1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Mathematics is an unavoidable subject. Teachers, students, other

professions and even ordinary people encounter situations involving

mathematics. Some individuals may enjoy it or despise it. Math may be found

almost everywhere especially in this 21st Century. Whatever perspective we take,

math was always first and foremost, and fundamental reason of this era’s

success. Science, technology, and engineering, which are so important to our

country's future development, can't thrive without a strong mathematical basis.

Studying mathematics not only will develop more engineers and scientists, but

also produce more citizens who can learn and think creatively and critically, no

matter their career fields. The workforce of tomorrow, in all fields, will demand it.

Math skills are very much essential for one to sustain in this current situation,

where the world was running entirely on new technologies. It is very essential to

have strong foundation in Math.

Certain qualities that are nurtured by mathematics are power of

reasoning, creativity, abstract, or spatial thinking, critical thinking, problem-

solving ability and even effective communication skills (Muraina, 2013). Students’
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performance in mathematics is consistently given attention in different countries

because it is regarded as the main subject, which is significant for the growth

and development of the nation. The knowledge and skills of students in

mathematics are essential in their daily lives in overcoming the difficulties that

one may face (Mohammed & Waheed, 2011).

However, students’ low performance in Mathematics has been observed

globally. In the Philippines, for instance, it is ranked 2nd from the bottom among

the participating countries in the recent Programme for International Student

Assessment (PISA) 2018 according to DepEd. This alarming result revealed that

Filipino students recorded a mean score in Mathematics Literacy which is

significantly lower than the international mean. It is also reported that only 1 out

of 5 Filipino students attained at least the minimum proficiency level in

Mathematics Literacy in 2020. It can also be gleaned from the result in the study

of Patena, et.al (2016) that college students obtained poor performance in Math.

Their result indicated that most of the students had negative attitude towards

mathematics. With the limited studies in Region XI regarding on Mathematics

Performance, the researchers decided to get data, generally from Mindanao

Context. Several studies have been conducted in relation to students’

mathematics performance, particularly in Mindanao context. The meta-analysis

of Callaman & Itaas (2020) revealed that self-efficacy and attitude significantly
 3

influence students’ performance in mathematics. Further, the structural of

Miranda (2018) confirmed that college mathematics performance is not only

influenced by cognitive ability but also by psycho-sociological characteristics and

study habits of the students.

Study Habits is one of the factors influence students’ performance

(Capuno, 2019). The study habits of students vary from one student to the other

and from one place to another. Several studies claimed that there is significant

relationship between students’ study habits and mathematics achievement. It is

an important aspect of learning because students’ achievement in school

depends greatly on their study habits (Odiri, 2015).

Nowadays, teaching is considered to be a challenging tasks. With the

learner- centered approach, it is worthy to reflect on the nature of students. In

this regard, this proposal sought to explore the study habits and to investigate

the possible relationship with the mathematics performance of college students.

It is hope that this study will provide information to reflect which can help

students in achieving their academic goals, and consequently lead to enhancing

students’ educational outcomes.

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Objectives of the Study

This study aims to assess the relationship of study habits and

mathematics performance of first year students in Southern Philippines Agri-

Business and Marine and Aquatic School of Technology in the school year 2020-

2021. Specifically, this study sought to:

1. Determine the students’ level of study habits in learning mathematics in

terms of:

1.1 time and place for studying math;

1.2 study strategies for math class;

1.3 math tests;

1.4 math anxiety

2. Determine the students’ mathematics performance.

3. Determine the relationship between the students’ study habits and

mathematics performance.
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Significance of the Study

This study might prove significant to following individual:

Students
Enables students to develop good study habits and interest which would

lead to good academic performance in mathematics. This will expose them to

become organized and could have homework routines; the most important things

in helping a child/student develop good study habits for life. Developing good

study habits help spell success and a student will find himself working more

efficiently and experiencing lesser stress in the process. When students have

good study habits, they tend to be less stressed. Students who organize their

lives and stick to their established study schedules are confident and relaxed at

test-taking time.

Parents
The result of the study will help sensitize parents on how to encourage

their children to develop effective study habit through the information that will

be provided in the study.

Teachers
The study will enable the teachers to initiate programs that would

facilitate effective study habits and interest among students in the school.

Teachers will see the result of the study useful especially in discharging their
 6

duties in the school. This would be achieved through the accurate information

that would be provided in the study.

