1

CHAPTER 1

THE PROBLEM

RATIONALE

The importance of education was instilled into me from an early age. It really

helped me to achieve a lot knowing that if something happened with sport, I would still

be on track for a different career. Having an education that I could come back to has

given me the motivation and confidence to achieve at the top level. (Canoe, 2014)

Academic is used to describe things that relate to the work done in schools,

colleges and universities, especially work which involves studying and reasoning rather

than practical or technical skills meanwhile Sports are activity involving physical

exertion and skill in which an individual team competes against another or others for

entertainment. Sports are games such as volleyball and basketball and other competitive

leisure activities which need physical effort and skill. If you say that someone is sport or

a good sport, you mean that they cope with a difficult situation or teasing a cheerful way.

It is not uncommon for people to assume that the average student athlete places a higher

value on athletic performance than academic performance. Though these misconceptions

surrounding the student athlete painted by popular media may hold in some cases, they

do not hold true for the vast majority. In fact the average real-life students athlete

performs better in school than you may realize. One of the hardest thing to do if you are

an athlete is to concurrent between Academic and sports. Some athletes are not focusing

on their academic they are more spending their time in sports rather than school activities

or in their studies.
 2

Balancing sports and academics can be a challenge for high school students, and

they often need the help of teachers and coaches to handle these pressures. However,

instead of acting like colleagues, these educators can seem more like rivals, each vying

for students time, effort, and commitment.

Maintaining the balance between sports and academics is not impossible; there

are many famous sportsmen who have achieved success on both these fronts. How did

they manage to strike a balance? Effectively managing their time and a complete

dedication to their concerned sport, is key to the success. In today's competitive world,

having good education gives any student a kind of surety about his/her future, and is this

the reason why formal education has assumed so much significance. Thus, from a

practical perspective, students should give equal importance to sports and academics.

Every student athlete has the invariable task to study and compete, it’s like having

two day time job. Student athlete is a student before an athlete, after all. They know that

in order for them to be able to play the game they love, they have to perform well in

school to qualify or be allowed to play. The thought of not being able to play their

favorite sport simply because of failing grades is enough reason for many student athletes

to not only meet the academic requirements but often, exceed them.

Many children go through similar emotional turmoil on a daily basis while trying

to balance studies and sports. Chasing school projects deadlines, finishing homework and

keeping up with studies are the most strenuous forms of exercises that many students

engage in while passionately honing their sport skills.

 3

Giving physical education and sports the requisite weightage in the school

curriculum is not an easy task and the stakeholders take time to accept sports at par with

academics for their children.

Often, having students involved in extracurricular activities like sports can pose a

catch situation as the benefits of sports for students comes with the demand for their time,

thus sacrificing the time meant for academic rituals.

RELATED LEGAL BASIS

Article 2, Section 13. The State recognizes the vital role of the youth in nation-

building and shall promote and protect their physical, moral, spiritual, intellectual, and

social well-being. It shall inculcate in the youth patriotism and nationalism, and

encourage their involvement in public and civic affairs.

Article 14, Section 19. (1). The State shall promote physical education and

encourage sports programs., league competitions, and amateur sports, discipline,

teamwork, and excellence for the development of a healthy and alert citizenry.

(2) All educational institutions shall undertake regular sports activities throughout

the country in cooperation with athletic clubs and other sectors.

 4

THEORITICAL FRAMEWORK

This study is predominantly attached on (Sitkowski's, 2012) "Effects of

Participation in Athletics on Academic Performance among Senior High School." Which

discussed about how they properly manage their precious time for their Academics and

Sports performance. The theory aims to give enough knowledge to open the minds of

other people on how hard to be athlete at the same time and student.

(Dr. Burton R. Sisco). The purpose of the study was to better understand the level

of involvement student athletes have at Rowan University. The researcher surveyed 99

student athletes at Rowan University during the 2006-2007 academic year. The subjects

were administered a survey to measure their level of involvement, as well as their

attitudes toward involvement at Rowan University. Surveys were statistically analyzed to

determine frequency, percentages, means, standard deviations, and significant

correlations between selected demographics and specific involvement activities. The

study provides insight on the relationship between student athletes' academic

performance and their level of involvement, as well as insight on relationships between

student athlete demographic variables and their level of involvement.

