De La Salle University - Dasmariñas i

Junior High School

Factors Influencing the Track Preferences of Selected Grade Ten

Students in De La Salle University - Dasmariñas High School
Department

A Research Presented to the Faculty of

De La Salle University – Dasmariñas
Junior High School Department
City of Dasmariñas, Cavite

In Partial Fulfillment of the Requirements

In Research II

10 - F

DELOS REYES, DWYN ANTHONY V.

ABRIHAN, RAIN DOROTHY ZOE S.
REBONG, HEDY NICOLAISON M.
BARTOLOME, LESLIE ROSE L.
FABROS, SIMOUNE GIANI F.
ASUNCION, ADRIAN JAY D.
BUGARIN, JAREN NILE C.

April 30, 2021

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ABSTRACT

Senior Highschool is an education curriculum that was implemented by

the Department of Education in 2011. It provides tracks that teach

specific knowledge for the students' future college course and job. In

De La Salle University-Dasmarinas, STEM, ABM, HUMSS, and TVL

are the offered tracks. In this study, the researchers aim to know the

different factors that affect the decision of every pupil when it comes to

choosing their Senior Highschool Track. An online questionnaire that is

mainly comprised of questions about the choice of track and the

reason/s behind that decision was given to 60 Grade ten students of

De La Salle University-Dasmarinas Junior Highschool for data

gathering. Out of 60 respondents, 30 answered. Using the gathered

data, the responses were categorized into three themes through

thematic analysis: The students chose their track based on their own

decision, grounded on the influence or decision of others, and based

on the influence of money or opportunities. The results showed that the

first theme is prominent. In summary, the factor that affected most of

the students’ track choice is their own decision. Attending consultations

and webinars is recommended to gain information on what a certain

track is all about. Making the most out of a chosen track is greatly

essential for the offing of oneself.

Key terms: Senior High School, tracks, factor

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APPROVAL SHEET

This study, entitled “Factors Influencing the Track Preferences of

Selected Grade Ten Students in De La Salle University -

Dasmariñas High School Department” prepared by Rain Dorothy

Zoe S. Abrihan, Adrian Jay D. Asuncion, Leslie Rose L. Bartolome,

Jaren Nile C. Bugarin, Dwyn Anthony V. Delos Reyes, Simoune Giani

F. Fabros, and Hedy Nicolaison M. Rebong, in partial fulfilment of the

requirements in Research II, is hereby examined and recommended for

acceptance and approval of the oral defense exam.

PANEL OF EXAMINERS

Approved in partial fulfilment of the requirements in Research II by the

committee on oral defense exam.

JED CAMPOMAYOR
Elective Science Teacher

JOHN AMIEL JAYLONI JOSHUA ROMUALDO

Elective Mathematics Teacher Elective English Teacher

Accepted in partial fulfilment in Research II

JOSEPHINE L. CRUZ, MA
JHS Assistant Director
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ACKNOWLEDGEMENTS

The researchers want to genuinely thank these people who

helped a lot in guiding them on writing their research paper:

Mr. Joshua Reniel Romualdo, their Elective English teacher, for

guiding them in writing the entire research paper, for pushing them to

their limits to finish the paper, for giving them suggestions to make the

research better.

Mr. John Jayloni, their Elective Math teacher, for teaching them

the statistical tools they need to use and further explain what to put in

some sections of the paper that was too confusing, for helping them

make some chapters much better.

Mr. Jed Campomayor, their Elective Science teacher, for guiding

them in writing a more scientific research paper, for helping them in

tackling some chapters that were not that discussed and motivating

them with his patience and guidance throughout the whole process.

Mr. Mario Hubilla III, their research adviser, for guiding them all

throughout the research, for giving them knowledge and ideas about

the research, for having their backs at all times.

