THE EFFECTIVENESS OF HOUSEKEEPING PRACTICES IN MAINTAINING

THE CLEANLINESS AT

INAYAWAN NATIONAL

HIGH SCHOOL

A Research Proposal Presented to the

Faculty of Senior High School Department
Inayawan National High School
Cebu City, Philippines

In Partial Fulfillment of the

Requirements for Practical Research 2

Presented by:

Anthony James Cabando Abendan

Denmar Aing Cabardo

Gyasi Howin Sun

Jonmil Montecalvo Salimbot

Marimar Polestico Nabe

Rubie Bacalso Palasan

July 2025
 Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Maintaining a clean and orderly school environment is essential to ensuring

the health, safety, and productivity of both students and staff. Effective

housekeeping practices contribute significantly to the daily cleanliness and

sanitation of learning spaces, which, in turn, impact the overall learning

experience and student well-being. In recent years, particularly during and after

the COVID-19 pandemic, the role of environmental hygiene in schools has been

re-emphasized globally, as school-based sanitation is now recognized not just as

a support service, but as a frontline defense against illness and absenteeism

(UNESCO, 2020). This is particularly relevant in the Philippines, where many

public schools—including Inayawan National High School face systemic

challenges such as overcrowded facilities, limited maintenance staff, and scarce

sanitation resources.

According to the Department of Education's most recent WinS (Water,

Sanitation and Hygiene in Schools) monitoring for School Year 2020–2021, only

39% of schools fully met the national standards for cleanliness and hygiene,

despite improvements in reporting and participation (DepEd, 2022). These figures

highlight the need to critically examine the effectiveness of current housekeeping

strategies rather than just their presence. In many cases, cleaning routines are

performed inconsistently, or lack systematic monitoring and community

participation—factors that greatly affect the actual cleanliness of school

environments (UNICEF Philippines, 2023). Thus, evaluating how well

housekeeping practices are implemented, rather than merely identifying them, is

necessary to determine their true impact.

The purpose of this study is to assess the effectiveness of housekeeping

practices in maintaining cleanliness at Inayawan National High School. By

focusing on actual outcomes such as restroom sanitation, classroom cleanliness,

waste management, and student and staff involvement, the research seeks to

identify which housekeeping strategies work, which ones need improvement, and

what barriers may hinder effective sanitation. The study also aims to explore

whether the school's current practices align with the Department of Education’s

hygiene benchmarks and how these practices affect student behavior, health, and

comfort in the learning environment.

The findings of this study will benefit school administrators, maintenance

personnel, teachers, and policymakers by offering evidence-based insights into

which sanitation practices are truly effective in maintaining a clean school

environment. Additionally, it may guide the creation of practical interventions such

as scheduled cleaning protocols, student-led cleanliness campaigns, or facility

investments. Ultimately, the research supports a broader goal of promoting

sustainable, health-conscious, and student-centered school environments where

learners can thrive.

Theoretical Background

This study is grounded in three relevant theories that collectively explain

how environmental cleanliness, behavior, and systems affect the effectiveness of

housekeeping practices: The Germ Theory of Disease, Ecological Systems

Theory, and the Theory of Planned Behavior.

The Germ Theory of Disease, developed by Louis Pasteur and further

supported by modern microbiology, proposes that many illnesses are caused by

microorganisms present in the environment (Blevins & Bronze, 2010). In school

settings, unclean restrooms, classrooms, and common areas can become

breeding grounds for bacteria and viruses. This theory underpins the need for

effective housekeeping practices, as consistent cleaning and disinfection can

directly reduce the risk of disease transmission among students and staff. In the

context of Inayawan National High School, the Germ Theory emphasizes that

cleanliness is not merely a cosmetic concern, but a preventive health measure

crucial to creating a safe and healthy learning environment.

Complementing this, Ecological Systems Theory (Bronfenbrenner, 1979)

provides a framework for understanding how environmental factors within a

student's immediate surroundings influence their development and behavior.

According to the theory, the physical environment part of the student’s

microsystem plays a direct role in shaping student outcomes. A clean and orderly

school environment promotes concentration, lowers stress, and encourages

responsible behavior. If housekeeping practices are not effective, the resulting

environment may negatively affect student learning, motivation, and even health.
Thus, the effectiveness of housekeeping does not only impact hygiene, but also

the overall school experience and student performance.

Lastly, the Theory of Planned Behavior (Ajzen, 1991) explains how

individual behavior is influenced by intentions, which are shaped by attitudes,

perceived norms, and control over the behavior. In the context of school

cleanliness, this theory is especially relevant in understanding how the attitudes

and beliefs of students, custodians, and teachers affect their willingness to

participate in and support effective housekeeping. For example, if school

stakeholders believe that maintaining cleanliness is important, feel supported by

others, and have the tools to do so, they are more likely to take part in maintaining

hygiene standards. This theory supports the study’s aim of exploring not just

practices, but also the behavioral aspects that influence their effectiveness.

By applying these three theories, this research aims to investigate

housekeeping effectiveness from a biological, environmental, and behavioral

perspective. Together, they provide a comprehensive framework for

understanding the factors that influence cleanliness in schools and support the

need for structured, participatory, and health-oriented housekeeping practices.

Conceptual Framework

Figure 1. Research Paradigm

This study is anchored on the Input-Process-Output (IPO) model, which

systematically outlines the flow of the research from the identified variables to the

expected outcomes. The input component includes key factors that influence

school cleanliness: housekeeping practices, cleaning frequency, waste

management, and staff involvement. These variables represent the core elements

that contribute to the overall hygiene and sanitation of the school environment.

The process refers to the methods employed to gather and analyze data.

This study utilizes both survey and observation techniques to assess current

cleaning practices and hygiene conditions in selected schools. In addition,

inferential statistical tools will be applied to interpret the data, establish

relationships among variables, and determine the effectiveness of current

housekeeping practices. This analytical approach ensures that the data collected

is transformed into meaningful and reliable findings.

The output of the study consists of four primary results: the level of

effectiveness of existing housekeeping practices, the overall cleanliness of the

school environment, identified areas for improvement, and practical

recommendations for enhancing school sanitation. These outcomes aim to

provide evidence-based insights that can support decision-making and policy

development to foster a cleaner and healthier educational setting.

 The Problem

Statement of the Problem

This study assesses the effectiveness of housekeeping practices at

Inayawan National High School in keeping the school clean and safe. Despite

existing cleaning strategies, problems like poor sanitation and improper waste

disposal remain. The research will evaluate how students and teachers perceive

these practices and consider their demographic profiles to see if views differ

among groups.

