ASIAN INSTITUTE OF COMPUTER STUDIES CEBU CITY

SENIOR HIGH SCHOOL MODULE

1ST SEMESTER S.Y. 2022-2023
SUBJECT: PRACTICAL RESEARCH CHAPTER 1

GAS3B2

FACTORS THAT AFFECTS STUDENTS PERFORMANCE IN HAVING FINANCIAL

PROBLEMS IN GAS STRAND IN AICS CEBU

Jalil, Sarip

Magno, Crystal Kate

Pausanos, John Ray

Retuya, Shane Marie

Sabal, Jaspher

Solon, Leonel Kevin

Tanghian, John Ehriel

Villarin, Cristian Paul

MS. GRACE TOMIS

PROFESSOR
TITLE PAGE……………………………………………………………………………………..1

TABLE OF CONTENTS………………………………………………………………………..2

ABSTRACT……………………………………………………………………………………..4

CHAPTER 1 THE PROBLEM AND ITS SCOPE

A. Rationale……………………………………………………………………………...……4

B. Statement of the Problem (SOP)………………………………………………………..6

C. Scope of Delimitation……………………………..………………………………………8

D. Significance of the Study (SOS)…………………………………………………………10

E. Framework………………….………………….…………………………………………11

F. Definition of Terms…………………….…………………………………………………12

CHAPTER 2 REVIEW IN RELATED LITERATURE (RRL)………………………………13

CHAPTER 3 RESEARCH METHODOLOGY

A. Research Design………………………………………………………………..……… 15

B. Respondents of the Study………………………………………...…………..

C. Research Instruments……………………………………………………...….

D. Data Gathering Procedure…………………………………………………….

E. Statistical Treatment of the Data……………………………………………..

F. Data Analysis Plan…………………………………………………………….

CHAPTER 4 RESULTS………………………………………………………………………
CHAPTER 5 DISCUSSIONS AND RECOMMENDATIONS……………………………...

APPENDIXES

A. Appendix B – References………………………………………………………

B. Appendix D – Documentation..................................................………………..

BIBLIOGRAPHY………………………………………………………………………………
 ABSTRACT

This study intended to collect information regarding the effects of students'

performance in having financial problems in the GAS Strand in AICS CEBU. In the

following concept, the researchers discussed the following methods and procedures

used by the researchers in conducting the study. This study will greatly benefit the

students in understanding the factors and experiences and also the way of living of

fellow students that are having financial problems affecting the students' performance.

Meeting financial responsibilities impacted the time they had available to study. This

produced stress and/or tiredness in many cases. Others commented more generally on

the difficulties of juggling commitments on a low income. The most prevalent specific

costs were fees, especially when having to complete a failed unit twice, followed by

textbooks. Meeting family responsibilities caused stress or time away from study.

Consequently, the study intends to determine the association now if the student's

determination depends on financial support. Family income is not the basis for the

determined students in enhancing their performance. This will help to encourage

everybody to not belittle those students with financial problems. Future researchers can

use the results of this study as a reference when conducting a study with a similar topic

and the same nature.

 CHAPTER I
THE PROBLEM

INTRODUCTION

A financial difficulty is when stress is being brought on by money worries.

However, senior high school students are currently dealing with a serious financial issue

that has just become apparent to all students. Students sometimes experience financial

difficulties because they lack the funds to cover their everyday expenses, which makes

them anxious. After then, financial issues will have an effect on your physical and

emotional health. Halliday Wynes (2014) asserts that a student’s financial situation will

have an impact on their commitment to studying, which will have an impact on their

academic achievement. In a school, basic needs include things like food, healthcare,

transportation costs, and more recently, clothing. The majority of students struggle to

provide for themselves because they don’t have enough money to do so.

The relative significance of the quantity and diversity of social resources to

students’ learning cannot be determined objectively. In terms of education, this

suggests that the role of finance has a stronger influence on the academic success of

the student. According to Destin and Svoboda’s (2018) study, “Cost on the Mind: The

Influence of the Financial Burden of Senior High School Students on Academic

Performance and Cognitive Functioning,” the financial burden of senior high students

can start a psychological process that has a negative impact on academic performance
for senior high students and university. The salient financial burden of senior high

impairs students’ cognitive functioning, especially when it causes them to experience

financial hardship.