Tertiary Schools
It shares a lot of similarities with many other counterparts. In this

connection, this study will provide a valuable reference for other schools to

reflect upon the study habits as it affects the academic performance of students

in Tertiary Schools.

Future Researchers
The results of this study will contribute to efforts in sustaining the delivery

of quality education in the new normal. Researchers will be given

recommendations for further studies with regards to the betterment of

mathematics performance of the learners.

Scope and limitations

This study will focus in finding the level of the study habits in mathematics

of the 1st year college students enrolled in Southern Philippines Agribusiness and

Marine and Aquatic School of Technology, school year 2020-2021. It would look

in to the students’ study habits and its connection to the mathematics

performance. This study uses adopted questionnaire from the study skills

workbook, 3rd edition, by Dr. Caroline Hopper. The researchers will use Google

Form in data gathering.

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Definition of terms

Study Habits – are those habitual actions through which the students learn his/

her subject matter. Even though there are various study habits for

the learner to follow, here in this study the investigator is referring

to; time and place for studying math, math tests, and anxiety.

Mathematics – Is the science that deals with the logic of shape, quantity

and arrangement. It is the building block for everything in our daily

lives, including mobile devices, architecture (ancient and modern),

art, money, engineering, and even sports.

Mathematics Performance – In this study, it refers to how well a student is

accomplishing his or her tasks and studies. This will be measured

by the overall first year student’s obtainable marks in mathematics.

First Year College Students – this will be the target respondents of the study.

These students are coming from the four (4) institutes namely:

Institute of Agricultural Technology and Entrepreneurial Studies

(IATES),Institute of Teacher Education and Information Technology

(ITEIT), Institute of Fisheries and Marine Sciences (IFMS), Institute

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of Human Services (IHS), and IPGS that offer different course for

undergraduate and graduate programs.

CHAPTER II

REVIEW OF RELATED LITERATURE

Mathematics is one of the subjects that is oftentimes more effective to be

taught using the traditional lecture method and all other teacher-centered

approaches rather than student-centered ones (Segumpan and Tan, 2018). This

is due to the nature of mathematics being difficult and the instruction being

complicated when dealt lightly. As a matter of fact, Sivar (2012) insists that the

responsibility of guiding the thinking of the students is put into the shoulders of

the teachers. This task is so great that the teacher must make sure that he/she

also understands what he/she is talking about. Furthermore, she made mention

that the interest of the students is based largely on how the teacher delivers

his/her class. This is a clear indication that teachers, firsthand, needs to be the

sole, if not most, responsible for the uplifting of students’ interest, which includes

anxiety levels of the students, and the process and output of instruction which is

the performance, and that teacher centered approaches are more convenient to

apply in a classroom setting. (Segumpan, Tan 2018).

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Mathematics is considered as one of the most difficult subjects among

Filipino learners. As a matter of fact, the study of Capuno & Etcuban (2019)

Revealed that respondents had positive attitudes towards mathematics in terms

of its value while they had a neutral attitude when it comes to their self-

confidence,

enjoyment, and motivation in mathematics. Also, the study shows that there was

a negligible positive correlation between the attitudes and academic performance

of the respondents in terms of their self-confidence, enjoyment, and motivation

while there was a weak positive correlation between the value of math and their

academic performance in math. It was concluded that students’ attitudes and

their study habits are significant factors that affect their performance in

mathematics.

On the other hand, the study habit is one of the factors that could also

largely influence students’ performance. If this is not given attention by the

persons concerned, its effect could become more damaging to students’

performance (Ebele & Olofu, 2017). Students need to possess good study habits

to excel in life because it is the study habits of the students that aid in obtaining

relevant and applicable knowledge. Thus, the absence of these skills would lead

the students to poor performance in school (Kaur & Pathania, 2015).

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Study Habits
In the study of Bashir and Mattoo (2012), which aimed to determine the

impact of study habits on academic performance among the adolescents using

the Study Habit Inventory, they found that there was a significant relationship

among the variables of study habits and the academic performance of the

students. According to the study of Osa-Edoh and Alutu (2012) study habits of

students using the Study Habit Inventory by Bakare (1977), the study habits of

the students were highly correlated with the students’ academic performance.

Moreover, the difference in the study habits of the students was linked to the

reasons that students do not have the idea on the proper way to study while

those who manage to study do not use effective strategies in studying.

