i

EXPLORING THE RELATIONSHIP OF INDIVIDUALS

WITH SPECIAL NEEDS WITH THEIR SIBLINGS

WITHOUT SPECIAL NEEDS

A Thesis (Proposal)

Presented to The Faculty of Graduate School

In partial fulfillment of the

Requirements of Master of Arts in Education

Major in Special Education

By

LINDY CHIELO LEDESMA PABATANG

May 2023
 ii

Acknowledgment
 iii

Dedication
 iv

Table of Contents

Title Page…………………………………………………………………………………….. i

Acknowledgment.................................................................................................................ii
Dedication...........................................................................................................................iii
Table of Contents................................................................................................................iv
Chapter 1..............................................................................................................................1
The Problem.....................................................................................................................1
Background of the Study..............................................................................................1
Theoretical Framework.................................................................................................6
Statement of the Problem..............................................................................................7
Significance of the Study..............................................................................................8
Definition of Terms......................................................................................................9
Chapter 2……………………………………………………………………………….……………….…………………….12

Research Design.…………………………………………………………………….12

Research Locale……………………………………………………………………..12

Research Participants………………………………………………………………..13

Research Instruments………………………………………………………………..13

Data Gathering Procedure ………………………………………………………….14

Data Analysis……………………………………………………………...………..14

The Ethical Considerations………………………………………………………….15

References..........................................................................................................................17
Chapter 1

The Problem

Background of the Study

A relationship is any association or connection between people, whether intimate,

platonic, positive, or negative (Gonsalves, 2021). A healthy relationship is like making a

connection that will last forever; ending a bond is like breaking this relationship. A

sibling relationship is a relationship that lasts more than any relationship in one's lifetime.

It is vital in everyone's life (Joseph & Kotian, 2021). Positive sibling relationships were

more likely to protect against externalizing and internalizing problems (Mohamad et al.,

2021). With close sibling relationships being characterized as a source of emotional

support and warmth, it is essential to understand them as a unique context for positive

development during critical developmental transitions (LeBouef &Dworkin, 2021).

Sibling relationships are complicated, and all other relationships are different. Some

siblings are close, while others are not (Morton, 2020). While siblings can be close allies,

they can also be significant competitors (Salmon & Hehman, 2021). Some are

characterized by conflict and bullying. Indeed, nearly half of the children report being

involved in sibling bullying, a form of persistent sibling conflict (Toseeb et al., 2018).

Understanding sibling relationships is essential for both siblings. Sibling

relationships potentially last from early childhood into old age, with siblings influencing

one another's lives across the lifespan (Hayden et al., 2023). Siblings are vital for many

reasons; the age gap’s closeness may make them more likely to know their siblings’
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things than their parents. Given that children and teenagers are more likely to confide in

their siblings, they may also turn more readily to their siblings as a source of support

(Sidhu, 2019).

Siblings reported being in contact, either in person, over the phone, or on social

media between once a week and several times a week on average (Stocker et al., 2020).

Further, an online study of midlife and later-life adults found that adult siblings-

maintained contact in various ways, including in person, over the phone, via email, via

text messaging, and through social media (Jensen et al., 2019). Siblings' relationships

represent the opportunity to develop both siblings' skills and abilities, promoting positive

feelings like pride and joy (Vella Gera et al., 2021). This relationship can be characterized

by love and warmth, providing security and the opportunity to develop social abilities and

self-identity. However, sibling relationships can also offer scope for undesirable

outcomes, such as escalating conflicts and animosities. Some sibling relationships may be

ingrained with rivalry and competition, with emotional distance being introduced when

they leave the parental home (Donagh et al., 2022).

Quality of life can be defined as a subject’s perception of their position in life,

cultural and value context, goals, expectations, and standards. Age-related alterations

should be considered when the quality of life focuses on childhood and adolescence. A

child’s perception of quality of life seems different than an adult’s. In childhood,

environmental and economic conditions appear to have a more significant impact on the

quality of life than the physical or psychological condition of the subject (Quatrosi et al.,

2023). Life in families with a child with a disability often focuses on the relationship

between parents and the child. Still, in doing so, they underestimate the importance of the
 3

sibling relationship (Kyrkou, 2018). The relationship quality with siblings also seems to

affect the individual’s personality traits (Longobardi et al., 2019). The warmer, less

conflictual ones correlate positively with extraversion, agreeableness, conscientiousness,

and good mental health (Walęcka-Matyja, 2018). Also, the sibling may be recruited to

care for their sibling to ease demands on their mother, serve as an ally with their mother

against their sibling, or siblings may support each other to compensate for what is lacking

in the child–parent relationship (Drzymala et al., 2022).

