NATIONAL CAREER ASSESSMENT EXAMINATION RESULTS

AND ACADEMIC PERFORMANCE OF GRADE-10 STUDENTS OF

CONSOLATRIX COLLEGE OF TOLEDO CITY, INC.

A Thesis Presented
to the Faculty of the College of
Education of Consolatrix College of Toledo City, Inc.
Magsaysay Hills, Toledo City, Cebu,
Philippines

In Partial Fulfillment of the Course

Requirements Bachelor of Elementary Education

By:
Trocio, Jose Karlo
Donan, Jodhel G.
Maniscan, Lady Lyn E.
Parilla, Maria Claire S.
Urot, Maria Samantha H.

March 2020
 ii
APPROVAL SHEET

This thesis entitled NATIONAL CAREER ASSESSMENT

EXAMINATION RESULTS AND ACADEMIC PERFORMANCE OF
GRADE 10 STUDENTS OF CONSOLATRIX COLLEGE OF TOLEDO
CITY, INC. , prepared and submitted by Jose Karlo Trocio, Jodhel
Donan, Lady Lyn E. Maniscan, Maria Claire S. Parilla, Maria
Samantha H. Urot in partial fulfilment of the requirements for the
degree Bachelor of Elementary Education has been examined and
recommended for acceptance and approval for Oral Examination.

THESIS COMMITTEE

JOSEPHINE M. TABAL Ed. D

ADVISER

MR. PROCORO GONZAGA, M. A. MR. NINO ANGELO SERENTAS

MEMBER MEMBER

MRS. MARY LEIZL DELA CRUZ

CHAIRMAN

PANEL OF EXAMINERS
Approved by the Committee on Oral Examination with a grade of
PASSED.

JOSEPHINE M. TABAL Ed. D

ADVISER

MR. PROCORO GONZAGA, M. A MR. NINO ANGELO SERENTAS

MEMBER MEMBER
MRS. MARY LEIZL DELA CRUZ
CHAIRMAN

Accepted and approved in partial fulfilment of the Requirements

in Educational Research.
Date of Oral Examination:

SR. JOSEPHINE D. ATIVO, A. R.

DEAN/ SCHOOL DIRECTRESS
 iii
ACKNOWLEDGMENT

Foremost, Praises and thanks to the God, the Almighty, for the
showers of blessings throughout our work to complete the research
successfully Thanks for the gifts of wisdom, understanding, life and
family.

To Sr. Josephine D. Ativo, A.R., our school Directress and Dean of

College and Ms. Kassandra Clarisse Mag-Aso, guidance counselor of
Junior High School students for giving us the opportunity to utilize the
tools needed for our research, for sharing us their time, effort and
patience, and for humbly understanding every part of our
undertakings.

A sincere gratitude to our adviser Josephine M. Tabal Ed. D for guiding

and supporting us in the research with her patience, motivation,
enthusiasm and immense knowledge. Her guidance helped the
researchers all the time of research. We could not have imagined
having a better adviser and mentor for this research.

Our sincere thanks also to our thesis committee; Mr. Procoro

Gonzaga, Mr. Nino Angelo Serentas and Mrs. Leizel Dela Cruz for
encouraging us, giving insightful comments and suggestions.

To the school librarian, Mrs. Ledovina Batobalonos and Ms. Maristella

Telibrico for wholeheartedly letting us stay in the library while working
our research with convenience.

To our parents, ARSisters and our guardians for helping us and

supporting us financially, morally, spiritually and mentally.
 iv
Our sense of gratitude to one and all who directly and indirectly, have
lent their helping hand in this venture.
 v
DEDICATION

We, the researchers dedicate this study to the Almighty God for
the guidance, strength, power of mind, protection, skills and for giving
us a healthy life. All of these we offer to you.

The research is wholeheartedly dedicated to our beloved parents, who

have been our source of inspiration and strength when things get
tough. They provided and supported the researchers morally,
spiritually, emotionally and financially.

To our brothers and sisters, relatives, mentors, friends and

classmates who showed their words of advice and encouragement to
finish this research.
 vi
RESEARCH ABSTRACT

Title : NATIONAL CAREER ASSESSMENT EXAMINATION

RESULTS AND ACADEMIC PERFORMANCE OF GRADE-10
STUDENTS OF CONSOLATRIX COLLEGE OF TOLEDO CITY,
INC.

Authors : Jose Karlo Trocio,

Jodhel Donan,
Lady Lyn E. Maniscan,
Maria Claire S. Parilla,
Maria Samantha H. Urot

Degree : Bachelor of Elementary Education

School : Consolatrix College of Toledo City, Inc.
Adviser : Josephine M. Tabal, Ed. D.
Date : March, 2020

Content Analysis

Objectives and Scope

The prime objective of the study is to correlate the National

Career Assessment Examination results and Academic Performance of
Grade 10 students of Consolatrix College of Toledo City, Inc.

Study Design/Method
The method used in this study was descriptive and correlation
method. The first grading grades of the respondents in English,
 vii
Science, Math, Araling Panlipunan, T.L.E and M.A.P.E.H. were secured
from the Registrar’s Office. The scores of the National Career
Assessment Examination were secured from the record section of the
Guidance Office with the approval of the school principal , guidance
counselor and registrar.
After the data were gathered, these were tabulated and
analyzed. To find the relationship between the NCAE results and the
academic performance of Grade Ten Students; the Pearson R
correlation was used in the computation.
 viii
Data Analysis
Based on the presentation, analysis and interpretation of data
the following were the findings.

The total class average of the percentile ranks of the

respondents of the 4 subtests in NCAE is (74.20%), which is MOVING
TOWARDS MASTERY and the total class average of the respondents
in their academic performance is (89.88%) which is ABOVE AVERAGE.

The computed Pearson r is negative -0.49 which according to

the table of interpretation means a moderately small negative
correlation.

Conclusion:

The findings and analysis of the study were the basis for
formulating an intervention plan scheme.
The results showed that there is no significant relationship
between the National Career Assessment Examination and the
Academic Performance of the Grade Ten Pupils of Consolatrix College
of Toledo City, Inc.

