IMPACT OF ENTREPRENEURSHIP EDUCATION TO THE MARKETING AND

FINANCE SKILLS OF SENIOR HIGH SCHOOL STUDENTS AT GALILEE

ACADEMY S.Y. 2023-2024

Almario, Nicole Angel S.

Aran, Michelle B.
Bulda, Sweesie E.
Cabalhin, Kurt Ahlon O.
Cadua, Noah Johann A.
Castro, Ryza O.
Giban, Marjorie G.
Gonzales, Alliah Joy
Guhit, Vana F.
Pregoner, Stella Mariz
Villanueva, Judelyn P.

A Senior High School research manuscript submitted to the faculty of the

Senior High School Department, Galilee Academy, Rosario, Cavite in partial
fulfillment of the requirements for the subject, Practical Research 2. Prepared
under the supervision of Ms. Mica S. Barron.

INTRODUCTION

Entrepreneurship education is a specialized form of education and

training that focuses on imparting the knowledge, skills, and mindset

necessary for individuals to become successful entrepreneurs or to excel in

entrepreneurial roles within existing organizations. Entrepreneurial ability

involves adaptive behaviors and strategies to influence others’ actions in

relational contexts thereby driving innovation and bringing high returns. It is

designed to nurture an entrepreneurial spirit and equip students with the

abilities to identify opportunities, take calculated risks, create and manage

businesses, and adapt to a rapidly changing business environment.

Entrepreneurship education has gained prominence in recent years as a

1
means of equipping students with the knowledge and skills necessary to

succeed in an ever-evolving and competitive business landscape, the role of

entrepreneurship education in shaping the skills and competencies of students

has gained substantial recognition. The modern business landscape demands

not only a solid foundation in traditional academic disciplines but also practical

knowledge in marketing and financial management. As entrepreneurship

programs become increasingly prevalent in educational institutions, it is crucial

to understand how these initiatives are molding the capabilities of the next

generation of business leaders and innovators. This study seeks to shed light

on the link between entrepreneurship education and the enhancement of

marketing and finance skills, ultimately contributing to the broader discourse

on the importance of entrepreneurial learning in contemporary education. By

delving into this connection, we can uncover valuable insights that contribute

to the improvement of educational strategies, as well as the holistic

development of students, thereby preparing them t navigate the complexities

of the modern business world.

This research aims to investigate how the introduction of

entrepreneurship education influences the development of marketing and

finance skills in Senior High School students. The study will explore the

effectiveness of the curriculum, teaching methods, and the overall learning

experience at Galilee Academy in preparing students for these critical aspects

of business. By understanding the relationship between entrepreneurship

education and marketing and finance skills, educators, policymakers, and

stakeholders can make informed decisions regarding the integration and

enhancement of entrepreneurial programs in the curriculum.

2
 Studies have shown that political skills can help entrepreneurs feel a

sense of confidence and control over their work environment. They are likely

to be engaged confidently in the dynamics of the environment, and effectively

alter attitudes and behaviors to adapt to uncertain conditions with political

skills said to explain how individuals recognize opportunities. Student

entrepreneurs with highly developed political skills can effectively integrate

existing resources, accurately identify and interpret social cues from the

environment, and gradually become a major force in technology and product

innovation. This study selects political skills and entrepreneurial opportunities

as mediators to explore how perceived entrepreneurial education influences

innovation. Education might enhance the confidence of the students that he

will be able to solve new and unexpected problems.

Skills are described as the ability to apply knowledge in practice, a

special ability that drives innovation and development. In entrepreneurship,

highly developed political skills can help student entrepreneurs accurately

identify and acquire effective resources in a dynamic and complex social

environment, as well as create a new combination of technology and

knowledge with the support of organizations. The actual process of

opportunity recognition is an interaction between individuals and their

environments. argue that skills and opportunities can be used to examine

entrepreneurial innovation capabilities. The prior experience and skills of

entrepreneurs affect the opportunity recognition process. Highly developed

political skills transform the resources and experience acquired by

entrepreneurship education into the ability to identify and create new products

or services; motivate the entrepreneurs to learn together; and enhance

innovative awareness, innovative ability, and innovative personality. To

3
deepen the reforms in entrepreneurship education, we have to fully consider

the needs and characteristics of student entrepreneurs. Paying attention to the

cultivation of students’ entrepreneurial skills is conducive to the realization of

the goals of entrepreneurial education organizations, and the overall

development needs of

entrepreneurial activities.
Statements of the Problem

This study aims to determine the impact of entrepreneurship education

to the marketing and finance skills of Senior High School students.

Specifically, this study aims to address the following questions:

1.What is the demographic profile of the respondents in terms of age,

sex, strand?

2.How does entrepreneurship education enhance the marketing and

finance skills of the students?

3.What is the advantages and disadvantages of entrepreneurship

education to the senior high school students?

4.How many students shows noticeable improvements between

marketing and finance knowledge?

5.Is there any significant impact of entrepreneurship education to the

marketing and finance skills of the senior high school students?

