Schools Division Office – Lupao Annex

DOŃA JUANA CHIOCO NATIONAL HIGH SCHOOL

Senior High School Department

UNDERSTANDING THE PERCEPTIONS OF GRADE 10 STUDENTS ON THE USE OF
SMARTPHONE IN CLASSROOM LEARNING
In partial fulfillment of the requirements in Practical Research 1
Second Semester, SY 2022-2023

Proponents:
RODEROS, CHAIRA SHANE D.

ACOL-ACOL, TRICIA ANNE A.

VALDEZ, RANDY Jr. A.

GEROZA, CYVELL G.

COLLADO, ROSE ANN L.

DELA CRUZ, MARICAR B.

ESPIRITU, JERALDINE IVY R.

ACUPIDO, RACHELLE ANNE A.

RODRIGO, JAYMAR L.

HUMSS 11 – AESOP

Submitted to:

PAJARILLO, RODALITA G.

Practical Research 1 Subject Teacher

JUNE 2O23
 CHAPTER I
THE PROBLEM AND ITS BACKGROUND

INTRODUCTION
Smartphones have become an indispensable part of our daily lives, offering instant
communication, access to information, and various digital tools that make life easier. Their use is
prevalent among students of all age groups, and they are frequently used during class time.
However, this has sparked a debate among educators about the potential benefits and drawbacks
of using smartphones in the classroom. To gain a better understanding of this, it is important to
explore the perceptions of Grade 10 students towards the use of smartphones in classroom
learning ( Kim 2018)
The employment of smartphones in classroom instruction has generated considerable
controversy in recent years, with proponents championing their potential to augment learning
outcomes while detractors argue they distract students. Grade 10 learners are situated at a pivotal
juncture in their academic development, where their attitudes and perspectives on smartphone
usage in learning can profoundly impact their scholastic achievements. Therefore, comprehending
their perceptions is critical to designing effective pedagogical strategies (Thornton and Faires,
2019). Not with standing the benefits of smartphone usage in learning settings, their misuse can
engender distractions and diminished engagement, compromising student learning outcomes (Su
and Cheng, 2018).

This research aims to provide teachers and parents with a better understanding of their
children's relationship with smartphones and how it affects their learning outcomes. By taking the
perspectives of students into account, teachers and parents can develop more informed strategies
for integrating smartphones into the classroom while also addressing potential issues related to
distraction, addiction, and privacy. This knowledge can be used to create tailored educational
programs and initiatives that promote the responsible use of technology and improve student
engagement and achievement (Liu et al., 2018)
 By embracing the perspectives of grade 10 students on the use of smartphones in
classroom learning, it can create more effective and engaging learning environments that prepare
students for the digital age (Means et al., 2020).The advantage of understanding the perceptions
of Grade 10 students on the use of smartphones in classroom learning is that it can help educators
make informed decisions about how to integrate technology into their teaching methods ( Fisher,
2020). It can also help identify potential benefits of smartphone use, such as increased access to
learning materials outside of class time (Akpinar et.al.2018)

However, there are also potential disadvantages to consider, such as the impact of
smartphone use on students' academic and personal lives (Chukwuere et.al 2018), distraction
from work or lectures (Phonemore 2021). The cost of smartphones can also lead to an unequal
learning experience for students (Donohoe 2020). Additionally, constant exposure to the radiation
emitted by mobile phones may be bad for students health (Tung 2019). Smartphones can also
cause envy and socio-economic differences among students (Jeniffer 2023). Additionally,
perceptions of smartphone use may vary based on socioeconomic status, which could impact how
educators approach the issue (Gupta and Sampat, 2021)

The objective of this study is to examine the various factors that impact students attitudes
towards utilizing smartphones within educational settings, as well as to assess the degree to which
smartphones usage in the classroom is viewed Advantageous or Discruptive.

According to (Kelsey 2022) To gain a better understanding of the perceptions of Grade

10 students, teachers can use strategies such as creating short videos, scanning QR codes,
accessing an online dictionary and thesaurus, listening to podcasts, and reading the news.
Teachers can also educate students about the effects of cell phone use on learning, change the
classroom dynamic, use smartphones as a research tool, snap a photo, use an e-reader as an
alternative, create educational apps, and encourage students to use their smartphones during
writing class to develop a wider range of vocabulary. By using these strategies, teachers can
create more effective and engaging learning environments that prepare students for the digital
age.
 This study aims to know whether grade 10 students hold predominantly favorable
perceptions towards the use of smartphones in learning environments. Specifically, it is expected
that students will perceive smartphones as a valuable tool for accessing information and
educational resources. However, it is anticipated that students will recognize the potential
detriments of smartphone usage, including distractions and the diminution of face-to-face
interaction. Overall, understanding student perceptions can provide valuable insights for
educators, but it is important to consider a range of factors when making decisions about
technology use in the classroom.