Siblings play an important role in one another's life; siblings of children with

special needs have special needs themselves. When an individual is in the family, several

transformations occur, redefining roles to (re)organize their ways of being in the world.

Children/adolescents also experience these transformations, going through processes of

confusion and acceptance. It is necessary to include them in care so that they can have

support to understand the person with a disability and deal with their feelings (Freitag et

al., 2021). Siblings may become increasingly important in the lives of their siblings with

disability. Improvements in the health and life expectancies of disabled people and

decreases in state welfare have highlighted uncertainties about future care and support for

people with disabilities (Power & Bartlett, 2018). The quality of sibling relationships has

important implications for each sibling’s development, and not always in the expected

ways because conflict and intimacy are associated with both positive and negative

developmental outcomes. Additionally, these relationship qualities do not occur in

isolation since sibling relationships are the quintessential love–hate relationship

(Campione‐Barr & Killoren, 2019).

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The birth of a baby typically changes the ethos of the family. Parents must

develop a new routine, siblings must learn to accept the latest addition to the family, and

often, they may discover feelings of loss resulting from parents being so involved with

the baby (Singh, 2018). The birth of a child with special needs is challenging for parents

and healthy siblings. Healthy siblings often have an ambivalent relationship with their

siblings with disability. The siblings feel more responsible than their peers and are deeply

attached to them or, on the other hand, feel neglected and jealous of their siblings

(Schmidtová, 2018). Siblings of special needs children are often overlooked, especially

when they need more attention from their parents (Victor et al., 2021). Having a disabled

child can profoundly affect their living conditions and the mental health of their family.

Siblings of children with disabilities have an essential role in supporting them. Their

physical, psychological, and emotional health may be at risk. Therefore, their condition

and living should be improved (Hou et al. (2022). Having a family member with a

disability impacts the family's ability to do things together, such as going shopping or

planning holidays, resulting in the siblings missing many opportunities that may have

been possible to arrange otherwise (Sciberras, 2018). Peer relationships become more

critical during adolescence and young adulthood, and daily contact decreases as siblings

create independent lives (Sommantico et al., 2020).

Typical developing adult siblings reported more positive affect in their sibling

relationship when they had more tangible and emotional support from parents (Jones et

al., 2019). Sibling relationships are the basis of cognitive and emotional development

and are essential in providing a context for social development. Older siblings nurture

younger ones more; however, they also perceive more rivalry and dominance over the
 5

sibling, especially in the case of same-sex individuals. Young individuals admire their

siblings more and perceive them as favored by their parents. Nevertheless, older siblings

describe their relationships with siblings as less harmonious and more conflictual

(Krejčová et al., 2023). Furthermore, sibling relationships go through an evolutionary

process throughout their lives, especially in adolescence, as the children establish their

own identities inside and outside their families; intimacy between siblings tends to

increase (Park et al., 2021), sibling autonomy support enhanced young adults’ well-being

through enhanced goal progress and need satisfaction (Audet et al., 2021).

The relationship among siblings generally begins to grow from birth. They usually

play with each other that develop great relationships. They usually fight, argue, and

quarrel, but at the end of the day, they develop strong relationships as siblings. They

would have a significant impact when they learned that their siblings have

exceptionalities. They encounter difficulty interacting with their siblings with

exceptionality and might misunderstand their siblings’ reactions and feelings in certain

situations. Having an exceptional sibling can be beneficial on the part of the siblings.

Despite the challenges they experienced throughout their lives, brothers, and sisters of

exceptional siblings increased awareness, They became more concerned about their

siblings’ conditions, needs, and responsibilities as their siblings ‘guides (Catungal et al.,

2021).

In the Philippine context, the family members cope with a special child depends

largely on the family mythology, i.e., their values and belief systems. Their manner of

coping is also influenced by their perception of the particular child in relation to their

self-image. Siblings are referred to as "fellow travelers" in the life cycle. This
 6

phenomenon is frequent in Asian countries, notably the Philippine context siblings tend to

carry the burden for the family known as, “Tagasalo” (Agbayani et al., 2013). In

addition, Agbayani et al., 2013, remarked that blood is stronger than water, emphasizing

the close tie between Filipino families and the deep care for family and relatives.

