THE IMPACT OF ACADEMIC PERFORMANCE OF THE GRADE 11

STUDENTS OF CALINAN NATIONAL HIGH SCHOOL IN USING GADGETS

DURING CLASS HOURS

DANGTAYAN, JEMMA ROSE T.

MAULINGAN, RIZZA B.

SAGANAY, WEMAR P.

TANNA, KHESIA M.

TILLO, JOYCE L.

VILLAGRACIA, ARVEL P.

CAMPOREDONDO, CARYL M.

CAMPOSO, NIEL JOHN V.

RODAJE, JANCEL C.

TASIC, JOHN GASPAR

MARCH 2020
 ABSTRACT

Researchers: DANGTAYAN, JEMMA ROSE T.

MAULINGAN, RIZZA B.

SAGANAY, WEMAR P.

TANNA, KHESIA M.

TILLO, JOYCE L.

VILLAGRACIA, ARVEL P.

CAMPOREDONDO, CARYL M.

CAMPOSO, NIEL JOHN V.

RODAJE, JANCEL C.

TASIC, JOHN GASPAR

Institution: Calinan National High School

Track: Academic Track

Strand: Humanities and Social Sciences

Adviser: Julius F. Catipan

Title of Study:

THE IMPACT OF ACADEMIC PERFORMANCE OF THE

GRADE 11 STUDENTS OF CALINAN NATIONAL HIGH
SCHOOL IN USING GADGETS DURING CLASS HOURS
The study was conducted to determine the different reasons of the students why

they tend to use gadgets during class hours. It further sought to find out if their

behaviour affects their academic life.

The study utilized qualitative research design. The study identified how the

student`s academic performace affected by using gadgets during class hours.

 DEDICATION

First of all, we dedicate this study to our supreme being the God Almighty who

guided us throughout the process and gives us knowledge to finish the study. To

our parents, who gives their never ending support, love and care. To our

research adviser who thought us the right way and methods in accomplishing

such task and guiding us to finish the study. To our principal, who approved our

request in conducting our interview. To our classmates, who share their thoughts

and ideas about the issue. And ultimately, to ourselves who exerted so much

effort and time to finish the research paper.

 ACKNOWLEDGEMENT

The researchers would like to express their profound gratitude and appreciation

to the people who have extended their support, gave inspirations, guidance and

assistance for the completion of this study.

To their teacher, Mr. Julius Catipan, for her guidance and technical support and

the golden opportunity to contribute to the society;

To their friends, for their kind gestures and moral support that played a great role

reminding the researchers to always have a positive mind;

To their families and relatives, for their financial support, love and guidance that

helped them in their desperate times; and

Above all, to the LORD ALMIGHTY, who’s there to always listen and give

support and love, and has given them strength to accomplish this project.

To all of them, this humble work is dedicated.

 CHAPTER 1

INTRODUCTION

This section acts as a chapter of introduction. This contains the Research

Context, Problem Description, Range and Delimitation, Study Importance, and

Words Definition.

Background of the study

Technology has influenced and changed the way people live in today's

generation. Technology has made the lives of people more educated and

optimistic. There is hardly someone who has not been changed by the

developments throughout today's society's technology and computers.

In today's society, from new technological developments, transportation,

communication and education have been greatly established. Most people have

less pressure in their lives as new useful innovations of hi-tech are being

developed everyday to help them do things faster and easier. Cellphones,

computers, and the Internet are some of these beneficial innovations.

In the life of the user, and in his/her immediate friends and family members,

software also has negative effects. It affects the personal health, family,

economic, financial and educational life of the individuals. Use technology has a

negative impact on an individual's mind. The person loses focus as he/she

focuses only on the use of gadgets or technology. He/she tends to forget other
important aspects of life, decreases attention, and the person will not be able to

focus long enough on other things.

A new path to effective learning has been created by the use of technology in

classrooms. Technology plays a major role in the development of the future and

career of everyone. Today, technology is becoming a big part of the world. It has

become more important to learning and has grown.The authors want to know

about the effect of technology on the learning of students. This research will be

performed on this basis.