Furthermore, the study anticipates identifying factors that impact student perceptions of
smartphone usage in learning settings, such as gender, academic performance, and socio-
economic background.

STATEMENT OF THE PROBLEM

This study aims to understand the perceptions of Grade 10 Students on the use of
smartphone in classroom learning. The study will be conducted among Grade 10 students in the
Junior High School of Doña Juana Chioco National High School during the School Year 2022-
2023. The result of the study will be used as a basis for a meaningful engagement in development
at classroom activities using the digital based classroom learning.

This study seeks to answer the following questions:

1.What are the perceptions of Grade 10 students on the use of smartphone in classroom learning?
2.What are the advantages and disadvantages of using smartphone in classroom learning
3. How smartphone impact to classroom learning?

SIGNIFICANCE OF THE STUDY

The primary goal of the study will focus on the beneficiaries as stated on the following below:

THE FUTURE RESEARCHERS- It will be valuable material for future research since
it will provide answers to topics that may affect 10th grade students. It can be used as a reference
by future researchers.
THE STUDENTS- Students will be able to learn about each other's perspectives on the
usage of smartphones in classroom learning as a result of this research.
 THE EDUCATORS- The statistics provided would serve as a reference for teachers in
determining what to do with students who use smartphones in the classroom. This will help them
understand their students better than they did before the study.
THE PARENTS- Parents, like educators, will grasp how the smartphone can help their
children with their education. The data provided would assist parents in determining how to guide
their sons and daughters in proper smartphone usage.

SCOPE AND DELIMITATION

The researchers focal point is to study about the perceptions and how it affects of using
smartphones to the academic performance of the selected grade 10 students of Doña Juana
Chioco National High School Lupao, Nueva Ecija. The researchers choose the Grade 10 students
as the respondents whereas mostly of them have and are using smartphones both for personal and
educational purposes.

The study is based on the number of respondents to twenty (20) students only in the
Junior high school during the school year 2022-2023 . The study will conduct through the use of
pen and paper and open-ended question. Set of ten(10) same questionnaires will be asked and
interviewed among the selected respondents

DEFFINITION OF TERMS

AUGMENT-to the increase size or value of something by adding something to it

CONTROVERSY- refers to prolonged public dispute or debate
INDISPENSABLE- it state that they are absolutely essential and other people or things cannot
function without them.
PEDAGOGICAL- the act of concerning the methods and theory of teaching
PREVALENT- to emphasize what you are saying applies more to one person, thing or area than
any others.
PREDOMINANTLY- to indicate which feature or quality is most noticeable in a situation
SCHOLASTIC- relating in school or education
 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the relevant literature and studies that the researchers considered in
deepening the importance of the study. It also presents the synthesis to fully understand the
researcher for better comprehension of the studies.

A study by ( Mohammadi et.al 2020) that smartphones have several several applications
that can be useful in the teaching and learning process, including general software such as Word,
Excel, and Powerpoint. Another study by ( Hidayati 2019) analyzed the students perceptions
about their learning in using smartphones for different instructional purposes in the classroom.
(Ahmad, 2022) found that the increasing use of mobile phone technology within the higher
education context represents a paradigm shift in thinking about teaching and learning strategies.
However, some studies have also found that the use of smartphones in the classroom can be
distracting and may negatively impact academic performance (Wang et.al 2022). Overall, the
literature suggests that the use of smartphones in the classroom should be carefully managed to
ensure that they are used for educational purposes and do not become a distraction.

According to (Esmaeil 2018) examined the impacts of smartphones on students learning

in the classroom environment. According to ( Tashfeen Ahmad 2020) aimed to examine students
perceptions, views, and opinions about the usage of mobile phones in an educational setting.
According to (Ng et.al 2018) analyzed the relationship between smartphone use and academic
performance among higher education students. According to (Ahmad 2020) discussed the
potential of smartphones as a learning tools in various educational settings and how institutions
can develop policies to assist with the integration of mobile phone technology learning. This
study suggest that smartphones have the potential to be useful tools in the classroom, but its use
should be carefully manage to avoid distractions and ensure that they are used for educational
purposes.

