DATA CENTER COLLEGE OF THE PHILIPPINES

SENIOR HIGH SCHOOL DEPARTMENT

PROBLEMS ENCOUNTERED BY TECHNICAL VOCATONAL

STUDENTS IN BLENDED LEARNING

A Research Presented to the Faculty of the Senior High School Department in

Data Center College of the Philippines of Laoag

Practical Research

Of the Grade 12 ICT – Bill Gates

SUBMITTED BY:

HANNAH EDELYNE A. MARIANO

HAIZEL MAE M. ABULUYAN

MICHAEL B. ANTOLIN

NATHANIEL M. PASCUAL

CHRISTIAN RICH RONDAL

WACKY JAY MHAYRYAN YALA

May, 2022
 DATA CENTER COLLEGE OF THE PHILIPPINES

Senior High School

Laoag City

APPROVAL SHEET

In partial fulfillment of the requirements for the Track /Strand Communication

Information Technology this quantitative research, titled, “Problems Encounter by Technical
Vocational Students in Blended Learning”. Prepared and submitted by Mariano, Hannah
Edelyne A, Abuluyan, Haizel Mae M, Antolin, Michael B, Yala, Wacky Jay Mhayryan,
Rondal, Christian Rich, Pascual, and Nathaniel M. is hereby recommended for oral
examination.

ELAINE RIOTOC

Research Adviser

Approved by the panel of examiners during the oral examination with grade of

given on ,2022.

PANEL OF EXAMINERS

Evaluator Evaluator Evaluator

Accept and Approved in partial fulfillment of the requirement for the Track/Strand Information

Communication Technology.

ELMORE RIOTOC

SHS Program Head

ABSTRACT
 ACKNOWLEDGEMENT

Immeasurable gratitude and sincere appreciation are extended to the following individuals who
have helped in some way to making this work possible.
First and foremost, I want to thank our Almighty God for the wisdom he has bestowed upon me,
as well as the strength, peace of mind, and good health that has enabled us to complete this
research.

Ms. Elaine Riotoc, our research consultant and topic specialist, for her assistance, advice,
direction, recommendations, and provisions that enabled her in the completion and
accomplishment of this study. She contributed her expertise and helped with data analysis and
statistical calculations. Finally, through providing and never ceasing to assist in the completion
of this research.

To the Tech-Voc Students, it would help them to address the problems encountered using blended
learning.

To the Future Researchers, it will serve as a benchmark information to do further research related on
Blended learning studies.

To the Teachers, it would help them to think the appropriate strategies and enhance blended materials
for learning.

To the Institution, we advocate for increased program support and investment in tools and resources;
but, this will be effective only if we focus on students rather than systems and procedures. Change
should not be borne solely by educators. It takes a lot of work in the background to create meaningful
change and sustain that progress. A people-first approach is essential for facilitating Blended Learning
in adult basic education.
 DEDICATION

This work is the result of numerous and severe sacrifices. This work is healthy and proudly
devoted to the individuals who serve as an inspiration thanks to the efforts of the researchers.
From parents and guardians to classmates and friends who stepped forward to aid in the midst of
difficulties while undertaking this work.

To the faculty and employees of Data Center College of the Philippines, Laoag City. Above all,
to our Almighty God, who has showered us with His benefits in our daily lives, particularly for
the strength, courage, patience, wisdom, time, and guidance in carrying out our mission.

The Researchers
TABLE OF CONTENTS

1.1 CHAPTER 1: Introduction……………………………………………………………….6

Background of the study………………………………………………………………....6

Statement of the problem………………………………………………………………...

Theoretical and Conceptual Framework………………………………………………...

Significance of the study…………………………………………………………………

Scope and delimitation…………………………………………………………………...

Definition of terms……………………………………………………………………….

1.2 CHAPTER 2: Literature…………………………………………………………………

RRL………………………………………………………………………………………

1.3 CHAPTER 3: Methodology………………………………………………………………

Research Design………………………………………………………………………….

Population and Sampling Technique……………………………………………………..

Data Gathering ……………………………………………………………………………

Statistical treatment……………………………………………………………………….