Research Team
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TABLE OF CONTENTS

Title Page i

Abstract ii

Approval Sheet iii

Acknowledgments iv

Table of Contents 1

CHAPTER 1 – INTRODUCTION

1.1 Background of the Study 3

1.2 Statement of the Problem 4

1.3 Objectives of the Study 4

1.4 Significance of the Study 6

1.5 Scope and Delimitations 7

1.6 Definition of Terms 8

CHAPTER 2 – REVIEW OF RELATER LITERATURE

2.1 Conceptual Literature 9

2.2 Related Studies 10

2.3 Synthesis 12
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CHAPTER 3 – METHODOLOGY

3.1 Research Design 13

3.2 Research Setting 13

3.3 Research Procedure 13

CHAPTER 4 – RESULTS AND DISCUSSIONS

4.1 Initial Results 15

4.2 Test Results 16

4.3 Discussion 19

4.4 Discussion 19

CHAPTER 5 – CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary 20

5.2 Conclusions 21

5.3 Recommendations 22

References 23

Appendices

A. Survey questions 25

B. Survey answers 27

Curriculum Vitae 28
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CHAPTER 1

INTRODUCTION

1.1 Background of the Study

The Department of Education has added the new education

curriculum “Senior High School” last 2011. They have added 2

more years and changed the 10-year basic education into the

Kinder to 12 Program or the K to 12 Program. Senior High School is

the last two years of K to 12 Program, this is the levels Grade 11

and Grade 12. This program is to introduce the subjects or courses

that they will be following in the future. In the old system, the high

school education was form first year up to fourth year only. The

Republic Act No. 10533 or The Enhanced Basic Education Act of

2013 says that every student is recommended to complete

Kindergarten, Grade 1 to Grade 6 which is Elementary School,

Grade 7 to Grade 10 which is the Junior High School, and the

Grade 11 to Grade 12 or Senior High School. The K to 12 programs

must be completed in 13 years in order for the students to achieve

their high school diplomas. K to 12 was composed of Kindergarten

and 12 years of basic education. Six years for primary education,

four years for high school and two years for senior high school. The

years 2016 and 2021 was referred as the K to 12 transition.

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The Philippines was the only remaining three countries in the

world that has not been implementing the K to 12 Program aside

from Djibouti and Angola, which still has the 10-year basic

education. The history of the Philippine Education was way back

before World War II, where Philippines had an 11-year basic

education cycle starting with grade 1 to grade 7 for elementary and

4 more years for high school. And after the war, The American

colonial government endorsed to the American System which is six

years for elementary, three years for junior high school and three

more years for senior high school. The tracks that are available in

Senior High School were the Academic Track, TVL or Technical

Vocational Livelihood track, Sports Track and Art and Design Track.

1.2 Statement of the Problem

The following statements were derived from the study of Quizon,

et al. (March 2019)

1. Based on literature, what are the factors that

influence track preferences of selected Grade ten

students in De La Salle University Dasmariñas?

2. What are the top three and least three factors that

influence preferences of the respondent?

3. How does these factors influence in choosing a track

in Senior High School?

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1.4 Conceptual Framework

Table 1. Research paradigm of the study

Independent Variable Dependent Variable

 Factors that affect the  The choice of Senior

students’ choice of High school Track
Senior High school made by the student
Track

Constant Variable
Based on research, the
 The Senior High
three variables in a school tracks offered research are the
by the school
independent, dependent, and

controlled variable. The three are

connected in such a way that the independent variable is the one that

is changed or controlled in a scientific experiment to test the effects on

the dependent variable. Additionally, a dependent variable is the one

being tested and measured in a scientific experiment. Meanwhile a

constant variable does not change throughout the course of the

research.

With the framework mentioned above, composed with supporting

evidence and thorough explanations, the researchers have categorized

different variables into Independent, Dependent and Constant

variables. The Independent Variable as defined, is based on the factors

that affect the students’ choice of Senior High school Track. The

researchers have identified these following factors to strengthen the

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independent variable concept, parents’ decision, peers, own interest,

financial capabilities, strand reputation and employment opportunities

in the future. Dependent Variable is what the students decide to take

based on the factors stated that were elaborated in detail. Constant

variable on the other hand is track the school has to offer; STEM, ABM,

HUMSS, TVL, and Tourism, Culinary and Food.