Choudhury and Das (2012) conducted a study to examine the influence of

attitudes and study habits to the academic achievement of the pupils in

mathematics. The results showed that attitudes and study habits were firmly

related to the students’ math achievement. Moreover, the results on regression

analysis revealed that the attitudes towards and the study habits contributed

15.2% and 29% to the students’ math achievement, respectively. This implied

that there was a significant relationship between students’ study habits and

mathematics achievement. Another study was conducted in a public school in

Mandaue City Division, Cebu, Philippines. It was concluded that students’ attitude
 11

and their study habits are significant factors that affect their performance in

mathematics (Odiri, 2015).

In measuring the level of study habits, there are domains to be presented

in this study; time and place for studying math, study strategies for math class,

math tests, and anxiety.

Time and Place for studying Math

Many of us identify ourselves as either a morning person or a night owl

because we become aware through experience that we perform certain tasks

better at certain times during the day. Same as in learning mathematics, time

and place could be an important factor. The study by Ms Velichka Dimitrova

(2017) of the Royal Holloway University of London found out that the other

subject that showed variation in test scores was Maths. Maths requires time and

patience to master. In the article of Khan Academy, he provided tips for learning

math and one of it is, create a distraction free study environment. Mathematics is

a subject that requires more concentration than any other. A proper study

environment and a distraction free area could be the determining factor when

solving complex equations or math problems. Studying with music can help

create a relaxing atmosphere and stimulate the flow of information. Having

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suitable background music can foster an environment of maximum

concentration, he added.

Study strategies for Math Class

Mathematics is a subject that you cannot avoid. Some love it but, most

people hate studying math. Santos (2019) provided strategies for Math Class.

Practice, Practice and More Practice- To study math you have to roll up your

sleeves and actually solve some problems. The more you practice answering

math problems, the better. Review Errors- When you are practicing with these

problems, it is important to work through the process of each soltion. If you have

made any mistakes, you should review them and understand where your

problem-solving skills let you down. Master the Key Concepts- This is counter-

productive. It is much better and rewarding in the long-run to focus on

understanding the process and logic that is involved. Understand your Doubts- It

is common for many students to skip this question and continue on to the next.

You should avoid doing this and instead spend time trying to understand the

process of solving the problem. Once you have grasped and understanding of

the initial problem, you can use this as a stepping stone to progress to the

remainder of the question. Create a Distraction Free Study Environment-

Mathematics is a subject that requires more concentration than any other. A

proper study environment and a distraction free area could be the determining
 13

factor when solving complex equations or problem. Create a Mathematical

Dictionary-Mathematics has specific terminology with a lot of vocabulary. We

suggest you create Notes or Flashcards with all the concepts, terminology and

definition s you need to know. You should include their meanings, some key

points and even some sample answers so you can consult them at any time and

recap. Apply Math to Real Math to Real World Problems- much as possible; try to

apply real world problems when approaching math. These strategies help you

learn better and excel in your math class.

Math Tests

Studying is an important way to help master math concepts and ace

exams. However, many students struggle with how to study for a math test. The

following are the things you must do during math test, provided by Goodwin

(2018).

Read the Textbook- this can give you the basics you need to better understand

what you’ll learn in class. It can also provide you with examples and explanations

that may connect with you better than the teacher’s examples would.

Consistently Complete Homework- homework is a good way to reinforce the

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concepts taught in class. Whether the teacher assigns homework or not, consider

doing it to get the practice you need. Homework allows you to apply what you’ve

learned in class and remember the methods needed to solve equations. Take

Notes and Review them - use your notes to review the topics the night before

the exam, too. That way, everything is fresh on your mind for the exam. Create

a Study Group- you can benefit from hearing explanations from different people

or learning from others who might understand a concept that you’re struggling to

master. Review Out Loud- while reviewing a topic, speaking out loud is a great

way to help your brain make connections that will allow you to recall the

information later on. Memorize Formulas and Steps- to memorize what you need

to know, you could create flashcards, make up mnemonic devices, or write the

formula over and over again while repeating it out loud. Once the exam starts,

you could unload the ideas on your exam or extra paper to refer to as you go

through the questions. If you’re unsure about how to study for a math test,

remember that everybody learns differently. As such, everyone studies differently

too. Find a way that works for you, so you can ace your next math test.

