EFFECTS OF SEATING ARRANGEMENT TO IMPROVE

CLASSROOM DISCIPLINE

A Research Paper Presented to the Senior High School Research

Department
University of Perpetual Help -Molino Campus
City of Bacoor

In Partial Fulfillment of the Requirements

in
Practical Research 1: Qualitative

Submitted by:

Del Rosario, Alyssa Nicole G.

Carandang, Jhon Loiyd
Conanan, John Benedict C.
De Jesus, Razel Jhon S.
Echon, Jobert Vincent M.
GAS 11-02

Submitted to:

Ms. Anna Victoria F. Clemente

March 2019
 ACKNOWLEDGEMENT

The researchers would like to thank first our Almighty God, who never
fails to pour His blessings, show His guidance and share His knowledge
with all his children. We would like to thank Him who has helped us
conquer the hardships that we have faced to complete this study.
The researchers would also like to acknowledge our Practical
Research teacher, Ms. Anna Victoria F. Clemente who has helped us all
the way in accomplishing this research project and for never giving up on
teaching and explaining the topics for us to better understood it.
We would also like to give thanks to our parents who have never
stopped believing in our capabilities to finish our project.
Lastly, we would like to recognize each member of the group, who
went to great lengths in order to accomplish the study. The researchers
could not have completed the projected without each other’s help. The
sleepless nights have indeed paid off.

All the glory belongs to God!

 ABSTRACT
As a part of classroom management, teachers face the question of how and
where to seat their students. Seating arrangements are important classroom
setting events because they have the potential to help prevent problem
behaviors that decrease student attention and diminish available
instructional time. The study examines the effects of seating arrangement
to improve classroom behavior. The study wanted to find out if seating
arrangement influences the improvement of the behavior of a student. The
research was conducted on 7 senior high school students of University of
Perpetual Help System Dalta Molino Campus. The result finds out that
seating arrangement can help to improve the students’ behavior.
Keywords: Classroom Management, Seating Arrangement, Behavior

CHAPTER 1: THE PROBLEM AND THE REVIEW OF

RELATEDLITERATUREAND STUDIES

1.1 Background of the Study

Classroom management has always been an issue relating to the students’
behavior. It is very essential to control students’ disruptive behavior and
maintaining discipline. In addition, seating arrangement are one of the
important indicators in teaching, learning, behavior as well as in the
classroom interaction. Seating arrangements or the use of chairs and tables
will affect the way teachers and students feel, think, act and behave in the
class. Classroom discipline is the strategies a teacher uses to manage
behaviors and attitudes during instructional time. An educator who uses
consistent discipline strategies exhibits more effective classroom
management. Seating arrangement and classroom discipline among
students are an important issue that drawn our attention as having a proper
and organized seating arrangement that can help the students to improve
their discipline in class. Students spend a large amount of time in a
classroom, where desks are arranged in a specific way and seats are
determined by the teacher. At the beginning of the school year, as part of
classroom management, teachers face the question of how and where to
seat their students. This is an important decision, as classroom seating
arrangements influence classroom climate, classroom discipline and
students’ relationships with each other (van den Berg et al. 2012; Gest and
Rodkin 2011; McKeown et al. 2015). Thompson (2009), define seating
arrangement as one of the important indicators in teaching and learning as
 well in the classroom interaction. According to Daniels (2008), the
arrangement of a classroom can either foster negative or positive behavior.
Richards (2012), revealed that the position of where a student is seating
within the classroom can also impact the student’s academic performance
and classroom behavior, therefore making change of seating arrangements
maybe a strategy that can be utilized to decrease disruptive behavior in the
classroom. Schwarzer (2008) says that student satisfaction has been of
pivotal concern to educators for many decades. According to Hilal (2014),
there are physical factors and social factors which affect students’
attention, participation, interaction, behavior and learning satisfaction. The
physical factors can be defined with all design characteristics of the
environment like size and proportion of the room. The social factors are
students’ personal space, their behavior in the class and correlations with
others. According to researches of learning environments Haghighi &
Jusan (2011), if educators want to enhance student’s behavior, classrooms
must be taken into consideration and designed accordingly.