Specifically, the study seeks to answer the following research questions:

1. What is the demographic profile of the respondents in terms of age and gender?

2. What is the level of housekeeping practices implemented at Inayawan National

High School in terms of:

2.1. Frequency and scheduling of cleaning;

2.2. Waste management strategies;

2.3. Use and availability of cleaning materials;

2.4. Involvement of staff and students in cleanliness efforts?

3. What is the perceived level of cleanliness in the school as evaluated by

students and staff in areas such as:

3.1. Classrooms;

3.2. Restrooms;
 3.3. Hallways and school grounds;

3.4. Housekeeping Practices Observed?

4. Is there a significant relationship between the housekeeping practices and the

perceived level of cleanliness in the school?

5. Is there a significant difference in the level of housekeeping practices when

grouped according to demographic profile?

6. What areas of housekeeping need improvement to enhance overall cleanliness

at Inayawan National High School?

Null Hypothesis

There is no significant relationship between housekeeping practices and

the level of cleanliness at Inayawan National High School.

There is no significant difference between the demographic profile of the

respondents and level of housekeeping practices.

Scope and Delimitation

This research aims to evaluate the effectiveness of housekeeping practices

in maintaining cleanliness and order within Inayawan National High School by

focusing on various areas of the campus, including classrooms, corridors,

restrooms, faculty rooms, offices, and outdoor spaces such as the school grounds

and garden areas. The study will assess regular cleaning schedules, techniques

used, availability of cleaning materials, and the overall outcomes of these

practices in promoting a clean and healthy learning environment. In addition, it will

consider influencing factors such as student behavior, waste disposal habits, and

the level of cooperation from both staff and students, which may impact the

overall effectiveness of housekeeping efforts.

This study is limited to Inayawan National High School and does not include

other schools within Cebu City or other regions. The research will only cover

aspects related to housekeeping and sanitation practices; it will not delve into

other areas of school management such as academic performance, safety

protocols, or maintenance of facilities unrelated to cleanliness.

The data will be collected only from a sample group within the school,

which may not represent the views of the entire school population. The timeframe

for conducting the study is also limited to a specific period within the school year,

which may affect the observation of long-term cleaning effects.

Furthermore, this research will not measure the impact of external factors

such as weather conditions or local government sanitation programs, even though

these may have an indirect effect on school cleanliness.

Significance of the Study

This study is significant because it verifies whether the cleaning habits at

Inayawan National High School work. A clean school ensures that students

remain healthy and focused, and it enables teachers to work more effectively. It

also learns everybody how to share the responsibility for a clean school. Below

are the five benefactors of this research and their potential advantages.

The findings of this study will accrue the benefit of the following:
 Students. As the major users of the classrooms and other school facilities,

students highly benefit from a clean and organized environment. A clean campus

lowers the rate of getting illnesses, which can translate into fewer missed days

and improved academic achievement. It also yields a more comfortable and

tranquil environment that contributes to enhanced concentration, engagement,

and overall well-being. Students can also become more conscious of the need to

participate in keeping their environment clean through this study.

Educators. A tidy and well-kept classroom enables teachers to deliver their

lessons more efficiently, with less disruption from mess or health problems.

Cleanliness in the working environment enhances their comfort, mental acuity,

and physical well-being. The results of this study can motivate teachers to

promote cleanliness habits within the classroom and work more cooperatively with

students and custodians to ensure a healthy environment.

School Administrators. The findings of the study can be a reference for

school administrators to gauge the sufficiency of existing cleaning practices and if

enhancements are needed. It will facilitate informed decisions by administrators

on how to allocate cleaning resources, revise sanitation policies, or undertake

more efficient cleaning procedures. These enhancements can improve overall

school operations and guarantee that health and safety protocols are always

achieved.

Institution. The institution can benefit by using the findings to strengthen its

cleanliness policies and practices. A cleaner school reflects positively on the

school’s image, promotes pride among students and staff, and creates an
environment more conducive to learning and teaching. Enhancing the overall

school atmosphere also helps build a culture of discipline, responsibility, and

cooperation within the institution.

Future Researchers. This research work can act as a valuable source of

reference for future research works on school sanitation and cleanliness. It

provides facts, conclusions, and recommendations that future researchers can

utilize to further probe the correlation between school cleanliness and student or

teacher performance. It can also act as an impetus for studies that investigate

new methods of cleaning, student participation in cleanliness, or comparisons of

schools with varying methods of cleaning.

Overall, this study has the capability to influence several stakeholders and be a

part in developing a healthier, more efficient learning environment at Inayawan

National High School and possibly at other learning institutions as well.

Definition of Terms

The study on the Effectiveness of Housekeeping Practices in Maintaining

Cleanliness at Inayawan National High School. Can provide the definition of

unfamiliar words in this study such as:

Cleanliness is both the state of being clean and free from germs, dirt, trash,

or waste, and the habit of achieving and maintaining that state. Cleanliness is

often achieved through cleaning.

Effectiveness or effectivity is the capability of producing a desired result

or the ability to produce desired output. When something is deemed effective, it

means it has an intended or expected outcome, or produces a deep, vivid

impression.

Housekeeping is the management and routine support activities of running

and maintaining an organized physical institution occupied or used by people, like

a house, ship, hospital or factory, such as cleaning, tidying/organizing, cooking,

shopping, and bill payment.

Practices is the act of repeating a behavior over and over, or doing an

activity again and again. It is a way to learn things faster, by repeating them.
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents related literature and studies that have been

presented. These studies and literature have addressed many ideas, concepts,

conclusions, generalizations, and developments relating to the research from the

past to the present. The researchers will use this as a guide as they construct the

project.

Related Literature

Department of Education (2022) conducted a nationwide monitoring of the

Water, Sanitation and Hygiene in Schools (WinS) program to assess how public

schools in the Philippines uphold hygiene and cleanliness standards. The report

revealed that only 39% of schools fully complied with the national WinS indicators

during the 2020–2021 school year, showing that while many schools had basic

sanitation infrastructure, consistent implementation of cleaning routines remained

a challenge. Schools that achieved higher sanitation ratings were those with

structured cleaning schedules, active supervision, and regular monitoring, while

schools with limited compliance often lacked clear housekeeping systems and

accountability. These findings emphasize that the effectiveness of housekeeping

practices depends not just on having sanitation facilities, but on how consistently

and efficiently they are maintained. This literature directly supports the present
study’s aim of evaluating the actual outcomes of cleaning routines and identifying

the gaps that hinder sanitation effectiveness in school environments.