Because of disabilities, there are restrictions that the individual is not able to perform life

roles normally expected for his age, consequently affecting his life (Gomez et al., 2013).

Some categories of individuals with disabilities are children with Intellectual

Disabilities, Visual Impairment, and Physical Impairment. Children with disabilities have

trouble with their ability to live a normal life, most of the time requiring special care and

assistance (Gomez et al., 2013). Life in families with a child with special needs generally

centers on the bond between the parents and the child, according to Kyrkou (2018). It

fails to appreciate the importance of the sibling bond. Most research concentrates on the

relationship between the parents, particularly the mother, and the special-needs child.

When one sibling has a disability such mutual support may be less available, and the

parental decline and death likely have caregiving implications for the sibling without a

disability (Orsmond & Fulford, 2018). With this, the study aimed to determine the

relationship between children with special needs and the attention they get from their

brothers and sisters without special needs. This study would like to determine the

relationship between siblings with a disability and without disabilities in their adulthood

stage of life.

Theoretical Framework

In this study, the researcher uses Adler's (1976) theory of individual psychology.
 7

Adlerian Psychology, Individual Psychology is a theory of human behavior that

focuses on the basic need to belong and the importance of engaging in constructive

actions (Adler, 1976). Alfred Adler, its founder, believed that all behavior is goal oriented

and that individuals are motivated to seek "belonging" or significance and meaning in

their lives by how they function in social systems. Adler believed that humans first learn

how to belong and interact with others in their initial social environment, their family. He

emphasized the individual's position in the family system, psychological birth order,

family dynamics, and attempts to avoid feelings of inferiority.

This theory implies that to avoid rivalry between siblings should support each

other. Siblings who support one another are more likely to treat one another well and

develop healthy relationships. However, conflict or misunderstanding will occur if the

siblings are not supportive of one another.

The theory is the basis of the researcher to figure out how siblings without special

needs treat or deal with their brothers or sisters who have special needs in terms of their

closeness, power, conflict, and rivalry. During the adulthood stage, does having a sibling

with a disability affects the life of the sibling without a disability? To what extent does

the sibling without a disability will take care of their sibling when their parents die?

Through these theories, the researcher came up with a study concerned with relationships

between siblings without special needs and their brothers or sisters with special needs.

Statement of the Problem

The aim of this study is to examine the connection between brothers with and

without disabilities in adulthood. The study will be conducted at Panaon, Misamis

 8

Occidental, the participants of this study are the learners with special needs and their

siblings aging 20 and older.

This study aimed to answer the following queries:

1. How do individuals describe their relationships with their sibling with special

educational needs?

a. What are the siblings’ perceptions of having a brother/sister with special

needs?

b. How does having a sibling with a disability affect the life of a sibling

without a disability?

c. How do they perform their role as a brother/sister to their siblings with

special needs?

d. What are the usual sources of conflict and competition between learners

with special educational needs (LSENs) and their siblings without special

needs?

e. How do the siblings of LSENs handle conflicts or possible competition

between them and the LSENs?

f. What are life’s insights of the individuals having siblings with special

needs?

Significance of the Study

This study would like to discover sibling relationships with their siblings or sisters

with disability. In many cases, the siblings without disabilities have different attitudes and
 9

behaviors in dealing with their siblings with disability. The researcher will conduct this

study to understand the relationship between siblings without disabilities and siblings

with disability. The findings of the study may benefit the following:

Department of Education. will have an awareness of the life of Special

Education Students. Department of Education plays an important role in the life of

the students, specially to the Students with Special needs. It helps every student to

learn and prepare for the future.

Parents. will be aware of the feelings of their children. Parents

cannot be with their children for the rest of their lives, but they can assure the

safety of their child/ children with special needs in the hand of their children

without disability.

Siblings with special needs. will be aware of how their siblings feel for

them. It can also give them an idea of the support they can get from their siblings

without special needs.

Special Education Teachers. will be able to understand the relationship

between their students and their siblings. It can give them the idea on how the

children with special needs are treated in their homes.