Recommendations:
1. Implement the Intervention Scheme.
2. Teachers should use or utilize the facilities and other learning
resources in the school.
3. Close monitoring on students written and actual performances
should be done so as to develop study.
 TABLE OF CONTENTS
Page
Title Page
APPROVAL SHEET
ACKNOWLEDGEMENT
DEDICATION
ABSTRACT
CHAPTER I

Problem and Its Scope

Rationale of the Study…………………………………………………………..1-2
Theoretical Background …………………………………………………………3-7
THE PROBLEM
Statement of the Problem…………………………………………………… 9
Statement of Hypothesis …………………………………………………… 9
Significance of the Study……………………………………………………..9-10
RESEARCH METHODOLOGY
Research Design …………………………………………………………………11
Research Environment ……………………………………………………….11
Research Respondents………………………………………………………….11
Research Instruments…………………………………………………………..12
Research Procedure……………………………………………………………….12
Treatment of Data………………………………………………………………12-13
DEFINITION OF TERMS ………………………………………………………… 16

CHAPTER II
PRESENTATATION, ANALYSIS
AND INTERPRETATION OF DATA…..…………………………..15-16
CHAPTER III

Summary of Findings…………………………………………….…………………..27-28
Conclusion…………………………………………………………………………………………29
Recommendation…………………………………………………….……………………….29
Intervention Scheme …………………………………………………………………30-35

BIBLIOGRAPHY …………………………………………………….…………………36-38
APPENDICES……………………………………………………………………………… … 39
APPENDIX-1: Transmittal Letter to Directress………………………… ….. 40
APPENDIX-2: Transmittal Letter to Guidance………………....…… ……..41
APPENDIX B
Percentile Ranks or Average Percentile
of Grade 10 Students of CCTC in National
Career Assessment Examination Subtests……………………….……….42-44

APPENDIX C
First Grading Grades of Grade Ten
Students of CCTC in S.Y. 2019…………………………………………………..45-47
APPENDIX D
DOCUMENTATION………………………………………………………...48
CURRICULUM VITAE…………………………………………………49-53
 List of Tables

NCAE: General Scholastics Ability

Subtest Average…………………………………………….…………………..…………….15

NCAE: Academic Track Subtest Average…………………….…………..………16

Achievement Level of Grade-10 Students
NCAE: Technical-Vocational Aptitude subtest……………………….…………17
NCAE: Average of Combined Percentile
Rank of the Subtests: SPORTS TRACK and
ARTS AND DESIGN TRACK………………….………………………………………….18
Academic Performance-
ENGLISH ……………………………………………………..……………………………………19

Academic Performance-
MATHEMATICS ………………………………………..……………………………………….20

Academic Performance-
SCIENCE ………………………………………………………………………………………….21

Academic Performance-
TECHNICAL LIVELIHOOD EDUCATION ………..…………………………………22

Academic Performance: Combined Average of ARTS and

PYSICAL EDUCATION ………………………………………………………………………23
Academic Performance
ARALING
PANLIPUNAN……………………………………………………………………………………..24

Correlation between the National

Career Assessment Examination
Results and the Academic Performance
of the Grade Ten Students……………………………………………………………25
Parameter and Interpretation………………………………………………………..26
 CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION

Rationale of the Study

The National Career Assessment Examination is a test taken by
the Grade 9 students, all around in the Philippines in both public and
private schools. Such assessment determines the strengths of
individuals in different career fields. The National Career Assessment
Examination helps students determine which courses they should
study in college and what sort of career they are best suited for. Like
many standardized tests, the National Career Assessment
Examination measures student’s potential or inclination in such areas
as general scholastic knowledge. However, The National Career
Assessment Examination also tests vocational aptitude, occupational
preferences and entrepreneurial skills.
Test results are only a part of the bigger picture in determining
the best career fit for a student. Students shouldn’t make major
decisions based on National Career Assessment Examination results
alone. Their entire school career as well as their own goals and
interest should be considered when deciding on a course or strand to
study in both Senior High School and in College.
“The National Career Assessment Examination was created
because many people in the Philippines were unemployed. They didn’t
like their career path and because of this, probably quit. One of the
reasons the National Career Assessment Examination was developed
is to address the issue of unemployment due to workers getting
mismatched with the wrong careers. The hope is that by determining
which careers they are ideally suited for, students can plan a course
of study that will give them the skills and education they will need for
their ideal careers.” (Martin, 2015). Every year,
 2
the National Career Assessment Examination is conducted, and
Consolatrix College of Toledo City, Inc. is one of the schools which
had taken this kind of test. Unfortunately some of the students got
low scores in Academic subtest in National Career Assessments
Examination taken in the school year 2018-2019. In this reason, we
go beyond to find out and compare the National Career Assessment
Examination and the Academic Performance of Grade 10 students of
CCTC.
 3
Review of Related Literature

Learners are the clients of the school system. They build up the
students in the educational system. How the students perform
academically depends on how they behave academically. A good
academic performance, is not the only determinant of triumph in the
working world. Non-academic factors also matter. The aptitude,
inclination and skills of the learners should be taken into
consideration, especially when they will go to college and they will
choose their career paths. In knowing this, the country’s local
government officials came up with the National Career Assessment
Examination.
Benette, (1978); Caroll, (1963); Glaser, (1978);
Walberg, (1981) proposed theoretical models to explain linkages
existing among learning variables and student’s educational
outcomes. Specifically, each theoretical model includes characteristics
of the learner, the learning environment, and the quality of instruction
the learner receives.
Wang, Haertel and Weaelberg’s (1981) review of empirical
literature on the correlates and predictors of academic achievement,
indicated that students characteristics exhibit the most significant
direct influence on achievement. Waelberg’s theory of educational
productivity was empirically tested as one of very few theories of
academic achievement.

At present, many students cannot decide on what courses they

should take, especially those who cannot make decision by their own.
National Career Assessment Examination assists the compatibility of
the skills of the students regarding their course
 4
The individual selects a job or professional training program as
required by their career of choice. Later on his career, Ginzberg
(1984) stressed that “Career choices is a lifelong process of decision-
making for those who seek major satisfactions from their work.”
Baruck (2007) stated that the National Career Assessment
Examination with the replaced the defunct National College Entrance
Examination focuses on the technical and vocational capabilities and
entrepreneurial skills of a student. This examination helps the
students, the parents, and their teachers evaluate not only students’
scholastic aptitude but also their career option based on their skills in
any field of interests.
Bas and Espinas (2008) believed that National Career
Assessment Examination could greatly help them in becoming what
they really wanted in life. Most of them do not have concrete plans
yet on what career they will pursue and in most cases: they enrol in
courses that are presently in demand or get into the field chosen by
parents and friends.
It is also stated in Soho (2007) that more than half of the
Junior High School students in the country are fit to enroll in technical-
vocational courses that enter college according to the result of the
National Career Assessment Examination conducted by the DepEd.
More than 50% of the 1.3 million students who took NCAE on January
17, 2007 got low scores in scholastic aptitude test but many of them
did well in technical vocational aptitudes.
Calimpang et al (2005) said that NCAE is used to
design and produce information about the prevailing situations or
what has been happening. The NCAE is endorsed by the Department
of Education (DepEd) to assist them wisely in organizing their ideas.