Statement of the Problem

This study determined the impact of gadgets in learning to Senior High

School students, S.Y. 2019-2020.

Specifically, it answered the following sub-problems:

1. Why does grade 11 students of Calinan National High School tend to use

cellphones during class hours?

 Addiction

 Entertainment

 Bored

2. What are th grade 11 students of Calinan National High School in using

gadgets during class hours though they are aware of confection when caught by

the teacher?

 Mobile games

 Social media

 Bored
Conceptual Framework

The researchers used Independent Variable- Dependent Variable

paradigm format, wherein the frequency of use of gadgets is the independent

variable because it will affect the corresponding dependent variable which is the

impact of gadgets.

Research Paradigm

Independent Variable Dependent Variable

Impact of Gadgets on Academic

Frequency of Use of Gadgets
performance

Significance of the Study

This study determined the impact of gadgets in students’ learning in Calinan

National High School. This was significant to the following:

Students. They will know the benefits and effects of using gadgets in learning.

Teachers. This will give awareness to teachers to allow students to use gadgets

in a right time and way.

School Administrator. This study may be included in school policy. Re: The use

of technology in the classroom.

Future Researchers. This study may help future researchers on their own

research. They may widen the scope of their own study or improve this research

study.

Scope and Delimitation

This study mainly focused on the impact of gadgets in learning among

students in Grade 11 (HUMSS), (ABM), (STEM), (ICT), and (HE). It was limited

to 5 students per section.

Definition of Terms

To make the study easier to understand, the following terms are defined

operationally and/ or lexically:

Gadget. This refers to an often small mechanical or electronic device with a

practical use but often thought of as a novelty. In this study, gadgets refer to

cellphones, tablets and laptops which are used by the respondents in learning.

Impact. This refers to the effect of gadgets on the respondents in their learning.
 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter contains the literature and studies related to the impact of gadgets

in learning.

Related Literature

Gadgets

A gadget is a small tool or device with a specific useful purpose and function.

Gadgets tend to be more unusual or cleverly designed than normal technology.

In today’s life, tasks are maximized with the use of modern gadgets. It is easier to

accomplish daily tasks and people are also able to do work with efficiency. One

cannot even dare to imagine life without smart phones, cell phones, laptops,

tablets, iPods and so on (Tech Crates, 2012). Today’s gadgets are one of the

ways to make life more comfortable and easier. Shy (2010) says that no one can

deny the fact that gadgets have not only simplified the lives of people but also

made them more comfortable and luxurious. Indeed, these gadgets really made

a huge impact in people’s lives and became part of it.

Gadgets used in Learning

According to Gammuac (2013), today’s classrooms are equipped with the latest

technology to enhance instruction. Smartphone use in the classroom is still

somewhat controversial, but the Calgary Board of Education actually encourages

it as a learning tool. In an interview with CTV, Queen’s University National

Scholar and Associate Professor Sidneyeve Matrix compared the situation to

when calculators were first used by students in the classroom. “We had a whole

new level of computational skill, and now we’re going to have a whole new level

of mobile digital skills when we turn to mobile learning on the handhelds.”

Technology users are moving towards being more mobile, and teachers and

students are a significant part of that trend. On 2013, Lenovo, the world’s top PC

vendor reported that they sold more smartphones and tablets than PCs for the

first time ever.

Calgary-based SMART Technologies’ SMART Boards are popular with both

teachers and students. Teachers can project presentations onto the SMART

Boards and they can write, touch and interact with their content.Document

cameras are also a fun way for teachers to show students new and interesting

ways of looking at objects. Whether they are zooming in on the smaller details of

a 3D object, or observing science experiments, students can share an equal view

of the lesson – without crowding the teacher’s desk.Whether a student is

listening to his own music while studying, or a teacher is playing an audio book to

her students, mp3 players are an increasingly common sight in schools. Both

teachers and students can make full use of mp3 players in their school

activities(Gammuac, 2013).
Related Studies

Providing computers to schools increases the technology skills of teachers and

students in both the developed and the developing world. Laptop programs

increase students' engagement with academic work and school, improve

technology skills, and have positive effects on students' writing. Research in

many nations suggests that laptop programs will be most successful as part of

comprehensive initiatives that also address changes in education goals,

curricula, teacher training, and assessment (Zucker& Light 2009).