Definition of Terms

To better understand this study, the key terms used in this study were defined with

a conceptual and operational definition by how each key term was being used in this

study.
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Adulthood. This refers to ages from mid-20 and older when the

human existence when full maturity of the physical and intellect have attained.

Where the level of mental maturity or wisdom that influences all aspects of a

person's life, from their behavior to their relationships with others. It is where life

has full of responsibilities and priorities.

Closeness. It is the emotion and connection among multiple

individuals. It is the sense of belongingness and contact with a healthy

interpersonal relationship. Also, knowing someone well, like them a lot, and

desiring to spend a lot of time with them

Conflict. It is a disagreement and argument about something. It is a

misunderstanding of individuals, a clashing of interest, opinion and even the

principles of life.

Disability. It is any physical or mental condition that makes it more

challenging for a person to participate in any activities. It is important to

recognized that disabilities can be visible or invisible, and they can be inherited or

acquired at any time in life.

Impairment. It is an absence of or significant difference in a person’s

body structure, function, or mental functioning. The degeneration in the

functioning of a body part, organ, or system is caused by damage or disease that

can be temporary or permanent.

 11

Power. It is the ability to do or act; the capability of doing or

accomplishing something. It controls people and events. If someone has power,

they have a lot of control over people and activities.

Siblings. It refers to the child with special needs and the one who

don’t have a special needs. Each of two or more children or offspring having one

or both parents in common; a brother or sister.

Relationship. It is a close connection between two people. The feelings

and actions that two individuals or groups have toward one another.

Rivalry. It is a situation in which people compete with each other

for the same thing. It is one siblings things that their brother or sister with

disability gets more attention from their parents than them.

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Chapter 2

Method

This chapter deals with the study’s research methodology, which includes the

research design, research environment, participants, instruments, data gathering

procedure, data analysis, and the ethical considerations to adhere to in research.

Research Design

This research will use phenomenology as a research design since it only aimed to

describe the sibling's relationship to their brother or sister with special needs.

Transcendental Phenomenology was a kind of qualitative research methodology that

focused on the lived experience within a given group to seek reality from individuals'

narratives of their experiences and feelings (Moustakas, 1994). With this, an interview

will be done with a selection of people who have experiences of their own.

Research Design

The study will be conducted in the Municipality of Panaon, Misamis Occidental.

Panaon is a fifth-class municipality in the province of Misamis Occidental, Philippines.

Panaon is a coastal municipality in the province of Misamis Occidental. The

municipality has a land area of 46.80 square kilometers or 18.07 square miles which
 13

constitutes 2.33% of Misamis Occidental's total area. Its population as determined by the

2020 Census was 10,797. This represented 1.75% of the total population of Misamis

Occidental province or 0.21% of the overall population of the Northern Mindanao region.

Based on these figures, the population density is computed at 231 inhabitants per square

kilometer or 598 inhabitants per square mile. The researcher chose Panaon as the research

environment because, she has a cousin that has a disability, and she wanted to find out

how the siblings supported their brother/sister with a disability in the same locality.

Research Participants

The participants of this study are the siblings of the learners with special needs.

These students with special needs and siblings must abide by the following criteria of

this study:

(1) the learner must be enroll in one of the public school that offers Special

Education in Panaon,Misamis Occidental. (2) the sibling and the learner must live

together in the same house. (3) the siblings of the learner with special needs must be

in adulthood of stage or 20 years old and above.(4) participants of this study must

have the ability to comprehend and answer each question during the interview.

Research Instrument

The primary instrument of this study is the researcher guided by an interview

guided. The researcher will interview the learner with special needs and as well as their

sibling without special needs. There are two interview guides: one for the sibling without

special needs and one for the sibling with special needs. The questions designed catered

to the information required to address the problem's statement. Furthermore, direct

 14

observation of the interviewer to the interviewee was noticed to address the interview

process's efficiency. There are two sets of interview guides: one for the sibling without

special needs and one for the sibling with special needs. The questions are designed to

gather the information required to address the problem statement. Also, direct observation

of the interviewer to the interviewee will be observed to address the effectiveness of the

interview process.

Data Gathering Procedure

To gather the data that is needed in this study, first, the researcher will identify

who among the students with special needs have siblings without special needs living

with them.

Second, the researcher prepares a letter of consent for participation in the research

interview and letter to the principal asking a permission to conduct the study approved by

the Dean of the Graduate School Department of Saint Columban College. After being

approved, the researcher will send a letter to the principal of the students with hearing

special needs asking for permission to conduct the study.