1.2 Review of Related Literature and Studies

1.2.1 Classroom Management
Classroom management has always been an issue relating to the student
behavior and learning outcomes. A careful strategic management can
result in a smooth transaction of knowledge and effective monitoring of
the students. For this purpose, many writers have suggested several
methods and strategies to enhance the performance of the students and in
the long run control the discipline of the class, Nunan (2013). One factor
contributing to disruptive classroom behavior is poor classroom
management. Poor classroom management has been repeatedly linked with
an increase in disruptive behavior problems and a decreased focus on
academics (Bradshaw, Mitchell & Leaf, 2010). However, some research
consistently shows that when teachers behavior management skill
improve, disruptive behavior may also decrease. Typically, classroom
management is defined as the practices and routines adopted by the teacher
to establish order in the classroom and engage students (Bradshaw,
Mitchell & Leaf, 2010). Major components of good classroom
management involve positive teacher and peer interactions, instructional
methods that promote student responding strategies to promote on-task
behaviors. These approaches may be conceptualized as preventative
because they aim to arrange the environment in such a way that disruptive
behaviors are less likely to occur. Beginning in the 1970’s, research in the
area of classroom management observed a positive relationship between
student achievement and certain teacher management behaviors.
Classrooms with higher student achievement had teachers that moved
through instructional material at a brisk pace and gave clear directions and
explanations. Not surprisingly, these teachers demonstrated many
proactive behaviors, such as communicating clear expectations,
monitoring student behavior, and engaging students in academic tasks, all
of which served to minimize disruptions (Emmer & Stough, 2009). At the
start of the year, effective teachers teach expectations to students, set clear
rules for behavior, teach classroom routines, monitor student behavior, and
provide corrective feedback so that inappropriate behavior does not
become routine in the class (Emmer & Stough, 2009).

1.2.2 Seating Arrangement

Classroom seating arrangement has the potential to affect the level of the
rate of disruptive classroom behavior (Wannarka & Ruhl, 2008).
Classroom seating arrangements are usually under teacher control, and
thus the teacher may choose from a variety of arrangements depending on
the physical structure of the classroom and the goals of the classroom
activities. There are numerous types of seating arrangements available to
choose from, including rows and columns, groups, semi-circles, and pairs.
Physical arrangement in the classroom is one of the important
considerations because it can contribute appropriate behaviors, disruptive
behaviors, and overall academic achievement (Wannarka & Ruhl, 2008).
According to (Kern & Clemens, 2009) altering the seating arrangement is
a simple way to change the physical aspects of the learning environment to
improve classroom management and student behavior. This change can be
easily accomplished by teachers and has the potential to largely decrease
disruptive behavior problems. The researcher Martin (2009), revealed that
the classroom seating arrangement have a big effect on students. The
arrangements of seats in the classroom is an essential component of the
teaching environment and has a big effect on the allocation of educational
opportunities and classroom discipline. In recent years, the educators have
been promoting various types of classroom seating arrangement and the
selection of classroom seating reflect students’ learning styles, learning
motivation, learning attitudes, and learning behavioral tendencies.

1.2.3 Importance of Seating Arrangement

Dunne (2008) writes about the relationship between classroom seating
arrangements and classroom management. She argues that teachers need to
consider a seating arrangement that works with the space they have and
the student desks they need. The importance of seating arrangements is to
allow the teacher to walk between the student desks. She added that a
successful seating arrangement is also the method of classroom
management.