Education is the key to upward development, and students from low-income

backgrounds are much less likely to graduate with a bachelor’s degree than their

classmates from more affluent backgrounds. Few studies have examined the

importance of family support once students enter higher education, despite the fact that

prior higher education literature reveals a number of aspects influencing student

achievement.

The resources that students have access to are substantially impacted by poverty.

Many learners struggle to achieve the same levels of academic success as students

who do not live in poverty as a result of this lack of resources. Income, source of

income, and parental education level are factors that affect students’ academic

performance. When discussing socio-economic status, it refers to how much of your

income you use for tuition fees based on the type of work you do or the number of

family members who still depend on you for support, starting with the oldest member.

Even though a child’s financial situation is crucial in determining whether or not a

course is right for oneself, there is still a difference between a regular government

employee and a non-government employee. This is because, even though both can

support a child for the course he has solemnly chosen, the parent with a regular job can
more easily provide for the child’s basic needs without worrying about both the child and

the non-regular as well.

In order to demonstrate the influence on senior high students’ academic.

Performance of not taking the time to manage their money and finding solutions to it.

That is why the searchers conduct this study

RATIONALE

Academic Performances are considered to be greatest aspects the students can

provide. It is the measurement of the student if he or she is learning anything from the

specific lesson or subjects. It can be from extracurricular activities and from the

curricular activities. It can be from outside the campus or inside the campus but

academic performance can be improve by the students. One of the difficulties of the

students in achieving greatness in academic performances are having a financial crisis

or stability on their behalf.

Financial stability or crisis faced by student are known as they do not have

enough money for their daily expenses, where money worries is causing them to stress.

Financial problems will bring impact to both mental and physical health. The cost of

living as a student is very high because they usually spend more than how much they

earn , sometimes it’s not enough savings to cover for emergency expenses especially

as a student we will always have a bills to pay and it can affect their personal life also.

Although there are ways to minimize this problem through research and initiative but

being a student is already been a stress.

 For the reasons above, we have conducted this study or topic “Senior High School

Student in AICS CEBU’s GAS Student: The impact of student’s financial stability on

academic performance“. We hope that this research will be useful for the future

students on how to manage their financial stability and make it as a guide to them on

how to maintain their academic performance and also to manage their financial stability

wisely.

STATEMENT OF THE PROBLEM

The purpose of this statement is to ascertain the connection between the senior high

school’s financial situation and academic success under the gas strand at AICS Cebu. It

specifically aimed to respond to the following queries.

1. What is the financial situation of the senior high school students at the gas strand in

AICS Cebu?

1.1 Socioeconomic standing of the parents

1.2 Daily allowance for students

1.3 Tuition and related costs

2. How well does the senior high school at AICS Cebu, which is part of the gas strand, do

academically?
2.1 Performance Task

2.2 Project and requirement submission

3. Is there a strong correlation between the senior high school in AICS Cebu’s gas strand’s

financial security and its academic success?

SCOPE OF DELIMITATION

The purpose of this statement is to ascertain the connection between the senior

high school’s financial situation and academic success under the gas strand at AICS

Cebu. The researchers choose 50 random General Academic Strand students from

Grade 11 and Grade 12 that enrolled in the Asian Institute of Computer Studies in the

first semester SY. 2022-2023.Each of the respondents was given the questionnaire, the

aim is to see the different perspectives of the students about the factors that affect

student's performance in having financial problems in GAS in AICS Cebu. The

researchers specifically chose those students who are under in General Academic

Strand because it is the strand where the researchers are focused on.