1.5 Significance of the Study

Knowing the factors could help both the school and students on

picking or prioritizing track preferences. It is often used to see what and

why a specific track is more popular and has a better enrollment than

the others. It could help the student in choosing a specific track to know

what the cons and pros of it are. It could lead them to what they want

or to discover new things related to what they want. More importantly, it

is needed for envisioning your future job and career path. This study

could be helpful for guiding others that is not certain about their track

preferences and helps them to a find a better track that fits them. The

department could use this study to develop a better system and use

this to prioritize a specific track and could possibly change how other

track works by using the factors that influence in choosing a path.

1.6 Scope and Limitations

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The research is about the preferred tracks of incoming grade 11

students. According to Perez (2015), in June of 2016, the Department

of Education in the Philippines launched a new level of basic education

and implemented K-12 as prescribed in the Enhanced Basic Education

Act of 2013. Due to the pandemic, the researchers were only allowed

to conduct online surveys since they cannot go out of their homes.

Considering that there are some limitations in this research that

includes the researchers might not manage to get some of the

responses from their selected students due to possible late responses

or there are some connectivity issues between the researcher and the

student. With the scope and limitations gathered, the researchers have

given a target of one week to complete the answering period for their

sample population. Furthermore, with all the results that will be

gathered, the society will be a better place to live in. This study will

mainly focus on the factors that affect the grade 10 students in

choosing their preferred tracks. The data collection or survey will be

conducted to the 25% of the total population of grade 10 students in De

La Salle University-Dasmarinas, school year 2020-2021.

1.7 Definition of Terms

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ABM. The Accountancy, Business and Management strand would

focus on the basic concepts of financial management, business

management, corporate operations, and all things that are accounted

for.

STEM. An educational program developed to prepare primary and

secondary students for college and graduate study in the fields of

science, technology, engineering, and mathematics.

HUMSS. Humanities and Social Sciences is a strand for learners

who aim to take up journalism, communication arts, liberal arts,

education, and other social science-related courses in college.

TVL. Technical-Vocational-Livelihood strand is for students that

want better career opportunities in agriculture, electronics, and trade.

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CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1 Conceptual Literature

2.1.1 Description and Purpose of Senior High School Strands

The purpose of Senior Highschool Tracks is to complete the

required years of education. This program helps the students by giving

them knowledge and skills on a specific career path they shall take.

These two years serve as an introduction to college or a job that has

something to do with the chosen track.

2.1.2 Explanation of Choices

The Senior Highschool is divided into Academic, Technical-

Vocational-Livelihood, and Sports and Arts Tracks. These different

tracks provide specific information regarding the careers these offer for

one's future.

2.1.3 How It Affects the Career

Senior Highschool Tracks offer career opportunities for students

who have not graduated college yet. This gives them knowledge and

skills to be able to gain experience in a real workplace. This will serve

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as a steppingstone to better opportunities and more learning in the

chosen field of career.

2.2 Review of Related Studies

Secondary Education is an important journey to one’s

adolescent. Together with the physical, psychological, and emotional

transformation of a child as he/she enters adolescent, high school life

as they call it plays a very significant role to their everyday life. As the

students tend to be more independent during this period when it comes

to their studies, they can also be dependent on their own decisions

about what future they want to have. During this time, whatever they

have dreamed of when they were small kids, are about to materialize

or if they decide to change it due to some variables or influence as they

become young adults. This is the time for them to also explore the

options, as they know better on which field they are interested in or in

which subject do they excel.

Senior High School or SHS alludes to the two final years of the

K to 12 program that has been introduced in the Philippines since 2012

by DepEd, namely as grade 11 and grade 12. It is when they could

choose their preferred track and later will help them on their career

path that they want to take. In Choosing the Right Career – Why is it

So Important? Krishna Reddy wrote in the article that “The right career

at the end will be the source of your happiness; therefore, it is

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important to choose just the right career for yourself.” (Reddy, 2016).

Each student has choices with their career path that have a significant

impact on their following life.