1.4 CHAPTER 4: Data analysis and interpretation…………………………………………..

1.5 CHAPTER 5: Summary of Findings, conclusion, and recommendation ……………….

Bibliography……………………………………………………………………………..
 Problems Encounter by Technical Vocational Students in Blended Learning

CHAPTER I
The Problem and Its Background
Introduction
Blended Learning (BL) is a method of learning delivery that combines distance learning
approaches such as online distance learning, modular distance learning, and TV/Radio-based
instruction.

When students participate in online learning, they learn in a completely virtual environment.
With the creation of the internet in the 1990s, online learning (also known as e-learning) was first used
in distance learning. It enables students from all over the world to connect online with academic
institutions and other students while working toward a degree or certificate.

Modular Learning is a learning delivery modality developed by the Department of Education

(DepEd) in which learning occurs without physical interaction between teachers and students. Distant
learning is best suited to self-directed learners and students with the assistance of parents, relatives, or
family members. Students enrolled in modular distance learning can supplement their studies with self-
learning modules (SLM) that are either printed or available in digital format. Meanwhile, teachers use
e-mail, text messages, instant messaging (chat), or the phone to monitor and guide students' progress.
Meanwhile, a parent or guardian is referred to as the "ParaTeacher," and they will guide the learner
through their studies.
Technical and vocational education and training (TVET) is defined as education, training,
and skill development in a variety of occupational fields, manufacturing, services, and livelihoods.
TVET, as part of lifelong learning, can occur at the secondary, post-secondary, and tertiary levels and
includes work-based learning, continuing training, and professional development, all of which can lead
to qualifications. TVET also includes a wide range of opportunities for skill development that are
tailored to national and local contexts. TVET includes learning to learn, developing literacy and
numeracy skills, transversal skills, and citizenship skills.
 Statement of the Problem
This study was conducted to determine the problems encountered by the Technical
Vocational students in Blended Learning. Specifically, this study attempts to achieve the
following:
1.Profile of the respondent in terms of:
a. Sex
b. Strand
2.What are the problems encountered by technical vocational student in online learning
a. Gadget
b. Internet Connection
3.What are the problems encountered in modular learning

Theoretical and Conceptual Framework

Theoretical Framework
It is impossible to include all Blended Learning models in this article. Wang, Han, and
Yang (2015) present a comprehensive analysis of all main blended learning theoretical
frameworks. The Complex Adaptive Blended Learning System and the Community of Inquiry
will be the focal points of this chapter. These two methods take a holistic approach to blended
learning design and execution. They apply to Blended Learning in any segment of education,
with appropriate adaptations made based on the needs and characteristics of the learners, whether
you are a teacher or instructor in K–12 schools, colleges and universities, the military, the
industrial workplace, or the corporate world.
According to Garrison (2016), Inquiry-based learning is considered as a crucial
possibility for gaining competency in higher-order thinking skills beyond subject acquisition.
Inquiry-based learning does not include passive, hobbyist learners. Beyond information
acquisition, inquiry-based learning is considered as a critical opportunity for developing higher-
order thinking skills.
 According to Hornby, as referenced in Yoseph and Mekuwanint (2015) and Malik
(2012), a module is a virtually self-contained unit of work in a course of instruction and a
teaching approach centered on the development of skills and knowledge in discrete units.
As a result, a module is a course that, when combined with other related courses, can
become a specific area of specialty. Each unit or module is a measurable component of a longer
learning experience that leads to a certain qualification(s) "for which a specific number, and
typically sequence, of units or modules is required."

E-learning theory is based on cognitive science ideas that show how the use and design of
educational technology can help students learn more effectively (David, 2015; Wang 2012).
Sweller, Van Merrinboer, and Paas (2019) established the theory using a set of assumptions
based on Cognitive Load Theory.

Conceptual framework
This study will determine the problems encountered by Technical Vocational students in
Blended Learning.

INDEPENDENT

•Better internet connection during

online class DEPENDENT
 Cannot attend online
•Lack of gadgets to use classes
•No internet connection  No gadgets to use

•Lack of fundamental computer/digital

•New ways of thinking about lack of

communication
 Scope and Delimitation
This study focuses on the problems encountered by the Technical Vocational students
of Data Center College of the Philippines Senior High School for the Academic Year 2021 -
2022. Further, the researchers delimited to the grade 12 students only. The study will be based
only on the responses of the respondents, thus their honesty in answering affected the result.