The study also provides insight on the attitudes of student athletes' in regard to

social involvement, academic involvement, and campus environment. Student athletes at

Rowan University did not feel very strongly about either the importance or satisfaction of

social involvement, academic involvement, or campus environment. However, there were

significant relationships between student athletes' academic performance and specific

involvement activities there were also significant relationships found between student

athlete demographics and certain involvement activities.

 5

This study supports some of the research from the previous literature on

involvement theory.

Zero-Sum Model Theory Holland and Andre (2010) described Coleman’s theory to mean

that an emphasis on extracurricular activities subverts the academic goals of education.

This became known as the Zero-Sum Model. Coleman’s (2008) position was that a

commitment to academic, social, or athletic pursuits necessitates a reduction in

commitment to the other two. Because sports are both athletic and social in nature,

participation is said to detract from academics. Although this is an important theory, there

is a lot of evidence against it (Marsh, 2001). Participation in athletics has often been

found to facilitate academic outcomes rather than detract from them (Marsh, 2001).

Holland and Andre (2010) provided evidence for an alternative, the

Developmental Theory, in which athletics are viewed as experiences that enhance the

total development of students. From the developmental perspective, athletics may

facilitate not only nonacademic goals but also academic goals. “Participation…may, for

example, enhance perceived social status which in turn influences educational aspirations

and behaviors” (Marsh, 2001, p. 4). Participation enhances self-concept and self-efficacy,

which in turn has positive effects on other outcomes, like academic performance (Snyder

& Spreitzer, 2008).

The study will be conducted based on the framework of the developmental

perspective. According to this theory, athletic participation aids the students’ overall

development, including academic. Participation in athletics may lead to experiences,

attitudes, and self-perceptions that enhance academic performance as there may be an

increased interest in school, including academics, generated through participation in

 6

sports. Athletes may be motivated to perform at higher academic levels in order to remain

eligible, and athletic success may lead to a heightened sense of self-worth that spills over

into academic performance. As coaches, teachers, and parents take an interest in athletes,

including their classroom performance, athletic participation may lead to membership in

elite peer groups and an orientation toward academic success, and athletes may have the

hope or expectation of participating in athletics at the collegiate level (Snyder &

Spreitzer, 2008).

This study is chiefly involved on (Does engagement Mean success, 2005.)

describes the completed on involvement at community students show the lack of

involvement by students at the community high school level. Miller, Pope and Steinman

(2005), found that students are fairly uninvolved on campus, as measured their

participation in athletic events, eating on campus, eating on campus, social clubs, and

cultural events.

This study is primarily attached on Astin (2006) he talked about how is the

involvement of students in balancing academic and sports at the senior student’s level.

Astin pointed out that athlete-student interaction has historically been minimal in

community senior level, which is one potential explanation for low levels of student

persistence and retention at institutions at the community senior level.

(Suggs, 2002), the study shows that the students where athletes are graduating at

higher rates than other students tend to be commuter institutions, historically ones with

extremely low graduation rates on average for the entire student body as whole. Cut right

(2004) found that during four years of high school, sports participation tended to lower

grade point averages of students.

 7

The study of (Rampell, 2010) present that Academic challenges certainly do not

exist for all student-athletes, but evidence suggests significant disparities, on average,

among the academic achievement levels for athletes and non-athletes. Studies indicate

that male and female students’ athletes, particularly those who were recruited for their

sport, have GPAs that are on average 85% lower than GPAs of student’s non-athletes.

The study of (Funk, 2011; Kimball & Freysinger,2012), the average graduation

rates for students’ athletes were respectively 31.5% points and 20% points lower than the

graduation rates of non-athletes. However, on the other hand, the combined graduation

rate for student-athletes scroll all sports are often higher than that of the rest of the

student body.