Third, the researcher will conduct an interview using the set of interview guide

questions and interview questions. Along with this, there is a positive relationship

between the researcher and the research participants.

Data Analysis.
 15

In analyzing the gathered data, phenomenological data will be used, specifically

transcendental phenomenological. The researcher will use the four essential steps of a

transcendental phenomenological research method — Bracketing, Intuiting,

Analyzing, and Describing (Moustakas, 1994).

Bracketing. It is a term used to refer to a suspending judgment about the natural

world to focus on the analysis of experience. During the interview, it is expected that the

siblings of the learners with special needs and themselves have different responses and

experiences. The researcher should refrain from making personal judgments about the

gathered data from the research participants. The researcher will remain honest by not

manipulating the information.

Intuiting. After bracketing out is done, intuition follows, where the researcher now

remains focused on the attributed meaning of the phenomenon of the research. The

researcher will provide the variance of the data until a common understanding is met.

This ensures that the information gathered is authentic and true to the nature of the

research design used.

Analyzing. After accomplishing the intuition process, the analysis is the next step.

This step, ensures that the information gathered is authentic and true to the nature of the

research design used. The researcher will always remain faithful to the principles of

transcendental phenomenology.

Describing. The critical step of any phenomenological research methodology is

the description. It is at this point information will be interpreted, presented, and

comprehended the essence of exploring such a phenomenon. The researcher will provide
 16

the final step that provides distinctions and critical descriptions in both written and verbal

form.

Ethical Considerations in Research

Ethical Considerations are stated as one of the most important pieces of work. A

research/study may even fail if this portion was missing. The following ethical

considerations were found in this study: voluntary participation, confidentiality, the

anonymity of individuals involved in the study, and acknowledged authorities.

Voluntary Participation. Is an ethical principle protected by international law and

many scientific codes of conduct. Take special care to ensure there’s no pressure on

participants when you’re working with vulnerable groups of people who may find it hard

to stop the study even when they want to. In this study, the research participants have the

right to withdraw from the study at any time, with no penalty for refusal or withdrawal.

This ethical guideline is important in this study because it will require complete

participation of the participants in the study, such as responding to interviews, providing

accurate responses to inquiries, and allowing observations and other interactions to take

place. However, research participants will be informed that they are free to withdraw

from the study at any time if negative effects are observed during their participation.

Confidentiality and Anonymity. It is an agreement that is formed between the

researcher and the participant. The researcher will ensure the anonymity of individuals

participating in the research. The researcher will assure that the participants in the study

remained unknown or unacknowledged. The participant’s identity, personal information,

responses, etc. will not be disclosed to anyone. The researcher will ensure the adequate
 17

level of confidentiality of the research data. Maintaining confidentiality was a key

measure to ensure the protection of private information.

Acknowledging Authorities. The researcher acknowledged the works of other

authors used in this study with the use of APA referencing. The researcher cited sources

and appeared in the references for the study.

The researcher will follow appropriate etiquette of being an interviewer. In the

process of the interview, the researcher will show respect to the ideas of the participants

and maintain a sense of honesty and credibility in interpreting the data that were gathered

from the participants. The data were interpreted with full confidentiality to respect the

integrity of the participants.

 18

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 23

Appendices
A. Interview Guide Questions

1. Engaging Question

a. How are you today?

b. How are you a brother/sister of a child with special needs?

2. Exploratory Question

Central Question: How do individuals describe their relationships with their sibling with special
educational needs?
Sub Questions Descriptive Question Probing Question
1. What are the siblings’ What are your views on What is the siblings’ reaction
perceptions of having a having a brother/sister with on having a brother/sister
brother/sister with special needs? with special needs?
special needs?
Can you describe how you
felt?
Could you share your
emotional experience in more
detail?
How would you articulate the
 24

emotions you experienced

during that time?
What is like having a sibling
with special needs?