1.2.4 Different Seating Arrangement

A. Orderly Rows Seating Arrangement
It is also known as traditional form of seating arrangement. This seating
arrangement is placing the tables in well-organized rows and columns. The
teachers are usually only able to walk from front to the back. According to
Harmer this type of seating arrangement has advantage and disadvantage.
The advantage of this seating arrangement is the teacher has a clear view
of all the student and the students can all see the teacher, it maintains the
teachers’ eye contact with students whom teachers’ talking to. Teachers
can also monitor the students’ who sit in certain rows. While the
disadvantage is teacher’s, should always monitor the students to keep
involving to the learning process.
B. U-shape or Circle Seating Arrangement
In this seating arrangement, the tables and chairs are arranged in the shape
of U, and the position of the teacher is at the open end of arrangement. In
this case teacher possibly walk and look around to all students. This
seating arrangement has advantage and disadvantage also, it would be
advantage to the educators, it is useful for both small and large classroom
to minimize the teacher and student’s interaction during activity. Student’s
might feel fairness among them, while the teacher can personally interact
with the students. The class can also be flexible and dynamic where
teachers can easily move around the class and check the student’s work. In
the other side the disadvantage of the seating arrangement is that it takes a
lot of space and could be more difficult for teachers to get students
attention.
C. Conference Seating Arrangement
It is the smaller version of the Hollow Square or U Shape, however there
is a large elongated table, with the audience all facing inwards.
D. Theatre Seating Arrangement
Is the simplest style seating arrangement, reflecting the seating
found in the theatre or cinema with chairs aligned in the consecutive
straight row.
E. Horse Shoe
This style is very similar to U-shape however, each consecutive row
of chairs and tables are angled inwards.
 F. Hollow Square
There are four sides and no open end with the audience all facing
equal.

1.2.5 Effects of Seating Arrangement

The debate of what effects can a seating arrangement have on the students
is long discussed by many educators and researchers. The students of a
classroom do take the seating of the room seriously as it must be the
location of the student which decides the participation and contribution
level of the student itself. Seating arrangement has a huge impact on
students’ behavior. A physical arrangement of the classroom has the effect
on the potential to encourage desirable behavior or to contribute to
students’ misbehavior (Daniels 2010). Seating arrangement is one that is
typically under teacher control. Having a proper seating arrangement has a
huge effect not just on the performance of a student but it also influences
the behavior of a students that could either be positive or negative.

1.3 Synthesis
The classroom management was always been connected in the behavior of
a students. Having a proper seating arrangement that will suit the students
to adapt a good behavior is one of the reasons why educators wants to set
seating arrangement in their class. It was said that if educators set a poor
seating arrangement then, it can result a negative behavior. That’s why
they consider seating arrangement as one of the essential to achieve a good
performance and behavior in class. The importance of setting a seating
arrangement is to allow the teacher to walk between the students to
observe their performance as well as their behavior. There are some types
of seating arrangement that was used in different school by different
teachers. Some of the seating arrangement are the traditional seating
arrangement, U-shaped seating arrangement, conference seating
arrangement, horse shoe arrangement, theatre seating arrangement and
hollow seating arrangement but just like other arrangement it has a
positive and negative effects. The research gap of this study is that the
researchers do not classify and consider other seating arrangement, while
some of the given types of seating arrangement were not elaborated
enough to understand like others. The effects of seating arrangement were
not also elaborated enough to understand because it is not enough to prove
if there is really an effect in seating arrangement and it was not elaborated
to know the other possibility effects.
1.5 Objectives
1. To identify the different seating arrangement used in classroom
discipline
2. To know the purpose of seating arrangement to improve classroom
behavior
3. To know the appropriate seating arrangement to improve the classroom
behavior of the students
1.6 Theoretical Framework
Social Learning Theory
By: Albert Bandura
Bandura’s Social Learning Theory theorizes that people learn from one
another, via observation, interaction, imitation and modeling. The theory
has often been called a bridge between behaviorist and cognitive learning
theories because it encompasses attention, memory, and motivation. Most
human behavior is learned observationally through modeling: from
observing others, one forms an idea of how new behaviors are performed,
and on later occasions this coded information serves as a guide for action.”
(Bandura). Social learning theory explains human behavior in terms of
continuous reciprocal interaction between cognitive, behavioral, and
environmental influences. Bandura believed in “reciprocal determinism”,
that is, the world and a person’s behavior cause each other, while
behaviorism essentially states that one’s environment causes one’s
behavior, Bandura, who was studying adolescent aggression, found this
too simplistic, and so in addition he suggested that behavior causes
environment as well. Later, Bandura soon considered personality as an
interaction between three components: the environment, behavior, and
one’s psychological processes (one’s ability to entertain images in minds
and language). Social learning theory has sometimes been called a bridge
between behaviorist and cognitive learning theories because it
encompasses attention, memory, and motivation.
In this study, the researchers are planning to incorporate the uses of social
learning theory because it helps the students to interact with other people
by communicating with them. It also helps the students to know if their
action is correct and ask for guidance when they need. It helps people
develop their knowledge by constructing and shaping their personalities to
improve their knowledge and behavior in school. This theory is also the
bridge in developing and shaping one’s behavior the researchers wanted to
 incorporate this theory because it can help the students to improve their
behavior in the classroom. Is was also said that the persons behavior can
cause each other, just like having a seating arrangement, students tend to
adapt other behavior especially when they are interacting with their
seatmates that change their behavior either positive or negative.