Since education has a prominent function to the lifestyle of

lifestyle the community. Which is directed to the formation of a Senior

high School that applied the Enhanced Basic Education Curriculum last

2013 by the department of education in the Philippines. (Estonanto,

2017). The increase of two more grade levels Grade 11 and Grade 12

or the Senior High School is intended to provide the needed knowledge

and skills, for them to develop selected journey in the higher education,

employment, or entrepreneurship.

According to January Collamat (2016). the Senior High School

was established to prepare students for things like college, work, and

entrepreneurship. On article that Allysa Anuada wrote, 95% of the

respondents agreed that the deep desire for the strand was one of the

factors that affected them in their choice of the strand. (Anuada, 2017).

It is also said that personality plays a huge role on influencing on what

strand they want to choose. As Splaver once said “It is important for

you to have a good understanding of yourself, your personality, if you

are to make intelligent career plans”. (Splaver, 2000).

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Another factor could be peer pressure, or the influence of other

people in the society. Mostly, once a child enters secondary, he/she is

already given the freedom to be by themselves, able to interact with

friends on their own and mingle with other people outside their family

circle. With this, there is a possibility that the influential factors of this in

their decision is high. As per Pummel, Harwood and Lavallee (2008),

external influences will also shape an individual’s career choice.

People around contribute a lot in one’s decision – making. Friends may

influence an individual to choose the career path that they want.

Individual interest may be affected due to the reason that one wants to

be with them, same school, same profession.

2.3 Synthesis

When choosing a track, first you need to know whether

going to Senior High School is beneficial. Senior High School

graduates are better equipped for work knowing the fact that they

practice situations that is similar to work. It is also said that some major

subjects in college have already been thought in SHS providing more

beneficial subjects relevant to the chosen track. (Collamat, 2016).

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CHAPTER 3

METHODOLOGY

3.1 Research Design

In this study, the researchers will use the descriptive method for

their research design. Also, random sampling technique will be used

for the reason the research not to be biased.

3.2 Research Setting

The research will be conducted in the homes of the researchers

due to the pandemic. The process will take up to 2 weeks, depending

on the responsiveness and availability of the respondents.

3.3 Research Procedure

Procedure 1

The researchers will make an online questionnaire through

Microsoft Forms regarding the topic they chose. They will also make an

online roulette for the respondents to be at random and unbiased.

Procedure 2

They will let the respondents answer the online questionnaire for

about 2 weeks considering the time and of what is happening right

now.
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Procedure 4

After gathering the data, the researchers will use thematic

analysis to analyze and interpret the data.

3.4 Data Gathering and Analysis

After the gathering of data, thematic analysis will be used to

interpret the said data. Nonetheless, as gathered information and facts

on the track preferences of grade 10 pupils, studies say that there are

a lot of factors affecting the preferences of the students.

With the gathered data the researchers acquired, together with

the survey done, the researchers strongly believed that this research is

truly beneficial to all students and families alike. Not merely on the

experiment as the basis of this methodology, but this can be attested

by any other individual in all walks of life.

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CHAPTER 4
RESULTS AND DISCUSSION

4.1 Factors that Influence Track Preferences

At the start of the research, the researchers formed seven

questions to survey the selected high school students. After the they

have gathered the data and tabulated the responses, they have made

the decision to identify the top and least three choices for comparison

and further research. By doing so, this will provide an even comparison

of data presented and may avoid confusion regarding the data. The

said choices were:

o I chose this track based from my own interest.

o I chose this track because of my peers.

o I chose this track because of our financial capabilities.

o I chose this track because of its own reputation.

o I chose this track because of its career opportunities.

o I chose this track because of my childhood aspiration.

o I chose this track because of our class adviser/ guidance

counsellor.
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4.2 The Top Three and Least Three Factors That Influence
Preferences of the Respondents

25

20

15

10

Own Interest Career Opportunity Childhood Aspiration

Figure. 1 Top Three Factors

2.5

1.5

0.5

Because of Class Adviser Because of Peers Financial Capabilities

Figure. 2 Least Three Factors

Figure one shows the top three factors while figure two shows

the least three factors that influence preferences of the respondents.