Objectives of the Study

The objective of this study is to determine the Impact of

entrepreneurship education to the marketing and finance skills of Senior High

School students. Specifically, this study aims to address the following:

1.demographic profile of the participants in terms of age, sex, strand;

4
 2.entrepreneurship education enhance the marketing and finance skills

of the students;

3.advantages and disadvantages of entrepreneurship education to the

senior high school students;

4.number students that shows noticeable improvements between

marketing and finance knowledge; and

5.significant impact of entrepreneurship education to the marketing and

finance skills of senior high school students.

Research Hypothesis

There is no significant impact of entrepreneurship education to the

marketing and finance skills of senior high school students.

There is a significant impact of entrepreneurship education to the

marketing and finance skills of senior high school students.

Significance of the Study

This study could be beneficial to the following persons:

Students. This study can benefit students by equipping them with

valuable entrepreneurial skills, enhancing their knowledge of marketing and

finance, and potentially fostering an entrepreneurial mindset. It can better

prepare them for future careers and entrepreneurship opportunities.

Parents. This study can use the insights from this study to encourage

and guide their children in pursuing entrepreneurial and financial goals. It can

also help them understand the benefits of entrepreneurship education for their

children's future.

Teachers. The findings can help teachers develop effective teaching

methods for entrepreneurship education, thereby enabling them to better

5
support their students' learning experiences. This can lead to more informed

and skilled educators.

Future Researchers. This study can serve as a foundation for future

research in the field of entrepreneurship education and its impact on students'

skills and attitudes. It can inspire further studies to refine and expand upon the

findings.

Time and Place of the Study

This study will be conducted at Galilee Academy in Rosario, Cavite from

September to December 2023

Scope and Limitation of the Study

The study focuses on the impact of entrepreneurship education on the

marketing and financial skills of Senior High School students at Galilee

Academy for the school year 2023-2024, it involves assessing the effects of

entrepreneurship education on students' knowledge, abilities, and attitudes in

the areas of marketing and financial literacy. The study aims to collect data

from the students at Galilee Academy, comparing their marketing and financial

skills before and after the implementation of the entrepreneurship education

program. However, it is important to acknowledge the limitations of the study.

Firstly, the findings of the study may only be applicable to the specific batch of

Senior High School students at Galilee Academy and may not be generalize

to other schools or regions. The sample size of the study may also be limited

to Senior High School students only, potentially impacting the representatives

of the results. Additionally, the study's timeline is limited to the school year

2023-2024, which may restrict the ability to assess long-term effects of

entrepreneurship education on students' marketing and financial skills. The

6
availability of resources and time constraints may also influence the depth and

breadth of the research.

Conceptual Framework

Input Process Output

Demographic profile
of the
respondents in Impact of
terms of age, sex,Gathering the data
Entrepreneurship
and strand through surveys Education To
and Marketing and
Advantages and questionnaires. Finance Skills of
Disadvantages of Senior High School
entrepreneurship Students at Galilee
education to the Academy S.Y
finance and 20232024
marketing skills of
the students

Figure 1: The Conceptual Framework of the study “Impact of

Entrepreneurship to the finance and marketing skills of Senior High

School students at Galilee Academy S.Y 2023-2024"

As shown in Figure 1, the data being considered for this research

include the participants’ demographic profile, as wells as advantages and

disadvantages of entrepreneurship education to the finance and marketing

skills of the students.

The process includes procedure applied in gathering and analyzing the

information obtained from surveys and questionnaires.

7
 The output of the study is the desired end goal of the research, which is

the impact of Entrepreneurship Education to the Finance and Marketing skills

of Senior High School students at Galilee Academy S.Y 2023-2024

Theoretical Framework

A theory explains that entrepreneurship is the act of starting a

company, arranging business deals and taking risks in order to make a profit

through the education skills acquired. Another explanation of

entrepreneurship education is the ability to generate innovative ideals and

transform them to profitable activities. It can be seen as the process of

bringing together creative and innovative and coupling these with

management and organizational skills in order to combine people, money and

resources to meet an identified need and create wealth. Entrepreneurship

education is “any pedagogical program or process of education for

entrepreneurial attitudes and skills” (Fayolle et al., 2006, p.702). Within this

framework, there are various types of objectives for various groups targeted

by entrepreneurship education (McMullan and Long, 1987; Gorman and

Hanlon, 1997; Bridge et al., 1998; Liñán, 2004), which focuses mainly on

increasing awareness of entrepreneurship, but which should also prepare

potential entrepreneurs for founding new ventures. Entrepreneurship

programs that seek to do this disseminate entrepreneurial knowledge and

skills to help potential entrepreneurs start businesses (e.g., Liñán, 2004;

Boyles, 2012) or motivate their entrepreneurial talents (Glaub et al., 2014) via

entrepreneurial coaching (Rasmussen and Sorheim, 2006). Other

entrepreneurship education studies have focused on programs that increase

confidence related to performing various entrepreneurial tasks (e.g., Chen et

al., 2001).

8
 A basic marketing theory states that to maximize sales, a company

must position its products or services in the marketplace in such a way that

consumers believe they need a particular product for service or that a product

or service they need has a particular benefit. The theory underlying the

discipline of social marketing is to induce voluntary change by selling ideas or

lifestyle changes that benefit a target audience or society in general. In basic

marketing, to promote a product there are four initial P's to consider: Product,

Price, Promotion, and Place. These Ps represent a blend of basic concepts

that provide the background theory.