SCOPE

1. Actual place where the study only Asians Institute of Computer Studies

be conducted. Cebu

2. Duration of the study. During the first semester SY. 2022-2023.

3. Respondents of the study. General Academic Strand students from

Grade 11 and Grade 12

DELIMITATION
 1. The variables involved in the General Academic Strand students from

study. Grade 11 and Grade 12 that enrolled in

the Asian Institute of Computer Studies

2. Ways to handle the limitation of the The limitation of the study are those

study. characteristics of design or methodology

that impacted or influenced the

interpretation of the findings from our

research.

SIGNIFICANCE OF THE STUDY

This study will greatly benefit the students in understanding the factors and

experiences and also the way of living of fellow students that are having financial

problems affecting the students' performance.

This study will help teachers how to deal with their students with financial

problems, especially the semi-private schools teachers. This will help them to

understand the advantages and the disadvantages of a student having a financial

problem that affects their students' performance.

For the community and parents, this will help them realize how hard the daily lives

of these students are. This will help to encourage everybody to not belittle those

students with a financial problems. Future researchers can use the results of this study

as a reference when conducting a study with a similar topic and the same nature.
 FRAMEWORK

PROBLEM

Factors that affect student’s performance in having

problems in the GAS strand in AICS

RESPONDENTS

Grade 11- 12 GAS students in Asian Institute of

Computer Studies

PURPOSE PLAN & ACTION

- Hands-on activities - Learning materials - Proper

financial management - Materials for school activities

and other needs for daily livings

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

 CHAPTER II

REVIEW IN RELATED LITERATURE

In this topic we will show all of you the factors that affect student's performances in

having financial problems in AICS CEBU, especially those students who belong to GAS

strands, do you know what, most of the GAS students in AICS CEBU are having a hard

time and financial problems. Around December 10, 2022, at 10: am in the morning, we

surveyed those students belong the GAS strand in AICS CEBU

Based on our research most of the GAS students in AICS CEBU are having

financial problems, although the school is semi-private a lot of students are having a

hard time. Not only their courses but also financial, they are facing financial problems.

So in that case, why GAS students in AICS CEBU are having a hard time, especially

about finances?

It was seen that the level of parents’ financial support has the result of sometimes

based on the weighted mean when it comes to providing and supporting the needs of

the students in school such as their allowance and projects. On one hand, students’

level of motivation in learning has resulted of always because the students have a

positive mindset and belief that they can perform a task according to their capabilities.

Having a high level of parental financial support affects the students’ motivation in

learning. Students are more motivated to learn if their parents support them in their

studies. Parents’ financial support and students’ motivation have a significant

relationship. The capacity of the parents to provide financially for the needs of the

students in their studies is referred to as parental financial support. Previous research

suggests that there is a growing concern about the degree to which parents are

involved in their child’s education (Bempechat, 1992; Fan & Chen, 2001; Hill et al, 2004;

Hill & Taylor 2004; Jeynes 2003, Lee & Bowen, 2006; McIntyre et al, 2007; Muir, 2012;

Sui-Chu & Willms 1993; Wilder, 2014).

The researcher used a checklist as a tool in conducting the survey and the

respondents were all the Senior High School, particularly the Grades 11 and 12. The

results of the study revealed that most of the students are often satisfied with their

allowance with an average of 3.83. It means that students were not fully satisfied with

the amount given by their parents. However, the 4.55 average weighted mean showed

that students always attend classes. Therefore, the result of the study is to reject the

null hypothesis and there is an association between satisfaction with financial support

and students' determination in learning.

Having a strong financial status of families enhanced the student’s performance,

learning process, and better academic performance [1]. Parents do have a big impact

on achieving the academic achievement of their children through giving moral, financial,

and material support which is needed for a student to perform academically [2]. If the

finances of the students are adequate, then their performance may enhance and those

students whose amount is inadequate may tend to affect their academic performance

[3]. The study is anchored on the Social Capital Theory of James S. Coleman in 1998.

He states that the involvement of parents in children`s education will give an impact on

how they act and perform in school.

Those parents with high economic status usually support their children`s improvement

in learning more intensively. Social Capital Theory states more about the educational

level of parents and their participation in the academic performance of their children.