Significance of the Study

The study focus on the problems encountered by Technical Vocational student using blended
learning. Through this study, the following will benefits:
 To the students, it would help them address the problems encountered using modular
learning.
 To the future researchers, it would help them to have information about the problems
encountered by technical vocational student using modular learning, also it would
help them in terms of information that the study would provide.
 To the institution, we advocate for increased program support and investment in
tools and resources; but, this will be effective only if we focus on people rather
than systems and procedures. Change should not be borne solely by educators.
It takes a lot of work in the background to create meaningful change and sustain
that progress. A people-first approach is essential for facilitating blended
learning in adult basic education.

Definition of terms

Technical Vocational - Career and technical education is a term applied to schools,

institutions, and educational programs that specialize in the skilled trades, applied sciences,
modern technologies, and career preparation.

Blended Learning –a style of education in which students learn via electronic and online
media as well as traditional face-to-face teaching.
Challenges-an objection to something as not being true, genuine, correct, or proper or to a
person (as a juror) as not being correct, qualified, or approved.

Problem-a matter or situation regarded as unwelcome or harmful and needing to be dealt with
and overcome.

Tech-Voc Student- Who is taking Tech-Voc strand.

 CHAPTER II

SENIOR HIGH SCHOOL TECHNICAL VOCATIONAL LIVELIHOOD ISSUES,

CONCERNS AND INTERVATIONS DURING COVID-19 CRISIS

Students in Senior High School are disproportionately affected by school closures

during COVID-19. Learning has been done remotely, for example, through modules, the
internet, television, or radio. However, lack of access to electricity, internet connectivity,
devices or media, learning platforms, or inadequate teacher and student preparation for
distance learning limit the extent to which learning can still take place outside the classroom,
particularly in the Technical-Vocational-Livelihood (TVL) Track. Due to conflicting
domestic responsibilities such as caring for children and elderly family members, as well as
other household activities to assist the family financially survive, some students confront
additional time restraints. In low-income communities and among vulnerable learners,
adjusting to remote learning might be the most difficult.

Distance learning is particularly difficult for TVL because of its emphasis on practical
skills and work preparedness. Practical skills are frequently learned through hands-on
experience gained through work immersion or learning-by-doing in school-based workshops
and laboratories. When practical exercises demand the use of equipment or materials not
commonly found in the home, distance learning approaches are now considered as a poor
substitute. TVL specialties that rely significantly on learning-by-doing, on the other hand,
have the most difficulty adapting to remote learning.

Another issue is the TVL track's application of Work Immersion (WI). During the
COVID-19 crisis, this is badly impacted. During the pandemic and any future disruptions in
school, Work Immersion is expected to provide SHS TVL learners with opportunities to
become familiar with the workplace, mimic employment, and use their competence in
Computer Systems Servicing in the actual work environment. Work-based learning is
required for the TVL course, but optional for the other tracks.

This Community-Based Trainings and Work Immersion project may address the
difficulties with the current crisis, since it aligns with the K to 12 targets for Senior High
School graduates. Despite the ongoing crisis, all that was required was a commitment to the
profession, a little ingenuity, and innovativeness on the part of TVL teachers to make these
activities available for the benefit of our students.

The Problems of students that they Encounter by Blended Learning are: Students
struggled by technological issues, expenses of technology, Inadequate training, poor internet,
distractions, lack of focus, deceased motivation, weakened relationship between students and
teachers.

It is impossible to include all blended learning models in this article. Wang, Han, and
Yang (2015) present a comprehensive analysis of all main blended learning theoretical
frameworks. The Complex Adaptive Blended Learning System and the Community of Inquiry
will be the focal points of this chapter.
 CHAPTER III

METHODOLOGY

This chapter presents methods and procedures that will be use, the respondents of the
study, the source of data, instruments used in the gathering of the date and the statistical
treatment of the data.

RESEARCH DESIGN

This study will make use of the descriptive-analytic research design which aims to
collect information regarding to the problems encountered by technological vocational
students. Descriptive-analytic research, according to Catherine Cote (2021) Descriptive
analytics is the process of using current and historical data to identify trends and relationships.
It’s sometimes called the simplest form of data analysis because it describes trends and
relationships but doesn’t dig deeper.