The use of smartphone has become vital to the students learning experiences (Chang and
Liu 2019). Students are more accustomed in using collective technologies and they are fully
grown in the era of mobile phone technologies (Blondel et. al 2019) In schools, almost all
students have acquired smartphones due to its low cost compared to other devices. Students have
become well verse and more oriented towards the different features and applications that each
smartphone is able to offer (Noorhidaw et.al). This technological advancement caused the
education sector to adopt the change and made of this technology inside the classroom (OECD
2018) Hence, technology is significant in transforming the classroom setting from a traditional set
up to a student-centered classroom, which is quite relevant these days (Rodriguez 2020) The
transition to student-centered classroom has been shown to lead to an increase in students school
performance (Cavanaugh et.al 2018) It lessens the adoption of traditional activities and learning
processes in teaching that are widely used in schools. Thus, embracing technology advancement
in th four walls of the classroom is very evident (Valk et.al 2019) .

According to (Harmen et.al 2020), The role of mobile phone-facilitated learning in

contributing to improve educational outcomes in the developing countries of Asia by exploring
the results of six learning pilot projects that took place in the Philippines, mobile phones helped
to improve educational outcomes in two specific ways.

According to (Gorra 2018), the most observed positive consequences were instant
messaging through chatting, lesson inquiry about assignments, sending and receiving e-mails,
research through surfing the net including data gathering by downloading files and sharing
cultural experiences with others through internet, in the Philippines are likely to use technology in
classroom for the purpose of positive consequences supporting the view that the use of
technology helps in enhancing learning related activities in classroom.

According to (Bucto 2021), Filipino high school students, smartphone use gives them the
confidence to perform well in their studies. For examples, perhaps they used smartphone apps for
learning which could effectively enhance productivity and academic performance, as well as
increase the likelihood of positively perceiving their academic improvement. Applying the same
logic, Singaporean University students who used smartphones for learning purpose reported
having higher GPA scores. In this study, accessing SNS or social media was the most common
purpose of smartphone use. According to studies on SNS, Twitter gave students more freedom to
ask questions and have discussions that are helpful for enhancing students engagement and
academic achievement. Similarly, Facebook use helped promote co-curricular activities, which
can lead to academic success and boost individual well-being.
 CHAPTER III
RESEARCH METHODOLOGY AND DESIGN
In this chapter presents the research methodology and design to use, presentation of
participants or the respondents, tackles the data gathering procedure and the research instrument
to be used.

RESEARCH METHOD AND DESIGN

This study used qualitative method phenomenological research design which tackles about
the lived experiences of Grade 10 Students on the use and advantages of smartphones in
classroom learning. (Stevan et.al 2022) Qualitative research is a type of research that explores and
provides deeper insights into real-world problems. Instead of collecting numerical data points or
intervene or introduce treatments just like in qualitative research, qualitative research helps
generate hypothesis as well as further investigate and understand qualitative research qualitative
research gathers participants experiences, perceptions and behavior. According to (Stevan
eat.al2022) Phenomenological is essentially looking into the lived experiences of the participants
and aims to examine how and why participants behaved a certain way, from their perspective.

PARTICIPANTS
This research was conducted in Doña Juana Chioco National High School, Lupao, Nueva
Ecija within school year 2022-2023 students among the Grade 10 Junior High School who
voluntarily participated and took part in providing the data information needed in this study. The
participants of this study were twenty (20) from Junior High School Students of Doña Juana
Chioco National High School which includes 3 from 10-Luke, 3 from 10-Habakkuk, 3 from 10-
Ecclesiastes, 3 from 10-SPJ, 3 from 10-Minecraft, 1 from 10-Matthew, 1 from 10-Psalms, 3 from
10-STE. Grade 10 Students are fit to the study because they have narrated their experiences about
using the smartphone in classroom learning.