For figure one, the most prominent answer is “Own Interest”, followed

by “Career Opportunity” and “Childhood Aspiration” with the least

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amongst the three. Meanwhile, in figure two, “Because of Class

Adviser”, “Because of Peers”, and “Financial Capabilities” are the least

three amongst all seven choices.

4.3 The Influence of the Factors in Choosing a Track

20

18

16

14

12

10

1st Theme 2nd Theme 3rd Theme

Figure. 3 Categorization of the Participants

All the options that were asked in question number five shall be

used as a guide for the thematic analysis of all the summarized

responses in question number six since both are connected.

As shown in figure three, out of 60 respondents, 30 answered

the survey. 18 were categorized in the first theme, five in the second

theme, and seven in the third theme.

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The responses that involved option 1, (I chose this track based

from my own interest), and option 7 (I chose this track because of my

childhood aspiration) belong to the first theme wherein the students

chose their track based on their own decision. Most of the responses in

this theme are about the dreams, visions, and personal goals the

student has which gives them the reason to choose the track that they

really want.

The responses that involved option 2 (I chose this track because

of my parent's decision), and option 3 (I chose this track because of my

peers) belong to the second theme where other people have influenced

or decided what track the student shall choose. Most of the responses

in this theme are about taking their parent’s suggestions because they

were undecided on what track they shall take, making the parents

decide what track their child shall take, and the ones who took this

track because their peers are also there.

The responses that involved option 4 (I chose this track because

of our financial capabilities), option 5 (I chose this track because of its

own reputation), and option 6 (I chose this track because of its career

opportunities), belong to the third theme where the students chose their

track because of the influence of money or opportunities. Most of the

responses in this theme are about the opportunities given by their

 De La Salle University - Dasmariñas 19
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chosen track which shall help the students in attaining a better future.

For the influence of money, some students aim to be financially stable,

while some deal with how much their parents earn.

4.4 Discussion

With the given results, choosing their own strand is the most

prominent answer. According to an article Allysa Anuada wrote,

majority agreed that longing for the strand was one of the factors that

affected their choice. It was also stated that understanding what one

wants will help to make a great career path. Thus, the top choices were

not the only focus of the research, but also the least choice which is the

teacher’s’ recommendation. There was NIL who considered teachers’

recommendations as a factor of their choice, but it does not mean that

the students do not value the inputs of their teachers nor the teachers

do not explain thoroughly to the students each strand. It could be due

to many factors being given; this was one of those that was not seen

nor was not thought of.

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CHAPTER 5
CONCLUSION AND RECOMMENDATIONS

5.1 Summary

The guideline purpose behind the research is to inform the

students on what are the factors that impact the students in choosing a

senior high school track. The researchers have gathered the data from

the grade 10 students. Out of the general number of respondents that

they have, 30 of them answered and outfitted with a data. They started

collecting information on the month of February 2021. Own Interest,

career opportunity, and childhood aspiration are three factors that

influence the inclinations of the respondents. At that point, the

researchers then made three themes that assembled each

respondents’ answer then categorized them in the said themes. Own

decision which having 18 respondents, Money and Job Opportunities

has seven respondents, and the third one is Influenced by Others that

has five respondents. The majority of the students has chosen to have

their own decision in picking a strand. Having awareness in your own

decision is very comprehensible.

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5.2 Conclusion

To finalize this study, the researchers have gathered pieces of

information from different Grade 10 students to discover the factors

that could influence the Grade 10 students in choosing their preferred

track the most. Based on the literature, there are seven different

possible factors that can affect the students in selecting their track,

which are: own interest, peer influence, financial capabilities, track

reputation, employment opportunities, childhood aspiration, and

parents’ decision. According to the survey that they have conducted,

the top three factors that influence are the own interest being the first,

and the next is the financial capabilities and career opportunities being

in the same spot. The least 3 influences are the following: childhood

aspiration as the first, because of peers the second and because of

class advisers as the last. Through the study that have been

conducted, these factors could influence the Grade 10 students by

taking much consideration when it comes to deciding on what track

they are going to take for senior high school. To sum up the statements

that have been asserted, the factor that affects the Grade 10 students

the most is their own decisions.

