1

Chapter 1

INTRODUCTION

Situation Analysis

In social cognitive theory, people’s sense of personal efficacy to exercise some

control over events that affect their life is considered to be the most influential aspect of

self-knowledge, and a key element in the exercise of control and personal agency.

“Perceived self-efficacy is defined as; people’s judgments of their capabilities to organize

and executive courses of action required attaining designated types of performances”

(Bandura, 1986. P.391).

The beliefs of self- efficacy upon the preference and choice, level of attempt, the

anxiety experienced, persistency the difficulties and the belief that the losing should bear

an informative role for the recovery feedback or may act as a destructive factor (Bandra,

1986), the people with weaker level of self- efficacy take the assignments harder then

what they truly are which results in sickness, depression and a limited view on problem

solving (Pajares,2002).

Self-efficacy refers to student’s beliefs in their ability to master new skills and

tasks, often in a specific academic domain (Pajares, and Miller, 1994, cited by Nasiriyan,

Azar, Noruzy, Dalvand, 2011). In other words, perceived self-efficacy is concerned with

people beliefs in their capabilities to produce given attainments (Bandura, 1997, cited by

Bandura, 2006). Self-efficacy is explained in the theoretical framework of social

cognitive theory by Bandura (1986,

1997, cited by Mahyuddin, Elias, Loh, Muhamad, Noordin & Abdullah, 2006) which
stated that human achievement depends on interactions between one's behaviors, personal

factors and environmental conditions.

According to Bandura, 1997; Schunk, 1995 learners obtain information to

appraise their self-efficacy from their actual performances, their vicarious experiences,

the persuasions they receive from others, and their physiological reactions. Self-efficacy

beliefs influence task choice, effort, persistence, resilience, and achievement. Compared

with students who doubt their learning capabilities, those who feel efficacious for

learning or performing a task participate development of academic self-efficacy more

readily, work harder, persist longer when they encounter difficulties, and achieve at a

higher level (Schunk, & Pajares, 2002).

In briefly, self-efficacy is said to have a measure of control over individual's

thoughts, feelings and actions. In other words, the beliefs that individuals hold about their

abilities and outcome of their efforts influence in great ways how they will behave.

Therefore, it is not surprising that many researches shows that self-efficacy influences.

In line with these findings, Schunk and Zimmerman(1994, cited by Mousoulides

& Philippou, 2005) reported that there was a positive relationship between self-efficacy

and academic achievement and that if students are trained to have higher self-efficacy

beliefs their academic performance also improves. Most researchers investigating the

relationship between self-efficacy and performance have reported a strong

correspondence (Pajares and Miller, 1994). Students with strong senses of self-efficacy

tendency involve in challenging tasks, invest more effort and persistence, and show

excellent academic performance in comparison with students who lack such confidence

(Bong, 2001, cited by Nasiriyan, Azar, Noruzy, Dalvand 2011).

Conceptual Framework

The studies strongly support the self-efficacy role on improvement of people's

activity (Bandra & Locke (2003). A strong relation between self- efficacy and general

performance of the individuals was observed. Staikovic & Luthans (1988) through a

research on 114 experimental studies which had considered the relationship between the

self – efficacy and the performance found out that there is a strong and positive

relationship between the self-efficacy and the performance. In academic achievements,

Multon Brown & Leni (1991) through a research on 38 studies within the years 1977 to

1988 found the positive relationship between the self-efficacy and the academic

achievements. Due to the fact that the self-efficacy cannot be presumed as the direct

reason for the academic achievement, however, it will be the self- regulation that causes

the academic achievements. The self-efficacy will cause the use of self- regulation and

therefore the relation between self-efficacy and the self- regulation may be defined as

follows: self-efficacy for self- regulated learning.