UNICEF Philippines (2023), in its WASH in Schools Annual Report,

examined the sanitation conditions of schools post-pandemic and found that

inadequate housekeeping practices continue to impact student well-being and

attendance. The report highlighted that schools without structured cleaning

systems or sufficient resources experienced higher rates of student illnesses and

absenteeism. In contrast, schools that implemented daily cleaning protocols, used

hygiene monitoring tools, and involved both students and staff in sanitation efforts

showed improved cleanliness and stronger health outcomes. Furthermore, the

integration of hygiene education and student-led cleanliness initiatives contributed

to sustainable behavior change. These results affirm that effective housekeeping

goes beyond physical cleaning—it also involves awareness, participation, and

routine-based discipline. This literature supports the current study’s focus on

evaluating how the quality and consistency of housekeeping practices influence

overall school cleanliness.

Related Studies

Cleanliness plays a vital role in creating a safe and healthy school

environment. Effective housekeeping practices contribute to the well-being,

comfort, and productivity of students and staff. This chapter presents related

literature and quantitative studies that examine how structured cleaning routines,

sanitation monitoring, and stakeholder involvement affect overall school

cleanliness. These studies provide valuable insights that support the present

research.

Tan and Yu (2019) conducted a quantitative study to evaluate cleanliness

compliance in secondary schools using standardized hygiene checklists from the

Department of Education. Over a three-month period, they monitored ten public

high schools with weekly sanitation inspections focused on restrooms, classrooms,

corridors, and waste disposal areas. Using descriptive statistics and line graph

analysis, the study revealed that schools with consistent use of the checklists

showed steady improvements in cleanliness scores, while those without

structured monitoring had fluctuating or declining sanitation performance. The

researchers concluded that regular use of hygiene checklists enhances

cleanliness, promotes accountability, and allows for timely response to

maintenance issues.

In addition, Ocampo (2022) conducted a quantitative study to examine the

relationship between sanitation practices and student absenteeism in public

schools. The research involved the analysis of school attendance records from

multiple campuses, alongside documented cleaning schedules and sanitation

protocols. Using correlation and regression analysis, the study aimed to determine

whether consistent and effective housekeeping routines could lead to a reduction

in student absences. The findings showed a negative correlation between proper

sanitation and absenteeism, indicating that schools with regular cleaning

schedules had significantly lower rates of student absences due to illness or

discomfort. The study concluded that improved sanitation not only enhances
physical cleanliness but also contributes to better student attendance, suggesting

that hygiene practices play an important role in supporting students’ consistent

participation in school.

Another study conducted by Medina and Flores (2019) investigates how the ratio

of housekeeping staff to students impacts the overall cleanliness of schools.

Using data from various public secondary schools, they compared the number of

assigned cleaning personnel to the total student population and analyzed these

ratios alongside sanitation scores based on Department of Education (DepEd)

hygiene standards. Employing linear regression analysis, the researchers found

a strong positive relationship between a higher staff-to-student ratio and better

cleanliness ratings. Schools with more housekeeping personnel per student

consistently achieved higher sanitation scores, particularly in maintaining

restrooms, hallways, and shared spaces. The study concluded that adequate

staffing is a key factor in achieving effective housekeeping, highlighting the need

for schools to evaluate whether they have sufficient personnel to maintain hygiene

standards.
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the quantitative research methods used in this study

to assess the effectiveness of housekeeping practices in maintaining cleanliness

at Inayawan National High School. It discusses the research design, research

environment, respondents, research instrument, data gathering procedure, and

statistical treatment. By explaining these methods, this chapter ensures that the

study is conducted systematically to produce accurate, objective, and reliable

results that address the research objectives.

Research Design

This study will utilize a quantitative research design to objectively assess

the effectiveness of housekeeping practices in maintaining the cleanliness of

Inayawan National High School. The descriptive design will be used to describe

the current sanitation practices, measure their frequency and consistency, and

evaluate their impact on the overall cleanliness of the school environment.

Through surveys, checklists, and sanitation evaluations, the researchers will

gather numerical data from students and teachers. This data will be analyzed

using descriptive statistics such as mean, percentage, and standard deviation to

provide an accurate summary of the findings.

By using this design, the researchers aim to provide a clear, data-driven

profile of how effective the school's current housekeeping practices are and

whether improvements are needed. The findings will guide school administrators
and stakeholders in making informed decisions about sanitation protocols and

school cleanliness systems.

Research Environment

This study conducted at Inayawan National High School, located along F.

Jaca Street in Cebu City, with the postal code 6000. The school environment is an

ideal setting for exploring how well housekeeping practices are working to keep

the school clean. The school’s facilities and the active involvement of students in

housekeeping activities provide a real-world context where cleanliness standards

are put into practice. Observing and understanding these practices within this

familiar environment helps to gather meaningful insights into what’s effective and

what could be improved.

The target population for this research includes all the students enrolled in

the housekeeping (TVL) strand at Inayawan National High School, which totals

150 students. These students are directly involved in learning and applying

housekeeping skills, making them the best source of information for assessing

how effective current cleaning routines are. Since the entire population is

accessible and manageable in size, it allows for a comprehensive approach to

collecting data that accurately reflects the experiences and perceptions of all

students in this strand.

The accessible population specifically refers to all the housekeeping (TVL)

students within the school. These students are actively engaged in practical

housekeeping activities and are familiar with the routines and standards currently
in place. Their direct involvement makes them the most suitable respondents for

understanding how well the school’s housekeeping practices are working in

maintaining cleanliness and hygiene. Their feedback will provide valuable insights

into the strengths and weaknesses of the current practices being implemented at

Inayawan National High School.

Figure 2. Location Map

Research Respondents

The respondents of this study consisted of 50 selected individuals from a total

population of 150 Grade 11 students enrolled in the Housekeeping strand at

Inayawan National High School. The sample size was determined using a 5%

margin of error and a 95% confidence level, as indicated by the sample size

calculator. The study utilized stratified random sampling, a probability sampling

method where the population was divided into strata to ensure that each subgroup
was fairly represented. Since all participants belong to the Housekeeping strand,

they possess relevant knowledge and experience related to sanitation practices.

This sampling approach helped ensure that the collected data were both balanced

and reliable, accurately representing the views of the entire population.