Definition of Terms

The following terms are defined conceptually and operationally for

better comprehension on related literature in this study.

Entrepreneurship Education refers on creating, launching, and

operating a firm, and the other is concerned with creating the attitudes, skills,

and behaviors necessary to perform entrepreneurial in both professional and

non-professional

contexts.

Marketing skills refers to the capacity to generate, convey, deliver,

and exchange products and services that are valuable to customers, clients,

business partners, and society at large is known as marketing.

Finance skills refers to the capacity to manage an anticipated or

unanticipated circumstance using pertinent knowledge and understanding in

order to resolve a financial issue and turn it into a benefit and opportunity to

one's advantage.

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 REVIEW OF RELATED LITERATURE

This chapter presents the review of literature in studies related to the

present study.

Foreign Literatures

According to Elert, Andersson, and Wennberg (2015), they study the

long-term impact of entrepreneurship education and training in high school on

entrepreneurial entry, performance, and survival. They find out that while

JACP participation increases the long-term probability of starting a firm as

well as entrepreneurial incomes, there is no effect on firm survival.

Based on study by Mendeley (2020), the findings of this current study

indicate that entrepreneurship education successfully influences

entrepreneurial self-efficacy, entrepreneurial attitude, and the entrepreneurial

mindset. On the other hand, entrepreneurial self-efficacy promotes

entrepreneurial attitude instead of the entrepreneurial mindset. Furthermore,

entrepreneurial attitude plays an essential role in mediating both

entrepreneurship education and self-efficacy toward students' entrepreneurial

mindset.

In the study by Saptono (2018), entrepreneurship education directly

affects financial literacy by 63%, entrepreneurship skills by 9.3%, and skills by

28%, with indirect influence by money literacy by 65%.

Gyu-Byun,Soo Sung, Park, and Soo Choi (2018), claims that there

was a difference in the preference of the curriculum and the educational

program recognized by graduate students and graduates. The results of this

study suggested academic and practical implications. In academic terms, this

study classified the subject and educational curriculums of entrepreneurship

10
graduate programs through the analysis of importance-satisfaction. In

practical terms, this study suggested implications for the improvement of

curriculum and educational programs for the activation of entrepreneurship

graduate schools.

According to Elert, Andersson, and Wennberg (2014), JACP

participation increases the long-term probability of starting a firm as well as

entrepreneurial incomes, there is no effect on firm survival.

According to Sultan, Maqsood, and Sharif (2016), entrepreneurial

education has a positive effect on students' entrepreneurial intentions, and

universities and other business schools should offer such courses to motivate

students to bring new ideas of earning to society. Entrepreneurship education

emphasizes increasing antecedents of intentions and planned behavior.

Cao and Jiang (2017), claims that the measurement and improvement

of entrepreneurship education has positive effect on the hard quality of

entrepreneurship education, but to the soft quality has not been verified.

Vanevenhoven and Liguori (2019), their study measures met

contemporary standards or reliability, exceed the average sample sizes of top‐

tier entrepreneurship journals, and present some very interesting questions to

be explored in future research.

According to Rideout and Gray (2019), twelve empirical studies, out of

all those completed in the last ten years, at least partially satisfied our minimal

requirements for methodological "robustness" (Storey Steps 4-6). Several

methodological flaws were discovered in our thorough analysis of the studies'

research methodologies, which undermines the notion that e-commerce can

lead to entrepreneurship. There includes a discussion of the consequences for

policy and practice, along with suggestions for future E-ed outcome research.
11
 In the study by Morris, Webb, Jun Fu, and Singhal(2019), findings

demonstrate significant improvement on the competencies. Implications are

drawn for the role of entrepreneurship education in competency development.

Building on structuration theory, competencies are approached as an

outgrowth of the learning of scripts deriving from interactions between the

individual and environment.

Local Literatures

Santiago (2015), says that the Philippine government should

collaborate with private investors and socio-civic organizations to revive

interest in agriculture by promoting entrepreneurial activities and education. A

concerted effort among government, socio-civic organizations, and private

investors is needed for substantial outcomes in the value-added agriculture

sector.

In the study by Velasco (2013), entrepreneurship educationin the

Philippines is heavily focused on the development of entrepreneurs in terms of

encouragingstart-ups. However, there is lack of focus in developing creativity

and innovation as a mindset ofthe student in the formal education system.

There is also minimal support from the academe andindustry to aid nascent

entrepreneurial undertaking to grow and sustain the business

Delim, Caras, De La Paz,Uy Kieng, and Tanpoco (2022), stated that

EC and EM partially mediate the relationship between EE and EI. The

students’ education, knowledge, or experience in business and

entrepreneurship serves as a significant factor in acquiring the essential EC

and EM that would help develop their intention to become entrepreneurs.

Students who plan to become entrepreneurs are advised to choose ABM as

their senior high school strand, and educational institutions are recommended

12
to prioritize experience-based learning through increasing project-based

outputs and startup immersions.