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5.3 Recommendations

The following recommendations were drawn based on the

results and conclusions of the study:

1. Students may attend consultations, webinars, and meetings that

provide an overview about the different opportunities by their

chosen track. This will serve as an introduction to the career

path they shall take. Students may schedule a time for

themselves wherein they observe their strengths and

weaknesses. Taking advantage of each activity assigned to

evaluate oneself if whether they are good at this or not will also

help. Having a goal can assist them in choosing the track that

suits them best.

2. A student must make the most out of their chosen track

because this will affect self-improvements, learning, and future.

3. In the coming times, more studies will most likely be conducted

regarding the choice of tracks made by the upcoming Senior

Highschool students. The research team hopes that it will

provide more assistance for all of the pupils who struggle in

deciding for their future.

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REFERENCES

Qualifax.ie. 2021. Parent's Role in Career Selection. [online] Available

at:

<https://www.qualifax.ie/index.php?option=com_content&view=a

rticle&id=179&Itemid=207> [Accessed 30 April 2021].

Divino, D., 2021. Factors Affecting Grade 10 Students in Choosing

Their Preferred Tracks for Senior High School. [online]

Academia.edu. Available at:

<https://www.academia.edu/35074962/Factors_Affecting_Grade

_10_Students_in_Choosing_Their_Preferred_Tracks_for_Senior

_High_School> [Accessed 30 April 2021].

Japitan, J., 2021. Factors Affecting Senior High School Track

Preferences of Grade 9 Students of Don Bosco Technology

Center, Inc. Academic Year 2014-2015: A Basis for Career

Guidance Program. [online] Academia.edu. Available at:

<https://www.academia.edu/24519450/Factors_Affecting_Senior

_High_School_Track_Preferences_of_Grade_9_Students_of_D

on_Bosco_Technology_Center_Inc_Academic_Year_2014_201

5_A_Basis_for_Career_Guidance_Program> [Accessed 30 April

2021].
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Anuada, A. (2017, March 11) Factors that influence Senior High School

students of SCC in their choice of strand.

https://robertbalinton143.wordpress.com/2017/03/11/factors-

that-influence-senior-high-school-students-of-scc-in-their-choice-

of-strand-2/

Reddy, R. (2016). Choosing the Right Career – Why is it So Important?

https://content.wisestep.com/choosing-the-right-

career/#:~:text=The%20right%20career%20at%20the,the%20rig

ht%20career%20for%20yourself.&text=The%20right%20career

%20will%20help,and%20your%20life%20as%20well.

Collamat, J. (2016, Nov 9). Senior High School: How can it help me?

https://portal.edukasyon.ph/blog/senior-high-school-how-can-it-

help-me
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APPENDICES

APPENDIX A

Survey Questions

1. Full name

2. Grade and Section

3. What is your first Senior Highschool Track option?

o Accountancy, Business and Management (ABM)

o Humanities and Social Sciences (HUMSS)

o Science, Technology, Engineering, and Mathematics (STEM)

o Agricultural-Fisheries

o Home Economics

o Industrial Arts Information and Communications Technology

(ICT)

o Undecided
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4. What is your secondary track option? (Optional)

o Accountancy, Business and Management (ABM)

o Humanities and Social Sciences (HUMSS)

o Science, Technology, Engineering, and Mathematics (STEM)

o Agricultural-Fisheries

o Home Economics

o Industrial Arts Information and Communications Technology

(ICT)

5. What is/are your reason/s for choosing this Senior Highschool

Track?

o I chose this track based from my own interest.

o I chose this track because of my peers.

o I chose this track because of our financial capabilities.

o I chose this track because of its own reputation.

o I chose this track because of its career opportunities.

o I chose this track because of my childhood aspiration.

o I chose this track because of our class adviser/ guidance

counsellor.