An analysis of effective technology use for at-risk students found that simply

replacing teachers with computer-based instruction typically yields no learning

benefits. Rather, blending leads to higher engagement and learning gains

(Darling-Hammond et al., 2014).

Gross (2009) described in his article that people are very frequent in use of

media and modern technologies in communication at home or at work and feel

hard to survive in the absence of modern means of communications. With the

advent rapid new technologies; digital societies are shaping all across and

people are relying mainly on these resources from information, education, and

entertainment to social interaction.

The same are shaping social attitude in dealing with each other. The reformed

digital cultures and multi resources of communications have severe effects on

human beings especially on children; who have the immediate capacity of

learning. Technologies usability among youngsters and adolescent such as TV,

Internet, mobile phones are common particularly in developed countries (Gross,

2009).

Technologies enhanced learning (TEL) aims to design, develop and test socio-

technical innovations that will support and enhance learning practices of both

individuals and organizations. It is therefore an application domain that generally

covers technologies that support all forms of teaching and learning activities.

Since information retrieval (in terms of searching for relevant learning resources

to support teachers or learners) is a pivotal activity in TEL, the deployment of

recommender systems has attracted increased interest. This chapter attempts to

provide an introduction to recommender systems for TEL settings, as well as to

highlight their particularities compared to recommender systems for other

application domains (Koper et al., 2010).

One study that was conducted to determine whether Wiki technology would

improve students’ writing skills in a college English as a foreign language writing

class showed benefits to using Wiki technology. Students were invited to join a

Wiki page where they would write and 5 post passages and then read and

respond to the passages of their fellow classmates. Students participating in the

study reported that their receiving immediate feedback from the instructor was a

benefit of using this form of technology. Students in the study also reported

learning vocabulary, spelling, and sentence structure by reading the work of their

classmates (Lin & Yang, 2011).

Another study found that integrating technology and peer-led discussions of

literature can produce increased student engagement and motivation.

Technology used in these small group discussions of literature includes wikis,

online literature circles, and online book clubs. With these technologies, students

were able to connect with readers from other schools, states, and even other

countries. This type of technology is an assessable and motivational way to

expose students to other ideas and cultures. These online literature discussions

have the ability to create a sense of community and foster positive social

interaction (Coffey, 2012).

The use of technology in education has significantly aided students in performing

their school-related tasks. Clegg and Bailey (2008) assert that with the utilization

of mobile devices such as laptops and tablet computers, the learning process for

the students become more fun and conducive due to the user-interactivity and

appealing visuals present in these learning tools. Additionally, a vast collection of

learning games and applications exist for these mobile devices, and as a matter

of fact, there are about 96,000 educational applications available (App Store

Metrics, 2013). The data collected by Apps in Education (2012) confirmed that

the subject areas covered by these applications include Mathematics, Sciences,

Grammar and Spelling and Arts and Humanities (Clegg & Bailey, 2008).

In the Philippines, President Benigno Aquino announced during the launch of the

country’s K-12 curriculum that the government eyes the use of tablet computers

in public schools in lieu of traditional textbooks (Enterprise Innovation, 2012).