According to Bandura, 2006 the self-efficacy for self- regulated learning refers to

the individual's beliefs on application of the self- regulation processes such as the goal

setting, self-monitoring, strategy use, self- evaluation and self- reaction. Several

researches have shown the positive relation between the self-efficacy and self- regulated

learning and the academic achievements. (Wigfield, Eccles, Schiefele, Roeser & Kean

2006; Zimmerman, Banudra, & Martinez, Pons, 1992; Denissen Zarrete & Eccles, 2007).
 According to Bandura, 1986 the self-efficacy beliefs are important as through

them the learning processes, motivations, passion and selectiveness regulates the

individual's use in different areas. Accordingly, pour Jafar Doust (2007) according to the

definition of the self-efficacy for the self- regulation (Bandura 2006) considers the self-

efficacy as a born capability that should be organized in behavior, sensational, social and

learning sub- skills including the self-believe (Self- confidence, problem- solving,

positive thinks), self- control, regulating the thinks and behavior to reach the goal, self-

evaluation, self- monitoring, positive thinking, controlling the behavior to reach the goal

step by step, and self-simulation to overcome the losing. The aim of this research is the

prediction in the individual's academic achievements through the sub- skills in the self-

efficacy skills in the model presented by pour Jafar Doust.

Research Paradigm

INPUT PROCESS OUTPUT

1. What is the Profile 1. Analysis of the

of the respondents profile of the
in terms of: respondents in
terms of:
b. Age a. Age
c. Sex b. Sex
d. General Point a. General Point
Average Average

2. What is the 2. Analysis of the

relationship relationship of
between self self efficacy and
efficacy and the the academic
academic performance of
performance of the the selected
selected students in students.
Aringay Senior
High School.

Figure 1: Research Paradigm of the Study

Statement of the Problem

This study attempted to evaluate the relationship between self-efficacy and

academic performance of the selected students in Aringay Senior High School (ASHS)

School Year. 2018-2019 as perceive by the student’s respondents. As specific, this sought

answers to the following questions:

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

a. Age

b. Sex

c. General Point Average

2. What is relationship between self efficacy and academic performance of the

selected students in Aringay Senior High School ?

Hypothesis

There is a significant relationship between the profile of the respondents and to the

relationship between self-efficacy and academic performance of the selected students.

Significance of the Study

The finding of the study would benefit the following:

Students. The researcher’s hope’s that the result of this study would benefit the

student/learners of Aringay Senior High School.

 Teachers. The result of this study it can help them to identify and assess their

selves if they are effective. The study will help them to figure out their weaknesses in

some areas in the field.

School. It would benefit from this study because they will be aware on what the

relationship of Self efficacy to their Academic Performance of the students. This study

will serve as a guide for students to gain knowledge and information about this topic and

so they can devise school plans to better help the students.

Future researchers. Hope’s that the result of this study would benefit the

student/learners of Aringay Senior High School. The researchers provide information

about the Relationship between self-efficacy and academic performance and its possible

effects in learning skills.

Scope and Delimitation

Aim of the current study was to evaluate the relation between self-efficacy and the

academic performance of the selected students of Aringay Senior High School. The study

considers the student’s personal information such as their name, gender, and age. The

researcher limited the study to 50 respondents in Aringay Senior High School. Each of

the respondents was given a questionnaire to answer.

Definition of Terms

The variables below are clearly defined to have an easy understanding of the study.

Academic Performance. This refers to the extent to which a student, teacher or

institution has achieved their short or long-term educational goals.

Self-efficacy. According to psychologist Albert Bandura who originally proposed the

concept, a personal judgment of how well or poorly a person is able to cope with a given

situation based on the skills they have and the circumstance they face. Self-efficacy

affects every area of human endeavor.

General Point of Average (GPA). This refers to calculation results in a mathematical

mean or average of all final grades. The most common form of General Point Average is

based on a 0 to 4.0 scale.

Student / Learners. The benefits of this study are to know the relationship between self-

efficacy and the academic performance of the selected student of Aringay Senior High

School.
 CHAPTER 2

METHODOLOGY

This chapter present the methodology of the study involving the research method

to be used, population and sample size, sampling technique, descriptive of respondents,

instrumentation, data gathering procedure and statistical treatment of data.

Research Design

This study wants to determine the Relationship between Self-efficacy and

Academic Performance of the Selected Students of Aringay Senior High School.

According to Collum and Gonzales (2006), the descriptive method of research is

a fast-finding study with adequate and accurate interpretation of the findings. It describes

with emphasis what actually excerpts such as conditions, practices, situations, or any

other phenomena. This method of research was used to evaluate the Relationship between

Self-efficacy and Academic Performance of the Selected Students of Aringay Senior

High School.

Findings, summary conclusions and recommendations will be shared by the

researchers with the participating students who took part of the study.
Sources of Data

The respondents of this study are Selected Information and Communications

Technology Students of Aringay Senior High School, there is 50 students who answer the

given questionnaire.