5
The people behind the formation of this review material exhibited their
proficiency and aptitude in a way that they presented this in
structuring and enlightening.
The NCAE consists of the following components, scientific
ability, and mathematical ability, reading comprehension, verbal
ability, manipulative skill, clerical ability, non-verbal ability, and
entrepreneurial skills.
The people behind the formation of this review material
exhibited their proficiency and aptitude in the way that they presented
this enlightening. This review material is authentic for it provides
dependable information on different subject areas every junior
student ought to be familiar.
In an article written by the Canvel et al (2007), it was
emphasized that the students need to be efficient with his knowledge
and expertise. Thus, the National Career Assessment Examination is
endorsed by the DepEd to assist them wisely in organizing their ideas.
It is believed that this would facilitate them in attaining new methods
that would benefit them during the examination.
According to Kimani, Kara and Njagi (2013) the purpose of
education is to equip the citizenry with values, skills and knowledge
to reshape their society and eliminate inequality. This is because
education helps an individual develops his/her capabilities, attitudes
and behavior that is able to adapt to the changing needs of the
country as the world changes and spearheads the development of
human resource and the country’s economy.
(Bell, 2013) believed that despite it, the use of students’
achievement in academic work to assess the teacher’s effectiveness
has gained ground. The measure of academic performance as a

6
symbol of school success can be traced way back from the Victorian
period. Since then, academic performance has been used to grade
schools and most importantly to determine one’s career paths.
There are several ways in which students can have an impact
on their academic performance. Among others is students’ study
habits. Study habits can be positive and negative’. The positive study
habit is when students attend to their school work, read book to
search information, schedule time for doing homework, attend
tutorials and ask teachers questions where they do not understand
the concepts taught.
After tests have been marked, students who work on teachers’
feedback have high charges of improving their performance. Another
is when the students work in groups when they are given an
assignment or topics for discussion. The intelligent students will help
the low achievers to upgrade their grades and enhance their
confidence.
The students involved in mixed ability approach tend to have
respect for each other. Students who value education as a means of
lack of academic motivation has also been attributed to students’ low
achievement. Ramsdal, Gioerum & Wynn (2013) attested that
lack of academic motivation seems to be a prominent problem for
numerous high school students.
O’cala, (2010); Radzka, (2010); Boaler, (2008) indicated
that an individual student’s intelligence has the most significant
impact on his/her ability to perform well academically.
(Wallace, 2011) believed that teachers for years have been
regarded as the essential catalysts for school improvement. They are
driving force and main resource in the development and academic
growth of students as they are sources of knowledge and agents of
change.
7
 This is supported by Yusuf (2008) when contending that the
performance should not only be based in terms of test and
examination results and student’s ability to apply what is learned and
the rate at which students move on to higher institution of learning,
but should include other areas such as whether the students have
acquired the survival skills.

8
 The Problem
Statement of the Problem
This study determined the relationship between National Career
Assessment Examination results and Academic Performance of Grade
10 students of Consolatrix College of Toledo City, Inc.
Specifically, this answered the following questions:
1. What are the achievement level of the students in the following
National Career Assessment Examination subtest:
1.1 General Scholastic Ability,
1.1.1 Scientific Ability,
1.1.2 Reading Comprehension,
1.1.3 Verbal Ability,
1.1.4 Mathematical Ability
1.1.5 Logical Reasoning Ability
1.2. Academic Track
1.2.1 Humanities and Social Science
1.2.2 Science, Technology, Engineering and Mathematics
1.2.3 Accountancy, Business and Management
1.3 Technical Vocational Livelihood Track
1.4 Sports Track
1.5 Arts and Design Track
2. What is the level of performance of the respondents in the
following:
2.1 Academics
2.1.1 English
2.1.2 Mathematics
2.1.3 Science
2.1.4 Araling Panlipunan
2.2 Technology and Livelihood Education
2.3 Arts & Physical Education
 9

3. Is there a significant relationship between National Career

Assessment Examination results in the Academic performance of
Grade-10 students of Consolatrix College of Toledo City, Inc.
4. What intervention program can be proposed based on the
findings of this study?

Null Hypothesis:

1. There is no significant relationship between National Career

Assessment Examination Result and the Academic performance
of Grade-10 students of Consolatrix College of Toledo City, Inc.
Significance of the Study
The result of the study serves as the basis for career choice for
Grade 10 students which are congruent to their academics and
skills. This will help students determine which courses in college
they should study or what sort of career they are best suited for.
Likewise, this study will be used as predictive guide of the Grade-
10 students for the choice of the academic track or strand in Senior
High School.
This study is beneficial to the following:
Learners will be able to know what track or strand they should
study when they enter Senior High School, as well as in college.
Teachers will be able to determine what are the strengths and
weaknesses of their students in terms of academic performance of
their students.
School Administrators will have a transparent knowledge of
the problems of the students with regard to their academic
 10

performance and reasons why Grade 10 students got low scores in

Academic subtests in National Career Assessment Examination
result. They will also know what intervention program can be
proposed based on the findings of this study.
Parents will be informed with regard to their children’s
academic performance and National Career Assessment Examination
result. Also, they will be aware of their children’s needs and wants.
Future Researchers will have ideas aligned to the topic for
future researches.
 11
RESEARCH METHODOLOGY
Research Design
The descriptive-evaluative method was utilized to determine
the National Career Assessment Examination and Academic
performance of the Grade-10 students of Consolatrix College of
Toledo City, Inc. The correlation method was also utilized to
determine the relationship between the National Career Assessment
Examination and academic performance of the Grade-10 students of
Consolatrix College of Toledo City, Inc..
Research Environment
Consolatrix College of Toledo City, Inc. is a Catholic institution
owned and managed by the congregation of Augustinian Recollect
Sisters since 1960. It is located at Magsaysay Hills of Toledo City. The
school is level 2 accredited by PAASCU and successfully established
the new curriculum which is the K-12 curriculum.
The institution has its best facilities to offer for every learner
such as complete and updated Science, Computer and Speech
laboratories and each classroom has television in which teachers
could use in presenting their lessons.
Research Respondents
The respondents of this study were the seventy-three Grade 10
students of Consolatrix College of Toledo City, Inc., enrolled in the
school year 2019-2020.
 12
Research Instruments
The instruments that were used in the study are the descriptive-
evaluative method and correlation method. The tool used was the
data gathering.
Research Procedure
After the approval of the transmittal letter by the registrar,
guidance office and school directress of Consolatrix College of Toledo
City,
Inc., the researchers proceeded to the gathering of data of National
Career Assessment Examination results and academic performance of
the Grade-10 students of Consolatrix College of Toledo City, Inc. in
1st grading and 2nd grading period of school year 2019-2020.
The data gathered were tallied, evaluated, analysed and
computed using the statistical treatment.

Treatment of Data
1. To determine the National Career Assessment Examination
subtests’ scores and Academic performance of Grade-10
students of Consolatrix College of Toledo City, Inc in 1st grading
period of school year 2019-2020, the frequency and percentage
distribution was used.
Formula: P=F x 100
N
Where:
P = Percentage
F = Frequency
N = Number of Students
100 = Total no. used as a multiplier to arrive at the
percentage.
 13
2. To determine the significant relationship between National
Career Assessment Examination results and the Academic
performance of Grade-10 students of Consolatrix College of
Toledo City, Inc., the Pearson R Correlation was used.
Formula: r= __ N∑xy – (∑x)(∑y)______
√ [N∑x2-(∑x)2] [N∑y2-(∑y)2]

Where:
r= Pearson r
x= deviation from the mean of Grade 10 students’
Scientific Ability evaluation result
y= deviation from the mean of Grade 10 students’
academic performance in Science subject.
X2= deviation from the mean of Grade 10 students’
Scientific Ability evaluation result
Y2= deviation from the mean of Grade 10 students’
academic performance in Science subject.
 14
DEFINITION OF TERMS

Academic Performance – refers to attainment of grades which has

academic remarks in terms of rating obtained in the study; the first
grading period was utilized.