Thus, the perspective of school quality is that one of the factors that affect the student`s

learning is the socioeconomic status of the family.

Meeting financial responsibilities impacted the time they had available to study.

This produced stress and/or tiredness in many cases. Others commented more

generally on the difficulties of juggling commitments on a low income. The most

prevalent specific costs were fees, especially when having to complete a failed unit

twice, followed by textbooks. Meeting family responsibilities caused stress or time away

from study. For others, the time required to parent (especially as sole parents) and be

with family, alongside work and study responsibilities, created a challenge.

The impact of academic failure on students is broader than issues of retention or

withdrawal, where attrition is considered to be problematic for students simply in terms

of wasted time and personal debt (TEQSA, 2017).

Consequently, the study intends to determine the association now if the student's

determination depends on financial support. Family income is not the basis for the

determined students in enhancing their performance.

Most GAS students in AICS would like to have enough money to buy what they

want, have low enough expenses to avoid working excessively to stay within their

means, and have enough financial flexibility to pick activities without being influenced by
money worries. However, very few GAS students are a part of that environment. It's

crucial to first consider what truly matters to you—and what you're ready to give up for a

period in order to achieve your goals—since you will have to make decisions.

Although this component is the simplest to describe, it is frequently the most

difficult to put into practice. It demands self-control and perseverance. The most

important part of this phase is realizing that even if your plan doesn't work or if you have

difficulties sticking to it, everything is still salvageable. If so, move on to the next phase,

evaluate your strategy, and then repeat the process.

To overcome financial obstacles when you're a student, you could be required to adjust

how you live, and this process takes time. But even just having a plan in place will

increase your confidence and give you the conviction that you can finally overcome

whatever hurdle lies in your way.

 CHAPTER lll

METHODOLOGY

This chapter concentrate on the discussion of the research methods and

procedures adhered to by the researchers in order to answer systematically the specific

problems posed for investigation. Specifically the research method, population and

samples, research instrument, data gathering procedure, and statistical treatment of the

data used for the accurate data analysis and interpretation were explained in this

chapter

RESEARCH DESIGN

The study will utilize a qualitative research design, using a field/survey

method. This focuses on the effects of student’s performance in having financial

problems in GAS Strand in AICS CEBU. In this study, researchers will be conducting a

survey to know students’ experiences.

RESEARCH INSTRUMENT

The researchers prepared a researchers made questionnaire for Grade 11

and Grade 12 students General Academic Strand students to answer. The aim is to see

the different perspective of the students about the factors that affect students’
performance in having financial problems in GAS in AICS Cebu. The questionnaire

contain of ten (10) Questions

RESEARCH PROCEDURE

The study intended to collect information regarding the effects of student’s

performance in having financial problems in GAS Strand in AICS CEBU. In the following

concept, the researchers discussed the different methods and procedures used by the

researchers in conducting the study. It consists of data gathering and data analysis.

STATISTICAL TREATMENT OF THE PLAN

To analyze and interpret the data, the researcher employed the following statistical

procedure: 1. Frequency, percentage and ranking. Will help the researcher to easily

tally the date that they gathered. This percentage and ranking will a big help in the

researchers to analyze the date.

P = F/N (100)

Where:

P = percentage

F= frequency (how many students answer each choices)

N = total number of Respondents

2. Frequency, weighted mean and ranking. Weighted Mean.

This tool was used to provide answers to the questions. The formula is

WM = 𝚺FW / N

Where:

WM = weighted mean

VERBAL INTERPRETATIONER X = number of respondents

F = weight given to each respondent

N = number of cases

LIKERT SCALE

To determine the effects of having financial stability in studying General Academic

Strand in AICS Cebu, the Likert Scale will be use. It will use a five-point scale; each

point corresponds to a Likert item.