Instrumentation and Data Collection

The research instrument utilized an adopted questionnaire from the study entitled

Relationship between Self-efficacy and the Academic Performance of the Selected grade

11 students in Aringay Senior High School Year 2018- 2019.

The questionnaire was divided into two, Part 1 of the questionnaire is design to

determine the respondent’s profile of Selected students from Aringay Senior High

School. Part 2 of the questionnaire is design to determine the relationship between self-

efficacy and the academic performance of the respondents in first semester.

Data- Gathering Procedure

Before the conduct of the study the researcher sought permission to the principal and

teachers of the Aringay Senior High School. Likewise, a letter of permission sent to the

school administrators to administer the questionnaire to the intended respondents. The

researchers personally conducted the floating and retrieval of the questionnaire.

Data Analysis

The responses in the Likert scale will be expressed in the following categories:

Scale Statistical limit Descriptive Rating

4 3.25 -4.00 4
3 2.50 -3.24 3
2 1.75 – 2.49 2
1 1.00 – 1.74 1

CHAPTER 3
 RESULTS AND DISCUSSION

Table 1 Profile of the Respondents (n=50)

Profile Frequency (f) Percentage (%)

Age
14 and below 0 0

15-16 0 0

17-18 44 90

19-20 6 10

TOTAL 50 100

Gender
Male 19 20

Female 31 80

TOTAL 50 100

Table shows that most of the respondents age ranges from 17-18 with a

frequency count of 44 or 90% of the total of the respondents. This reflects that greater

percentage of the respondents were in the middle adolescent stage. Table shows that

female is dominant over male respondents with frequency count of 31and 19

respectively. This means that female respondents dominated the present study.
Table 2: General Pointed Average

Frequency and Percentage Grades of Respondents

GPA Frequency Percentage (%)

75 – 79 8 16

80 – 84 15 30

85 – 89 22 44

90 5 10

Total 50 100

Table 2 show the frequency and percentage distribution of the student’s

respondents by their general point average, most of the respondents had a grade of 85 -

89 with the frequency of 22 or 44%, it means that the students’ self – efficacy has a

significant influence on their academic performance.

Table 3: Self-Efficacy for Academic Achievement

STATEMENT Mean Description

1. Learn my core subjects in my strand. (kaya kong pag- 3.5 Agree
aralan ang mga core subject’s ng senior high school.)
2. Learn the specialized subjects in my strand. (kaya 3.04 Agree
kong pag-aralan ang mga specialized subjects strand ko.)
3. Learn the applied subjects in my strand. (kaya kong 3.74 Agree
pag- aralan ang mga applied subjects sa strand ko.)
4. Finish my homework assignments by deadlines (Kaya 4.78 Agree
kong tapusin ang mga assignment ko at maipasa bago
deadline.)
5. Get myself to study when there are other interesting 3.4 Agree
things to do (Kaya kong piliin ang pag aaral kahit may
ibang mas magandang gawin.)
6. Always concentrate on school subjects during class 2.7 Disagree
(Kaya kong mag-concentrate palagi sa mga subjects ko sa
strand pag may pasok.)
7. Take good notes during class instruction. (Pag may 3.6 Agree
klase, nagtitake down notes ako.)
8. Use the library to get information for class assignments 3.46 Agree
(Pag may assignment, kaya kong pumunta sa library para
gawin ito.)
9. Plan my schoolwork for the day. (Kaya kong iplano 3.54 Agree
ang buong araw na gawin ko sa school.)
10. Organize my schoolwork. (Kaya kong i-organize mula 3.38 Agree
umpisa hanggang dulo ang mga gagawain ko sa school.)
General Weighted Mean 3.51 Agree

Table 3 results shows that student’s perception on our study entitled the Relationship
of Self-efficacy and the Academic Achievement of the selected students is AGREE.
The shows that self-efficacy can affect to the academic achievement of the
respondents.
 Chapter 4

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary

This study determined the Relationship of Self-efficacy and the Academic

Achievement of the selected students of Aringay Senior High School learners.

Specifically, the study sought information on 1. Profile of the Respondents (age and the

gender) 2. What is relationship between self-efficacy and academic performance of the

selected students in Aringay Senior High School.