According to Velasco (2013), the status of entrepreneurship education

is evaluated through the analysis of entrepreneurship education curricula and

practices in the Philippines and to suggest policy measures in the promotion,

development and creation, growth, and sustainability of more entrepreneurial

undertaking. Entrepreneurship education in the Philippines is heavily focused

on the development of entrepreneurs in terms of encouraging start-ups.

However, there is lack of focus in developing creativity and innovation as a

mindset of the student in the formal education system. There is also minimal

support from the academe and industry to aid nascent entrepreneurial

undertaking to grow and sustain the business.

Conchada, Tiongco, Castillo, and Edralin (2017), claims that youth who

availed of one or two of the entrepreneurial programs received higher incomes

and wages of around three thousand pesos and two thousand pesos per year,

respectively. Despite this favorable results, however, only a small proportion

of the youth avail of government-sponsored training and education programs.

Hence, there is a need to promote the entrepreneurial programs among the

youth and to monitor their progress and continually support their efforts in

sustaining entrepreneurial endeavors.

According to Bignotia (2014), majority of the entrepreneurship

graduates were employed in different industries, and did not attempt to

engage in entrepreneurial activity right after graduation. It was also found out

that those who are presently engaged in entrepreneurial ventures established

their business through selfventure and that being a graduate of the university

entrepreneurship program was a factor in the decision to put up their own

13
business. It revealed that lack of capital, good business location, and

experience, and their family‘s decision to have them employed were the

challenges encountered by the graduates preventing them from launching

their own entrepreneurial ventures. The findings showed that business

implementation and opportunities, accounting, and marketing management

subjects are courses in the curriculum that helped the graduates become

entrepreneurs. The findings also revealed that exposure to actual business

operations and activities, increased attendance in trainings and seminars and

setting-up a system for a simulated business operation, an alternative to

thesis were recommended, by the graduates in order to improve the B.S.

Entrepreneurship curriculum.

Caacbay and Malagapo (2019), claims that most of the students of the

Philippine School Doha (PSD) do not have family-owned businesses but they

have the strong entrepreneurial inclination. The assessment of socio-

demographic factors such as gender, age, and family influence, does not

influence entrepreneurial inclination and the combination of all success factors

do not significantly affect entrepreneurial inclination.

14
 According to Ngilangil's (2022) research, the majority of SNSU students watch

Tiktok videos on a regular basis and are impacted by the content, video quality, and

music. Tiktok had a significant relationship with the students, showing that he was

influential and engaging. Similarly, their Tiktok involvement was really powerful

because they were entertained and even took action by commenting and reacting on

someone’s TikTok.

According to the research of Tus et al., (2021), The study investigates the

impact of social media usage on student academic achievement. It demonstrates that

students utilize social media to do academic assignments, learn about current events,

read the latest news, and many other things. Furthermore, students use it for

entertainment and pleasure, such as watching movies, chatting with friends and

family, and viewing amusing media. It is also a way for students to unwind from

academic stress. According to the findings of this study, social media use has a good

effect on students' academic performance.

According to Lobo’s research (2022), Because most student responses focus

on the smart usage of the application, it can be argued that the greater the degree of

TikTok consumption of students in a smart fashion, the higher the level of

engagement. The findings revealed a positive significant link between TikTok

15
consumption and BPeA student engagement. In this sense, it is possible to conclude

that TikTok has a favorable effect on students' level of class involvement.

According to De Guzman (2017)'s study, students are moderately associated

with the benefits of using social media in education and learning. The majority of

respondents are only marginally conscious of their ethical level while dealing with

issues and trends that affect their academic performance and use of social media. In

various ways, the profile and use of social media influence students' technological

ethical decisions. Some social media use influences students' technology ethics

decisions. Understanding the respondent's moral and ethical reasoning cannot be

fully fulfilled by only knowing their specific judgments through a questionnaire, but by

learning the reasons or context behind them through more in-depth investigations.

Cordovilla et al., (2019), claims that using social media affects students'

academic performance in the following ways: (1) Performance Tasks -using social

media affects students' activeness and class participation, making them more

engaged in using and browsing social media than participating in class, resulting in

low grades. (2) Written Works - Excessive use of social media disrupts students'

focus and preparedness to complete written works such as assignments, seat works,

and activities, thus impacting their grades. (3) Quarterly Assessment- Frequent use of

social media impacts students' preparedness and readiness to review before exams,

resulting in low exam scores and marks. The study's findings revealed the necessity

for students to examine their engagement in utilizing social media, demonstrating that

excessive use had a negative impact on their academic

performance.

According to Morallo (2014), it is therefore critical that students use social

networking sites as a way of life and as a potent instrument for social engagement.

Furthermore, the improvement in student grade is dependent on all other aspects in

the teaching learning process and cannot be attributed just to the usage of SNS. On

16
the other hand, it has been discovered that good and reasonable usage of SNSs can

assist students in some way with their assignments, class discussions, and

interactions with their professors.

Cabral et al., (2016), states that there is no connections and that a person's

profile has no impact on how well they perform academically on social media.