SAMPLING PROCEDURE
In this study, researchers used the two ways, that are Random Sampling and Referral
Sampling. (Creswell 2020) random sampling is to choose individuals become sample who will be
representative of the population. According to (Creswell 2020), Snowball sampling is a term of
purposeful sampling that often proceeds after a study begins and occur when the researcher asks
participant to recommend other person to be sampled. Researchers choose this method because
this is the most appropriate and effective way when gathering samples from a population.
RESEARCH INSTRUMENT

The researchers in this study utilized questionnaire as a data collection instrument. It

consists of a series of questions designed to gather data from individuals or group that aims to
collect information from a respondent. Researchers also used audio/voice recorders to record and
grasp the answers of a respondent. The questions can be open-ended, allowing respondents to
provide detailed responses in their own words. The design of a questionnaires is crucial to ensure
the reliability and validity of the data collected. Researchers must carefully consider the wording
of the questions, the order in which they are presented and the responses options provided.
Therefore, questionnaires are open combined with other data collection methods interviews or
observations to gain more comprehensive understanding of the research topic.

DATA GATHERING PROCEDURE

The researchers utilized and followed the data gathering procedure. First, the Letter of
Intent intended for the respondents to ask for the permission and assure that the respondents
information remain confidential. Second, formulate and validate the statement of the problem for
encoding and prepare the questionnaires in conducting data among Grade 10 students about the
perception on using smartphone in classroom learning. Lastly, the researchers conducted a one-
on-one interview with the respondents with the use of questionnaires and research instrument in
data gathering needed.
 CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter provides the presentation of statistical data in narrative-descriptive form related to
the problems posited. The corresponding interpretation of data are elaborated below

TABLE 1: PERCEPTIONS ON USING SMARTPHONE IN CLASSROOM LEARNING

F M TOTAL
For Advance Reading 2 4 6
For Educational Purposes 4 4 8
For Entertainment Gaming 3 3 6
20

Figure 1
As shown in table 1 out of twenty(20) respondents there are six (6) who answered for
advance reading, nine (9) respondents who answered for educational purposes and lastly, six
(6) respondents who answered for entertainment gaming.

TABLE 2.1: ADVANTAGES OF SMARTPHONE IN CLASSROOM LEARNING

F M TOTAL
Easy to Access more Information 4 3 7
Academic Purposes 3 3 6
Helpful in Daily life 3 4 7
20

Figure 2.1
As shown in table 2.1 out of twenty(20) respondents there are seven (7) respondents who
answered that the advantage of smartphone is access in more information, six (6) who answered
academic purposes and lastly, seven (7) who answered helpful in daily life.
TABLE 2.2: DISADVANTAGES OF SMARTPHONE IN CLASSROOM LEARNING

F M TOTAL

Digital Addiction 3 3 6

Cyber Bullying and Cyber Crime 2 3 5

Abusive used of Smartphone 2 2 4

Distraction 2 3 5

20

Figure 2.2
As shown in table 2.2, out of twenty(20) respondents there are six(6) respondents who
answered that the disadvantage of using smartphone is digital addiction, five(5) cyber bullying
and cyber crime, four (4) abusive used of smartphone and lastly, five(5) respondents who
answered distraction.

TABLE 3 IMPACT OF SMARTPHONE IN CLASSROOM LEARNING

F M TOTAL
For Educational Research 3 2 5
For Instructional and Academic Research 2 2 4
Advance Research to better understanding 5 2 7
of information and other sources of
knowledge
Educational Mobile Applications 2 2 4
20

Figure 3
As shown in table 3 out of 20 respondents, there are five (5) respondents who answered
educational research, four (4) respondents who answered instructional and academic
research, seven (7) respondents advance research to better understanding of information and
other sources of knowledge, and lastly four (4) respondents who answered educational mobile
applications.
 CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary and conclusion derived in the conduct of the study which is to
further delve on the Understanding the Perception of Grade 10 students on the use of smartphone
in classroom learning. It also states the recommendations which can be further develop, deepen or
modify by the future researchers.

SUMMARY OF FINDINGS
1. PERCEPTIONS ON THE USED OF SMARTPHONE IN CLASSROOM
This states that the perception of smartphones reflect the following: for advance
reading, for educational purposes and for entertainment gaming with the mean of
6.66.

2.1 ADVANTAGES OF SMARTPHONE

This states that the advantages and disadvantages of smartphones reflect the following:,
easy to access more information, academic purposes and helpful in daily life with the
mean of 6.66.

2.2 DISADVANTAGES OF SMARTPHONE

This states that the advantages and disadvantages of smartphones reflect the following:
digital addiction, cyber bullying and cyber crime, abusive used of smartphone and
distraction with the mean of 5.