The majority of the respondents age ranging from 17-18 with a frequency count of

44 or 90% of the total of the respondents. This reflects that greater percentage of the

respondents were in the middle adolescent stage. It shows that female is dominant over

male respondents with frequency count of 31 and 19 respectively. This means that female

respondents dominated the present study. The frequency and percentage distribution of

the student’s respondents by their general point average, most of the respondents had a

grade of 85 - 89 with the frequency of 22 or 44%, it means that the students’ self –

efficacy has a significant influence on their Academic Performance

Self-efficacy is said to have a measure of control over individual's thoughts, feelings

and actions. In other words, the beliefs that individuals hold about their abilities and

outcome of their efforts influence in great ways how they will behave. Therefore, it is not

surprising that many researches shows that self-efficacy influences academic

achievement motivation, learning and academic achievement. In other words, perceived

self-efficacy is concerned with people beliefs in their capabilities to produce given

attainments.

Conclusions
1. Most of the respondents profile 90% belongs to the age of 17-18 years old.

Most of the respondents are female indicated by the frequency of 31 or 80%

of the total population of the respondents.

2. There was significant relationship between self - efficacy and academic

performance of the respondents.

Recommendations
1. We recommend that the student must be concentrate on school subjects

during class.

2. The self-efficacy of our respondents has a significant relationship to the

academic Performance of the students. We recommend that students always

concentrate on school to maintain their grades high.

 REFFERENCES
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Bandura,A,1993. “Perceived self-efficacy in cognitive development and functioning”

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efficacy+in+cognitive+development+and+functioning.&hl=en&as_sdt=0&as_vis=1&oi=
scholart

Bandura,A. & Locke,E. 2003. Negative self-efficacy and goal effects revisited.
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%2C+Botta+V.%2C+Anzaldi+V.+2013.+The+role+of+self-
efficacy+and+internal+locus+of++control+in+online+learning.+&btnG=

Goulão, Mª Fátima 2012. Ensinar e Aprender em ambientes online: Alterações e

Continuidades na(s) prática(s) docente(s). In Moreira, J.A. & Monteiro, A. (orgs).

Ensinar e Aprender Online com Tecnologias Educativas (pp.15-30). Porto: Porto Editora

Goulão, Mª Fátima 2010. Distance Learning - A Strategy for Lifelong Learning. In

Gregory Papanikos & Nicholas Pappas. Horizons in Education (pp.55 – 65).
Atenas: ATINER

Knowles, M. Holton,E. & Swanson, R. 2012. The adult learner. New York: Routledge
Merriam,S. & Brockett,R. 2007. The profession and practice of adult education. San
Francisco: Jossey-Bass

Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. K. (1991). A manual for the
use of the Motivated Strategies for Learning Questionnaire (MSLQ).University of
Michigan.

Rogers,C.R. 1985.Tornar-se pessoa, Lisboa, Moraes Editores

Stone, D.1993. Overconfidence in Initial Self-Efficacy Judgments: Effects on

Taipjutorus, W., Hansen, S., & Brown, M. 2012. Investigating a Relationship between
Learner Control and Self-efficacy in an Online Learning Environment. Journal of Open,
Flexible, and Distance Learning, 16(1), 56 - 69

Zimmerman,B. 2000. Self-Efficacy: An Essential Motive to Learn. Contemporary

Educational Psychology 25, 82–91
https://www.google.com/search?
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+Azar,+Noroozy,+Dalvand,
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Appendix A
 LETTER TO SCHOOL PRINCIPAL

DATE

VIENA LYN A. RUNAS, Ph. D

Principal II
Aringay Senior High School
Aringay, La Union

Ma’am,

May I ask permission from your good office to float our questionnaire to the
Grade 11 students of our school. This is in relation to our research study entitled
“Relationship between Self-efficacy and the Academic Performance of the Selected
Students of Aringay Senior High School”.

Your favorable response to this will be highly appreciated.

Respectfully yours,

MARJORIE D. NISPEROS
ANDREA NICOLE G. DELINA
DANDY U. MAPANAO
JEMARK Q. RULLAN
Researchers
 APPENDIX B
LETTER TO THE RESPONDENTS

DATE

Dear Respondents,
The undersigned is currently gathering data for the descriptive research study entitled
“Relationship between Self-efficacy and the Academic Performance of the Selected
Students Aringay Senior High School”.