Because they may discuss previous courses and assignments, students can study

while using social media. In addition, a learner can open other tabs or utilize multiple

search engines while taking part in a group internet discussion.

According to the study of Abrenica et al., (2021), The study concludes that

girls are more exposed to social media rather than males. The use of social media by

females has to do with their desire to converse or share more personal information,

disclosing more about their personal lives. They use social networking sites to create

relationships and stay in touch with family or friends. Men, by contrast, use social

media to obtain the information they need to create influence. Facebook is the most

favored social networking platform for students to interact with family and friends.

They are entertained by Facebook. They use a long time chatting with buddies rather

than accomplishing school works. Facebook becomes their everyday ritual. The

report proposes for other researchers who wish to undertake a similar study, employ

other variables which are not evaluated in the study to uncover other factors that

affect the level of social media usage of the students.

Based on the results of the study of Gonzaga et al., (2022), it is concluded

that there is a strong effect of TikTok on students learning behavior be it on moral

amusement, publicity, learning new things, and offering new things. In addition, the

impacts of TikTok on learning behavior were not influenced by the student's strand

and time spent using the application.

Based on the study of Alejandrino et al., (2018), There is a strong association

between social media addiction and the study habits of senior high students. This

implies that the study habit of the senior high school pupils is dependent on their

17
social media addiction. The more they utilized the social media the more study habit

increases. The social media addictions of the students do not considerably influence

their study habits of senior high school students.

METHODOLOGY

This chapter discusses the operational plan of work. Number of activities in

the plan include the following operations: research design, research hypothesis,

sources of data, participants of the study, sampling technique, research instrument,

data gathering procedure, and statistical treatment.

Research Design

The researchers will use descriptive research design to determine the impact

of TikTok on the academic performance of selected grade 11 students. Descriptive

research can be quantitative or qualitative in nature. It can refer to collections of

quantitative information that can be tabulated along a continuum in numerical form,

such as test scores or the number of times a person chooses to use a specific feature

of a multimedia program, or it can refer to categories of information, such as gender

or patterns of interaction when using technology in a group setting. Descriptive

research includes collecting data that describes occurrences and then organizing,

tabulating, depicting, and describing the data (Glass & Hopkins, 1984).

Furthermore, this is a qualitative method.Meanwhile, qualitative the

participants with minimal to no use of statistical analysis (Clemente et al., 2016). By

the use of these methods, the researchers can realistically analyze, interpret, and

conclude for the results of the study.

Sources of Data

Primary data will be obtained from participants’ responses to the surveys and

questionnaires. The secondary data will be taken from books, online journals, and

reliable websites on the internet.

18
Participants of the Study

The participants of the study will be 100 Grade 11 students of Galilee

Academy in Rosario, Cavite, who have gadgets and internet connection to access the

TikTok application and have a TikTok account to communicate inside of this

community and when the students’ needs are met academically. The researchers

choose the quota sampling technique because it is the easiest and fastest method.

Sampling Technique

The quota sampling technique will be use by the researchers to select

respondents. Quota sampling is a non-probability sampling method that relies on the

non-random selection of a predetermined number or proportion of units. This is called

a quota. (Nikolopoulou 2022).The researchers choose the quota sampling technique

because a group of persons who fit particular criteria is chosen for quota sampling.

Research Instrument

The researchers will create a questionnaire with open-ended questions that

analyze the research proving how a student' use the TikTok application that affects

their academic progress. The survey was given to the Grade 11 Senior High School

students of the Galilee Academy in Rosario, Cavite.

Data Gathering and Procedures

The researchers will create an interview-questionnaire that will be used to

collect the necessary answers from the respondents for this research. It will include

some literature and a conceptual review related to the topic, Impact of TikTok on the

Academic Performance of Selected Grade 11 Students at Galilee Academy in the

School Year 2022-2023. The questionnaire is made up of the respondent's profile

and statements that the participants will answer. Following the formulation of

questions, the researchers will seek approval from their research teacher. Right after

the approval The researchers will first introduce the topic to the respondents before

they fill out the survey so that they are aware of it. The participants in this study will

19
be 100 Galilee Academy Grade 11 students. The researchers will select this group of

respondents because they are more relevant to the topic.

The researchers will collect the data immediately after conducting and

answering all of the questionnaires. Because the researchers' identities are irrelevant,

they will ensure the confidentiality of their survey sheets. The researchers will also

recognize that people's consciousness may affect their honesty and effectiveness in

answering the survey, so the survey will be collected immediately after. There will be

no incentives for participants in the study.

Statistical Treatment of Data

The following statistical tests were applied to answer the specific problems

and hypothesis of the study.

Percentage is calculated by talking the frequency in the category divided by

the total number of participants ang multiplying by 100%. Frequency and percentage

distribution were used to determine the demographic profile of the participants.

Formula:

%= ×100

Where:

% = percent f =

frequency n =

number of cases

Mean implies

average and it is the

sum of a set data

divided by the

amount of data.

Standard deviation

20
 is a statistic that

measures the

dispersion of data

set relative to its

mean.