POINT SCALE VERBAL

INTERPRETATION

5 4.3 - 5.0 Strongly Agree

4 3.5 – 4.2 Agree

3 2.7 – 3.4 Neutral

2 1.9 – 2.6 Disagree

1 1 – 1.8 Strongly Disagree

 DATA ANALYSIS PLAN

Using the data garnered, data analysis plan would encompass a number of procedures

leading to the findings or the result of having financial stability in studying General

Academic Strand in AICS Cebu Like a scale type questionnaire was used by the

researchers it used a 5-point scale, in which point correspondents. The procedures to

be observed are as follows:

1. Summarizing the quantitative data. This will be accomplished by employing a tally

that is based on the respondents' specific responses to survey questionnaires using

frequency and percentage.

2. Using the weighted mean and ranking to interpret the compiled data mathematically

or statistically.

3. The topic's hypothesis will be determined by verbal interpretation of the generated

results. The researchers utilized a 5-point scale in a questionnaire of the Likert scale

type.

TABLE 4.1 SURVEY QUESTIONNAIRES

QUESTIONS 5 4 3 2 1

Strongly Agree Neutral Disagree Strongly

Agree disagree
1.Do you agree or disagree that the

financial crisis has an impact on

students’ daily lives

2.Is having financial difficulties an

excuse for poor academic

performance?
3.Is education one of the

foundations for long-term wealth

accumulation?
4.Does a financial problem affect

senior high school students’

academic performance?
5.Can working for financial

problems affect a student’s studies?

6.Do you agree or disagree that

students have difficulties getting

enough money for their needs?

7.Do most students struggle with

obtaining money?
8.Do low-income students struggle

in school?
9.Do senior high school students

cope with financial difficulty?

10.Does the amount of costs that

students have to pay on a daily

basis put them in a difficult financial

situation?
TABLE 4.2 provides the samples of responders in every Grade 11 & Grade 12

LEVEL SAMPLE PERCENTAGE

GRADE 11 12 24%

GRADE 12 38 76%

TOTAL 50 100%

TABLE 4.3 TALLY/FREQUENCY and WEIGHTED MEAN

Q SA A N D SD TOTAL WM1

1. 19 20 9 2 0 206 4.12

2. 8 10 23 9 0 167 3.34

3. 3 8 26 3 0 171 3.42

4. 14 22 9 5 0 195 3.9

5. 10 44 9 3 0 189 3.78

6. 17 22 9 2 0 204 4.08

7. 16 25 9 0 0 207 4.14

8. 12 25 10 3 0 196 3.92

9. 9 20 19 1 1 185 3.7

10. 13 18 14 4 1 188 3.76

TABLE 4.4 VERBAL INTERPRETATION

 QUESTION SCALE CORRESPONDING

1 4.12 Agree

2 3.34 Neutral

3 3.4 Neutral

4 3.9 Agree

5 3.78 Agree

6 4.08 Agree

7 4.14 Agree

8 3.92 Agree

9 3.7 Agree

10 3.76 Agree

As stated in the graph, we observed that 50 samples were taken for a total of 100% of

respondents. In conclusion the majority of the respondents are Grade 12 with a

percentage of 76% in total of 38 students, and the remaining percentage of the

respondents are from Grade 11 with 24% in total of 12 students. The question with the

highest percentage in this table was number 7: Most of the students in General

Academic Strand Grade 11 and Grade 12 are agree with thus statement. The overall

percentage was 4.14 with agree value ranging from 3.4 to 4.2.
 CHAPTER lV

RESULT AND DISCUSSION

This chapter presents the results, the analysis and interpretation of data

gathered from the answers to the questionnaire distributed to the field. The results of

the study were presented in tabulation and were interpreted by the researchers.

FIGURE 4.1
The
financial crisis has an impact on
students’ daily lives
D SA
4%
A
N
N
9% D
SD
SA
42%

A
44%

Figure 4.1 shows that 44% agree, however, 9% neutral, 42% strongly agree, 5%

disagree, and lastly 0% strongly disagree. This means that Agree is the most frequently

selected in question 1.
 FIGURE 4.2
Financial difficulties an
excuse for poor academic
performance?
SA
D
5% SA A
19% N
D
SD

N A
53% 23%

Figure 4.2 shows that 23% agree, however, 53% neutral, 19% strongly agree, 5%

disagree, and lastly 0% strongly disagree. This means that Neutral is the most

frequently selected in question 2

FIGURE 4.3
Is education one of the
foundations for long-term wealth
accumulation?