Anxiety

On Anxiety, if self-efficacy stands on the belief of the students that they

can do great things in Mathematics, let’s say it is the positive attitude area;

anxiety, on the other hand, that talks about the fear and any negative attitude
 15

towards Mathematics. In his research, Mutodi (2014) claimed that it is actually

the traditional mathematics classroom practices that cause the great anxiety

among many students. These said traditional practices include imposed

authority, public exposure and time deadlines. He added that the best way(s) to

reduce anxiety and probably, a sense of competition and tension among

students, is to apply teaching methods which include less lecture, more student

directed classes and more discussions. This what-we-so-called anxiety in

Mathematics actually springs out from negative experiences in a mathematics

class. It was Hamza, (2013) who further describes it as a situation wherein

students feel frustration because of the lack of explanation of the sub-steps of

mathematical procedures.

Conceptual Framework

Independent Variable Dependent Variable

Study Habits
 Time and Place for Mathematics
studying Math Performance
 Study strategies for math
class
 Math tests
 Anxiety
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Figure 1. Schematic diagram showing the relationship between the dependent

and independent variables of the study

Figure 1 shows the conceptual framework of the study. The conceptual

paradigm shows the relationship of study habits with 4 domains: time and place

for studying math, study strategies for math class, math tests, and anxiety being

the independent variable, and Mathematics Performance as dependent variable.

Hypothesis

Ho 1: There is no significant relationship between first year college students’

study habits and their mathematics performance.

CHAPTER III

METHODOLOGY

Research Locale
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This study will be conducted at Southern Philippines Agri-business and

Marine and Aquatic School of Technology (SPAMAST) located at Poblacion,

Malita, Davao Occidental. The school is established to provide curriculum-based

quality and affordable education in the community. It has four (4) institutes

naming; Institute of Agricultural Technology and Entrepreneurial Studies

(IATES), Institute of Teacher Education and Information Technology (ITEIT),

Institute of Fisheries and Marine Sciences (IFMS), Institute of Human Services

(IHS), and Institute of Professional and Graduate Studies (IPGS) that offer

different course for undergraduate and graduate programs.

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Figure 2: The map showing SPAMAST Main Campus under the study.
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Research Design

Descriptive correlational research design will be used in this study since

the researcher wanted to determine the significant relationship between

students’ study habits and mathematics performance for the 1 st semester of

school year of 2020-2021. In gathering of data, descriptive survey will be

employed which utilizes questionnaires to find out the level of students’ study

habits. The data will simply be subjected to observation and statistical processes

to determine if there will be emerging trends and patterns.

Sampling Design and Sampling Techniques

The Researcher will use the Stratified Random Technique. The total

number of population of 1st year college students from four (4) Institutes is 720

students. Using slovin’s formula, the preferred sample size achieved is 250.

Stratified Random Sampling Technique is a method of sampling that involves the

division of a population into smaller groups known as Strata. In Stratified

Random Sampling, the Strata are formed based on members’ shared attributes

or characteristics. It is also alled proportional random sampling.

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Table
Table 1. 1. Distribution
Distribution of the Respondents
of the Respondents of the Study
of the Study

SECONDARY SCHOOL NO. OF STUDENTS SAMPLE SIZE

_________________________________________________________________
1. Institute of Teacher 275 93
Education and Information
Technology (ITEIT)
2. Institute of Human 240 85
Services (IHS)
3. Institute of Fisheries and 84 30
Marine Sciences (IFMS)
4. Institute of Agricultural 121 42
Technology and Entrepreneurial
Studies (IATES)
______________________________________________________________________________
___________________________________________________________________________
720 250
TOTAL
______________________________________________________________________________
______________________________________________________________________________

Respondents of the Study

The respondents of this study will be the 1 st Year College students

enrolled in Southern Philippines Agri-business and Marine and Aquatic School of

Technology (SPAMAST) Malita, Davao Occidental for school year 2020-2021,

proportionally distributed throughout the four (4) institutes: ITEIT, IHS, IFMS,

and IATES. These students are enrolled in the “Mathematics in a Modern World’’

subject. The selected students will respond to the adopted self-rating study

habits survey questionnaire. The list of the students will obtained from the

school’s registrar before the actual conduct of the study.