CONCEPTUAL FRAMEWORK

On the other side, balancing academics and sports for student is important for they

can properly manage it. This study will give us privilege to address how the students

perform and their thoughts about it. Balancing two different work is a hard one that's why

it is expected to face different problems, so this study will help to know the right things in

managing it.
 8

PARADIGM OF THE STUDY

INPUT PROCESS OUTPUT

The profile of the Analysis of the

respondents in terms following along:
of:
1. The profile of the
a. Age respondents in terms of:
b. Sex a. Age
b. Sex

The student athletes 2. The student athletes

overall academic
motivation.
overall academic
motivation.
Proposed
3. The student
Figure 1. Paradigm showing the conceptual athletes’
framework of the study.
action
The student athlete’s
overall sports
overall sports
motivation.
plan
motivation.
4. Is there significant
differences between
Is there significant
academic and sports
differences between
motivation.
academic and sports
motivation.
5. Proposed plan of
action to enhance on
STATEMENT OF THE PROBLEM
how to balance
Proposed Action Plan academic and sports
motivation.

Feedback
 9

This study aims to comprehend the student athlete life: balancing academics and

sports. Specifically, this study will answer the following questions:

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

1.1 Age

1.2 Sex

2. What will be the student athletes overall academic motivation?

3. What will be the student athlete’s overall sports motivation?

4. What is the significance relationship/differences between academic and sports

motivation?

5. What is the proposed plan of action to enhance on how to balance academic and

sports?

SCOPE AND DELIMITATION

This study was conducted at Joyland School Inc. in San Fabian, Pangasinan. This

study deals on capability to balance the academics and sports motivation of Senior High

School Students in Joyland School Inc. It focuses on the Senior High School Student

Athletes of the present year 2018 – 2019.

SIGNIFICANCE OF THE STUDY

 10

School Administrators. This study will help them to have the right help, guidance and

communication that they can give to their students involved that they can benefits from

playing sports while still enjoying a quality academic experience by prioritizing their

interest and steering their lives in the right direction.

Future Researchers. This study will be useful refer to the researcher who would plan to

make related study about balancing both sports and academics career.

Teachers. This study will help them to help and guide their students to be aware of all

the necessary school activities due to participation in sports.

Parents. This study will help them to motivate their children to practice time

management. Parents can give help and encourage to their children in order to strike that

desired balance.

Students. This study will help them to be wise when it comes to time management

enable for them to manage one's time efficiently to balance their academics and sports

performance.

Researchers. This study will help them to be knowledgeable on balancing sports and

academics to manage their time efficiently.

DEFINITION OF TERMS
 11

For the purpose of clarification, the most important terms used in this study have

been defined lexically. The following terms are:

Academic motivation. Is a student’s desire regarding academic subjects when a

student’s competence is judged against a standard of performance or excellence.

Athlete. A person who is trained in or good at sports, games, exercise that require

physical skill and strength.

Athletic motivation. Is the foundation all athletic effort and accomplishments.

Balancing. The state of having your weight spread equally. Time management. The

ability to use one’s time efficiently and productively.

Capability. The ability to do something.

Career. A job or profession that someone does it for long time Invariable. Not changing

or capable of change.

Sports. An activity involving physical exertion and skill in which an individual or team

competes against another.

CHAPTER 2
 12

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the gathered information from various sources such as

books, internet, materials that support balancing academics and sports.

One of the biggest challenges facing Joyland School athletes may be balancing

academics and sports. Most Joyland School sports teams require their athletes to remain

academically eligible for the season. Often this means athletes must earn 80 above

passing grades in all classes, if they are to be part of their sports team. In Joyland school

they even require their athletes to maintain a specific grade point average if they are to be

eligible to compete in athletic events. If a student athlete can learn good study habits they

will find them helpful both on and off the field. 

RELATED LITERATURE

According to Watt and Moore, (2001), in order to gain an understanding of the

student athlete, it is important to realize the differences that exist between the student

athlete and the non-student athlete. At first glance, the differences between student

athletes and other non-student athletes seem subtle. Both groups attend academics, but

one plays a sport whereas the other does not. The aspect of playing a sport adds

complexity to the life of the student athlete and forces them to constantly cope with

balancing the roles of being a student and an athlete. Sedlacek and Adams-Gaston, (1992)

ascertained that it might be useful to conceptualize student athletes as nontraditional

students because student athletes seem to have a unique culture and set of experiences in

life that differentiate them from non-student athletes. Additionally, student athletes have

been shown to spend a great deal of time together and often share common goals and
 13

values generated by their experiences as athletes. Sedlecek and Adams-Gaston, (1992)

also noted that rather than thinking of athletes as traditional students in nontraditional

circumstances, it may be more meaningful to consider athletes as nontraditional students

with their own culture and problems relating to the larger system.