POPULATION AND SAMPLING TECHNIQUE

The study uses Simple Random Sampling which is a type of probability stratified
random sampling technique because only the Technical Vocational students from Data Center
College of the Philippines Grade 12 Senior High School will consider as the respondent of the
study. The study includes a total number of 50 respondents. In addition, target respondent is
both males and females.

N
Slovi n' s Formula=
1+ N e2

Where,
N is the total population
e is the margin of error

DATA GATHERING INSTRUMENT

With the guidance of Practical Research and Technical Vocational teachers, the
researchers prepare a questionnaire to extend the knowledge about the topic and to find what
exactly struggling in blended learning. The researchers will construct a questionnaire form for
the 50 technical vocational students that will consist a checkbox list of which profile of the
respondent, what are the problems encounter by Technical Vocational student in online
learning and challenges and what are the problems encountered in modular learning. The
questionnaire will be retrieved and responses will subject to statistical analysis
DATA GATHERING PROCEDURE

A letter was written by the researchers and was submitted to the head of the school for
the approval of their request to conduct a survey. After approval from the head of the school
of the school, the researchers will begin to gather a date to the target respondent, and after
which it will be subject to interpretation through tables.

DATA ANALYSIS AND STATISTICAL TREATMENT

Is essential of data to make use of the data in the right form. Raw data collection is
only one aspect of any experiment. The organization of data is equally important so that
appropriate conclusion can be drawn. (Siddharta Kalla, 2009)

1. Frequency Count. Frequency count is used to count the number of times that each
variable occurs, such as the number of times that each variable occurs, such as the number of
males and females within the sample. Measure of central tendency give one number that
represents the entire of scores, such as the mean.

2. Percentage. Percentage is used to find the profile and rate of respondents in term of
age, gender, and length of service. X 100 FORMULA: WHERE: x = variable to be
determined n= sample size

3. Weighted Mean. The weight mean of the responses was used to describe the problem
encountered by technical vocational students of Data Center College of the Philippines Senior
High School. The following formula was used for weighted mean:

∑ cj
j
WM=
N
Where: J=frequency of the respondents

C= arbitrary values of the 5-point Likert scale

WM = stands for weighted mean

N= number of terms to be averaged

4. Scales of Measurement. These will be to describe and characterized the mean results of
Data Center College of the Philippines Senior High School Using Blended Learning. Point
of value, Liker-Scale Range, and Descriptive Interpretation.

Point Value Liker-Scale Range Descriptive Interpretation

5 4.21-5.00 Strongly Agree
4 3.41-4.20 Agree
3 2.61-3.40 Neutral
2 1.81-2.60 Disagree
1 1.0-1.80 Strongly Disagree
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, an analysis and interpretation of data obtained in the study. The
aforementioned data were then analyzed to be presented, discussed and interpreted according to
the parameters in order to address the issues sighted in the study. Furthermore, presentation of
data is done through tables.

PART 1: PROFILE OF RESPONDENT

Table 1. SEX

GENDER FREQUENCY PERCENTAGE

MALE 21 42%
FEMALE 29 58%
TOTAL 50 100%

The data shown in the table 1 describes the sex of the respondents of Tech-Voc Students
in Blended Learning of the Grade 12 Student of Data Center College of The Philippines. With
correspondents to the findings, male show smaller number as to female with a percentage of 42%
and 58% respectively.

TABLE 2. STRAND

COURSE FREQUENCY PERCENTAGE

HRS 23 38%
ICT 12 29%
CGV 15 33%
TOTAL 50 100%

The result in table 2 describes the strand of the respondents of Tech-Voc Students
in Blended Learning of the Grade 12 Student of Data Center College of The Philippines. With
the correspondents to the findings, ICT has the least percentage of total respondents which is
29%, while the HRS got the highest percentage of 38% total respondents, Lastly, CGV has a
total respondents of 33%.