1.7 Significance of the Study

The study would be helpful for:
• The students. This study may give them deeper understanding and
knowledge about the effects of seating arrangement to improve their
classroom discipline.
• The teachers. The teachers of the students are the one who gives them
knowledge and give them guidance especially in school. This study can
help the teachers to have an idea and serve as their guide in arranging the
seating arrangement of their classroom.
• The future researchers. When the time comes, this study can help them
on their future research. They can get some information on the study that
is related to their topic and can possibly help theirs.
1.8 Scope and Delimitation
This study focused on gathering data in the University of Perpetual
Help – Molino Campus. The study examines the effects of seating
arrangement to improve classroom discipline to be administered to 7
senior high school students of University of Perpetual Help – Molino that
are randomly selected. In this study, we use interview protocol in
gathering information. We assured to our respondents that the information
that we collected from them will be private and for educational purposes
only.

1.9 Operational Definition of Terms

Effect- a change which is a result or consequence of an action or other
cause.
Disruptive Behavior- is defined as any behavior that hamper the ability of
instructors to teach or students to learn.
On-task Behavior- Keeping the students on task
Seating arrangement- are main part in a teacher’s plan for classroom
management
Classroom Discipline- define as the practice of teaching others to obey
rules or norms by using punishment to correct unwanted behavior
Traditional Seating Arrangement- placing the tables in well-organized
rows and columns
Classroom Management- is a term that teachers use to describe the process
of ensuring that classroom lessons run smoothly without disruptive
behavior from students compromising the delivery of instruction.