Consolatrix College of Toledo City, Inc. – is the name of the

school where the researchers conducted the study.

Grade 10 Pupils – refers to the respondents of the study who are

presently enrolled in Consolatrix College of Toledo City, Inc. for the
school year 2019-2020.

National Career Assessment Examination Result – refers to the

scores achieved by the grade 10 pupils during National Career
Assessment Examination.
 15
CHAPTER II
Presentation, Analysis and Interpretation of Data
This chapter presents, analyses and interprets the achievement
level in the subtests of National Career Assessment Examination and
the Academic Performance in English, Science, Math, T.L.E and
M.A.P.E.H of the Grade Ten Students of Consolatrix College of Toledo
City, Inc. Results of the Findings were utilized for proposed
enhancement design.

Table 1 shows the profile of respondents, Grade-10 Students of

Consolatrix College of Toledo City, Inc., in terms of percentage of
gender population.
Majority (52%) or thirty-eight (38) of the students are male,
and (48%) or thirty-five (35) students are female.
Table 1
Profile of Respondents

Gender No. of Respondents Percentage

Male 38 52%

Female 35 48%

Total 73 100%

Table 2 shows the achievement level of Grade-10 Students in

NCAE in General Scholastics Ability Average.

Majority (24.658%) or 18 students got the MASTERED, eight

(8) or (10.959%) got LOW MASTERY. The class percentile ranks
average is (72.78%)

These imply that students have higher percentile rank/scores in

scientific ability, reading comprehension, verbal ability, mathematical
ability and logical reasoning ability. There is no need for a big action
to it.
 16
Teachers should encourage and assign students for library
research so as to garner valuable information. And, add more content
or make the content of the lessons broader to achieve a more higher
rank.

Table 2
NCAE: General Scholastics Ability Subtest Average
ABILITY FREQUENCY PERCENTAGE PERFORMANCE
INDEX
96%-100% 18 24.658% Mastered
86%-95% 15 20. 548% Closely
Approximately
Mastery
66%-85% 15 20.548% Moving towards
Mastery
35%-65% 17 23.288% Average Mastery
15%-34% 8 10.959% Low Mastery
5%-14% 0 0% Very Low Mastery
0%-4% 0 0% Absolutely No
Mastery
Class Percentile Ranks Average: 72.78 %

Table 3 shows the Achievement Level of Grade-10 Students in

NCAE in Academic Track Subtest Average.
Majority ( 35.616%) or 26 of the students got MOVING
TOWARDS MASTERY, three (3) or (4.110%) got LOW MASTERY. The
class percentile ranks average is (75.84%)

Students need to be given more enhancement in exposing

learner’s to different fields of these strands: ABM, STEM, HUMSS.
More activities that would make the learners have glimpse of ideas in
these fields.
 17
Table 3
NCAE: Academic Track Subtest

ABILITY FREQUENCY PERCENTAGE PERFORMANCE

INDEX
96%-100% 8 10.959% Mastered
86%-95% 21 28.767% Closely
Approximately
Mastery
66%-85% 26 35.616% Moving towards
Mastery
35%-65% 15 20.548% Average
Mastery
15%-34% 3 4.110% Low Mastery
5%-14% 0 0% Very low
Mastery
0%-4% 0 0% Absolutely No
Mastery
Class Percentile Ranks Average: 75.84%

Table 4 shows the achievement level of Grade-10 Students in NCAE

in Technical-Vocational Aptitude subtest. The class percentile ranks
average is (64.92%)

Majority (28.8%) or 21 of the students got the MOVING

TOWARDS MASTERY, four or (5.5%) got the VERY LOW MASTERY.
Hands- on Activities/ performance tasks should be the priority
for enhancing the skills of the learners for mastery of these skills and
more knowledge on various technical-vocational fields. Skills is as
important as knowledge because when you are doing you are
learning.
 18
Table 4
NCAE: Technical-Vocational Aptitude subtest.

ABILITY FREQUENCY PERCENTAGE PERFORMANCE

INDEX
96%-100% 11 15.07% Mastered
86%-95% 9 12.329% Closely
Approximately
Mastery
66%-85% 21 28.767% Moving towards
Mastery
35%-65% 20 27.397% Average
Mastery
15%-34% 8 10.959% Low Mastery
5%-14% 4 5.479% Very low
Mastery
0%-4% 0 0% Absolutely No
Mastery
Class Percentile Ranks Average: 64.92

Table 5 shows the Achievement Level of Grade-10 Students in

NCAE in average of combined percentile rank of the subtests: SPORTS
TRACK and ARTS AND DESIGN TRACK.
Majority (39.726%) or 29 of the students got MOVING
TOWARDS MASTERY, two (2) or (2.740%) got MASTERED. The class
percentile ranks average is (64.92%)

This implies that students need to be given more constant

practice on developing their skills in sports as well as in arts. More
literacy lessons in line to these fields should be given.
 19
Table 5
NCAE: Average of Combined Percentile Rank of the Subtests:
SPORTS TRACK and ARTS AND DESIGN TRACK.
ABILITY FREQUENCY PERCENTAGE PERFORMANCE
INDEX
96%-100% 2 2.740% Mastered
86%-95% 14 19.178% Closely
Approximately
Mastery
66%-85% 29 39.726% Moving towards
Mastery
35%-65% 25 34.247% Average
Mastery
15%-34% 3 4.110 Low Mastery
5%-14% 0 0% Very low
Mastery
0%-4% 0 0% Absolutely No
Mastery
Class Percentile Ranks Average: 64.92%

Table 6 shows the academic performance of the Grade Ten

pupils in English.
Majority (30.14%) or 22 of the pupils got ABOVE AVERAGE, five
(5) got POOR. The class grades average is (89.86%)
Students participation in all activities which are related in
English communication skills is necessary. Activities like speech choir,
oration, declamation and other literary activities should be conducted
in English class and club. Speech laboratories should be the station
for enhancing communication and interaction.

Table 6
Academic Performance: ENGLISH
Consolodated Frequency Percentage Interpretation
Grades
96-100 9 12.33% Excellent
91-95 20 27.40% Superior
86-90 22 30.14% Above Average

81-85 9 12.33% Average

76-80 8 10.96% Below Average
70-75 5 6.85% Poor
Class Grades Average: 89.86%
 20
Table 7 shows the academic performance of the Grade Ten
students in Mathematics
Majority (34.25%) or 25 of the students got SUPERIOR, two (2)
got BELOW AVERAGE. The class grades average is (87.92%)
This implies that students have higher mastery of the lesson in
this subject. Teachers only need to add more instructions and
techniques in achieving this educational excellence in math for all
students.