3. IMPACT OF SMARTPHONE IN CLASSROOM LEARNING

This states that the benefits of smartphones reflect the following: for educational
research, for instructional and academic research, advance research to better
understanding of information and other sources of knowledge and educational
mobile applications with the mean of 5.
CONCLUSION
We, the researchers would like to conclude that there are some Grade 10 students have
positive perceptions of smartphones in the classroom, valuing their convenience, access to
educational resources and collaboration opportunities. They see smartphones as tools for self-
directed learning and appreciate the interactive learning experiences offered by educational apps
and online platforms. However, other students view smartphones as distractions that hinder
attention and academic performance. They express concerns about non-educational use and the
diversion of focus from learning. Individual learning styles and attitudes towards technology
influence students perceptions of smartphone use in the classroom.

RECOMMENDATION
Based on our research findings, we have identified that some students often rely on
smartphones during classroom learning due to difficulties in understanding a certain lessons.
Additionally, it has been observed that some students struggle to comprehend their lessons and
resort to using their smartphones to review and reinforce their understanding. As a result, we
recommend and encourage Teachers to incorporate smartphone-based activities that promote
better understanding of the lessons. This include utilizing educational apps and online resources
that provide supplementary materials or interactive content. By integrating smartphones as a tools
for advance reading and accessing academic resources, students can enhance their comprehension
and engagement with the subject matter. By implementing these recommendations, teachers can
harness the potential of smartphones to support students in better understanding their lessons and
accessing academic resources. It is crucial to strike a balance that encourages responsible
smartphone use while promoting positive perceptions and attitudes towards their educational
value. In general we would like to recommend students to establish a healthy balance and limit
their smartphone usage to ensure it doesn’t become a distraction from their studies. Use
smartphones as a tool for learning while avoiding excessive and unnecessary usage and ensure
that smartphone supports rather than hinders to academic progress.
 APPENDICES
APPENDIX A
REFERENCES
( Ahmad 2020) https://www.emerald.com/insight/content/doi/10.1108/PRR-03-2018-0007/
full/html
(Akpinar 2018) https://sg.docworkspace.com/l/sIOa064mWAYSl-aEG?sa=e1&st=0t
(Bucto, 2018) https://www.mdpi.com/1660/1660-4601/18/10/5219/QUESTIONS
( Chukwuere, 2018) https://sg.docworkspace.com/l/sIFy064mWAZCm-aEG?sa=e1&st=0t
(Esmaeil 2018) https://sg.docworkspace.com/l/slJK064mWAb2RqalG?sa=e1&st=0t
(Fisher, 2018). https://ctl.wustl.edu/laptop-use-effects-learning-attention/
(Gorra, 2018) https://ro.uow.edu.au/buspapers/874/
( Gupta and Sampat, 2021)
https://www.brookings.edu/blog/education-plus-development/2021/07/29/
Harmen et.al, 2020) https://www.erudit.org/en/journals/irrodl/2010-v11-n1-
irrodl05150/1067798ar/
(Hidayati 2019) https://sg.docworkspace.com/l/slL064mWAceSqalG?sa=e1&st=0t
(Kelsey 2022) https://www.iste.org/explore/toolbox/6-ways-use-student-smartphones-
learning
(Kim2018)https://journals.plos.org/plosone/article?id=10.1371/journal.pone.017488
(Kuznekoff and Titsworth 2018)https://psycnet.apa.org/record/2013-25561-001
(Liu et al., 2018) https://www.sciencedirect.com/science/article/pii/S0747563220301679
(Means et al., 2020) https:www.researchgate.net/publication/44840198
(Mohammadi et.al 2020) https://www.frontiersin,org/articles/10.3389/feduc.2020.00016/full
(Siew Foen Ng et.al 2018) https://sg.docworkspace.com/l/sIGS064mWAYOWqalG?
sa=e1&st=0t
(Su and Cheng, 2018) https://www.researchgate.net/publication/267929654
Thornton and Faires, 2016) https://www.researchgate.net/publication/277903201
( Wang et.al 2022) https://link.springer.com/article/10.1007/s10639-022-11430-9
(Valk et.al 2019) . https://files.eric.ed.gov/fulltext/EJ1345146.pdf

APPENDIX B
QUESTIONS:

1. What is your Perception toward the use of smartphones in classroom

learning?
2. What are the advantages and disadvantages of using Smartphones in
classroom learning?
3. How smartphone impact to classroom learning?