RELATED STUDIES

Student athletes share the same challenges and struggle with the same

developmental tasks as other students, but they also encounter unique obstacles due to

their participation in sports Broughton and Neyer, (2001) Gohn and Albin, (2006). Time

management, low socioeconomic status, inadequate academic preparation, social

isolation, fatigue, and low academic motivation may influence student athletes and affect

their success inside the classroom and on the field Gohn and Albin, (2006) Sharp and

Sheilley, (2008). Student athletes may also have difficulty developing autonomy and

interpersonal skills Howard-Hamilton and Sina, (2001). Broughton and Neyer (2001)

point out that a student athlete will often struggle finding balance: “Balancing athletic

and academic endeavors; balancing social activities with the isolation of athletic pursuits;

balancing athletic success or lack of success with maintenance of mental equilibrium;

balancing physical health and injuries with the need to keep playing; balancing the

demands of various relationships, including coaches, parents, family, and friends; and

dealing with the termination of an athletic collegiate career.”

Athletic participation influences a student athlete’s identity development Gohn

and Albin, (2006) Hill et al., (2001) Howard-Hamilton and Sina, (2001). It is often

assumed that student athletes are athletes first and students second Potuto and O’Hanlon

(2007); therefore, it is not a surprise that student athletes often struggle to balance their
 14

roles as students and athletes Gohn and Albin, (2006) Hill et al., (2001). Student athletes

encounter problems when they base their whole identity and self-confidence on their

athletic careers Gohn and Albin, (2006) Hill et al., (2001). Praise from family, friends,

peers, and media for a student athlete is a positive influence, but when the feedback only

focuses on a student’s athletic performance, a student athlete’s “entire sense of self-worth

hinges on making big plays and winning the game. This a problem because students

should be making tangible steps toward a future that focuses on all of their strengths, not

just athleticism” Hill et al., (2001). p. 37. Student athletes may have difficulty developing

an identity beyond sports, building their self-identity once their athletic career ends, and

struggle to develop career goals beyond professional sports Hill et al., (2001).

CHAPTER 3
 15

METHODOLOGY

This chapter presents the manner on how the study was conducted. This

encompasses the research design, research instrument, research locale and population of

the study, and statistical treatment of data.

RESEARCH DESIGN

This study uses descriptive method of gathering data. The descriptive method of

research is a fact finding study that attaches accurate and proper understanding of

findings. The main objective is to investigate or to know the balancing of academics &

sports of Students in Joyland School Inc. The researcher used this in order to show the

importance of balancing the academic and sports of students.

RESEARCH METHOD

This study utilized the descriptive method of research. The method is appropriate

to this study because this study aims to show the condition and state of SHS Students on

Balancing their Academics and Sports life. The technique used under descriptive method

is the normative survey. The survey is appropriate in this study since it enables the

researcher to formulate the general information. The researcher wants to use this kind of

research knowing the goals to acquire hand data from respondents to formulate

recommendations for the study. This study focused on the effectiveness of understanding

this, the descriptive method is the most appropriate method to use.

 16

LOCALE AND POPULATION OF THE STUDY

Questionnaires were administered in High School Department particularly in

Senior High School Students in Joyland School, Inc., San Fabian, Pangasinan.

Table 1
Distribution of respondents by field

Please put a check mark (/) on the number of your perception on the level of
motivation.
1 Strongly Disagree
2 Disagree
3 Neither Agree nor Disagree
4 Agree
5 Strongly Agree

Student Athletes Motivation toward Sports and 1 2 3 4 5

Academics

I am confident that I can achieve a high grade

point average this year (90 or above).

The most important reason why I am in school

is to graduate.

It is important to me to learn what is taught in

my class.

I am willing to put in the time to earn excellent

grades in my class.

The most important reason why I am in school

is to play my sport.
 17

I will be able to use what is taught in my class

in different aspects of my life outside of
school.

I choose to play my sport because it is

something I am interested in as a career.

I have some doubt about my ability to be a star

athlete on my team.

It is not worth the effort to earn excellent

grades in my subjects.