Furthermore, there exist various programs by the government, non-government

organizations and private corporations in the Philippines that aim to provide one

laptop computer per child. With the presence of laptops in the classrooms,

students become more engaged and involved in school-related activities

(Oquias, 2011).
Theoretical framework

This study is anchored on the Distributed Cognition Theory. In Distributed

Cognition Theory, the student is afforded more power. In other words it is a

student-centered approach to learning where the learners participate in a

systematically designed learning environment that supports interaction amongst

its participants (Bell & Winn, 2000). This theory promotes learning in a

community of learners or a system where interaction takes place. It is through

this interaction where cognition occurs. Distributed Cognition requires sharing of

cognitive activity among the parts and participants of this system, which can be

other people or tools such as devices, technologies or media. These participants

distribute their cognition among other learners and physical or digital tools by

externally representing their knowledge. At times, by using these tools, a little bit

of the information might stick with the user, this is known as cognitive residue. It

is through interaction with other members and tools that progresses learning.

Therefore communication among all participants is paramount in importance (Bell

& Winn, 2000).

The role of technology within this theory is an invaluable part of the system in

which the learners are interacting. This interaction can either help to distribute

their knowledge, off-load certain amounts of cognitive work making the cognitive

load less and or help to scaffold new capabilities (Bell & Winn, 2000). For

example, using camera to take a photo allows more time to learn instead of

writing it on a notebook. Also, in this theory, technology (gadgets) can be used to

help extend human capabilities. For example, calculator can be used to solve
math problem quickly instead of solving it manually. These gadgets help students

to make their learning more efficient. Another example of this is taken from a

case study that was conducted using robotics to produce solving problem skills.

In this case study, students were placed into small collaborative groups and were

asked to construct a robot, using Lego Mindstorm for schools kits, which would

perform various tasks. The groups were introduced to a tool known as a

flowchart. They used these flowcharts to map the programming instructions they

would give the robot to complete the given task. This allowed them to off-load

some of the cognitive work to the flowchart and then through its use, they were

able to solve harder problems (Chambers et al., 2007).

This learning theory supports the very skills needed by the 21st century.

Learners who are placed into a learning environment based on this theory would

be using their “knowledge and skills—by thinking critically, applying knowledge to

new situations, analyzing information, comprehending new ideas,

communicating, collaborating, solving problems, making decisions” (Honey et al.,

2003).
 CHAPTER 3

METHODOLOGY

This chapter presents the research methodology which includes the research

design used in conducting the study. It also includes the sources of data, locale

of the study, population/sampling, and the instrumentation and data collection.

Research Design

This study employed the qualitative research design. It is a type of research

where it focuses in understanding a research query as a humanistic or idealistic

approach (Pathak, Jena, and Kalra, 2013). The type of qualitative research that

was used in this study was phenomenological study, which studies the

appearance of things or things are being appeared on an experience (Husserl

2003). The sampling method that was used was non-probability sampling.

According to Explorable.com (2009) it is a sampling technique were the samples

are gathered in a process that does not give all the individuals in the population

equal chance of being selected.

Role of the Researcher

The role of the researchers in this qualitative study is to have an access with the

thoughts and feelings of the selected research participants. The researchers will

conduct the interview in accordance with the planned methods. Moreover, the

researchers will guarantee the safety of the data and information gathered.
Research Participants

The research participants will limit only the Grade 11 students of Calinan

National High School S.Y. 2019-2020 with a target number participants of 70

students we will be choose through random sampling. The participants are

coming from 14 sections of Grade 11 namely STEM (42 students), ABM 1 (41

students), ABM 2 (37 students), HE (52 students), ICT-A (54 students), ICT-B

(52 students), HUMSS 1 (58 students), HUMSS 3 (60 students), HUMSS 4 (62

students), HUMSS 5 (59 students), HUMSS 6 (59 students), HUMSS 7 (53

students), and lastly HUMSS 8 (57 students) each section were selected 5

participants to complete the survey.

Research Instrument

The instrument use in the study is the qualitative questionnaire. The

questionnaire is s

Locale of the Study

The research study was in the Calinan National High School campus Senior High

School building located at Peṅano St. Calinan Davao City. The study is

conducted specifically in the Senior High School buildings specifically grade 11

students.