Formula:

=
Where:

= mean

= summation of x n = total

number of the population

Formula:

= (−)2

−1 Where:

s = standard deviation

= sum of …

n = total number of populations

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_Application_Tiktok

Fund, Kyla (2021). The Psychological Impact of TikTok on Teenagers. Retrieved

from:https://www.minnetonkabreezes.com/uncategorized/2021/02/12/thepsych

ological-impact-of-tiktok-on-teenagers/

Gonzaga, J. et al., (2022) Effects of TikTok on Learner’s Behavior. International

Journal of Research(IJR). Retrieved from:

https://sg.docs.wps.com/l/sIJenrtPOAZvCiqIG?fbclid=IwAR3X9Izo2xi0Qvxw7

9g-fGhpnGo-WB9fvb0FLJ7mZ4PUdwx5se7sepOiPEA&v=v2

Lee, Uichin. (2021). On the Psychology of TikTok Use: A First Glimpse from

Empirical Findings. Volume 9 2021 Retrieved from:

https://doi.org/10.3389/fpubh.2021.641673

Lobo, et al.,(2022). TikTok Consumption and Level of Class Engagement of

Performing Arts Students in the New Normal: Destructive or Beneficial?

American Journal of Education and Technology, 1(1), 1–9. Retrieved from

https://doi.org/10.54536/ajet.v1i1.305

Mekler, A. (2021). The Effects of TikTok Use on College Student Learning.

Undergraduate Review, 16, 145-153. Retrieved from:

https://vc.bridgew.edu/undergrad_rev/vol16/iss1/19

Morallo, I. (2014). The Effects of Social Networking Sites on Students’ Academic

Performance in Lyceum of the Philippines – Laguna. Volume 7 No. 2

23
 https://research.lpubatangas.edu.ph/wp-content/uploads/2014/08/gsrj-

effectsof-social-networking-sites.pdf

Ngilangil, K. M. (2022). Tiktok on SNSU Students: Engagement and Influence Vol-7,

Issue-4;Jul-Aug, 2022. Retrieved

from:https://www.researchgate.net/publication/362467641_Tiktok_on_SNSU_

Students_Engagement_and_Influence.

Simrin (2020). How TikTok is Affecting Youth: Positive and Negative Effects.

Retrieved from: https://medium.com/linens- n-love/how-tik-tok-is-

affectingyouth-the-positive-and-negative-effects-7381b17ac43a

Swathi, G. K. & Devakumar, C. (2020). A Study To Analyse The Impact Of Tiktok App

On Students Academics And Psychology. Journal of emerging technologies

and innovative research. Volume 7, Issue 3. Retrieved from:

https://www.jetir.org/papers/JETIR2003153.pdf

Tus, J. et al (2021). The Social Media Usage and Its Impact on the Filipino Learners'

Academic Performance Amidst the Online Education.11.98-112. Retrieved

from: https://www.researchgate.net/publication/356161965_The_Social_Medi

a_Usage_and_Its_Impact_on_the_Filipino_Learners'_Academic_Performanc

e_Amidst_the_Online_Education

Xiuwen, Z. & Razali, A. B. (2021). An Overview of the Utilization of TikTok to Improve

Oral English Communication Competence among EFL

Undergraduate Students. Universal Journal of Educational Research, 9(7),

14391451Retrievedfrom:https://www.researchgate.net/publication/354495862

_An_Overview_of_the_Utilization_of_TikTok_to_Improve_Oral_English_Com

munication_Competence_among_EFL_Undergraduate_Students

24
Yang, Y (2020). Understanding Young Adults' TikTok Usage. UCSD Department of

Communication.Retrievedfrom:https://communication.ucsd.edu/_files/undergr

ad/yang-yuxin-understanding-young-adults-tiktok-usage.pdf

Yu, J (2019). Research on TikTok APP Based on User-Centric Theory Applied

Science and Innovative Research Vol. 3, No. 1, 2019, Retrieved from:

http://www.scholink.org/ojs/index.php/asir/article/view/1805_and_Young_Adul

ts_Students_The_Common_Usages_of_The_Application_Tiktok

Fund, Kyla (2021). The Psychological Impact of TikTok on Teenagers. Retrieved

from:https://www.minnetonkabreezes.com/uncategorized/2021/02/12/thepsyc

hological-impact-of-tiktok-on-teenagers/

Gonzaga, J. et al., (2022) Effects of TikTok on Learner’s Behavior. International

Journal of Research(IJR). Retrieved from: https://sg.docs.wps.com/l/sIJenrtP

OAZvCiqIG?fbclid=IwAR3X9Izo2xi0Qvxw79gfGhpnGoWB9fvb0FLJ7mZ4PUd

wx5se7sepOiPEA&v=v2

Lee, Uichin. (2021). On the Psychology of TikTok Use: A First Glimpse from

Empirical Findings. Volume 9 2021 Retrieved from:

https://doi.org/10.3389/fpubh.2021.641673

Lobo, et al.,(2022). TikTok Consumption and Level of Class Engagement of

Performing Arts Students in the New Normal: Destructive or Beneficial?