TABLE 3. GADGET

CELLULAR NAME FREQUENCY PERCENTAGE

CELLPHONE 48 96.%
LAPTOP 2 4%
TOTAL 50 100%

The data shown in the table 3 describes the gadget of the respondents of Tech-Voc
Students in Blended Learning of the Grade 12 Student of Data Center College Of The
Philippines. With the total correspondents to the findings, cellphone got the highest result as to
laptop with a percentage of 96% and 4% respectively.

TABLE 4. INTERNET CONNECTION

INTERNET FREQUENCY PERCENTAGE

CONNECTION
MOBILE DATA 19 39%
WI-FI 31 61%
TOTAL 50 100%

The result in table 4 describes the internet connection of the respondents of Tech-Voc
Students in Blended Learning of the Grade 12 Student of Data Center College of The
Philippines. With the total correspondents to the findings, Wi-Fi shows the higher result as to
mobile data with a percentage of 61% and 39% total respondents.
TABLE 5. WHAT ARE THE PROBLEMS ENCOUNTERED IN MODULAR LEARNING

QUESTION WEIGHTED LEVEL OF

MEAN AGREEMENT
1. Lack of Instant communication 3.52 AGREE
2. Ineffective time management 3.52 AGREE
3. Lack of basic computer or digital skill. 3.44 AGREE
4. Not receiving clear instructions 3.58 AGREE
5. Can comprehend the lesson well 3.68 AGREE
6. Topics were discussed too fast 3.6 NEUTRAL
7. Lack of sleep 4 AGREE
8. Poor Motivation 3.84 AGREE
9. Lack of focus 3.96 AGREE
10. Not enough time to answer the learning 3.64 AGREE
materials.
11. Find it hard to meet deadlines 3.54 AGREE
AVERAGE OF WEIGHTED MEAN 3.66 AGREE

The date shown on the table 5 describes the accumulated result based on THE PROBLEMS
ENCOUNTERED IN MODULAR LEARNING of the Tech-Voc Students in Blended Learning of the Grade 12
Student in Data Center College of the Philippines. Based on the data most of the questionnaires resulted
agree on the level of agreement. Out of fifty (50) respondents in question number 7: Lack of Sleep got
the highest weighted mean of 4 marks “AGREE” as the level of agreement. Moreover, number 1: Lack of
Instant communication got a percentage of 3.52 with “AGREE” as the level of agreement. Question
number 2: Ineffective time management got the percentage mean of 3.52 with the level of agreement of
“AGREE” question number 3: Lack of basic computer or digital skill. Got the percentage of 3.44 with the
level of agreement of “AGREE”. Question number 4: Not receiving clear instructions got the percentage
of 3.58 with the level of agreement of “AGREE”. Question number 5: Can comprehend the lesson well
with the percentage of 3.68 and the level of agreement of “AGREE”. Question number 6: Topics were
discussed too fast with the percentage of 3.06 with the level of agreement of “NEUTRAL” Question
number 7: Lack of sleep with the percentage of 4 and the level of agreement “AGREE”. Question number
8: Poor Motivation has the percentage of 3.84 with the level of agreement of “AGREE”. Question
number 9: Lack of focus with the percentage of 3.96 and the level of agreement of “AGREE”. Question
number 10: Not enough time to answer the learning materials with the level of agreement of “AGREE”.
Question number 11: Find it hard to meet deadlines has the percentage of 3.54 and the level of
agreement of “AGREE’.

All over the result of gathered data average of weighted mean has a 3.66 mean percentage
with has “NEUTRAL”

On the other hand question number 6: Topics were discussed too fast is not merely a
problem because of the neutral result 3.6 which is still high. In addition to that, as supported of
Dr. Carl Rosenberg published on September 25, 2020 by the result of number 7: Lack of Sleep.
Most distance learners do not adhere to a strict timetable. The 'new normal' timetable for remote
workers is significantly more flexible. However, we are also juggling more unscheduled
activities. This kind of turmoil adds stress, reduces time for relaxation and self-care, and disturbs
the regular sleep routine.
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATION

Chapter 5 contains the research summary, conclusions and recommendations of the

whole study. The findings of the study without so much detailed information is written on the
summary. Generalizations and other interferences would be seen on the conclusion while the
recommendations of the researchers to the beneficiaries of this study can also be seen on this
chapter. Generally, this chapter aims to cover-up the end result of the study

SUMMARY OF FINDINGS

This research study titled “Problems Encounter by Technical Vocational Students in

Blended Learning of the Grade 12 of Data Center College of the Philippines S.Y. 2021-2022”
was conducted in Data Center College of the Philippines, Laoag City. These are the problems
encountered by Technical Vocational Students:

 Lack of Sleep got the highest weighted mean of 4 marks “AGREE” as the level
of agreement.