CHAPTER 2: METHODOLOGY
2.1 Research Design
This study is a qualitative design research that focuses on the
effects of seating arrangements to improve classroom discipline of the
students. The researchers used Basic Qualitative Research Design. This
designed is generally based on the social constructivism perspective.
2.2 Research Locale
The research was conducted at the University of Perpetual Help-Molino
which is situated at Molino 3 Bacoor City, Cavite. This University was
purposively picked as a result of its various number of Grade 11 students.
2.3 Participants and Sampling Technique
The participants of this study were the Grade 11 students in the University
of Perpetual Help-Molino because the researchers wanted to know their
different perceptions on their seating arrangement in their respective
rooms. The study used Purposive Sampling where the researchers
randomly picked Grade 11 students in the University of Perpetual Help-
Molino in order to have at least 7 respondents. In this technique the
researchers rely on their own judgement when choosing their respondents.
2.4 Data Gathering Procedure
To gather the data the researchers’, use purposive sampling technique. In
this technique the researchers rely on their own judgement in choosing
their respondents in the strands STEM, ABM, GAS, AD, HE, ICT, and
HUMMS.
2.5 Data Analysis Procedure
The researchers use transcript process where they audio recorded their
respondents while jotting down notes. After interviewing their
respondents, they check their notes together with the audio recorded to
ensure that the information is right. They code their transcript to open
coding, after the open coding, axial coding and lastly the selective coding.
CHAPTER 3: RESULTS AND DISCUSSION
3.1 Objective 1: The different seating arrangement used in classroom
discipline
TRADITIONAL SEATING ARRANGEMENT
The result shows that almost of the respondents answer the traditional
seating arrangement as their type of arrangement they use in their class.
One of the respondents said that the style they use is traditional seating
arrangement “Our assigned seating arrangement is the traditional seating
arrangement. I am at the fourth-row left side of our room and we are
alphabetically arranged. In terms of my interaction with my seatmate it’s
fine we always agreed on things. I prefer the seating arrangement where
my friends are my seatmates because it makes me feel comfortable to
approach them when I need help and it helps me to have a positive
behavior. I don’t prefer seating arrangement that is near with the teacher
because they always look and calls me in recitation.”.
3.2 Objective 2: The purpose of seating arrangement to improve
classroom behavior
BEHAVIOR
Most respondent consider behavior as one of the purposes of having a
seating arrangement. It is said that one of the factors why educators set a
seating arrangement because it can help the student to improve her
behavior in class. One of the respondent says that “Maybe the purpose of
this is you will be able to know your classmate well and to improve your
behavior It helps me to improve my own behavior because I got to correct
my wrong behavior when I am socializing with them, seating arrangement
helps me to balance my behavior because I can adapt good behavior and
that is good for me and at the same time if my seatmate is noisy then I can
also adapt it. I think influence. It can also influence you to adapt new
behavior.”
PEACE AND ORDER
One of the respondents consider peace as one of the purposes why the
educators set a seating arrangement in their class. He said that “The
purpose of seating arrangement is to bring peace in class”.

INTERACTION
Some of the students consider interaction as one of the purposes why the
teachers set an arrangement in their class. As they use traditional seating
arrangement, students tend to interact with each other to get knowledge, to
learn from them and to adapt a new behavior that could be either positive
or negative. One respondent said that “It can improve one’s behavior
because as we interact with other people we tend to learn and improve our
behavior”.

POSTIVE AND NEGATIVE BEHAVIOR

Practically some students consider that one of the purposes of seating
arrangement is to adapt one’s behavior even though it is positive or
negative, due to their interaction with their seatmate in a traditional seating
arrangement they adapt behavior that could either improve or worsen their
behavior. One of the respondent said that “ It helps me to balance my
behavior. Because if you seat next to the student who is very noisy then,
you may adapt it but when you can manage to handle, it will affect not
affect your behavior”.