American Journal of Education and Technology, 1(1), 1–9. Retrieved from

https://doi.org/10.54536/ajet.v1i1.305

Mekler, A. (2021). The Effects of TikTok Use on College Student Learning.

Undergraduate Review, 16, 145-153. Retrieved from:

https://Vc.bridgew.edu/undergrad_rev/vol16/iss1/19

Morallo, I. (2014). The Effects of Social Networking Sites on Students’ Academic

Performance in Lyceum of the Philippines – Laguna. Volume 7 No. 2

25
 https://research.lpubatangas.edu.ph/wp-content/uploads/2014/08/gsrj-

effectsof-social-networking-sites.pdf

Ngilangil, K. M. (2022). Tiktok on SNSU Students: Engagement and Influence

Vol7,Issue-4;Jul-Aug,2022. Retrieved from: https://www.researchgate.

net/publication/362467641_Tiktok_on_SNSU_Students_Engagement_and_In

fluence

Simrin (2020). How TikTok is Affecting Youth: Positive and Negative Effects.

Retrieved from: https://medium.com/linens-n-love/how-tik-tok-is-

affectingyouth-the-positive-and-negative-effects-7381b17ac43a

Swathi, G. K. & Devakumar, C. (2020). A Study To Analyse The Impact Of Tiktok App

On Students Academics And Psychology. Journal of emerging technologies

and innovative research. Volume 7, Issue 3. Retrieved from:

https://www.jetir.org/papers/JETIR2003153.pdf

Tus, J. et al (2021). The Social Media Usage and Its Impact on the Filipino Learners'

Academic Performance Amidst the Online Education.11.98-112. Retrieved

from: https://www.researchgate.net/publication/356161965_The_Social_Medi

a_Usage_and_Its_Impact_on_the_Filipino_Learners'_Academic_Performanc

e_Amidst_the_Online_Education

Xiuwen, Z. & Razali, A. B. (2021). An Overview of the Utilization of TikTok to

Improve Oral English Communication Competence among EFL

Undergraduate Students. Universal Journal of Educational Research, 9(7),

1439-1451.Retrieved from: https://www.researchgate.net/publication

/354495862_An_Overview_of_the_Utilization_of_TikTok_to_Improve_Oral_E

nglish_Communication_Competence_among_EFL_Undergraduate_Students

Yang, Y (2020). Understanding Young Adults' TikTok Usage. UCSD Department of

Communication. Retrieved from:https://communication. ucsd.edu/_files/unde

rgrad/yang-yuxin-understanding-young-adults-tiktok-usage.pdf

26
Yu, J (2019). Research on TikTok APP Based on User-Centric Theory Applied

Science and Innovative Research Vol. 3, No. 1, 2019, Retrieved

from:http://www.scholink.org/ojs/index.php/asir/article/view/1805
APPENDICES

27
CURRICULUM VITAE

28
YOSHAVELLE CUSTODIO RECLA

952 Tramo St. Rosario, Cavite

09694998036
yosharecla11@gmail.com

Objective: To obtain a challenging position where I can effectively utilize my

knowledge and skill by providing exceptional supervisor and care and
where there are opportunities for advancement.

EDUCATIONAL BACKGROUND:
Senior High Galilee Academy
2022-2023

Junior High
Bagbag National High School
2018-2022

Elementary Rosario Elementary School

2012-2018

PERSONAL INFORMATION:
Gender: Female
Civil Status: Single
Birth date: January 11,
2006
Age: 17
Birth place: Cavite City
Nationality: Filipino
Height: 160cm
Weight: 39kg
Language: Filipino/English
Religion: Roman Catholic
I hereby affix my signature, as a proof that all above mentioned information
are certified true and correct to the best of my knowledge.

YOSHAVELLE C. RECLA

29
ROSELYN ENDRACA SULPICO

171, St., Little Baguio Wawa 3 Rosario, Cavite

09676039271
roselynsulpico00@gmail.com

Objective: To obtain a challenging position where I can effectively utilize my

knowledge and skill by providing exceptional supervisor and care and
where there are opportunities for advancement.

EDUCATIONAL BACKGROUND:
Senior High Galilee Academy
2022-2023

Junior High
Rosario National High School
2018-2022

David P. Jimenez Elementary

Elementary School
2011-2018

PERSONAL INFORMATION:
Gender: Female
Civil Status: Single
Birth Date: March 25, 2006
Age: 17
Birth place: Sta. Cruz,
Manila
Nationality: Filipino
Height: 162.56cm
Weight: 43kg
Language: Filipino/English
Region: Baptist Christian
I hereby affix my signature, as a proof that all above mentioned information
are certified true and correct to the best of my knowledge.

ROSELYN E. SULPICO

30
MARK BENCENT EVANGELISTA ESPENIDA

Mercado St. Wawa 2 Rosario, Cavite

09261102723
markbencentespenida2@gmail.com

Objective: To obtain a challenging position where I can effectively utilize my

knowledge and skill by providing exceptional supervisor and care and
where there are opportunities for advancement.