SA
D SA A
10% 10%
N
D
N
20% SD

A
60%

Figure 4.3 shows that 60% agree, however, 20% neutral, 10% strongly agree, 10%

disagree, and lastly 0% strongly disagree. This means that Agree is the most frequently

selected in question 3.
 FIGURE 4.4
Does a financial problem affect
senior high school students’
academic performance?
SA
D A
10%
SA N
N 28% D
18% SD

A
44%

Figure 4.4 shows that 44% agree, however, 18% neutral, 28% strongly agree, 10%

disagree, and lastly 0% strongly disagree. This means that Agree is the most frequently

selected in question 4.

FIGURE 4.5
Can working for financial
problems affect a student’s studies?

D SA
6% SA A
20% N
N D
30% SD

A
44%

Figure 4.5 shows that 44% agree, however, 30% neutral, 20% strongly agree, 6%

disagree, and lastly 0% strongly disagree. This means that Agree is the most frequently

selected in question 5.
 FIGURE 4.6
Students have difficulties getting
enough money for their needs?
D SA
4% A
N
18% SA N
34% D
SD

A
44%

Figure 4.6 shows that 44% agree, however, 18% neutral, 36% strongly agree, 4%

disagree, and lastly 0% strongly disagree. This means that Agree is the most frequently

selected in question 6.

FIGURE 4.8
Do most students
obtaining money?

N
18% SA SA
32% A
N
D
SD

A
50%

Figure 4.7 shows that 50% agree, however, 18% neutral, 32% strongly agree, 0%

disagree, and lastly 0% strongly disagree. This means that Agree is the most frequently

selected in question 7.
 FIGURE 4.8
Do low-income students struggle
in school?

D
7% SA
N SA
11% A
27%
N
D
SD

A
56%

Figure 4.8 shows that 55% agree, however, 11% neutral, 27% strongly agree, 7%

disagree, and lastly 0% strongly disagree. This means that Agree is the most frequently

selected in question 8.

FIGURE 4.9
Do senior high school students
cope with financial difficulty

D SD
2% 2% SA SA
18% A
N
D
N SD
38%

A
40%

Figure 4.9 shows that 40% agree, however, 38% neutral, 18% strongly agree, 2%

disagree, and lastly 2% strongly disagree. This means that Agree is the most frequently

selected in question 9
 FIGURE 4.10
Does the amount of costs that
students have to pay on a daily
basis put them in a difficult financial
situation?
SA
D SD
2% A
8% N
SA
26% D
SD

N
28%

A
36%

Figure 4.10 shows that 36% agree, however, 28% neutral, 26% strongly agree, 8%

disagree, and lastly 2% strongly disagree. This means that Agree is the most frequently

selected in question 10.

 CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

SUMMARY

My fellow panelist, about our research, is factors that affect students' performance

in having financial problems. Financial problems in AICS CEBU especially GAS

students in grades 11 and 12. The study shows a range of impacts on how students'

financial performance is affected. The researcher discovered that education is one of

the foundations for long-term wealth accumulation and it has the most vote 60% agree.

Research involves the use of surveys. To begin with, my co-researcher and I

created 50 questionnaires for students in the AICS CEBU's GAS strand. Next, the

representative will create an inquiry letter. Third, the researchers will carry out their

investigation and provide questionnaire forms to the respondents. The researchers will

assemble and analyze all of the data when the respondents have finished all of the

questionnaire forms.

CONCLUSION

To eventually come to a conclusion on our study topics, we compiled all the test

data in the earlier chapters. This study came to the conclusion that GAS students in

grades 11 and 12 are unable to manage their financial problems. However, GAS

students at AICS CEBU continue to experience issues because they are compelled to

attend class on their scheduled days each and every time. They must continue to deal
with the financial issue. Our research indicates that the majority of them are still

struggling financially, yet they feel compelled to attend class in order to maintain good

attendance and achieve their academic goals.