Table 7
Academic Performance: MATHEMATICS
Consolodated Frequency Percentage Performance
Grades
96-100 3 3.11% Excellent

91-95 25 34.25% Superior

86-90 23 31.51% Above

Average
81-85 16 21.92% Average

76-80 2 2.74% Below

Average
70-75 4 5.48% Poor

Class Grades Average: 87.92%

Table 8 shows the academic performance of the Grade Ten
students in Science.
Majority (30.14%) or 22 of the students got ABOVE AVERAGE,
one (1) got EXCELLENT. The class grades average is (88%)

The results indicate, that there is a need for students to be

motivated to love library work and surf in the internet for broadening
the content of the lessons. Teachers should make lesson guide which
students are encouraged to explore and engage in laboratory
activities. Incentives should be given to students who participate well
in class and also to those students who do their tasks on time. Note
taking should also be encouraged and be checked by mentors.
Orientation on note taking is necessary.
 21
Table 8
Academic Performance: SCIENCE
Consolodated Frequency Percentage Performance
Grades
96-100 1 1.37% Excellent

91-95 16 21.92% Superior

86-90 22 30.14% Above

Average
81-85 15 20.55% Average

76-80 15 20.55% Below

Average
70-75 4 5.48% Poor

Class Grades Average: 88%

Table 9 shows the academic performance of the Grade Ten students

in TECHNICAL LIVELIHOOD EDUCATION Subject

Majority (76.71%) or 56 of the students got SUPERIOR, two (2)

got AVERAGE. The class grades average is (94.58%)

Since the school is the best laboratory for learning, every young
individual should be motivated to maximize his/her full potentials and
psychomotor skills. Frequent practice will lead the students in mastery
learning to achieve the highest rank as possible.
 22
Table 9
Academic Performance: TECHNICAL LIVELIHOOD EDUCATION
Consolodated Frequency Percentage Performance
Grades
96-100 10 13.70% Excellent

91-95 56 76.71% Superior

86-90 5 6.85% Above

Average
81-85 2 2.74% Average

76-80 0 0% Below
Average
70-75 0 0% Poor

Class Grades Average: 94.58%

Table 10 shows the academic performance of the Grade Ten students

in COMBINED AVERAGE OF THE SUBJECTS: ARTS and PYSICAL
EDUCATION.

Majority (80.82%) or 59 of the students got SUPERIOR, three

(3) got AVERAGE. The class grades average is (90.75%)
Constant assessment and performance tasks should be
conducted by mentors.
 23
Table 10
Academic Performance : COMBINED AVERAGE OF THE
SUBJECTS: ARTS and PYSICAL EDUCATION
Consolodated Frequency Percentage Performance
Grades
96-100 0 0% Excellent

91-95 59 80.82% Superior

86-90 11 15.07% Above

Average
81-85 3 3% Average

76-80 0 0% Below
Average
70-75 0 0% Poor

Class Grades Average: 90.75 %

Table 9 shows the academic performance of the Grade Ten students

in ARALING PANLIPUNAN.

Majority (60.274%) or 44 of the students got SUPERIOR, two

(2) got BELOW AVERAGE. The class grades average is (90.93%)
Students are expected to maximize their time in reading various
fruitful materials related to ARALING PANLIPUNAN subject such as
History, Politics, Economy, etc. Recognition of students’ good
performance should be more encouraged.
 24
Table 11
Academic Performance: ARALING PANLIPUNAN
Consolodated Frequency Percentage Performance
Grades
96-100 5 6.849% Excellent

91-95 44 60.274% Superior

86-90 12 16.438% Above

Average
81-85 10 13.7% Average

76-80 2 2.74% Below

Average
70-75 0 0% Poor

Class Grades Average: 90.93%

 25
Correlation between the National Career Assessment
Examination Results and the Academic Performance of the
Grade Ten Students
Based on the statistical treatment of the study, the Pearson r
correlation was used to determine whether there is or no significant
correlation between National Career Assessment Examination Results
and the Academic Performance of the Grade Ten Students of
Consolatrix College of Toledo City, Inc.
As shown in Table 8, the computed mean of the National Career
Assessment Examination Results is 74.20 and the Academic
Performance is 89. 88. The computed Pearson r of Correlation is -0.49
which according to the coefficients of correlation interpretation guide
has moderately small negative correlation. Therefore, the result
showed that the null hypothesis is not rejected.

Table 12
Relationship between National Career Assessment
Examination and the Academic Performance of the Grade Ten
Pupils of Consolatrix College of Toledo City, Inc.

Computed Pearson
Variables Mean r Decision Interpretation

NCAE Result 74.20 Null Moderately

-0.49 Hypothesis small
Academic is not negative
Performance 89.88 rejected correlation
 26

Parameter Limits Interpretation

1 –Perfect positive correlation

0.76 0.99 –Very high positive correlation
0.51 0.75 –High positive correlation
0.26 0.5 -Moderately small positive
Correlation
0.01 0.25 –Small positive correlation
0 –No Correlation
-0.01 -0.25 –Very small negative
Correlation
-0.26 -0.50 –Moderately small negative
Correlation
-0.51 -0.75 –High negative correlation

-0.76 -0.99 –Very high negative correlation

-1 -Perfect negative correlation
 27
CHAPTER III
SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATION
This chapter summarizes the study of the relationship betwwen
National Career Assessment Examination results and Academic
Performance of Grade Ten Students. It also includes conclusion and
recommendation.

Findings:

In NCAE in General Scholastics Ability Average, majority

(24.658%) or 18 students got the MASTERED, (23.288%) or 17
students got Average Mastery, (20.548%) or 15 students got Closely
Approximately Mastery, (20.548%) or 15 students got Moving
Towards Mastery, eight (8) or (10.959%) got LOW MASTERY.

In NCAE in Academic Track Subtest Average. Majority (

35.616%) or 26 of the students got MOVING TOWARDS MASTERY,
(28.767%) or 21 students got CLOSELY APPROXIMATELY, (20,548%)
or 15 students got AVERAGE MASTERY, (10.959%) OR 8 students got
MASTERED, three (3) or (4.110%) got LOW MASTERY.

In NCAE in Technical-Vocational Aptitude subtests, majority

(28.8%) or 21 of the students got the MOVING TOWARDS MASTERY,
four or (5.5%) got the VERY LOW MASTERY. (27.397%) 0r 20
students got AVERAGE MASTERY, (15.07%) or 11 students got
MASTERED, (12.392%) or 9 students got CLOSELY APPROXIMATELY
MASTERY, (11%) or 8 students got LOW MASTERY.