ORGANIZE
Most of the respondent also consider organization in class as one reason
why educators sets a seating arrangement in their class. As teachers set an
proper and fair seating arrangement it has a possibility that the class would
be more organize. That could also lessen the disruptive behavior of the
students in class. If the educators sets an effective arrangement for the
class it has the possibility that the students behavior would be positive.
One respondent said that “For me it is important because it seating
arrangement could organize the students behavior in class and could
minimize their noise and their attitude”.
3.3 Objective 3: The appropriate seating arrangement
TRADITIONAL ARRANGEMENT
Mostly of the respondent answer that the most appropriate seating
arrangement type should be traditional seating arrangement that is
alphabetically arranged. In this cause they do not who is their seatmate, it
can affect their behavior that has a possibility to change whether it is
positive of negative. They will know the behavior of the person as they
interact with people like their seatmates and they’ll know the attitude of
their seatmate. One respondent tell that “Traditional seating arrangement
that is alphabetically arranged. Some of the students might not like this but
based on my experience I improve my behavior through my seatmate. I
admit that at first I don’t want him to be my seatmate because I don’t
know him personally but as time goes by I learn to interact with him and I
learn new good behavior like I learn that I should help my other classmate
I finishing their task”. She stated that her current traditional seating
arrangement help her to have a good behavior as she interact with her
seatmate.
CONFERENCE SEATING ARRANGEMENT
Only one respondent consider that conference seating arrangement should
be the arrangement that should be followed in the class. He stated that
“For me conference arrangement because all of the students will be strictly
observed by the teacher”.
TRADITIONAL SEATING ARRANGEMENT AND
ALPHABETICALLY ARRANGED
Most of respondents, answers that the traditional seating arrangement that
is alphabetically arranged is the appropriate arrangement in the class. One
of our respondents said that this is their current seating arrangement
“Traditional Arrangement that is alphabetically arranged. Some of the
students might not like this but based on my experience I improve my
behavior through my seatmate. I admit that at first, I don’t want him to be
my seatmate because I don’t know him personally but as time goes by, I
learn to interact with him, and I learn new good behavior like I learn that I
should help my other classmate in finishing their task.
 CHAPTER 4: SUMMARY, CONCLUSION, AND
RECOMMENDATIONS
4.1 Summary
The study set to find out that if seating arrangement has a contribution in
improvement of a classroom discipline. The results show that traditional
seating arrangement that is alphabetically arranged should consider. The
results also shows that the purpose of having an seating arrangement can
improve the students behavior because of the interaction of the students
with their seatmate, it is said that if your seatmate has a good behavior
then you will adapt the behavior he/she have, on the other hand if your
seatmate has a disruptive behavior then there is a possibility that you
might adapt the behavior he/she have.
4.2 Conclusion and Recommendations
Having a seating arrangement influences improving the classroom
discipline of a student. If an educator or instructor wants his/her students
to have a positive behavior then, they must consider seating arrangement
as one factor. Educators must think of a seating arrangement that could not
only help her/him but could also help the student to promote positive
behavior. Finding the appropriate seating arrangement is very difficult to
determine, mainly because one seating arrangement cannot be used to
meet the academic and behavioral needs of all students. There are
positives and negatives for each seating arrangements. Traditional Seating
Arrangement that is alphabetically arranged should be consider, mainly the
purpose of this seating arrangement is to improve one’s behavior. It could
also be the purpose of your interaction in your room and especially to your
seatmate that could develop that could your to either improve of could
worsen your behavior. And lastly it could help to a classroom to have a
peaceful environment.
It is recommended that the teacher should choose a seating arrangement
that best fits the needs of their students. It is also recommended that
teachers should keep the same seating arrangement and try the traditional
seating arrangement that is alphabetically arranged because it can improve
the students behavior once they interact with other people or with the
people they do not know personally at first as time goes by they will know
each other and they will adapt once behavior that could result a positive
effect on them.
 APPENDICES

A. INTERVIEW PROTOCOL

EFFECTS OF SEATING ARRANGEMENT TO IMPROVE

CLASSROOM DISCIPLINE
Del Rosario, Alyssa Nicole G.
Carandang, Jhon Loiyd
Conanan, John Benedict
De Jesus, Razel
Echon, Jobert Vincent
Date of Interview:

Group/Person Interviewed: One person per strand

Place of Interview: University of Perpetual Help Perpetual Help –

Molino Campus

Interview Completed by:

Instruction/Opening Statement:

We the Group 4 researchers from the section GAS 11-02 of the University
of Perpetual Help – Molino. We will be conducting a study about
EFFECTS OF SEATING ARRANGEMENT TO IMPROVE
CLASSROOM DISCIPLINE

The purpose of meeting with you today is to know your thoughts,

feelings, experiences toward the effects of seating arrangement to improve
classroom behavior. You are chosen as one of the respondents because we
think that you can help us to understand our topic even more.

Any information that you will share will remain confidential. Nothing you
say will be personally attributed to you in any reports that result from this
focus group. All of reports will be written in a manner that no individual
comment can be attributed to a particular person.

Your participation in this focus group/ interview is totally voluntary. Are

you willing to answer some questions?
Do you have any questions before we begin?

(If none): Okay, let us start!

Please tell me something about yourself/introduce yourself.