Earning a high grade point average (90 or

above) is not an important goal for me this
year.

It is important to me to learn the skills and

strategies taught by my coaches.

It is important for me to do better than other

athletes in my sport.

The time I spend engaged in my sport is

enjoyable to me.

It is worth the effort to be an exceptional

athlete in my sport.

I get more satisfaction from earning a high

grade in my class than winning a game in my
sport.

During the years I compete in my sport,

completing high school is not a goal for me.

I am willing to put in the time to be

outstanding in my sport.
 18

I have some doubt about my ability to earn

high grades in some of my subjects.

I get more satisfaction from winning a game in

my sport than from getting a high grade in my
subjects.

It is not important for me to perform better

than other students in my class.

DATA GATHERING INSTRUMENT

The research instrument that will be use is survey questionnaire to gather data

from the Senior High School Athletes.

DATA GATHERING PROCEDURE

The Researchers asked permission to the School Director, Adviser, Head Teacher

to conduct research through the use of questionnaire as a gathering instrument after

which was conducted.

STATISTICAL TREATMENT OF DATA

 19

The data to be gathered will be treated as follows. Student Athletes Motivation

toward Sports and Academics Questionnaire, average weighted mean will be used as an

interpreted in terms of descriptive below.

Mean Scale Value Descriptive Method

1 1.00-1.79 Strongly Agree

2 1.80-2.59 Agree

3 2.60-3.39 Neither Agree nor Disagree

4 3.40-4.19 Disagree

5 4.20-5.00 Strongly Disagree

BIBLIOGRAPHY
 20

Book

Watt, S.K., & Moore, J.L. (2001). Who are students’ athletes? San Juan Francisco:
Josey- Bass.

Doctoral Dissertation

Gatlin, M. (2014). The Effect of College Student Athletes’ Academic and Athletic
Motivation on Overall College Satisfaction (Doctoral Dissertation, Auburn University).
Retrived from https://etd.auburn.edu/handle/10415/4376

Internet Sources

https://www.manilatimes.net/sports-and-academics-a-balancing-act-2/234377/

https://www.wgu.edu/heyteach/article/balancing-sports-and-academics-through-policy

https://aptparenting.com/balancing-sports-academics

https://makeachamp.com/blog/a-student-athlete-life-balancing-academics-and-sports

https://www.indiatoday.in/education-today/featurephilia/story/balancing-sports-and-

academics-330125-2016-07-19

A LETTER REQUESTING PERMISSION TO CONDUCT A

 21

RESEARCH STUDY
Department of Education
Region 1
JOYLAND SCHOOL, INC.
Sison St. San Fabian Pangasinan
Tel.no (075) 653-1110

Dr. Rebecca Kathleen S. Vidal

School Director
Joyland School, Inc.

Madam:

We are presently conducting a study of the “Balancing Academics and Sports of

Senior High School Athletes in Joyland School, Inc.” This is consonance with the

requirements in partial fulfillment for the subject, Practical Research II.

Premise to the above, we have the honor to request a favor from your good office

that we would allowed to distribute our questionnaire to the Senior High School Athletes

of the Joyland School, Inc.

The success of this data gathering would depend largely on the administrative

support that your good office will extend.

It is hoped, therefore that this letter will merit your approval.

Very truly yours,

The Researchers
 22

DEPARTMENT OF EDUCATION
Region 1
JOYLAND SCHOOL, INC.
Sison St. San Fabian, Pangasinan
Tel.no. (075) 653-1110

Sir/Madam:

We are presently conducting a study on the “Balancing Academics and Sports

of Senior High School Athletes in Joyland School, Inc.”. This is a consonance with the

requirements in partial fulfillment for the subject, Practical research II.

Premise to the above, we have the honor to request a favor from your good

office that we would be allowed to distribute our questionnaire to the athletes in Senior

High School of Joyland School, Inc.

The success of this data gathering would depend largely on your support that

you will extend.

It is hoped, therefore, that this letter will remit your approval.

Very truly yours,

The Researchers
 23

DEPARTMENT OF EDUCATION
Region 1
JOYLAND SCHOOL, INC.
Sison St., San Fabian, Pangasinan
Tel. no. (075) 653-1110

Dear Respondents,

We, the undersigned, are conducting a study entitled “Balancing Academics and

Sports of Senior High School Athletes in Joyland School, Inc.”, San Fabian, Pangasinan.