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Research Instrument

The research questionnaire that will be used in this study is divided into 5

parts that correspond to the 5 domains of study habits. The first part are

questions pertaining to Time and Place for Studying Math; the second part will

be the; the third part is for Math Tests; the last part is for Anxiety.

An adopted survey questionnaire formulated by Dr. Caroline Hopper

known as the Study Habits Questionnaire will be utilized to measure the level of

students’ study habits. This questionnaire is consists of statements answerable

by Almost always true, Sometimes true, Almost never true, and You have never

given much thought to doing what the statement suggests.

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Data Analysis

The variable affecting the study habits is scaled in decreasing order.

Table 2. Qualitative Description

PARAMETER SCORE DESCRIPTION QUALITATIVE

LIMITS INTERPRETATION
3.21 – 4.00 130-150 Give yourself an A The students are using
the study skills they need
in order to be successful
in math.
2.41 – 3.20 110-129 Give yourself a B
110-129 The students are using
good math study skills.
Choose a few strategies to
work on each day.
1.61 – 2.40 85-109 85-109
Give yourself a C Their study skills are
average. If they want an
A, they have to choose
one or two strategies in
each category to work on
until they are using most
of the strategies described
in the inventory.
The students are
.8– 1.60 85 Below Give
85 yourself a D
Below
probably having a difficult
time in math class. Math
may not be their trouble!
More than likely, their
main problem is the study
strategies they are using
(or not using).
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To analyze the mathematics performance of the students, the SPAMAST

Grading system will be used as shown below.

Table 3. Academic Performance of Students Scale Based on SPAMAST’s

Grading System.
Grade Point Percentage Qualitative Rating
Equivalence Equivalence
1.0 99-100% Excellent

1.25 96-98% Outstanding

1.5 93-95% Good Work

1.75 90-92% Satisfactory Work

2.0 87-89% Average

2.25 84-86% Moderately Average

2.5 81-83% Moderately Low Average

2.75 78-80% Low Average

3.0 75-77% Passing

5.0 74-below Failure

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Data Gathering Procedure

The conduct of this study will be possible following the appropriate data

gathering procedure. In gathering the data for this study the following steps will

serve as guide of the researcher.

A formal letter together with the letter of endorsement from the Teacher

Education Program (TEP) Chairperson addressed to the Vice President for

Academic Affairs will be written to ask permission to conduct and seek for the

approval.

Letters will also be sent to the four (4) institute Deans of SPAMAST

together with the approved letter of permission and authorization from Vice

President for Academic Affairs. Approval and endorsement to conduct the study

in the respective institutes will be sought from the Dean.

The questionnaire will be distributed to the respondents through Google

Forms. All collected data will be treated with utmost respect and confidentiality.

The data gathered will be tallied, collated, and tabulated for processing and

analysis. The results will be summarized and analyzed using appropriate

statistical tools with the aid of a statistical software.

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Statistical Analysis

The data gathered will be tallied, tabulated, and prepared in a manner

suitable for use in SPSS. The following statistical tools will be employed to

generate and interpret the result.

Mean

This will be employed to determine the level of study habits among the 1 st

year college students of SPAMAST.

Percentage

This tool will be employed in describing the distribution of the

respondents. This will also be used in defining the mathematics performance of

the students.

Spearman Correlation Analysis

This tool will be used to determine the relationship between students’

level of study habits and mathematics performance.

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The correlation coefficient (r) will be used to analyze the relationship of

the two variables.

r Values Description

0.00 No correlation

±0.01 to ±0.20 Slight correlation

±0.21 to ±0.40 Low correlation

±0.41 to ±0.60 Moderate correlation

±0.61 to ±0.80 High correlation

±0.81 to ±0.99 Very high correlation

±1.0 Perfect correlation

 27

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APPENDIX I

ENDORSEMENT LETTER

September 10, 2021

GRACE D. BUENCILLO, DBA

Vice President for Academic Affairs
SPAMAST Malita Campus

Sir,

Mr. Michael Niel Justine Emia and Mr. Juven Tantong are SPAMAST
undergraduate students and a 4th year students for the degree of Bachelor of
Secondary Education Major in Mathematics this school year 2020-2021. At
present, they are going to undertake a study entitled: “Study habits and
Mathematics Performance of 1st Year college students of SPAMAST” in
partial fulfillment of the requirement Bachelor’s Degree.