How is the experience of

While growing up what
having a brother or sister with
differences did you notice
special needs impacted your
between yourself and your
life? Or as a person?
2. How does having a friends who did not have
Have you ever felt
sibling with a disability siblings who had
misunderstood or judged by
affect the life of a sibling disabilities?
friends or peers because of
without a disability? How has your relationship
your sibling's disability? Can
with your sibling with a
you describe a specific
disability influenced your
example and how you
relationships with others,
handled it?
such as friends, peers, and
family members?
Have you made friends with
any other kids with special
needs or siblings?
What are the thigs you are
3. How do they perform Do you feel like you have to
willing to do for your
their role as a help your parents care for
siblings with special needs?
brother/sister to their your sibling?
How do you perform your
siblings with special Can you give an example of a
role as a brother/sister to
needs? time when you had to act as a
their siblings with special
caretaker or an advocate for
needs?
your special needs sibling?
How did you find that
experience to be?

4. What are the usual Do you ever feel jealous of

sources of conflict and your sibling? How does having a sibling
competition between What are the usual sources with special needs affects
learners with special of conflict and competition your relationship with your
educational needs between between your parents?
(LSENs) and their sibling with special
siblings without special educational needs (LSENs) Can you provide some
needs? and your siblings without specific examples of
special needs? situations where conflict or
competition arose between
your sibling with special
educational needs and your
 25

other siblings?

What are the things you do to

prevent any competition with
What difficult feelings do
your sibling?
5. How do the siblings of you have because of your
LSENs handle conflicts sibling?
What do you do when you
or possible competition How do you handle
have a hard time talking to
between them and the conflicts or possible
your parents about your
LSENs? competition between them
feelings?
and the LSENDs?

Does your experiences have

helped you to become a better
6. What are life’s insight of person?
What are the things you
the individuals having
learn having a sibling with
siblings with special In what ways have your relationships
special needs? with your family members, including
needs? your sibling with special needs, been
shaped by your experiences growing up
together?
Exit Question:

1. Is there anything else you can share about having a sibling with special needs?

B. Inform Consent
 26

SAINT COLUMBAN COLLEGE

Pagadian City
-oOo-
GRADUATE SCHOOL

CONSENT FOR PARTICIPATION IN THE RESEARCH INTERVIEW

1. I volunteered to participate in a research study conducted by LINDY CHIELO L.

PABATANG from Saint Columban College, Pagadian City. The project is
designed to gather information on the EXPLORING THE RELATIONSHIP OF
INDIVIDUALS WITH SPECIAL NEEDS WITH THEIR SIBLINGS WITHOUT
SPECIAL NEEDS. I will be one of the research participants to be interviewed for
this research.
2. My participation in this project is voluntary. I understand that I will not be paid
for my participation. I may withdraw and discontinue participating at any time
without penalty. No one in my sibling’s school will be told if I decline to
participate or withdraw from the study.
3. I have the right to decline to answer some personal questions the researcher asks.
4. The interview will last around 10 – 20 minutes.
5. I understand that the researcher will not identify my name in any reports.
6. Faculty and Staff from my sibling’s school will be absent from the interview.
7. I understand that the Graduate School of Saint Columban College has reviewed
and approved this research study.
8. I have read and understand the explanation provides to me. To my satisfaction, I
have had all my questions answered, and I voluntarily agree to participate in this
study.
9. I have been given a copy of this consent form.

__________________________________ ____________________________
Participant’s Signature over printed name Date:

NAME: LINDY CHIELO L. PABATANG ________________________

CONTACT #: 09513848958 Signature of the Investor
Email: lindychielo.pabatang@sccpag.edu.ph

C. Permit to Conduct the Study

 27

NOLI A. COS
Principal
Panaon Central School
Panaon, Misamis Occidental

Sir:
Panagdait sa tanang Kabuhatan!

The undersigned is conducting a research entitled “EXPLORING THE RELATIONSHIP

OF INDIVIDUALS WITH SPECIAL NEEDS WITH THEIR SIBLINGS WITHOUT
SPECIAL NEEDS” as part of the requirement for the degree, Master of Arts in Education
major in Special Education at Saint Columban College, Pagadian City.

In this connection, the researcher is requesting your permission to conduct an interview

with the siblings of your students who has special needs to gather the necessary data
needed for the study.

As an educator and a researcher, I assure you that the conduct of the study will be done
with great honor, respect, and responsibility towards the participants, their parents,
teachers, and the school.

Hoping for your favorable response. Thank you and more power!

In Saint Columban,

LINDY CHIELO L. PABATANG

Researcher

Noted:
GILBERT A. CELESIO, EdD
Dean, Graduate School

Approved:
NOLI A. COS
Principal