In NCAE in average of combined percentile rank of the

subtests: SPORTS TRACK and ARTS AND DESIGN TRACK, majority
(39.726%) or 29 of the students got MOVING TOWARDS MASTERY,
two (2) or (2.740%) got MASTERED. (34.247%) or 25 students got
AVERAGE MASTERY, (19.2%) or 14 students got CLOSELY
APPROXIMATELY MASTERY, (4.110%) or 3 students got LOW
MASTERY.
 28
In the academic performance of the Grade Ten pupils in English,
majority (30.14%) or 22 of the pupils got ABOVE AVERAGE, five (5)
got POOR.(27.40%) or 20 students got SUPERIOR, (12.33%) or 9
students got EXCELLENT, , (12.33%) or 9 students got AVERAGE,
(10.96%) or 8 students got BELOW AVERAGE.

In the academic performance of the Grade Ten students in

Mathematics, majority (34.25%) or 25 of the pupils got SUPERIOR,
two (2) got BELOW AVERAGE. (31.51%) or 23 students got ABOVE
AVERAGE, (21.92%) or 16 students got AVERAGE, (31.51%) or 23
students got ABOVE AVERAGE, (21.92%) or 16 students got
AVERAGE, (5.48%) or 4 students got POOR, (3.11%) or 3 students
got EXCELLENT.

In the academic performance of the Grade Ten students in

Science, majority (30.14%) or 22 of the pupils got ABOVE AVERAGE,
(21.92%) or 16 students got SUPERIOR, (20.55%) or 15 students got
AVERAGE, (20.55%) or 15 students got BELOW AVERAGE, (5.48%)
or 4 students got POOR, (1.37%) or 1 student got EXCELLENCE.

In the academic performance of the Grade Ten students in

TECHNICAL LIVELIHOOD EDUCATION Subject, majority (76.71%) or
56 of the pupils got SUPERIOR, (13.70%) or 10 students got
EXCELLENCE, (6.85%) or 5 students got ABOVE AVERAGE, (2.74%)
or 2 students got AVERAGE.

In the academic performance of the Grade Ten students in

COMBINED AVERAGE OF THE SUBJECTS: ARTS and PYSICAL
EDUCATION, majority (80.82%) or 59 of the pupils got SUPERIOR,
(80.82%) or 59 students got SUPERIOR, (15.07%) or 11 students
ABOVE AVERAGE,
three (3) got AVERAGE.

In the academic performance of the Grade Ten students in

ARALING PANLIPUNAN, majority (60.274%) or 44 of the pupils got
SUPERIOR, (16.438%) or 12 students got ABOVE AVERAGE, (13.7%)
or 10 students got AVERAGE, (6.849%) or 5 students got EXCELLENT,
(2.74%) or two (2) got BELOW AVERAGE.
 29
Conclusion:

The findings and analysis of the study were the basis for
formulating an intervention plan scheme.
The results showed that there is no significant relationship
between the National Career Assessment Examination and the
Academic Performance of the Grade Ten Pupils of Consolatrix College
of Toledo City, Inc.

Recommendations:

1.Implement the Intervention Scheme.

2.Teachers should use or utilize the facilities and other
learning resources in the school.
3.Close monitoring on students written and actual
performances should be done so as to develop study habits.
 30
PROPOSED INTERVENTION SCHEME
Rationale:
The students’ academic performance is the result of the
examinations, assignments, quizzes, oral assessments, attendance
and other graded points related to the curriculum. It contributes to
the standards of the quality of education that every school is aiming
for. It is an important mission is to produce skilful and competent
graduates. To achieve this, a number of practical and instructional
strategies were designed by the researchers to improve the students’
academic performance.
Thus to improve the performance, intervention strategies are
needed. Intervention is the systematic and explicit instruction
provided to accelerate growth in an area of identified need.
Interventions can be provided by both special and general teachers
and they are designed to improve performance relative to a specific,
measurable goal. Interventions are based on valid information about
current performance, and realistic implementation and ongoing
student progress monitoring are essential. Good thing that there is a
national assessment to be compared with the academic performance
of the students. This suggests that for any intervention to be effective,
the programmes designed should be based on clearly defined
objectives, and the program should be monitored and evaluated. More
particularly, students‟ needs should be analysed and programs should
be designed to address these. It is important that intervention
strategies should not be implemented because they are popular or
interesting rather they should address the needs of the students in
that particular institution.
It could be argued that teaching can be a lonely profession
given the challenges faced in today’s classrooms. Teachers/ lectures
 31
report feeling overwhelmed in their attempts to meet the diverse and
often complex needs of growing number of students along with
ancillary duties they are expected to assume. When intervention is
considered, there should be aims and goals for conducting the
particular exercise. In most instances it is assumed that interventions
will, decrease retention rates and lower failure rates, and students
will be given additional opportunities to master concepts, which would
hopefully, raise their performance levels.
So the researchers designed this intervention scheme which
have specific and measureable objectives as a sort of
recommendation. Intervention strategies are based on the findings
and analysis of the relationship between academic performance and
National Career Assessment Examination results of the respondents.
 32
Table 13
INTERVENTION SCHEME TO IMPROVE STUDENT’S ACADEMIC
PERFORMANCE
AREA OF STRATEGIES PERSONS TIME EXPECTED
OBJECTIVES INVOLVED
CONCERN FRAME OUTCOMES

Assessment Correlate Gather the Guidance Once Produce

of yearly the data of the Center, a year nationally
Students achieve- whole year Registrar and
Performance and
ment level academic internationa-
of the performance Teachers lly
learners in of the learners competent
National and the learners.
Assess- National
ments such Assessments
as NAT, results and
NCAE, etc. correlate
to its these data.
Academic
Perfor- Results will
mance to serve as
evaluate diagnostics for
the improvements
learners of teaching
strengths instructions.
and
weaknesses
to compete
and reach
the national
competen-
cy
standards.
 All teachers - Arrange for teachers at
TEACHING will engage common and least
AND in planning times principal once
LEARNING Professio- for grade level per
PROCESS nal and content week.
Learning area teachers
Communi-
ties that
use
student’s
achieve-
ment and
growth Well-

data to organized

determine and prepared

Incorporate Principal Regu-
instruction- teachers
Reteach and ,facilita- larly
nal
Enrich into the tor and
decisions
daily schedule teachers
(become a
of the school
high
performing
learning
system).
 Develop and Principal Regul
implement a , facilita- arly
system of tors,
common teachers
formative,
benchmark,
and
summative
assessments
to inform
teachers and
guide
instruction in
the
classroom-
learning
system.