Research Instrument

For this study, Survey Questionnaire instrument was used to achieve the

data of the study. The questionnaire given to the housekeeping students of grade

11 will provide the effectiveness of housekeeping practices in maintaining the

cleanliness at Inayawan National High School. In this type of questionnaire, the

respondents were given (5 Strong Agree) (4 Agree) (2 Disagree) (3 Uncertain) (1

Strongly disagree). These options served as the quantification of the participants'

learning on each question. The questionnaire was structured in such a way that

respondents will be able to answer it easily.

THE EFFECTIVENESS OF HOUSEKEEPING PRACTICES IN MAINTAINING

THE CLEANLINESS AT INAYAWAN NATIONAL HIGH SCHOOL

GENERAL INSTRUCTIONS: you answer Before the survey questionnaire, we

kindly ask you to answer the questions honestly and to the best of your
knowledge. Your responses will remain confidential, and your input is highly
valuable for our research. Thank you for your participation.
INSTRUCTIONS: Read each statement carefully, answer, and put a checkmark

(✓) in the corresponding box of your choice

I. Profile
Male Student
Female
Teacher
 Age:
II. Existing Housekeeping Practices Implemented
Statement Strongly Agree Neutral Disagr Strongly
Agree (4) (3) ee Disagree
(5) (2) (1)
Frequency and Scheduling of Cleaning
1. The school follows a regular daily cleaning
schedule.
2. Classrooms are cleaned before or after
each class day.
3. Restrooms are cleaned more than once a
day.
4. Emergency or spill cleanups are done
immediately.
Waste Management Strategies
1. Waste bins are present in all classrooms
and hallways.
2. Trash is segregated into biodegradable
and non- biodegradable.
3. Waste is collected by staff on a regular
basis.
4. Students are reminded to throw their
garbage properly.
5. There are posters or signs promoting
proper waste disposal.
Use and Availability of Cleaning Materials
1. Cleaning tools (brooms, mops, etc.) are
available when needed.
2. Cleaning materials are complete and in
good condition.
3. Disinfectants and soaps are provided
regularly.
4. Housekeeping staff have access to
proper cleaning equipment.
5. Classrooms have cleaning supplies for
student use when necessary.
Involvement of Staff and Students in cleanliness Efforts
1. Students are assigned cleaning duties
as part of classroom routines.
2. Teachers encourage students to clean
as they go.
3. Housekeeping staff are active and
visible in maintaining cleanliness.
4. Cleanliness is discussed or promoted
during school activities.
5. Both students and staff cooperate in
keeping the school clean.
 INSTRUCTIONS: Place a check mark (✔) in the appropriate column based on
your observation.

III. Cleanliness Observation Checklist

Indicators Fully Often Neutra Sometime Never
Observe Observed l (3) s Observe
d (4) Observed d
(5) (2) (1)
Classrooms
1. Floors are swept and free of trash.
2. Chairs and desks are arranged neatly.
3. Walls and windows appear clean.
4. Trash bins are present and not full.
5. Cleaning materials (e.g., broom) are
available.
Restrooms
1. Toilets and sinks are clean and working.
2. Soap and water are available.
3. Restroom does not have unpleasant odor
4. Trash is properly disposed and bins are not
full.
5. The area appears regularly disinfected.
Hallways and School Grounds
1. Hallways are free from litter.
2. Trash bins are available and not overflowing.
3. School grounds are regularly cleaned/swept.
4. Walkways are not slippery or muddy.
5. There are signs promoting cleanliness
(e.g., posters).
Housekeeping Practices Observed
1. Housekeeping staff are visible and active.
2. Students are involved in cleaning activities.
3. Cleaning appears to follow a routine
schedule.
4. Supplies are used properly during cleaning.
5. There is supervision or monitoring of
cleaning tasks.
Research Procedure

Data Gathering

In gathering the data needed in the research study, the research had to

accomplish each of the processes. First, the research provide a letter addressed

to the school principal for which the researcher could be allowed to conduct a

research in the said environment. After the letter was approved, the finalized

questionnaire will be distributed among the respondents. Prior to the

administration of the survey , the researchers will secure permission from the

school directly to allow them to conduct survey among the students.

The respondents must be informed regarding the survey and the retrieval of

the questionnaire to and from the respondents. Then, the researchers will explain

the purpose of the survey and will discuss the content on the instrument After the

questionnaires had been complied the researchers will collect them to ensure one

hundred percent retrieval. Each questionnaire will be checked, the response and

rating will be collected and subjected with the appropriate statistical tools to obtain

the result of the study. Moreover, the results will be tabulated in excel and

subjected for statistical treatment.

Data treatment

The data gathered from the researcher-made survey questionnaire will be

analyzed using inferential statistical methods. Responses from the Effectiveness

Perception Scale (EPS) and other relevant sections of the instrument will be
tabulated and interpreted through descriptive and inferential statistics to draw

meaningful conclusions.

For descriptive analysis, tools such as frequency, percentage, mean, and

standard deviation will be used to summarize the demographic profile of the

respondents and to determine the general trends in their perceptions regarding

housekeeping practices. The mean scores will be interpreted using a verbal

interpretation scale to describe the perceived level of effectiveness (very effective,

effective, less effective, and not effective).

All statistical computations will be processed using Microsoft Excel. The

results will be presented in tables and graphs for clarity and better interpretation.

The formulas that the researchers utilized are the following:

Frequency

� = ������ �� ���������� �� � ����� �������� �� ��������

Percentage (%)

f
%=( ​ ) × 100
N

Where:
f = Frequency of the category
N = Total number of respondents or observations

Mean (�̄)
∑x​
x=
�

Where:
 ∑x​ = Sum of all values
n = Total number of values

Pearson’s r (r)

Where:
n = number of pairs
x = x scores
y = y scores

Standard Deviation (SD)

∑ �−x 2
�=
�−1

Where:
x = Each individual value
�̄ = Mean
n = Number of values
s = Sample Normal Deviation

Ethical Considerations

The researchers will strictly adhere to all ethical guidelines to safeguard the

rights and well-being of the respondents throughout the study. Prior to data

collection, informed consent will be obtained from each participant, ensuring they

fully understand the study’s purpose, methods, potential risks, and benefits, as
well as their right to withdraw at any time without penalty. To protect privacy,

confidentiality, and anonymity of all collected data will be maintained, personal

information securely stored and accessible only to authorized personnel. The

research team will take all necessary precautions to minimize any potential harm

or discomfort during the study.

 CHAPTER 4

DATA PRESENTATION AND INTERPRETATION OF DATA

Table 1.1
Age
Age Frequency Percentage
17 43 86%
18 7 14%
Total 50 100%

Table 1.1 presents the respondent’s age 17 are the primary at 86%,

proceed by 18 at 14%.