(Proceed with the actual questions)

Objectives Interview Questions

#1 To identify 1. What is your assigned
the different seating arrangement?
seating Probe: Is it traditional,
arrangement horseshoe, buffet,
to improve conference?
classroom Probe: How about your
discipline interaction with your
seatmate?
2. What seating
arrangement do you prefer
the most?
Probe: Does it makes you
feel comfortable?
Probe: How does it help you
to perform positive
behavior?
3. What seating
arrangement do you not
like?
Probe: Why did you not like
this seating arrangement?
#2: To know 1. What do you think is the
the purpose of purpose of seating
seating arrangement?
arrangement 2. How does seating
to improve arrangement help you to
classroom improve more your
behavior behavior in school?
3. How does your seatmate
affect your room behavior?
Probe: Can you give us the
 negative behavior that you
adapt?
Probe: Can you also give us
the positive behavior that
you adapt?
4. Why do you think
having a seating
arrangement can improve
the behavior of a student?
#3: To know 1. What do you think is the
the most appropriate seating
appropriate arrangement to improve
seating the students’ behavior in
arrangement their room?
to improve the Probe: Why do you think it is
classroom the most appropriate?
behavior of 2. How important is the
the students seating arrangement in the
class?
3. Why do you think
educators want to set a
seating arrangement in the
class?

Interviewer’s Reflective Notes

Comments

Respondent 1 (ICT): R1:I learned that the

• The respondent is
confidence in answering
our questions and he is
fluent in speaking in
English.
Respondent 2 (GAS):
• The respondent is
confident with answer
and she try her best to
answer our give
questions.
Respondent 3 R3: He made me realize
seating arrangement in
alphabetical order
should be appreciated
because it also has a
good effect on the
students
R2: I realize that
combining the students
with disruptive behavior
can help the students
itself to change their
negative behavior.
(HUMMS): that putting students that
• The respondent has disruptive behavior
experience difficulty in in the front can one of
speaking English while the ways to change their
we were asking him, but behavior.
he still try his best to R4: I realize that
answer our questions. seating in front near
Respondent 4 the teacher is a bit
(STEM): hard because her
• The respondent is attention might focus
confident with her on you
answer and she feel R5: He made me
comfortable while we realize that conference
are asking her. arrangement can also
Respondent 5 (AD): be consider in seating
•This respondent is the arrangement that
most comfortable should be used in some
among all he answer our class.
question really well and R6: I learn that
I understand him seating arrangement
because of the details he can balance on
said when he was behavior and can help
answering. the students to have a
Respondent 6 (ABM): discipline
•The respondent voice is R7: She made me realize that
very shaking and she in seating arrangement our
seems like not seatmates can improve our
comfortable with us but behavior and in that change
she still did her best to you would be able to help other
answer our question. people.
Respondent 7 (HE):
•The respondent give a
clear information and
intention while we are
asking her.
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=gradschool_dissertations.

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 Alyssa Nicole G. Del Rosario

Blk 3 Lot 7 Caluya St. Greatwoods Subdivision, Molino 5

Bacoor Cavite, 4102

alyssanicoledelrosario@gmail.com

09979274983

OBJECTIVE:

To utilize and enhance my skills and experience in a reputable hospital with an

opportunity in professional development as well as personal development.

EDUCATION:

Senior High School University of Perpetual Help Molino

Bacoor, Cavite

(2019-2020)

Junior High School St. John Fisher School

Imus, Cavite

(2017-2018)

Grade School & Preschool St. John Fisher School

Imus, Cavite

(2013-2014) & (2007-2008)

SPECIAL SKILLS :

• Flexible at any task • Can do multitasking • Cooperative

REFERENCE PERSON/S:

Lorraine Antoinette P. Ramirez Rica Mae L. Dubria

Maintenance Manager Architect

09102206250 / lorrane_ramirez@gmail.com 09166151650 / dubria.rica02@gmail.com

This is to certify that the information is true and legit to this manner.
 Conanan, John Benedict C.