As supported of Dr. Carl Rosenberg published on September 25, 2020 by the result of
question 7: Lack of Sleep. Most distance learners do not adhere to a strict timetable. The 'new
normal' timetable for remote workers is significantly more flexible. However, we are also
juggling more unscheduled activities. This kind of turmoil adds stress, reduces time for
relaxation and self-care, and disturbs the regular sleep routine.

 “Topics were discussed too fast” is not merely a problem because of the neutral
result 3.6 which is still high.

As supported by the study of Watts (2016) Asynchronous instruction means that teachers
and students do not have synchronous sessions and that students can access course content at any
time they want or need it using the Internet. Participants communicate mostly through email and
online forums, which are normally moderated by the teacher.
CONCLUSION
Students taking up Technical Vocational Strand of Data Center College of the
Philippines, Senior High School Department was mostly affected on blended learning amidst
Covid-19 pandemic. The result of the gathered data Out of fifty (50) respondents in question
number 7: Lack of Sleep got the highest mean of 4 marks “AGREE” as the level of agreement.
In addition to that, as supported of Dr. Carl Rosenberg published on September 25, 2020
by the result of number 7: Lack of Sleep. Most distance learners do not adhere to a strict
timetable. The 'new normal' timetable for remote workers is significantly more flexible.
However, we are also juggling more unscheduled activities. This kind of turmoil adds stress,
reduces time for relaxation and self-care, and disturbs the regular sleep routine.

RECOMMENDATION

To the Tech-Voc Students, it would help them to address the problems encountered using blended
learning.

To the Future Researchers, it will serve as a benchmark information to do further research related on
Blended learning studies.

To the Teachers, it would help them to think the appropriate strategies and enhance blended materials
for learning.

To the Institution, we advocate for increased program support and investment in tools and resources;
but, this will be effective only if we focus on students rather than systems and procedures. Change
should not be borne solely by educators. It takes a lot of work in the background to create meaningful
change and sustain that progress. A people-first approach is essential for facilitating Blended Learning
in adult basic education.
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What are the Challenges of Implementing Blended Learning in Adult Education? | ProLiteracy

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xZNYOgZjekJ-MQdC0_dTzp-0AmyYg1Jk

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https://digitalmarketinginstitute.com/blog/what-are-the-benefits-of-blended-learning?
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Blended-Learning-P32G4QHESCF6%3Ffbclid%3DIwAR0QBl-
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%2520cognitivist%252C%2520and%2520constructivist&h=AT11at2fw56d7ZaO-
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CURRICULUM
VITAE
MARIANO HANNAH EDELYNE A.

Brgy.28 Prieto St. Laoag City

Ilocos Norte Philippines

Contact Number: 09163268592

PERSONAL INFORMATION

Birth Date: October 15, 2003

Place of Birth: Laoag City, Ilocos Norte

Gender: Female

Civil Status: Filipino

Height: 5’4

Religion: Catholic

EDUCATIONAL BACKGROUND

SECONDARY (SENIOR HIGHSCHOOL):

Data Center College of the Philippines Laoag City

Brgy. 8 San Vicente, Laoag City

S.Y. 2021-2022

SECONDARY (JUNIOR HIGHSCHOOL):

Ilocos Norte National High School

Brgy. 3 Gov. Roque B. Ablan, Laoag City

S.Y. 2019-2022
ELEMENTARY:

Plaridel Elementary School

Brgy. 28 M.H. Del Pilar, Laoag City

S.Y. 2015-2016
ABULUYAN HAIZEL MAE M.