Table 1.2

Gender

Gender Frequency Percentage

Male 23 46%
Female 27 54%
Total 50 100%

Table 1.2 presents the gender distribution of the respondents. Out of 50

students 27 (54%) are female, and 23 (46%) are male, indicating a female-

majority sample.
 Table 2.1

Level of Housekeeping Practices in terms of

Frequency and Scheduling of Cleaning

Statement Weighted Verbal Interpretation

Mean (Wx̄) Description
1. The school follows 4.6 Strongly agree Always
a regular daily Observed
cleaning schedule.
2. Classrooms are 4.5 Strongly agree Always
cleaned before or Observed
after each class
day.
3. Restrooms are 4.28 Strongly agree Always
cleaned more than Observed
once a day.
4. Emergency or spill 4.32 Strongly agree Always
cleanups are done Observed
immediately.
Composite Mean 4.425 Strongly agree Always
Observed

Table 2.1 presents respondents’ perceptions of the frequency and

scheduling of cleaning procedures in the school. High weighted mean scores

were recorded for all statements, with responses such as the school following a

regular daily cleaning schedule (4.6), cleaning classrooms before or after each

class day (4.5), and conducting emergency or spill cleanups immediately (4.32) all

rated as “Strongly Agree.” The cleaning of restrooms more than once a day (4.28)

also received a similarly high rating. These consistently strong mean values

reflect that such practices are "Always Observed," suggesting that cleanliness
protocols are firmly established and regularly implemented within the school

setting.

The composite mean of 4.425 further confirms this trend, indicating a high

overall agreement among respondents regarding the frequency and reliability of

cleaning practices. These findings imply that the institution prioritizes a clean and

hygienic learning environment through routine and responsive cleaning measures.

Table 2.2

Level of Housekeeping Practices in terms of

Waste Management Strategies

Statement Weighted Verbal Interpretation

Mean (Wx̄) Description
1. Waste bins are 4.26 Strongly agree Always Observed
present in all
classrooms and
hallways.
2. Trash is 4.32 Strongly agree Always Observed
segregated into
biodegradable and
non-
biodegradable.
3. Waste is 4.32 Strongly agree Always Observed
collected by
staff on a
regular basis.
4. Students are 4.44 Strongly agree Always Observed
reminded to
throw their
garbage
properly.
5. There are 4.56 Strongly agree Always Observed
posters or signs
promoting proper
waste disposal.
Composite Mean 4.38 Strongly agree Always Observed
 Table 2.2 presents respondents’ observations on the implementation of

waste management strategies in the school. High weighted mean scores across

all five indicators demonstrate that these practices are "Always Observed" by the

respondents. Specifically, the presence of waste bins in all classrooms and

hallways (4.26), segregation of trash into biodegradable and non-biodegradable

types (4.32), and regular collection of waste by staff (4.32) indicate strong

institutional adherence to waste management protocols. Furthermore, measures

that promote student engagement and awareness such as reminders to throw

garbage properly (4.44) and visible signage promoting correct waste disposal

(4.56) received some of the highest ratings, highlighting an environment that

actively reinforces responsible behavior.

The composite mean of 4.38, which falls under the "Strongly Agree" category,

reflects consistent and well-observed implementation of waste management

practices. This suggests that the school has established and maintained effective

systems to manage waste, contributing to both environmental responsibility and

campus cleanliness.
 Table 2.3

Level of Housekeeping Practices in terms of

Statement Weighted Mean Verbal Interpretation

(Wx̄) Description
[Link] tools 4.12 Agree Frequently
(brooms, mops, etc.) Observed
are available when
needed.
2. Cleaning materials 4.42 Strongly agree Always observed
are complete and in
good condition.

3. Disinfectants and 4.42 Strongly agree Always observed

soaps are provided
regularly.
[Link] staff 4.68 Strongly agree Always observed
have access to
proper cleaning
equipment
[Link] have 4.34 Strongly agree Always observed
cleaning supplies for
student use when
necessary.
Composite Mean 4.396 Strongly agree Always observed

Use and availability of cleaning materials

Table 2.3 presents respondents’ perceptions of the use and availability of

cleaning materials within the school environment. The weighted mean scores

indicate that cleaning resources are generally accessible and well-maintained.

Most indicators received ratings in the “Strongly Agree” range, including the

completeness and condition of cleaning materials (4.42), the regular provision of

disinfectants and soaps (4.42), and the availability of proper cleaning equipment
for housekeeping staff (4.68). Classrooms having cleaning supplies available for

student use when necessary (4.34) also received a high score.

The statement regarding the availability of general cleaning tools such as

brooms and mops (4.12) was rated slightly lower, falling under the “Agree”

category, with an interpretation of "Frequently Observed." While still positive, this

suggests a small opportunity for improvement in ensuring that tools are

consistently accessible when needed.

The composite mean of 4.396 falls under the "Strongly Agree" category,

interpreted as "Always Observed," reflecting that respondents generally perceive

the availability and quality of cleaning materials in the school as both reliable and

sufficient.

Table 2.4

Level of Housekeeping Practices in terms of

Involvement of staff and students in cleanliness efforts

Statement Weighted Mean Verbal Interpretation

(Wx̄) Description
1. Students are 4.5 Strongly agree Always Observed
assigned cleaning
duties as part of
classroom routines.
2. Teachers 4.4 Strongly agree Always Observed
encourage students to
clean as they go.

3. Housekeeping staff 4.64 Strongly agree Always Observed

are active and visible
in maintaining
cleanliness.
4. Cleanliness is 4.32 Strongly agree Always Observed
discussed or
promoted during
school activities.
5. Both students and 4.52 Strongly agree Always Observed
staff cooperate in
keeping the school
clean.
Composite Mean 4.476 Strongly agree Always Observed

Table 2.4 presents respondents’ perceptions regarding the involvement of

both staff and students in maintaining cleanliness within the school. All statements

received high weighted mean scores, with values ranging from 4.32 to 4.64,

indicating strong agreement and consistent observation of cleanliness-related

practices across the school community.

Specifically, respondents strongly agreed that students are assigned

cleaning duties as part of classroom routines (4.5), and that teachers actively

encourage students to clean as they go (4.4). The highest rating was given to the

statement that housekeeping staff are active and visible in maintaining cleanliness

(4.64), reflecting the crucial role of non-teaching personnel in sustaining hygienic

conditions. Additionally, the promotion of cleanliness during school activities (4.32)

and the cooperative efforts of both students and staff to keep the school clean

(4.52) further reinforce the collective commitment to a clean learning environment.