For this matter, may I respectfully endorse to your good office their approved
thesis outline for the conduct of the study. Thank you very much for any
accommodation that your office may extend pertaining to this matter.

Very truly yours,

ALDWIN T. MIRANDA , MS
Program Head of Math
 31

APPENDIX II

REQUEST LETTER

September 1, 2021
CARLITO B. BALANDRA
ITEIT Dean
Poblacion, Malita Davao Occ.

Dear Sir,

The undersigned is currently enrolled in the Bachelors program of the Southern

Philippines Agri-Business and Marine and Aquatic School of Technology
(SPAMAST), Malita, Davao Occidental, taking up Bachelor of Secondary
Education Major in Mathematics. One of the requirements for the graduation
is the undergraduate thesis and hence this study entitled “Study Habits and
Mathematics Performance of 1st Year College students at SPAMAST” is
proposed.

In view of this, we earnestly asking permission to gather data relative to our

study on Study Habits and Mathematics performance of the students. Rest
assured that data gathered will be treated with utmost confidentiality.

Anticipating for a positive response on this request. Thank you very much. God
bless and more power.

ALDWIN T. MIRANDA, MS
Program Head of Math
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Respectfully yours,

MICHAEL NIEL JUSTINE EMIA

JUVEN TANTONG APPENDIX IIIGRACE D. BUENCILLO, DBA
BSED-Major in Mathematics Vice President for Academic Affairs
Students

STUDY HABITS QUESTIONNAIRE

Name: Date:

Course and Year Level:

Direction: Please put a “check mark” on the appropriate boxes which corresponds to how much
the given statement is closest to your current practices and habits. Be honest – there are no
right or wrong answers!
Legend:
3 - Almost always true

2 – Sometimes true

1 – Almost never true

0 – You have never given much thought to doing what the statement suggests

Time and place for studying Math 3 2 1 0

1. I study math every day

2. I try to get my math homework done

immediately after class.
3. I have a specific time to study Math.
4. I have a specific place with few
distractions to study math.
5. I am careful to keep up-to-date with my
homework.
6. I study at least eight to ten hours a week.
Study strategies for math class
7. If I have trouble understanding the text, I
find an alternative text.
8. I take notes in math class.
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9. I am careful to copy all the steps of math

problems in my notes.
10. I asked questions when I’m confused.
11. I try to determine exactly when I got
confused and exactly what confused me.
12. I work problems until I understand them,
not just until I get the answer in the
book.
13. I used flash cards for formulas and
vocabulary.
14. I developed memory techniques to
remember math concepts.
Math tests
15. I preview the test before I begin.
16. Before I begin the test, I make notes of
things such as formulas that I might
need.
17. I begin with the easy questions first.
18. I take the full amount of time allotted for
the test.
19. I carefully check or re work as many
problems as I have time to.
20. When tests are returned, I keep a log of
types of mistakes that I made: concept
errors, application errors, or careless
errors, for example.
21. I keep up-to-date so I don’t have to cram
the night before a test.
Anxiety
22. I believe that I can succeed in Math class.
23. I have study partners in my math class.
24. I take practice tests.
25. I know several goods relaxation
techniques.

Source: The study skills workbook, 3rd edition pg.117, by Dr. Caroline Hopper
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CURRICULUM VITAE

A. Personal Background

Name: Michael Niel Justine Emia

Address: San Miguel Village Poblacion, Malita, Davao Occidental
Date of Birth: February 9, 1999
Place of Birth: Malita Davao Occidental
Sex: Male
Height: 5’4”
Weight: 58 kg
Civil Status: Single
Religion: Roman Catholic
Nationality: Filipino
Parents: Michael Dominic O. Emia
Maria Lorena L. Emia

A. Schools Attended

Elementary : Malita Peralta Elementary School

Secondary : Mariano Peralta National High School
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CURRICULUM VITAE

A. Personal Background

Name: Juven M. Tantong

Address: New Argao, Malita Davao Occidental
Date of Birth: April 26, 1997
Place of Birth: Bito, Davao Occidental
Sex: Male
Height: 5’4”
Weight: 58 kg
Civil Status: Single
Religion: Roman Catholic
Nationality: Filipino
Parents: Alberto T. Tantong
Merlina M. Tantong

B. Schools Attended

Elementary : New Argao Elementary School

Secondary : Mariano Peralta National High School