In connection to this, the researcher solicits your help by accomplishing the

attached questionnaire honestly. Your response will be treated with outmost
confidentiality and will be used solely for this purpose.

My heartfelt gratitude for your favorable response and effort.

Respectfully yours,

MARJORIE D. NISPEROS
ANDREA NICOLE G. DELINA
DANDY U. MAPANAO
JEMARK Q. RULLAN

Researchers
 APPENDIX C
QUESTIONNAIRE

Dear Respondents,
Greetings!

We, the Grade 12 students of Information and Communications Technology 12

Strand of Aringay Senior High School, is conducting a research study entitled
“Relationship between Self-efficacy and Academic Performance of the Selected Students
Aringay Senior High School”. The study aspires to provide pertinent data that could
evaluate the stated title.

You were chosen as the respondents because of your related knowledge and
experience. In accordance to this, kindly accomplish the questionnaire as truthfully and
accurately as possible. Rest assured that your response would be treated with outmost
confidentiality.
Thank you very much for your cooperation and support!

Respectfully yours,

MARJORIE D. NISPEROS
ANDREA NICOLE G.
DELINA
DANDY MAPANAO
JEMARK Q. RULLAN
Researcher
PART I: Profile of Respondents

Name: ____________________________

Age: ___ 14 and below ___ 17-18

___ 15-16 ___19-20

GENDER: ___ Male ___ Female

GENERAL POINT AVERAGE (1st Semester Average)

___ 79-84 ___ 85-90 ___ 91-100

PART II, Relationship between Self-efficacy and the Academic Performance of the

Selected Students of Aringay Senior High School

Direction: Please put a check ( ) on the box that corresponds to your choice. Use the Verbal
Description below.

Verbal Description

4 - Strongly Agree (SA)

3 - Agree (A)

2 - Disagree (DA)

1 - Strongly Disagree (SDA)

Statement
4 3 2 1
1. Learn my core subjects in my strand. (kaya kong pag-
aralan ang mga core subject’s ng senior high school.)

2. Learn the specialized subjects in my strand. (kaya kong

pag-aralan ang mga specialized subject strand ko.)

3.Learn the applied subjects in my strand. (kaya kong pag-

aralan ang mga applied subject’s ng senior high school.)

4. Finish my homework assignments by deadlines. (kaya

kong tapusin ang mga assignments ko at maipasa bago
deadline.)
5. Get myself study when there are other interesting things
to do. (kaya kong piliin ang pag aaral kahit may ibang mas
magandang gawin.)
6. Always concentrate on school subjects during class.
(kaya kong mag-concentrate palagi sa mga subjects ko sa
strand pag may pasok.)
7.Take good notes during class instruction. ( pag may
klase, nagtitake notes ako.)

8. Use the Library to get information for class

assignments. (pag may assignment, kaya kong pumunta sa
library para gawin ito.)
9. Plan my schoolwork for the day. (kaya kong iplano ang
buong araw na gawin ko sa school.)

10. Organize my schoolwork. (kaya kong i-orginize mula

umpisa hanngang dulo ang mga gagawin ko sa school.)
 APPENDIX D

PROFILE OF THE RESPONDENTS

Profile Frequency (f)

Percentage (%)

Age
14 and below 0 0

15-16 0 0

17-18 44 90

19-20 6 10

TOTAL 50 100

Gender
Male 19 20

Female 31 80

TOTAL 50 100
 APPENDIX E
GENERAL POINT AVERAGE

GPA Frequency Percent (%)