Address: Blk 3 Lot 35 Dao St. Camella Seville Habay 2

Bacoor,Cavite 4102 Contact: 09477482000

Email: jabie222221@gmail.com

09477482000

________________________________________________________________________
OBJECTIVES:
Seeking a challenging opportunity where I will able to utilize my strong
organizational skills, educational background and ability to work well with people, which
allow me to grow personality and professionally.
________________________________________________________________________
ACADEMIC BACKGROUND:
Senior High School: University of Perpetual Help System DALTA
Senior highschool
Molino V, Bacoor, Cavite
(SY: 2018-Present)
Junior High School: Bacoor National High School – Salinas annex
(SY: 2014-2018)
Pre-school: La Camelle School
(SY: 2005-2014)
________________________________________________________________________
SKILLS:
• Flexible in any task
• Cooperates and works well with others
________________________________________________________________________
REFERENCES PERSON:
Dubria, Rica Mae
09166151650 / dubria.rica02@gmail.com
Del Rosario, Alyssa Nicole G.
09979274983 / alyssanicoledelrosario@gmail.com
Echon, Jobert Vincent M.

Address:333 Molino Heights Molino 3 city of Bacoor Cavite (4102)

Contact number:09260296877

Job objectives: to learn more about life and to have experience in company for me to
have a better living life.

Education:

Senior High School University of Perpetual Help Molino 2018-2019

present

Junior High School Divine Jesus Learning Center Inc. 2014-2018

Elementary. Molino Elementary School. 2008-2013

Special Skills : I can do hard things to get easy way for me and others to make it possible.

Personal Data:

Age:16

Civil Status: Single

Religion: Roman Catholic

Nationality: Filipino

Name of Father: contact number:

Name of Mother: Cristina Echon contact number:

Name of Guardian: Evelyn O. Malabanan contact: 09228603751

Character References:Evelyn Malabanan ( Business women)

I hereby certify that the information above is true and correct to the best of
knowledge and belief.
 Jhon loiyd S. Carandang
Address: Blk 6 lot 15 Alta Homes Sunnyvalle
Contact: 09976980867
pogsjhon@gmail.com

OBJECTIVES:
Seeking a challenging opportunity where I will able to utilize my strong
organizational skills, educational background and ability to work well with people, which
allow me to grow personality and professionally.

ACADEMIC BACKGROUND:

Tertiary: University of Perpetual Help System DALTA

Senior High School
Molino III, Bacoor, Cavite
(SY: 2015-Present)
Secondary: University of Perpetual Help System DALTA
(SY: 2010-2011)
Legacy of Wisdom Academy of Dasmariñas, Inc
(SY: 2011-2014)
Primary: Legacy of Wisdom Academy of Dasmariñas, Inc
(2004-2010)
Skills:
• Ability to rapidly build up relationship and set up trust.

PERSONAL INFORMATION:
Name: Jhon Loiyd S. Carandang Citizenship: Filipino
Age: 18 yrs old Religion: Roman Catholic
Sex: Male Height: 5’7
Birthday: November 2, 2000 Weight: 55kg
Civil Status: Single
Contact person in case of emergency: Henata Carandang
Contact number: 09953279122

I HEREBY CERTIFY THAT ALL ENTRIES HEREOF ARE TRUE AND CORRECT.
De Jesus, Razel Jhon S.

Address: Blk.10 Lot.8 Villa Antonina Subd, San Nicolas 2 Bacoor, Cavite

Contact number:09772702565

Job objectives: to become a

Education:

Senior High School University of Perpetual Help Molino 2018-2019

present

Junior High School St. Dominic Colleges of Asia 2014-2018

Elementary. Bearer of Light and Wisdom Colleges 2008-2013

Special Skills : I can do all task that was given to me.

Personal Data:

Age:18

Civil Status: Single

Religion: Roman Catholic

Nationality: Filipino

Name of Father: Ariz M. De Jesus contact number:

Name of Mother: Mae S. De Jesus contact number:

Name of Guardian: Ariz M. De Jesus contact number: 09270833695

Character References: Ariz M. De Jesus (I.T. Manager)

I hereby certify that the information above is true and correct to the best of
knowledge and belief.