In connection with this, we are appealing for your generous consideration to

answer the attached questionnaire for the data needed in our study.

Your support and cooperation will be highly appreciated.

Very truly yours,

Researchers
 24

DEPARTMENT OF EDUCATION
Region 1
JOYLAND SCHOOL, INC.
Sison St., San Fabian, Pangasinan
Tel. no. (075) 653-1110

__________________
Date

Mr. Ruben G. Lucena

Faculty
Joyland School Incorporated
San Fabian, Pangasinan

Sir:
We, the Grade 12 students taking Practical Research 2 under Dr. Heriberto A. Verceles,
are presently working on a research study entitled. “Balancing Academics and Sports of
Senior High School Athletes in Joyland School, Inc.” as part of our subject-requirements.
In this connection, may we request your presence as a chairman of the panel of examiners
for our thesis proposal defense.
It is hoped therefore that our request will merit you favorable approval.
Thank you and God bless!

Respectfully yours,

Ivy Veloria
Group Chairman

Noted by:
Dr. Heriberto A. Verceles
Adviser
 25

DEPARTMENT OF EDUCATION
Region 1
JOYLAND SCHOOL, INC.
Sison St., San Fabian, Pangasinan
Tel. no. (075) 653-1110

__________________
Date

Mrs. Josefina S. Baltazar

Faculty
Joyland School Incorporated
San Fabian, Pangasinan

Ma’am:
We, the Grade 12 students taking Practical Research 2 under Dr. Heriberto A. Verceles,
are presently working on a research study entitled.” Balancing Academics and Sports of
Senior High School Athletes in Joyland School, Inc.” as part of our subject-requirements.
In this connection, may we request your presence as member of the panel of examiners
for our thesis proposal defense.
It is hoped therefore that our request will merit your favorable approval.
Thank you and God bless!

Respectfully yours,

Ivy Veloria
Group Chairman

Noted by:
Dr. Heriberto A. Verceles
Adviser
 26

DEPARTMENT OF EDUCATION
Region 1
JOYLAND SCHOOL, INC.
Sison St., San Fabian, Pangasinan
Tel. no. (075) 653-1110

__________________
Date

Mrs. Bessie F. Querra

Faculty
Joyland School Incorporated
San Fabian, Pangasinan

Sir:
We, the Grade 12 students taking Practical Research 2 under Dr. Heriberto A. Verceles,
are presently working on a research study entitled. ”Balancing academics and Spots of
Senior High School Students in Joyland School, Inc.” as part of our subject-requirements.
In this connection, may we request your presence as member of the panel of examiners
for our proposal defense.
It is hoped therefore that our request will merit you favorable approval.
Thank you and God bless!

Respectfully yours,

Ivy Veloria
Group Chairman

Noted by:
Dr. Heriberto A. Verceles
Adviser
 27

Questionnaire
Put a check mark (/) in the following questions:

Age
( _ ) 16 years old below ( _ ) 18 years old above
( _ ) 17 years old

Sex
( _ ) Male
( _ ) Female
 28

Please put a check mark (/) on the number of your perception on the level of
motivation.
1 Strongly Disagree
2 Disagree
3 Neither Agree nor Disagree
4 Agree
5 Strongly Agree

Student Athletes Motivation toward Sports and 1 2 3 4 5

Academics

I am confident that I can achieve a high grade

point average this year (90 or above).

The most important reason why I am in school

is to graduate.

It is important to me to learn what is taught in

my class.

I am willing to put in the time to earn excellent

grades in my class.

The most important reason why I am in school

is to play my sport.

I will be able to use what is taught in my class

in different aspects of my life outside of
school.

I choose to play my sport because it is

something I am interested in as a career.

I have some doubt about my ability to be a star

athlete on my team.

It is not worth the effort to earn excellent

grades in my subjects.
 29

Earning a high grade point average (90 or

above) is not an important goal for me this
year.

It is important to me to learn the skills and

strategies taught by my coaches.

It is important for me to do better than other

athletes in my sport.

The time I spend engaged in my sport is

enjoyable to me.