75 – 79 13 43

80 – 84 9 35

85 – 89 5 12

90 3 10

Total 30 100
 APPENDIX F

Statement Mean Verbal

Interpretation

1. Learn my core subjects in my strand. (kaya kong pag 3.5 Agree

aralan ang mga core subject’s ng senior high school.)
2. Learn the specialized subjects in my strand. (kaya kong 3.04 Agree
pag-aralan ang mga specialized subject strand ko.)
3. Learn the applied subjects in my strand. (kaya kong pag- 3.74 Agree
aralan ang mga applied subject’s ng senior high school.)
4. Finish my homework assignments by deadlines. (kaya 4.78 Agree
kong tapusin ang mga assignments ko at maipasa bago
deadline.)
5. Get myself study when there are other interesting things to 3.4 Agree
do. (kaya kong piliin ang pag aaral kahit may ibang mas
magandang gawin.)
6. Always concentrate on school subjects during class. (kaya 2.7 Disagree
kong mag-concentrate palagi sa mga subjects ko sa strand
pag may pasok.)
7.Take good notes during class instruction. (pag may klase, 3.6 Agree
nagtitake notes ako.)
8. Use the Library to get information for class assignments. 3.46 Agree
(pag may assignment, kaya kong pumunta sa library para
gawin ito.)
9. Plan my schoolwork for the day. (kaya kong iplano ang 3.54 Agree
buong araw na gawin ko sa school.)
10. Organize my schoolwork. (kaya kong i-orginize mula 3.38 Agree
umpisa hanngang dulo ang mga gagawin ko sa school.)
General Weighted Mean 3.51 Agree
 CURRICULUM VITAE

MARJORIE D. NISPEROS

Permanent Address : San Benito Sur Aringay La, Union

Date of Birth : November 10, 1999
Place of Birth : San Fernando La, Unioon
Guardian : Juan P. Aguado
Civil Status : Single
School Address : Sta. Rita East Aringay La Union
Contact Number : 09124843607

EDUCATIONAL BACKGROUND

2012 -2013 Elementary Graduate

Nagpayong Elementary School
Centennial 2 Pinagbuhatn Pasig City
2016-2017 Junior High School Completers
Nagpayong High School
Centennial 2 Pinagbuhatn Pasig City
2019 – Present Studying Senior High
Aringay Senior High School
Sta. Rita East Aringay La Union

AWARDS/HONORS RECIEVED

2018-2019 Top 10 achievers

Aringay Senior High School
First semester

EXAMINATION PASSED

December 28, 2018 National Certificate Assessment II

AMA College
San Fernando City
NC2 Passer

TRAINING AND SEMINARS ATTENTED

2017 Robotics-Aringay Senior High School
2018 Gender Equality- Aringay Senior High School
Fire and Earthquake prevention- Aringay Senior High School

NISPEROS, MARJORIE D.
Signature over Printed Name
DANDY MAPANAO

Permanent Address : Samara, Aringay La, Union

Date of Birth : March 09, 1998
Place of Birth : Aringay La, Unioon
Guardian : Danilo & Adelina Mapanao
Civil Status : Single
School Address : Samara Aringay La Union

EDUCATIONAL BACKGROUND

2011-2012 Elementary Graduate

Samara Elementary School
Aringay La Union
2015-2016 Junior High School Completers
Aringay National High School
Aringay La Union
2017 – Present Studying Senior High
Aringay Senior High School
Sta. Rita East Aringay La Union

EXAMINATION PASSED

December 28,2016
National Certificate Assessment II
AMA College
San Fernando City
NC2 Passer
TRAINING AND SEMINARS ATTENTED

2017 Robotics-Aringay Senior High School

2018 Gender Equality- Aringay Senior High School
Fire and Earthquake prevention- Aringay Senior High School

MAPANAO, DANDY U.
Signature over Printed Name
ANDREA NICOLE G. DELINA

Permanent Address : Sta Rita West Aringay La, Union

Date of Birth : October 04, 2000
Place of Birth : Muntilupa City
Guardian : Achilles Alexis M. Delina
Civil Status : Single
School Address : Sta. Rita East Aringay La Union
Contact Number : 09260550761

EDUCATIONAL BACKGROUND

2006-2012 Elementary Graduate

Sta Rita Elementary School
Sta Rita Aringay La Union
2012-2017 Junior High School Completers
Aringay National High School
Poblacion Aringay La Union
2017-2019 - Present Studying Senior High
Aringay Senior High School
Sta. Rita East Aringay La Union

TRAINING AND WORK EXPERIENCE

April 16 – May 04 On Job Training At Aringay Senior High School

May 07 – May 25 On Job Training At Aringay Municipal Hall

TRAINING AND SEMINARS ATTENTED

2017 Robotics-Aringay Senior High School

2018 Gender Equality- Aringay Senior High School
Fire and Earthquake prevention- Aringay Senior High School
ELIGIBILITY

National Certificate II Computer Hardware Servicing TESDA passer.

DELINA, ANDREA NICOLE G.

Signature over Printed Name