Rizal Campus)

Elementary: Dagat Dagatan Elementary School

3. Membership in Organization

Humanities and Social Science Club

33
 CURRICULUM VITAE

1. Personal Data

Name: Santiago, Nicole Anne M.

Address#409 libis guchuico st brgy 22 caloocan city
Contact: 09668003571
Email: nyx2507@gmail.com
Age: 17 years old
Religion: Iglesia Ni Cristo
Birth Date November 25 2001
Birth Place: Manila

2. Educational Background

Senior High School: Arellano University

Junior High School: Caloocan High School

Elementary: Sampalukan Elementary School

3. Membership in Organization

Humanities and Social Science Club

34