CURRICULUM VITAE
Full name: RODEROS, CHAIRA SHANE DE GUZMAN
Age: 16 years old
Birthdate: September 30, 2006
Birthplace: PJG Cabanatuan City, Nueva Ecija
Address: Parista Lupao, Nueva Ecija
Parents: Jerry Boy P. Roderos and Leah D. Roderos
Religion: Born Again
Skills: Skills in Dancing and Good Listener
EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

HUMSS 11 – AESOP
Doña Juana Chioco National High School
Poblacion West Lupao, Nueva Ecija
School Year 2022-2023
JUNIOR HIGH SCHOOL
10- Habakkuk
Doña Juana Chioco National High School
Poblacion West Lupao, Nueva Ecija
School Year 2021-2022
PRIMARY
Sinsayon Elementary School
Sinsayon Santiago City, Isabela

ACHIEVEMENTS

SENIOR HIGH SCHOOL

With Honors (3rd Grading)
JUNIOR HIGH SCHOOL
Class Vice President and With Honors
PRIMARY
With Honors (since Kindergarten), member of Drum and Lyre and Dancer of School
Full name: ACOL-ACOL, TRICIA ANNE ARIOLA
Age: 16 years old
Birthdate: September 10, 2006
Birthplace: San Jose General Hospital
Address: Salvacion 1st Lupao, Nueva Ecija
Parents: Angelito Acol-Acol and Leonida Acol-Acol
Religion: Catholic
Skills: Good at Academic Performance
EDUCATIONAL BACKGOUND

SENIOR HIGH SCHOOL

HUMSS 11 – AESOP
Doña Juana Chioco National High School
Poblacion West Lupao, Nueva Ecija
School Year 2022-2023
JUNIOR HIGH SCHOOL
10- Daniel
Doña Juana Chioco National High School
Poblacion West Lupao, Nueva Ecija
School Year 2021-2022
PRIMARY
Salvcacion 1st Elementary School
Salvacion 1st Lupao, Nueva Ecija

ACHIEVEMENTS

SENIOR HIGH SCHOOL

With Honors ( 2nd and 3rd Grading)
JUNIOR HIGH SCHOOL
With Honors and Class Officer
PRIMARY
With Honors and Class Officer
Fullname: VALDEZ, RANDY Jr. ABALOS
Age: 16 years old
Birthdate: August 29, 2006
Birthplace: Salvacion 2nd Lupao, Nueva Ecija
Address: Salvacion 2nd Lupao, Nueva Ecija
Parents: Randy Valdez and Aida Valdez
Religion: Catholic
Skills: Good at Playing Guitar
EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

HUMSS 11 – AESOP
Doña Juana Chioco National High School
Poblacion West Lupao, Nueva Ecija
School Year 2022-2023
JUNIOR HIGH SCHOOL
10- Exodus
Doña Juana Chioco National High School
Poblacion West Lupao, Nueva Ecija
School Year 2021-2022
PRIMARY
Mapangpang Elementary School
Mapangpang Lupao, Nueva Ecija

ACHIEVEMENTS

SENIOR HIGH SCHOOL

Member of the Church Band (Guitarist)
JUNIOR HIGH SCHOOL
With Honors
PRIMARY
SSG Officer of School

Fullname: GEROZA, CYVELL GERENTE

Age: 16 years old
Birthdate: October 1, 2006
Birthplace: Uminggan Pangasinan
Address: San Atonio Weste Lupao, Nueva Ecija
Parents: Alfie Geroza and Janice Geroza
Religion: Catholic
Skills: Good at Singing and Dancing
EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

HUMSS 11 – AESOP
Doña Juana Chioco National High School
Poblacion West Lupao, Nueva Ecija
School Year 2022-2023
JUNIOR HIGH SCHOOL
10- Mark
Doña Juana Chioco National High School
Poblacion West Lupao, Nueva Ecija
School Year 2021-2022
PRIMARY
San Antonio Weste Elementary School
San Antonio Weste Lupao, Nueva Ecija

ACHIEVEMENTS

SENIOR HIGH SCHOOL

Member of Youth ( Parish Youth Ministry)
JUNIOR HIGH SCHOOL
With Honors AND Class Officer
PRIMARY
Class Officer