The composite mean of 4.476, classified under "Strongly Agree" with the

interpretation "Always Observed," highlights that cleanliness is a shared

responsibility upheld by the entire school community.

 Table 3.1

Perceived Level of Cleanliness in terms of Classrooms

Statement Weighted Mean Verbal Interpretation

(Wx̄) Description
[Link] are swept 3 Neutral Observed
and free of trash.
2. Chairs and desks 4.04 Agree Frequently
are arranged neatly. Observed

[Link] and windows 4.24 Strongly agree Always Observed

appear clean.
4. Trash bins are 4.3 Strongly agree Always Observed
present and not full
5. Cleaning materials 4.54 Strongly agree Always Observed
(e.g., broom) are
available.

Composite Mean 4.024 Agree Frequently

Observed

Table 3.1 presents respondents’ observations regarding the cleanliness

and orderliness of classrooms. The data reveals a generally positive perception,

with most indicators receiving weighted mean scores that fall within the "Agree" to

"Strongly Agree" range.

The presence and availability of cleaning materials (4.54), cleanliness of

trash bins (4.3), and the cleanliness of walls and windows (4.24) were all rated as

"Strongly Agree", interpreted as "Always Observed." These high scores suggest

that key aspects of classroom hygiene are consistently maintained. The

arrangement of chairs and desks also received a positive rating (4.04), indicating

that classrooms are frequently kept in order.

However, the cleanliness of the floors was rated significantly lower, with a

weighted mean of 3.00, which falls under the "Neutral" category and is interpreted

as only "Observed." This may suggest inconsistency in sweeping practices or

lower prioritization compared to other cleaning tasks.

Despite the lower score in one area, the composite mean of 4.024 is within

the "Agree" range and interpreted as "Frequently Observed," reflecting an overall

favorable impression of classroom cleanliness, though with some room for

improvement in specific areas like floor maintenance

Table 3.2

Perceived Level of Cleanliness in terms of Restrooms

Statement Weighted Mean Verbal Interpretation

(Wx̄) Description
[Link] and sinks are 4.02 Agree Frequently
clean and working. Observed
[Link] and water are 4.12 Agree Frequently
available. Observed
3. Restroom does not 4.3 Strongly agree Always
have unpleasant odor Observed
4. Trash is properly 4.3 Strongly agree Always
disposed and bins are not Observed
full.
5. The area appears 4.26 Strongly agree Always
regularly disinfected Observed
Composite Mean 4.2 Agree Frequently
Observed
 Table 3.2 presents respondents’ observations on the cleanliness and

maintenance of restrooms within the school. The data shows generally positive

perceptions, with all statements receiving weighted mean scores in the “Agree” to

“Strongly Agree” range, suggesting that restroom hygiene is well-maintained,

though not without areas for improvement.

The highest-rated indicators include the absence of unpleasant odors (4.30),

proper disposal of trash with bins not full (4.30), and the regular disinfection of the

area (4.26). These statements were rated as “Strongly Agree,” interpreted as

“Always Observed,” indicating consistent attention to sanitation and odor control,

both of which are critical to maintaining a clean and healthy restroom environment.

Availability of soap and water (4.12) and the condition of toilets and sinks

(4.02) were rated slightly lower, under the “Agree” category and interpreted as

“Frequently Observed.” While still positive, these scores may point to occasional

lapses in replenishing hygiene supplies or in the maintenance of restroom fixtures.

The composite mean of 4.20 falls within the “Agree” category and is

interpreted as “Frequently Observed.” This suggests that while restroom

cleanliness is generally upheld, there is room to strengthen consistency in

providing essential hygiene resources such as soap and ensuring all facilities are

in optimal working condition.

 Table 3.3

Perceived Level of Cleanliness in terms of Hallways and school grounds

Statement Weighted Mean Verbal Interpretation

(Wx̄) Description
[Link] are free 4.32 Strongly agree Always
from litter. Observed
2. Trash bins are 4.36 Strongly agree Always
available and not Observed
overflowing.
[Link] grounds are 4.26 Strongly agree Always
regularly Observed
cleaned/swept.
4. Walkways are not 5 Strongly agree Always
slippery or muddy. Observed
5. There are signs 4.22 Strongly agree Always
promoting Observed
cleanliness (e.g.,
posters).
Composite Mean 4.432 Strongly agree Always
Observed

Table 3.3 presents respondents’ observations on the cleanliness and

maintenance of hallways and school grounds. The results show consistently high

weighted mean scores across all indicators, all falling within the “Strongly Agree”

category and interpreted as “Always Observed.” This reflects a strong and

sustained effort by the school to maintain cleanliness in shared and outdoor

spaces.

The highest-rated statement, “Walkways are not slippery or muddy” (5.00),

indicates perfect agreement among respondents, suggesting that safety and

cleanliness in walkable areas are given high priority. Other aspects, such as the

regular cleaning of school grounds (4.26), availability of trash bins (4.36), and
cleanliness of hallways (4.32), also received strong agreement, pointing to

consistent and effective cleaning protocols in place.

In addition, the presence of cleanliness-promoting signage (4.22) was

positively rated, showing that the school also emphasizes hygiene through visual

reminders and campaigns, which supports behavior reinforcement among

students and staff.

The composite mean of 4.432 confirms the overall high standard of

cleanliness in hallways and school grounds, falling under “Strongly Agree” and

interpreted as “Always Observed.” This suggests that respondents

overwhelmingly perceive the outdoor and common areas of the school to be clean,

safe, and well-maintained.

Table 3.4

Perceived Level of Cleanliness in terms of

Housekeeping Practices Observed

Statement Weighted Mean Verbal Interpretation

(Wx̄) Description
[Link] staff 4.46 Strongly agree Always
are visible and active. Observed
2. Students are 4.42 Strongly agree Always
involved in cleaning Observed
activities.
3. Cleaning appears 4.48 Strongly agree Always
to follow a routine Observed
schedule.
4. Supplies are used 4.44 Strongly agree Always
properly during Observed
cleaning.
5. There is 4.4 Strongly agree Always
supervision or Observed
monitoring of cleaning
tasks.
Composite Mean 4.44 Strongly agree Always
Observed

Table 3.4 presents respondents’ observations of housekeeping practices

implemented within the school. The data reflects a very high level of consistency

and satisfaction with these practices, as all statements received weighted mean

scores within the “Strongly Agree” range, interpreted as “Always Observed.” This

indicates that housekeeping efforts are not only in place but are highly visible and

effectively managed.