Brgy. 58 Casili Laoag City, Ilocos Norte Philippines

Contact Number: 09954062805

PERSONAL INFORMATION

Birth Date: December 13, 2003

Place of Birth: Batac City, Ilocos Norte

Gender: Female

Civil Status: Filipino

Height: 5’2

Religion: Catholic

EDUCATIONAL BACKGROUND

SECONDARY (SENIOR HIGHSCHOOL):

Data Center College of the Philippines Laoag City

Brgy. 8 San Vicente, Laoag City

S.Y. 2021-2022

SECONDARY (JUNIOR HIGHSCHOOL):

Ilocos Norte College of Arts and Trades

Brgy. 5 P. Gomez St., Laoag City, Ilocos Norte

S.Y. 2019-2022
ELEMENTARY:

Casili Elementary School

Brgy. 58 Casili, Laoag City

S.Y. 2015-2016
ANTOLIN, MICHAEL B.

Brgy. 25 Sacritan, Pinili Ilocos Norte Philippines

Contact Number: 09153331047

PERSONAL INFORMATION

Birth Date: March 10, 2004

Place of Birth: Pinili, Ilocos Norte

Gender: Male

Civil Status: Filipino

Height: 5’2

Religion: Catholic

EDUCATIONAL BACKGROUND

SECONDARY (SENIOR HIGHSCHOOL):

Data Center College of the Philippines Laoag City

Brgy. 8 San Vicente, Laoag City

S.Y. 2021-2022

SECONDARY (JUNIOR HIGHSCHOOL):

Sacritan Integrated School

Brgy.25 Sacritan, Pinili, Ilocos Norte

S.Y. 2019-2022
ELEMENTARY:

Sacritan Integrated School

Brgy. 25 Sacritan, Pinili, Ilocos Norte

S.Y. 2015-2016
YALA, WACKY JAY MHAYRYAN
Brgy. 54-B Cammangaan Laoag City, Ilocos Norte Philippines

Contact Number: 09633978548

PERSONAL INFORMATION

Birth Date: August 8, 2004

Place of Birth: Laoag City, Ilocos Norte

Gender: Male

Civil Status: Filipino

Height: 5’4

Religion: Catholic

EDUCATIONAL BACKGROUND

SECONDARY (SENIOR HIGHSCHOOL):

Data Center College of the Philippines Laoag City

Brgy. 8 San Vicente, Laoag City

S.Y. 2021-2022

SECONDARY (JUNIOR HIGHSCHOOL):

Ilocos Norte College of Arts and Trades

Brgy. 5 P. Gomez St., Laoag City, Ilocos Norte

S.Y. 2019-2022

ELEMENTARY:

Laoag Central Elementary School

S.Y. 2015-2016
RONDAL, CHRISTIAN RICH S.
Brgy. 18 1-A Bingao, Ilocos Norte Philippines

Contact Number: 09279717869

PERSONAL INFORMATION

Birth Date: September 18, 2003

Place of Birth: Nueva Era

Gender: Male

Civil Status: Filipino

Height: 5’9

Religion: Catholic

EDUCATIONAL BACKGROUND

SECONDARY (SENIOR HIGHSCHOOL):

Data Center College of the Philippines Laoag City

Brgy. 8 San Vicente, Laoag City

S.Y. 2021-2022

SECONDARY (JUNIOR HIGHSCHOOL):

Batac National High School (Bungon Campus)

Brgy. 14 Bungon, Batac City

S.Y. 2019-2022
ELEMENTARY:

Baay Elementary School

Brgy. 13 Baay, Batac City

S.Y. 2015-2016
PASCUAL, NATHANIEL MARCO M.
Brgy.28 Laoag City, Ilocos Norte Philippines

Contact Number: 09480845513

PERSONAL INFORMATION

Birth Date: December 10, 2004

Place of Birth: Lasam, Cagayan

Gender: Male

Civil Status: Filipino

Height: 5’10

Religion: Catholic

EDUCATIONAL BACKGROUND

SECONDARY (SENIOR HIGHSCHOOL):

Data Center College of the Philippines Laoag City

Brgy. 8 San Vicente, Laoag City

S.Y. 2021-2022

SECONDARY (JUNIOR HIGHSCHOOL):

Ilocos Norte College of Arts and Trades

Brgy. 5 P. Gomez St., Laoag City
S.Y. 2019-2022
ELEMENTARY:

Plaridel Elementary School

Brgy. 28 M.H. Del Pilar, Laoag City
S.Y. 2015-2016