EDUCATIONAL BACKGROUND:
Senior High Galilee Academy
2022-2023

Junior High
Rosario National High School
2018-2022

Elementary David P Jimenez Elementary School

2012-2018

PERSONAL INFORMATION:
Gender: Male
Civil Status: Single
Birth date: November 3 2005
Age: 17
Birth place: Rosario, Cavite
Height: 165.10cm
Weight: 53kg
Language: Filipino
Religion: Roman Catholic
I hereby affix my signature, as a proof that all above mentioned information
are certified true and correct to the best of my knowledge.

MARK BENCENT E. ESPENIDA

JELHENE ANDREA ALDANA

Lavanya Subdivision Phase 3, Bacao
09550091212
aldanajelhene@gmail.com

31
Objective: To obtain a challenging position where I can effectively utilize my
knowledge and skill by providing exceptional supervisor and care and
where there are opportunities for advancement.

EDUCATIONAL BACKGROUND:
Senior High Galilee Academy
2022-2023

Junior High
Bagbag National High School
2018-2021

Elementary Bagbag 1 Elementary School

2012-2018

PERSONAL INFORMATION:
Gender: Female
Civil Status: Single
Birth Date: January, 16, 2006
Age: 17
Birth place: Cavite, City
Nationality: Filipino
Height: 160cm
Weight: 39kg
Language: Filipino/English
Religion: Iglesia Ni Cristo (Church of Christ)
I hereby affix my signature, as a proof that all above mentioned information
are certified true and correct to the best of my knowledge.

JELHENE ANDREA ALDANA

ANALYN ARELLANO SAVILLA

622 San Roque St. Sapa 3 Rosario, Cavite

09707672512
AnalynSavilla08@gmail.com

Objective: To obtain a challenging position where I can effectively utilize my

knowledge and skill by providing exceptional supervisor and care and
where there are opportunities for advancement.

32
EDUCATIONAL BACKGROUND:
Senior High Galilee Academy
2022-2023

Junior High
Rosario National High School
2018-2022

Elementary Agustine Abadilla Elementary School

2012-2018

PERSONAL INFORMATION:
Gender: Female
Civil Status: Single
Birth Date: May 8, 2005
Age: 18
Birth place: Cavite, City
Nationality: Filipino
Height: 160cm
Weight: 40kg
Language: Filipino
Region: Roman
Catholic
I hereby affix my signature, as a proof that all above mentioned information
are certified true and correct to the best of my knowledge.

ANALYN A. SAVILL

NOAH JOHANN ABUEG CADUA

293 A.C Mercado St. Rosario Cavite

09953177915
noahjohann.abueg14@gmail.com

Objective: To obtain a challenging position where I can effectively utilize my

knowledge and skill by providing exceptional supervisor and care and
where there are opportunities for advancement.

EDUCATIONAL BACKGROUND:
Senior High Galilee Academy
2022-2023

33
 Junior High
Rosario National High School
2018-2022

Elementary David P Jimenez Elementary School

2012-2018

PERSONAL INFORMATION:
Gender: Male
Civil Status: Single
Birth Date: November 14
2006
Age: 16
Birth Place: Noveleta, Cavite
Nationality: Filipino
Height: 183cm
Weight: 72kg
Language Filipino/English
Religion: Roman Catholic
I hereby affix my signature, as a proof that all above mentioned information
are certified true and correct to the best of my knowledge.

NOAH JOHANN A. CADUA

JADE BACATO BASLOT

A-C Mercado St. Brgy Wawa 2 Rosario, Cavite

09289758455
Jadebaslot24@gmail.com

Objective: To obtain a challenging position where I can effectively utilize my

knowledge and skill by providing exceptional supervisor and care and
where there are opportunities for advancement

EDUCATIONAL BACKGROUND:
Senior High Galilee Academy
2022-2023

Junior High
Rosario National High School
2018-2022

34
 Placido del Mundo Elementary
Elementary School
2012-2018

PERSONAL INFORMATION:
Gender: Female
Civil Status: Single
Birth Date: February 24, 2006
Age: 17
Birth Place: Quezon, City
Nationality: Filipino
Height: 142.54cm
Weight: 42kg
Language: Filipino/English
Region: Roman Catholic
I hereby affix my signature, as a proof that all above mentioned information
are certified true and correct to the best of my knowledge.

JADE B.BASLOT

GLENROID PRAXIDES ESTORES

Wawa 3 Rosario, Cavite

09707413359
gleentoy12@gmail.com

Objective: To obtain a challenging position where I can effectively utilize my

knowledge and skill by providing exceptional supervisor and care and
where there are opportunities for advancement

EDUCATIONAL BACKGROUND:
Senior High Galilee Academy
2022-2023

Junior High Rosario National High School

2018-2021

Elementary David P. Jimenez Elementary School

35
 2012-2018

PERSONAL INFORMATION:
Gender: Male
Civil Status: Single
Birth date: June 9, 2004
Age: 19
Birth place: Naic, Cavite
Nationality: Filipino
Height: 142.54cm
Weight: 47kg
Language: Filipino/English
Religion: Roman Catholic

I hereby affix my signature, as a proof that all above mentioned information

are certified true and correct to the best of my knowledge.

GLENROID P. ESTORES

RD FORMS

36
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PHOTO DOCUMENTATION

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