It is worth the effort to be an exceptional

athlete in my sport.

I get more satisfaction from earning a high

grade in my class than winning a game in my
sport.

During the years I compete in my sport,

completing high school is not a goal for me.

I am willing to put in the time to be

outstanding in my sport.

I have some doubt about my ability to earn

high grades in some of my subjects.

I get more satisfaction from winning a game in

my sport than from getting a high grade in my
subjects.

It is not important for me to perform better

than other students in my class.

CURRICULUM VITAE

IVY VELORIA
ivyveloria13@gmail.com
 30

09271887013

PERSONAL INFORMATION

Permanent Address : Nibaliw Narvarte, San Fabian, Pangasinan

Date of Birth : August 13, 2000
Place of Birth : San Fabian, Pangasinan
Age : 18 years old
Sex : Female
Nationality : Filipino
Civil Status : Single
Religion : Roman Catholic

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

Joyland School Inc.
#94 Sison St., San Fabian, Pangasinan

JUNIOR HIGH SCHOOL

Joyland School Inc.
#94 Sison St., San Fabian, Pangasinan
2017

ELEMENTARY
Joyland School Inc.
#94 Sison St., San Fabian, Pangasinan
2012

I hereby certify that the information given above are true to the best of my knowledge
and belief.

IVY VELORIA
Signature over printed name
CURRICULUM VITAE

TRISHA MAE P. FERRER

trisha.mae.ferrer26@gmail.com
 31

09389550150

PERSONAL INFORMATION

Permanent Address : Sta. Maria St., Bonuan Boquig, Dagupan City, Pangasinan
Date of Birth : November 6, 2000
Place of Birth : Dagupan City
Age : 17 years old
Sex : Female
Nationality : Filipino
Civil Status : Single
Religion : Roman Catholic

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

Joyland School Inc.
#94 Sison St., San Fabian, Pangasinan

JUNIOR HIGH SCHOOL

Joyland School Inc.
#94 Sison St., San Fabian, Pangasinan
2017

ELEMENTARY
Joyland School Inc.
#94 Sison St., San Fabian, Pangasinan
2012

I hereby certify that the information given above are true to the best of my knowledge
and belief.

TRISHA MAE P. FERRER

Signature over printed name
CURRICULUM VITAE

MARICEL M. DELFIN
 32

mrcldlfn@yahoo.com
09552174280

PERSONAL INFORMATION

Permanent Address : Tempra-Guilig, San Fabian, Pangasinan

Date of Birth : February 7, 2001
Place of Birth : San Fabian, Pangasinan
Age : 17 years old
Sex : Female
Nationality : Filipino
Civil Status : Single
Religion : Roman Catholic

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

Joyland School Inc.
#94 Sison St., San Fabian, Pangasinan

JUNIOR HIGH SCHOOL

Joyland School Inc.
#94 Sison St., San Fabian, Pangasinan
2017

ELEMENTARY
North Central Elementary School
Tempra-Guilig, San Fabian, Pangasinan
2012

I hereby certify that the information given above are true to the best of my knowledge
and belief.

MARICEL M. DELFIN
Signature over printed name
CURRICULUM VITAE
 33

JOHN PAUL A. MANGONON

Pauljmangonon1@gmail.com
09182236751

PERSONAL INFORMATION

Permanent Address : Embarcadero, Mangaldan, Pangasinan

Date of Birth : December 27, 2000
Place of Birth : Dagupan City
Age : 17 years old
Sex : Male
Nationality : Filipino
Civil Status : Single
Religion : Roman Catholic

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

Joyland School Inc.
#94 Sison St., San Fabian, Pangasinan

JUNIOR HIGH SCHOOL

Good Shepherd Christian School
Sevidal St., Poblacion, San Fabian, Pangasinan
2017

ELEMENTARY
Good Shepherd Christian School
Sevidal St., Poblacion, San Fabian, Pangasinan
2012

I hereby certify that the information given above are true to the best of my knowledge
and belief.