RECOMMENDATION

Factors influencing students' performance in the GAS strand of AICS who are

experiencing financial difficulties and It's a recommendation.

 SCHOOL MATERIALS: Do not purchase new school supplies. Purchase used

materials instead. Purchasing used materials as a student is a great way to save

money because the prices are usually much lower than for brand-new items.

 PROPER FINANCIAL MANAGEMENT: Keep track of your expenses and create

a budget. You can manage your expenses in this manner.

 DAILY LIVING: Reduce your spending and save some money. Get a part-time

job or improve your skills to supplement your income.

 OTHER NEEDS: Sell your unwanted items to make some quick cash.
APPENDIX B – REFERENCES

Satisfactionwithfinancialsupportandstude...

https://www.researchgate.net/

Parental_Motivation_and_Achievement.pdf

d1wqtxts1xzle7.cloudfront.net

GJMBR-InvolvementandStyleofParentson...
www.researchgate.net

Parental_Financial_Support_and_Students...

d1wqtxts1xzle7.cloudfront.net
APPENDIX D – DOCUMENTATION
 BIBLIOGRAPHY

NAME: Jalil P. Sarip

AGE: 19
BIRTHDAY: November 04, 2003
PLACE OF BIRTH: Lumbac Bayang Lanao Del Sur
GENDER: Male
ADDRESS: Neptune Upper St. Tisa Hills Cebu City
HEIGHT: 5'7
WEIGHT: 55
RELIGION: Islam
CIVIL STATUS: SINGLE
CONTACT #: 0968 701 4830
EMAIL ADDRESS: jalilpiras04@gmail.com
MOTTO: “Work hard in silence. Let your success be your noise”

EDUCATIONAL BACKGROUND:

HIGHER LEVEL NAME OF SCHOOL YEAR

COMPLETED

Elementary Pasil Elementary School 2011-2016

Junior High School Tisa National High School 2017-2020

(Grade 7-10)

Senior High School Asian Institute of Computer 2021-2023

Studies Cebu
magno
pausanos
retuya
NAME: Jaspher M. Sabal
AGE: 19 BIRTHDAY: September 15, 2004
PLACE OF BIRTH: Kadianoy Sapangdaku Cebu City
GENDER: Male ADDRESS: Sitio Kadianoy Sapangdaku Cebu City
HEIGHT: 5’5
WEIGHT: 62
RELIGION: ROMAN CATHOLIC
CIVIL STATUS: SINGLE
CONTACT #: 0968509936
EMAIL ADDRESS: Jaspher.Sabal@gmail.com
MOTTO: “In life you'll realize that there is a purpose for everyone you meet. Some will
test you, some will use you, and some will teach you.”

EDUCATIONAL BACKGROUND:

HIGHER LEVEL NAME OF SCHOL YEAR

COMPLETED
Elementary Napo Elementary School 2011-2016

Junior High School (RDMNHS) 2017-2021

(Grade 7 -10)

Senior High School (AICS) 2021-2023

NAME: Lionel Kevin Y. Solon
AGE: 18
BIRTHDAY: November 09, 2004
PLACE OF BIRTH: Guadalupe, Cebu City
GENDER: Male
ADDRESS: Sandayong, Guadalupe, Cebu City
HEIGHT: 5'10
WEIGHT: 58
RELIGION: ROMAN CATHOLIC
CIVIL STATUS: SINGLE
CONTACT #: 09102413710
EMAIL ADDRESS: leonelkevinybarita14@gmail.com
MOTTO: “YOU ONLY LIVE ONCE.”

EDUCATIONAL BACKGROUND:

HIGHER LEVEL NAME OF SCHOOL YEAR

COMPLETED
Elementary Guadalupe Elementary 2011-2016

School

Junior High School (RDMNHS) 2017-2021

(Grade 7-10)

Senior High School (AICS) 2021-2023

Tanghian
villarin