6. Based on question 5, how do these factors affect your track

preferences? (Please explain as much as you can)

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APPENDIX B

Survey Answers

1. What is your first Senior Highschool Track option?

20
18
16
14
12
10
8
6
4
2
0

AMB HUMSS STEM Agricultural- Fisheries Home Economics Industrial Arts ICT

Figure 4. First Senior High School Track Option

2. What is your secondary track option?

12

10

AMB HUMSS STEM Agricultural- Fisheries Home Economics Industrial Arts ICT

Figure 5. Secondary Senior High School Track Option

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APPENDIX C

Curriculum Vitae

She is Rain Dorothy S. Abrihan. She was born as a female on the 18 th

of June 2005. She is a Filipino and single. She started Preschool in

Dansart Angels Academy and Elementary in the same school as a

year-end awardee. She is currently studying as a Junior High School

Student in De La Salle University- Dasmariñas also as a year-end

awardee. She loves doing arts and crafts, she is good at reading and

writing. For more information and queries regarding the study, email

(abrihanrain@gmail.com) or contact (+63 917 480 0668)

 De La Salle University - Dasmariñas 29
Junior High School

He is Adrian Asuncion, he was born on February 2, 2005. His hobbies

are playing, reading, and learning. He goes to De La Salle University

Dasmariñas. His section is 10F. His Motto is "Time is Gold"

 De La Salle University - Dasmariñas 30
Junior High School

Leslie Rose Bartolome was born on the 26th of April 2005. She

finished her pre-school at D’ Marcela Bacani Agam Academy Inc. as a

year end awardee. She graduated elementary at Immaculate

Conception Academy as a uear end awardee. She is currently studying

at De La Salle University- Dasmariñas Junior High School. For more

information and queries regarding the study and experiment, email

(leslie_rose26@yahoo.com) or contact (+63 917 801 0445).

 De La Salle University - Dasmariñas 31
Junior High School

He is Jaren Bugarin, he is 16 years old, and he was born on June 25,

2004. He was an honor student and a Perfect Attendance when he was

grade 8. His hobbies are playing basketball and playing video games.

He enjoys doing these things with his friends. His talent is being good

at basketball. He is grade 10 in De La Salle Dasmarinas. His motto in

life is work hard till you are satisfied.

 De La Salle University - Dasmariñas 32
Junior High School

He is Dwyn Anthony V. Delos Reyes, 17 years old, born on the 9th of

February 2004. Currently studying in De La Salle University-

Dasmariñas, Cavite, a Junior High School student of Grade 10-F. He is

an Honor Student since nursery. He was Ranked 10 out of 200

students along with being awarded as the most Disciplined Student

during his last year in elementary. He was also awarded the Second

Place in The Best Speaker Contest of Research Colloquium 2017-

2018. He loves listening to music and watching movies that are mostly

inspired from true events. He makes house sketches in vacant times

and edits videos using Filmora 9 and Adobe Premiere Pro.

“Sometimes, you don’t have to keep fighting for the person in your

heart if they don’t see the beauty of your hardships.”

 De La Salle University - Dasmariñas 33
Junior High School

He is Simoune Giani F. Fabros, born on the 28 th of November 2004

and currently 16 years old. He is currently studying at De La Salle

University- Dasmariñas Cavite as a grade 10 student. His hobbies are

playing sports and online games. On top of that, he is a good,

understanding, and persuasive speaker and good at summarizing as a

writer. His contact information is +63 999 157 9526 and email address

is sgfabros@gmail.com. His motto in life is

 De La Salle University - Dasmariñas 34
Junior High School

He is Hedy Nicolaison M. Rebong, 17 years old and was born on

January 12 2004. His nationality is Filipino and currently living in

Dasmariñas Cavite. He studied in St. Andrews School and was a year-

end achiever. He was also a year-end achiever in his Junior High

School since grade 7 until graded 9. Currently he is a grade 10 student

of De La Salle University- Dasmariñas and an achiever. His hobbies

include playing sports, online games, writing, reading, and dancing. He

also loves to watch movies at his free-time and listen to music while

doing assessments. His contact number is +63 977 103 4985 and his

email address is rebongnicolai@gmail.com.