Respondents strongly agreed that housekeeping staff are visible and active

(4.46) and that cleaning tasks follow a routine schedule (4.48), suggesting that the

school has a structured and reliable system for maintaining cleanliness. Similarly,

the proper use of cleaning supplies (4.44), active involvement of students in

cleaning activities (4.42), and the presence of supervision or monitoring during

cleaning (4.40) all point to a coordinated and well-supervised housekeeping

program.

The composite mean of 4.44 confirms these findings, indicating a uniformly

high level of agreement that effective housekeeping practices are consistently

observed throughout the school.

 Table 4

Significant relationship between the housekeeping practices and the

perceived level of cleanliness in the school

Variables Computed Tabular p- Decision Remarks Coefficient of

r r value Determination
(df)
Frequency vs 0.2365 0.271 0.0982 0.0477 Not 0.2179
Classrooms (df=48) Significant
a=%5

Frequency vs 0.2458 0.271 0.0853 Do not Not 0.1748

Restrooms (df=48) Reject H0 Significant
a=%5

Frequency vs 0.2042 0.271 0.1549 Do not Not 0.1806

Hallways (df=48) Reject H0 Significant
a=%5

Frequency vs 0.2967 0.271 0.0364 Reject H0 Significant 0.2422

Housekeeping (df=48) (p<0.05)
a=%5

Waste vs 0.0776 0.271 0.5923 Do not Not 0.0860

Classrooms (df=48) Reject H0 Significant
a=%5$

Waste vs 0.2522 0.271 0.0772 Do not Not 0.2156

Restrooms (df=48) Reject H0 Significant
a=%5

Waste vs 0.2522 0.271 0.0876 Do not Not 0.2596

Hallways (df=48) Reject H0 Significant
a=%5

Use vs 0.2127 0.271 0.1381 Do not Not 0.2273

Classrooms (df=48) Reject H0 Significant
a=%5

Use vs 0.2098 0.271 0.1437 Do not Not 0.1730

Restrooms (df=48) Reject H0 Significant
a=%5
 Use vs 0.1150 0.271 0.4266 Do not Not 0.1179
Hallways (df=48) Reject H0 Significant
a=%5

Use vs 0.1459 0.3122 Do not Not 0.1381

Housekeeping Reject H0 Significant

0.271
(df=48)
a=%5

Involvement vs 0.1573 0.271 0.2753 Do not Not 0.1581

Classroom (df=48) Reject H0 Significant
a=%5

Involvement vs 0.1467 0.271 0.3094 Do not Not 0.1137

Restroom (df=48) Reject H0 Significant
a=%5

Involvement vs 0.0227 0.271 0.8759 Do not Not 0.0219

Hallways (df=48) Reject H0 Significant
a=%5

Involvement vs 0.2814 0.271 0.0477 Reject H0 Significant 0.2506

Housekeeping (df=48)
a=%5

Table 4 presents the results of the correlation analysis between behavioral

variables: Frequency, Waste, Use, and Involvement; and physical areas such as

Classrooms, Restrooms, Hallways, and Housekeeping. The purpose of this

analysis was to determine whether statistically significant relationships exist

between these variables. As shown in the table, the majority of the computed

correlation coefficients (r) were below the critical tabular value of 0.271 at a 5%

significance level, and the corresponding p-values were greater than 0.05. This

indicates that most of the relationships were not statistically significant, suggesting
weak or negligible linear associations between the behavioral variables and the

physical areas examined.

However, two variable pairs demonstrated statistically significant positive

correlations: Frequency vs. Housekeeping (r = 0.2967, p = 0.0364) and

Involvement vs. Housekeeping (r = 0.2814, p = 0.0477). Although these

correlations are considered weak in magnitude, their statistical significance

implies that increases in frequency and involvement are associated with

improvements in housekeeping-related outcomes. The coefficients of

determination (r² = 0.2422 and r² = 0.2506, respectively) further indicate that

approximately 24% to 25% of the variation in housekeeping performance can be

explained by these two behavioral factors.

In contrast, no significant correlations were found between any behavioral

variables and the areas of Classrooms, Restrooms, or Hallways. These findings

suggest that, within the scope of this study, housekeeping is the only area

meaningfully influenced by behavioral engagement, particularly frequency and

involvement. The results point to the potential value of fostering greater

participation and responsibility among individuals to improve housekeeping

practices. Further research may be needed to explore other possible influencing

factors or non-linear relationships in the remaining areas.

 Table 5

Difference in the level of housekeeping practices when grouped according to

demographic profile

Variables Wx, o2 Critical t-value Computed Value (p- Decision

value) (Remarks)

FREQUENCY
MALE 4.50, 0.15 1.1908 (p = 0.23) Do not Reject H0
FEMALE 4.36, 0.19 (Not Significant)
2.0106

Waste 2.0153

Male 4.25, 0.27 1.5298 (p = 0.13) Do not Reject H0

female 4.47, 0.21
(Not Significant)

Use
Male 4.31, 0.24 2.0129 1.1192 (p = 0.27) Do not Reject H0
Female 4.47, 0.23 (Not Significant)

Involvement
Reject H0
Male 4.32, 0.22 2.0153 2.2832 (p = 0.03) (Significant)
Female 4.61, 0.17

Table 5 presents the results of an independent samples t-test comparing

male and female respondents across four behavioral variables: Frequency, Waste,

Use, and Involvement. The analysis aimed to determine whether there were

statistically significant differences in the mean responses of males and females

regarding these variables.

For Frequency, the computed t-value was 1.1908 with a p-value of 0.23,

which is greater than the critical t-value of 2.0106 at the 5% significance level.
This indicates that there is no statistically significant difference between males

and females in terms of frequency. Similarly, for the variable Waste, the t-value

was 1.5298 (p = 0.13), and for Use, it was 1.1192 (p = 0.27), both of which also

failed to exceed the critical value. Therefore, the null hypothesis was not rejected

in these cases, indicating that gender does not significantly influence the

perceptions or behaviors related to waste and use.

However, a statistically significant difference was observed in the variable

Involvement. The computed t-value was 2.2832 with a p-value of 0.03, which is

less than the significance level of 0.05 and greater than the critical t-value of

2.0153. As a result, the null hypothesis is rejected, indicating a significant

difference in involvement between male and female respondents. Based on the

mean values provided, females (mean = 4.61) reported a higher level of

involvement compared to males (mean = 4.32), suggesting that female

participants are more actively involved in the activities or practices being

measured.