JOHN PAUL A. MANGONON

Signature over printed name
CURRICULUM VITAE
 34

ARNOLD B. FERRERIA
ferreriaarnold@gmail.com
09293873485

PERSONAL INFORMATION

Permanent Address : Aramal, San Fabian, Pangasinan

Date of Birth : June 12, 2001
Place of Birth : San Fabian, Pangasinan
Age : 17 years old
Sex : Male
Nationality : Filipino
Civil Status : Single
Religion : Baptist

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

Joyland School Inc.
#94 Sison St., San Fabian, Pangasinan

JUNIOR HIGH SCHOOL

Joyland School Inc.
#94 Sison St., San Fabian, Pangasinan
2017

ELEMENTARY
Joyland School Inc.
#94 Sison St., San Fabian, Pangasinan
2012

I hereby certify that the information given above are true to the best of my knowledge
and belief.

ARNOLD B. FERRERIA
Signature over printed name
CURRICULUM VITAE
 35

JIM LESTER B. ANDRES

Spottedpanda12@yahoo.com
09494172371

PERSONAL INFORMATION

Permanent Address : Mabilao, San Fabian, Pangasinan

Date of Birth : December 30, 2000
Place of Birth : San Fernando City, La Union
Age : 17 years old
Sex : Male
Nationality : Filipino
Civil Status : Single
Religion : Roman Catholic

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

Joyland School Inc.
#94 Sison St., San Fabian, Pangasinan

JUNIOR HIGH SCHOOL

Joyland School Inc.
#94 Sison St., San Fabian, Pangasinan
2017

ELEMENTARY
Joyland School Inc.
#94 Sison St., San Fabian, Pangasinan
2012

I hereby certify that the information given above are true to the best of my knowledge
and belief.

JIM LESTER B. ANDRES

Signature over printed name
CURRICULUM VITAE
 36

JANN ELEAZAR U. CANEJA

Janncaneja123@gmail.com
09666246929

PERSONAL INFORMATION

Permanent Address : Anonang, San Fabian, Pangasinan

Date of Birth : March 24, 2001
Place of Birth : Dagupan City
Age : 17 years old
Sex : Male
Nationality : Filipino
Civil Status : Single
Religion : Roman Catholic

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

Joyland School Inc.
#94 Sison St., San Fabian, Pangasinan

JUNIOR HIGH SCHOOL

Joyland School Inc.
#94 Sison St., San Fabian, Pangasinan
2017

ELEMENTARY
Joyland School Inc.
#94 Sison St., San Fabian, Pangasinan
2012

I hereby certify that the information given above are true to the best of my knowledge
and belief.

JANN ELEAZAR U. CANEJA

Signature over printed name
CURRICULUM VITAE
 37

FREDRIC R. CRISTE
Fredriccriste@yahoo.com
09121122927

PERSONAL INFORMATION

Permanent Address : Lipit-Tomeeng, San Fabian, Pangasinan

Date of Birth : November 26, 2000
Place of Birth : Dagupan City
Age : 17 years old
Sex : Male
Nationality : Filipino
Civil Status : Single
Religion : Roman Catholic

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

Joyland School, Inc.
#94 Sison St., San Fabian, Pangasinan

JUNIOR HIGH SCHOOL

Joyland School, Inc.
#94 Sison St., San Fabian, Pangasinan
2017

ELEMENTARY
Lipit-Tomeeng Elementary School
Lipit-Tomeeng, San Fabian, Pangasinan
2012

I hereby certify that the information given above are true to the best of my knowledge
and belief.

FREDRIC R. CRISTE
Signature over printed name
CURRICULUM VITAE
 38

JOSE NOLI B. NAVARRO

noli_navarro@yahoo.com
09158819337

PERSONAL INFORMATION

Permanent Address : Mabilao, San Fabian, Pangasinan

Date of Birth : December 22, 2000
Place of Birth : Agoo, La Union
Age : 17 years old
Sex : Male
Nationality : Filipino
Civil Status : Single
Religion : Born Again

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

Joyland School, Inc.
#94 Sison St., San Fabian, Pangasinan

JUNIOR HIGH SCHOOL

Joyland School, Inc.
#94 Sison St., San Fabian, Pangasinan
2017

ELEMENTARY
Montessori Learning Center, Inc.
Agoo, La Union
2012

I hereby certify that the information given above are true to the best of my knowledge
and belief.

JOSE NOLI B. NAVARRO

Signature over printed name