TEACHERS’ All teachers Provide All Once Improve

STRATE- will training to teachers a year teaching
GIES implement teachers on of grade skills and
research- how to 10, mean scores
based actively speakers of the
instruction- engage and students
nal students principal
strategies through
to increase Cooperative
student- Learning,
engage- Creative
ment. Thinking,
problem
solving, and
other new way
of learning
Learners Provide Individual Teacher Regul Improved
Behavioral time for counselling and arly study habits
need and teachers to and interview pupils and and
academic conduct any- academic
interest counselling time performance.
in order to as the
gain need
interest in arises
the
formation
of study
habits

Classroom To provide Soliciting Teachers Whole Broadened

mini- students usable reading Adminis- year knowledge
library with materials trators and
reading and information
material students
that would
enhance
their skills
in the use
of English
language
 36
BIBLIOGRAPHY
PUBLISHED BOOKS

Alcantara, D.R., Cabanilla, Q.J, & Espina, P.F. (2003). Teaching

Strategies 1, “Katha Publishing Co., Inc.”

Corpuz, B.B., Salandanan, G.G., and Rigor, V.D. (2006)

Principles and Strategies of Teaching 2, “Lorimar Publishing,
Inc.”

Hill, C.H., Rowan, B., and Ball, D.L. (2005) Effects of Teacher’s
Mathematical Knowledge for Teaching Student Achievement,
“American Research Journal, summer 2005”

Navarro, R.L., Cruz, A.A., Tovers, G.D., and Lucido, I.P. (1998)
Principles of Teaching and Instructional Technology, “Katha
Publishing Co., Inc.”
 37
UNPUBLISHED BOOKS

Baruch (2007) Advancs in Career Theory and Research: A

Critical Review and Agenda For Future Exploration.

Bass and Espinas (2008) The Bass Handbook of Leadership

Theory,Research and Marginal Applications.

Benette, 1978; Caroll, 1963; Glaser. 1978; Vualberg, 1981,

Academic Achievement: A Model of School Learning.

Kimani, Kara and Njagi (2013) Teacher Factors Influencing

Students’ Academic Achievement in Secondary Schools.

Soho (2007) An Integrated Approach.

ONLINE SOURCES
Navarro, M. (2004) NCAE Academic and Non-Academic
Performance, http://www.academia.edu/27745698/NCAE-
Academiand-Non-Academic-Performance. “Retrieved March 17,
2019”
 38
Ross, L. (2005) The Importance of a National Career
Assessment Examination,
http://www.theclassroom.com/importance-national-career-
assessment-examination-7484533.html. “Retrieved January 1,
2007”
 39

APPENDICES
 40
APPENDIX A-1
TRANSMITTAL LETTER TO THE DIRCTRESS/DEAN OF COLLEGE
OF CONSOLATRIX COLLEGE OF TOLEDO CITY
Sr. Josephine D. Ativo, A.R.
School Directress
Consolatrix College of Toledo City Inc.
Magsaysay Hills, Toledo City

Dear Sister,

We, the fourth year college students of Bachelor on Elementary Education

in partial fulfilment of the requirements in Educational Research 1 and 2,
are momentarily working with our research entitled “National Career
Assessment Examination Results and Academic Performance of Grade-10
Students of Consolatrix College of Toledo City, Inc..”
In line with this, we would like to ask permission from your good office to
allow us to conduct a research and use the resources needed for our study.

We would be very happy and grateful for your approval regarding this
request.

Very respectfully yours,

Donan, Jodhel G.
Maniscan, Lady Lyn E.
Parilla, Maria Claire S.
Trocio, Jose Karlo
Urot, Mariah Samantha H.

Noted By:

Dr. Josephine M. Tabal

Adviser

Approved by:

Sr. Josephine D. Ativo, A.R

School Directress
 41
A-2
TRANSMITTAL LETTER TO THE GUIDANCE OFFICE
Ms. Kassandra Clarisse T. Mag-aso
Basic Education Guidance Counselor 5
Consolatrix College of Toledo City Inc.
Magsaysay Hills, Toledo City

Dear Sister,

The undersigned are 4th year Bachelor of Elementary Education

students of Consolatrix College of Toledo City, Inc. who are
momentarily working with our research entitled “National Career
Assessment Examination Results and Academic Performance of
Grade-10 Students of Consolatrix College of Toledo City, Inc..”
In this manner, we would like to request from your good office to
allow us to use the National Career Assessment Examination Results
last S.Y.: 2018-2019 as a valuable tool in finding out its relationship
to the academic performance of the Grade-ten students. Rest assured
that the data gathered will be strictly for research purposes only and
will kept with outmost confidentiality.
We would be very happy and grateful for your approval regarding this
request.

Very respectfully yours,

Donan, Jodhel G.
Maniscan, Lady Lyn E.
Parilla, Maria Claire S.
Trocio, Jose Karlo
Urot, Maria Samantha H.

Noted By:

Dr. Josephine M. Tabal

Adviser

Approved by:

Sr. Josephine D. Ativo, A.R

School Directress
 42
APPENDIX B
Percentile Ranks or Average Percentile of Grade 10 Students
of CCTC in National Career Assessment Examination Subtests.

Student General Academic Technical Sports

scholastic Track Vocational Track and
Aptitude Aptitude Arts &
Design

A 57 92 92 81

B 80 79 70 85.5

C 95 19 93 97.5

D 97 69 97 43

E 33 34 82 89

F 84 93 92 40.5

G 97 96 93 53.5

H 98 97 99 88.5

I 99 99+ 90 72

J 21 19 36 71.5

K 33 19 79 56.5

L 99+ 98 98 76.5

M 38 45 82 75

N 80 69 59 73.5

O 85 83 90 91.5

P 53 39 47 30.5

Q 92 69 88 88.5

R 95 96 88 50

S 31 39 17 76.5

T 53 34 59 58.5
U 68 52 82 43.5

V 43 79 88 77.5

W 87 79 76 70.5

X 61 74 73 59

Y 93 74 93 60.5

Z 72 52 94 60.5

AA 56 83 82 53.5

BB 50 58 63 62.5

CC 61 39 51 55.9

DD 75 34 79 92.5

EE 95 5 76 14.5

FF 68 69 51 58

GG 75 34 43 89

HH 38 86 73 69.5

II 91 92 92 83.5

JJ 46 52 26 88

KK 58 83 82 78.5

LL 99 52 20 89

MM 99+ 99+ 95 78.5

NN 33 63 36 39.5

OO 70 63 20 73.5

PP 87 45 55 62.5

QQ 98 79 93 61.5

RR 48 79 70 68

SS 99 96 96 66

TT 46 12 55 29

UU 98 78 70 81
VV 38 45 66 64

WW 88 9 76 81

XX 22 5 59 62.5

YY 94 92 84 63

ZZ 85 63 63 94

AAA 50 34 47 86.5

BBB 97 69 97 43

CCC 70 86 73 94.5

DDD 94 97 98 69

EEE 80 89 73 79.5

FFF 75 63 82 85.5

GGG 99 83 94 83

HHH 72 28 70 72

III 88 63 95 89

JJJ 99 58 93 72

KKK 21 45 63 38

LLL 99+ 99+ 99 66

MMM 66 86 86 97.5

NNN 90 69 73 61

OOO 99 99 20 71.5

PPP 46 83 79 53.5

QQQ 61 63 26 50

RRR 40 96 73 68

SSS 85 68 75.84 63.24

TTT 72 76 20 75

UUU 86 87 89 90
 45
APPENDIX C
First Grading Grades of Grade Ten Students of CCTC in S.Y.
2019

Student English Math Science A.P. T.L.E ARTS P.E.