In summary, while no significant gender differences were found in

frequency, waste, or use, the data reveals that gender plays a significant role in

involvement, with females demonstrating higher engagement.

 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

Summary of Findings

This study assessed the effectiveness of housekeeping practices in

maintaining the cleanliness of Inayawan National High School, focusing on four

aspects: frequency and scheduling of cleaning, waste management strategies,

use and availability of cleaning materials, and involvement of staff and students.

The research also examined the perceived level of cleanliness in different school

areas and the relationship between these practices and cleanliness outcomes.

A quantitative descriptive design was used, involving 50 respondents from

the Grade 11 Housekeeping strand. Data were gathered through a structured

survey questionnaire and analyzed using descriptive and inferential statistics such

as mean, percentage, Pearson’s correlation, and t-test.

Key findings are summarized as follows:

1. Respondents’ Profile

Majority of respondents were 17 years old (86%) and female (54%).

2. Level of Housekeeping Practices

Frequency and Scheduling of Cleaning: Composite mean of 4.43 (Strongly Agree),

interpreted as Always Observed.

Waste Management Strategies: Composite mean of 4.38 (Strongly Agree),

interpreted as Always Observed.

Use and Availability of Cleaning Materials: Composite mean of 4.40 (Strongly

Agree), interpreted as Always Observed.

Involvement of Staff and Students: Composite mean of 4.48 (Strongly Agree),

interpreted as Always Observed.

These indicate that the school consistently maintains effective and organized

cleaning systems.

3. Perceived Level of Cleanliness

Classrooms: Composite mean of 4.02 (Agree) – cleanliness frequently observed,

though some issues such as unswept floors were noted.

Restrooms: Composite mean of 4.20 (Agree) – cleanliness frequently observed,

but with minor lapses in soap and water availability.

Hallways and School Grounds: Composite mean of 4.43 (Strongly Agree) –

cleanliness always observed.

Housekeeping Practices Observed: Composite mean of 4.44 (Strongly Agree) –

practices always observed and well-supervised.

4. Relationship Between Housekeeping Practices and Cleanliness

Most variable pairs showed no significant relationship, except:

Frequency vs. Housekeeping (r = 0.2967, p = 0.0364)

Involvement vs. Housekeeping (r = 0.2814, p = 0.0477)

This indicates that frequent cleaning and active involvement of staff and students

positively affect housekeeping outcomes.

5. Difference in Housekeeping Practices by Gender

No significant difference was found between male and female respondents in

terms of frequency, waste, and use.

A significant difference was found in involvement (p = 0.03), showing that female

respondents are more involved in cleanliness efforts.

Conclusions

Based on the findings, the following conclusions were drawn:

Housekeeping practices at Inayawan National High School are highly

effective, as reflected in the strong agreement among respondents regarding

frequency, waste management, material availability, and participation.

The overall cleanliness level of the school is maintained at a high standard,

especially in hallways and school grounds, demonstrating the school’s strong

commitment to sanitation.

Active involvement of students and staff plays a significant role in

sustaining cleanliness, highlighting the value of shared responsibility.

Gender differences in involvement suggest that female students tend to

participate more actively in maintaining cleanliness, which may reflect higher

engagement or responsibility toward housekeeping tasks.

 The significant relationships between frequency and involvement with

housekeeping outcomes confirm that consistent cleaning schedules and

participation are critical to achieving effective sanitation.

Overall, the study concludes that Inayawan National High School’s

housekeeping practices are effective, though continuous reinforcement of student

engagement and monitoring of specific areas (e.g., classroom floors, restroom

supplies) can further enhance outcomes.

Recommendations

Based on the conclusions, the following recommendations are offered:

Strengthen student participation programs such as “Clean As You Go” (CLAYGO)

and cleanliness competitions to sustain involvement among both genders.

Maintain consistent cleaning frequency, especially in classrooms and

restrooms, to address minor gaps in sweeping and supply availability.

Provide adequate and accessible cleaning materials in all classrooms to

ensure that students and teachers can participate in immediate clean-ups.

Enhance supervision and monitoring systems to ensure that daily cleaning

routines are implemented consistently and effectively.

Conduct regular housekeeping training for both staff and students to update

them on proper cleaning techniques, waste segregation, and hygiene awareness.

Encourage equal participation across genders by promoting cleanliness as

a shared responsibility, fostering cooperation and fairness in task assignments.

 Future researchers may expand the study to other schools or include

qualitative data to explore behavioral and motivational factors affecting

housekeeping participation.
 APPENDICES

Appendix A – Transmittal Letter

Appendix B – Research Instrument
Appendix C – Location Map
Appendix D – Screenshot of Raosoft Calculation
CURICULUM VITAE

Name: Anthony James C Abendan

Date of birth: March, 02, 2008

Place of birth: Cebu,City

Civil status: Single

Religion: Catholic

Educational Attainment: Senior High

School: Inayawan National High School

Junior High School: Inayawan National High School

Primary: Inayawan Elementary School

Strand: TVL -Tourism

Name: Denmar A Cabardo

Date of birth:June 17 2007

Place of birth:Butan [Link]

Civil status: Single

Religion: Catholic

Educational Attainment Senior High

School: Inayawan National High School

Junior High School: Inayawan National High School

Primary: Inayawan Elementary School

Strand: TVL -Tourism

Name: Gyasi Howin Sun

Date of birth: February 29,2008

Place of birth: Cebu City

Civil status: Single

Religion: Catholic

Educational Attainment: Senior High

School: Inayawan National High School

Junior High School: Inayawan National High School

Primary: Bulacao Community Elementary School

Strand: TVL -Tourism

Name: Jonmil Salimbot M,

Date of birth: Oct. 14, 2005

Place of birth: Cebu, City

Civil status: Single

Religion: Roman Catholic

Educational Attainment Senior High

School: Inayawan National High School

Junior High School: Inayawan National High School

Primary: Sogod National High School

Strand: TVL - Tourism

Name: Marimar P. Nabe

Date of birth: December 17, 2007

Place of birth: Bohol

Civil status: Single

Religion: UCCP

Educational Attainment Senior High

School: Inayawan National High School

Junior High School: Inayawan National High School Primary: Bago National

High School

Strand: TVL - Tourism

Name: Rubie B. Palasan

Date of birth: June, 22, 2008

Place of birth: Mainit Surigao Del Norte

Civil status: Single

Religion: Catholic

Educational Attainment Senior High

School: Inayawan National High School

Junior High School: Inayawan National High School

Primary: Inayawan Elementary School

Strand: TVL -Tourism

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