Fullname: DELA CRUZ, MARICAR BERONIO

Age: 17 years old
Birthdate: February 15, 2006
Birthplace: Angeles City Hospital
Address: Namulandayan Lupao, Nueva Ecija
Parents: Ric Dela Cruz and Maribell Dela Cruz
Religion: Catholic
Skills: Good at Academic Performance
EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

HUMSS 11 – AESOP
Doña Juana Chioco National High School
Poblacion West Lupao, Nueva Ecija
School Year 2022-2023
JUNIOR HIGH SCHOOL
10- Psalms
Doña Juana Chioco National High School
Poblacion West Lupao, Nueva Ecija
School Year 2021-2022
PRIMARY
Gueco Balibago Elementary School
Angeles City, Pampanga

ACHIEVEMENTS

SENIOR HIGH SCHOOL

JUNIOR HIGH SCHOOL

Class Officer and member of the Church (
PRIMARY
Class Officer

Fullname: COLLADO, ROSE ANN LICTAWA

Age: 16 years old
Birthdate: October 31, 2006
Birthplace: Parista Lupao, Nueva Ecija
Address: Parista Lupao, Nueva Ecija
Parents: Monolith Collado and Rosalia Collado
Religion: Roman Catholic
Skills: Creative Person and Enjoying making things
EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

HUMSS 11 – AESOP
Doña Juana Chioco National High School
Poblacion West Lupao, Nueva Ecija
School Year 2022-2023
JUNIOR HIGH SCHOOL
10- Matthew
Doña Juana Chioco National High School
Poblacion West Lupao, Nueva Ecija
School Year 2021-2022
PRIMARY
Parista Elementary School
Parista Lupao, Nueva Ecija

ACHIEVEMENTS

SENIOR HIGH SCHOOL

Classroom Officer
JUNIOR HIGH SCHOOL
With Honors
PRIMARY
Class Officer

Fullname: ESPIRITU, JERALDINE IVY RUIZ

Age: 17 years old
Birthdate: July 9, 2005
Birthplace: Santo Rosario Santo Domingo, Lupao, Nueva
Ecija
Address: Salvacion 1st Lupao, Nueva Ecija
Parents: Geraldy Espiritu and Rosalinda Espiritu
Religion: Catholic
Skills: Good at Drawing and Academic Performance
EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

HUMSS 11 – AESOP
Doña Juana Chioco National High School
Poblacion West Lupao, Nueva Ecija
School Year 2022-2023
JUNIOR HIGH SCHOOL
10- Daniel
Doña Juana Chioco National High School
Poblacion West Lupao, Nueva Ecija
School Year 2021-2022
PRIMARY
Salvacion 1st Elementary School
Salvacion 1st Lupao, Nueva Ecija

Fullname: ACUPIDO, RACHELLE ANNE ACOSTA

Age: 17 years old
Birthdate: March 14, 2006
Birthplace: San Manuel, Isabela
Address: Namulandayan Lupao, Nueva Ecija
Parents: Romualdo Acupido and Arlyn Acupido
Religion: Catholic
Skills: Good at Writing
EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

HUMSS 11 – AESOP
Doña Juana Chioco National High School
Poblacion West Lupao, Nueva Ecija
School Year 2022-2023
JUNIOR HIGH SCHOOL
10- Psalms
Doña Juana Chioco National High School
Poblacion West Lupao, Nueva Ecija
School Year 2021-2022
PRIMARY
Namulandayan Elementary School
Namulandayan Lupao, Nueva Ecija

Fullname: RODRIGO, JAYMAR LACASANDILE

Age: 17years old
Birthdate: November 21, 2005
Birthplace: Namulandayan Lupao, Nueva Ecija
Address: Namulandayan Lupao, Nueva Ecija
Parents: Marlon Rodrigo and Daisy Rodrigo
Religion: Philippine Independent Church
Skills: Track and Filled Athlete
EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

HUMSS 11 – AESOP
Doña Juana Chioco National High School
Poblacion West Lupao, Nueva Ecija
School Year 2022-2023
JUNIOR HIGH SCHOOL
10- Psalms
Doña Juana Chioco National High School
Poblacion West Lupao, Nueva Ecija
School Year 2021-2022
PRIMARY
Namulandayan Elementary School
Namulandayan Lupao, Nueva Ecija
DOCUMMENTATION
(May 5-12 2023)