A 87 86 85 91 92 93 93

B 72 79 72 83 86 80 85

C 86 83 87 93 94 92 94

D 88 93 84 95 95 93 93

E 73 83 72 84 86 85 86

F 71 75 70 78 87 83 83

G 75 83 79 87 93 90 93

H 96 94 91 97 96 93 93

I 75 86 75 3 90 90 92

J 86 84 88 90 93 91 90

K 82 88 80 90 95 93 93

L 84 87 79 92 94 93 92

M 96 98 94 96 95 94 95

N 80 85 81 89 94 88 89

O 88 90 89 95 95 93 92

P 95 89 86 96 97 91 93

Q 93 93 89 95 94 91 93

R 89 90 92 92 94 92 93

S 96 94 94 95 96 93 94

T 93 90 87 93 94 77 93

U 98 95 92 95 95 93 77
V 80 87 79 91 94 92 91

W 92 93 92 94 94 94 92

X 95 93 92 95 96 92 93

Y 92 91 85 94 92 92 93

Z 94 94 92 95 95 93 92

AA 89 89 92 92 93 93 93

BB 90 92 85 95 94 93 92

CC 92 93 91 95 94 93 92

DD 97 96 97 98 97 94 94

EE 94 92 94 94 94 92 95

FF 98 93 96 92 94 93 93

GG 80 86 79 86 94 92 93

HH 80 84 81 90 92 91 923

II 95 94 87 95 94 92 91

JJ 96 91 93 92 96 92 91

KK 80 87 80 94 92 92 91

LL 91 89 90 94 95 92 91

MM 86 80 83 92 94 92 93

NN 88 91 76 97 94 82 83

OO 82 75 77 81 85 93 89

PP 84 88 80 85 94 92 91

QQ 86 88 83 82 93 92 91

RR 85 85 85 89 96 90 90

SS 90 85 84 85 95 91 91

TT 83 75 76 83 94 90 92

UU 88 84 80 89 93 91 88

VV 88 86 87 81 94 91 91
WW 79 89 89 88 94 89 90

XX 88 82 77 93 90 91 91

YY 88 90 90 94 95 91 93

ZZ 83 90 83 90 92 92 90

AAA 83 80 81 95 92 91 91

BBB 76 85 79 88 92 90 93

CCC 91 82 87 83 93 86 89

DDD 87 75 90 88 85 92 93

EEE 91 90 85 88 96 90 90

FFF 95 84 88 80 91 93 91

GGG 96 96 88 92 95 90 87

HHH 88 85 92 91 95 90 93

III 91 91 77 93 95 89 92

JJJ 87 80 90 94 89 93 93

KKK 91 92 87 91 95 93 93

LLL 89 87 94 93 94 93 92

MMM 93 95 85 86 96 91 91

NNN 93 93 91 91 95 93 93

OOO 92 85 90 94 95 93 93

PPP 87 86 90 92 94 93 92

QQQ 91 93 86 90 96 93 92

RRR 92 92 92 95 94 93 92

SSS 93 94 89 94 94 91 92

TTT 93 85 87 93 94 93 92

UUU 89 87 90 93 87 86 90
 48

DOCUMENTATION

TABULATING OF DATA
 49
CURRICULUM VITAE

Personal

Name : Jodhel G. Donan

Date of Birth : August 19,1995
Address : Magsaysay Hills, Pob.
Toledo City
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic
Father’s Name : Josephus G. Donan
Mother’s Name : Sylvia G. Donan

Educational Attainment:

College :Bachelor of Elementary Education

Consolatrix College of Toledo City, Inc.
(2019-2020)
: Doctor of Veterinary Medicine
Cebu Technological University-Barili Campus
(2012-2013)

Secondary : Toledo National Vocational School

Ilihan. Toledo City
(2011-2012)

Elementary : South City Central School

Luray 1, Toledo City
(2007-2008)
 50
CURRICULUM VITAE

Personal

Name: Lady Lyn E. Maniscan

Date of Birth: Sept.3, 1997
Address:Tajao, Pinamungajan, Cebu
Civil Status: Single
Nationality: Filipino
Religion: Roman Catholic
Father’s Name: Elmer G. Maniscan
Mother’s Name: Nelly E. Maniscan

Educational Attainment:

College: Consolatrix College of Toledo City, Inc.

Bachelor of Elementary Education

Secondary: Pinamungajan National Highschool

Pandacan, Pinamungajan, Cebu

Elementary: Tajao Central School

Tajao, Pinamungajan, Cebu
 51

CURRICULUM VITAE

Personal

Name: Jose Karlo Trocio

Date of Birth: Feb.14,1999
Address: Calong-calong Toledo City
Civil Status: Single
Nationality: Filipino
Religion: Roman Catholic
Father’s Name: Ramon Sabellon
Mother’s Name: Emely T. Tura

Educational Attainment:

College: Bachelor of Elementary Educational

Consolatrix College of Toledo City, Inc.
(2015-2016)

Bachelor of Science in Industrial Technology-

Architectural Drafting
Cebu Technological University, Tuburan Campus
Tuburan Cebu
(2015-2016)
Secondary: Toledo National Vocational School
Ilihan Toledo City
(2011-2014)
De Lasalle ASMC
Lutopan, Toledo City
(2014-2015)

Elementary: North City Central School

Luray 2, Toledo City
(2006-2011)
 52
CURRICULUM VITAE

Personal

Name: Maria Samantha H. Urot

Date of Birth: March 8, 2019
Address: Pili Prenza, Balamban Cebu
Civil Status: Single
Nationality: Filipino
Religion: Catholic
Father’s Name: Gerardo Dumdum
Mother’s Name: Mhaty Dumdum

Educational Attainment:

College: Bachelor in Elementary Education

Consolatrix College of Toledo City Inc.
Magsaysay Hills, Toledo City

Secondary: Jose Chona Jo Memorial National High School

Cambuhawe, Balamban, Cebu
2014-2015
Elementary: Balamban Central Elementary School
Baliwagan, Balamban, Cebu
2010-2011
 53

CURRICULUM VITAE

Personal

Name: Maria Claire S. Parilla

Date of Birth:
Address: Poog, Toledo City
Civil Status: Single
Nationality: Filipino
Religion: Roman Catholic
Father’s Name:
Mother’s Name:

Educational Attainment:

College: Bachelor in Elementary Education

Consolatrix College of Toledo City
Magsaysay Hills, Toledo City
Secondary: Magdugo National High School
Magdugo, Toledo City, Cebu
(2010-2014)
Elementary: Poog Elementary School
Poog, Toledo City, Cebu
(2005-2010)