Data Gathering Procedure

After the letter of validation and approval by Senior High School focal person and

the researcher formally began their study. For the actual interview of the 70
participants prepared the proofread and checked questionnaire. Adter the

approval of the questionnaire then, it will be retrieved. The data collected results

were be then complied and analyzed.

 CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This section presents the results of the data’s that the researchers gsthered from

the respondents.

Table.01 Thematic Analysis

Emergent Theme

1. Awareness of the effects of R1: “Super aware”

using gadgets during class R2: “aware kayo”

hours R3: “aware jus kayo kay naexperience

na nko

R4: “wala ko naaware basta naenjoy

rakog dula

R5: “actually, I am not aware all I care

about is the entertainment”

2. Reasons of using gadgets R1: “Mobile legends”

during class hours R2: “My reason why I tend to use

gadgets during class hours was

boredom”

R3: “Kay usahay dili ko ganahan sa

amoang teacher maong mag cellphone

nalang ko”

R4: “Gadgets enlighten my mood

 through browsing on social media”

R5: “Kay mas enjoy mag ml kaysa

maminaw sa klase”

3. Effects of using gadgets R1: “My grades got low”

during class hours R2: “Nakakuha ko og line of 7”

R3: “Ningbaba akoang grado”

R4: “Dako kaayog gibaba akoang

grado”

R5: “Inig mag quiz kay wala koy ma-

answer”

4. Orientation on its bad effects R1: “I`ll tell him/her my experience

about it so that they will got some

moral lessons about it”

R2: “Ingnan nako siya nga dili

makatabang na sa iyaha”

R3: “I`ll tell him/her it`s bad effect

through demonstration”

R4: “Gamiton nakog example akoang

sarili”

R5: “Hatagan nako siyag evidences

para muundang na siya”

5. Knowledge on how to avoid R1: “Time managemet on when you`re

using gadgets in a wrong way going to use gadget”

 R2: “Don`t bring gadgets on school”

R3: “I`ll train myself to use it in a right

way”

R4: “Prioritize what`s more important”

R5: “I-off nako akoang phone

everytime nan aa ko sa school”

Table 1. shows a thematic analysis of the study. It presents the emergent theme

as well as the actual statements of the respondents. The first emergent theme is

the awareness of the effects of using gadgets during class hours. It was identified

that the students are aware of the effects of using gadgets in a wrong way. The

second emergent theme is reasons of using gadgets during class hours. The

third emergent theme is effects of using gadgets during class hours. The fourth

emergent theme is orientation on its bad effects. The fifth and last emergent

theme is knowledge on how to avoid using gadgets in a wrong way. Emergent

themes were supported with the answer of the respondents.

CHAPTER 5
 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, and

recommendations based from the findings undertaken by the researchers from

the study entitled “The Impact of Academic Performance of the Grade 11

students of Calinan National High School in using gadgets during class hours”.

Summary

Using gadgets during class hours is commonly practiced by Senior High School

students. Mostly reasons of the students why they tend to practice this is

Boredom, mobile games, and social media. This generation is high-tech but it

was abused because of it some students are lazy to do school works even on

listening on the class. Orientation and self prevention is the best way to avoid our

academic performance to be affected by our wrong practices which is using

Gadgets during class hours.

Conclusions

Relative to the analyses and interpretation of data, the following conclusions

were drawn:

1. Cellphones were always used by the students, computers were

sometimes used by the students and tablets were seldom used by the

students in learning.
 2. The use of gadgets has a moderately positive impact in learning because

of its features that extend the ability of the students to do more things but

it also has a slightly negative impact because students are most likely to

be distracted by it.

3. There was no significant correlation between the frequency of use and the

impact of gadgets which means the frequency of the use of gadgets does

not affect its impact but instead, it was based onhow we use it.

Recommendations

With all of the foregoing analysis, interpretation, and conclusions of this study,

the following are strongly recommended for possible course of action.

1. Future researchers can conduct a similar study and improve some flaws.

2. Another research should be conducted as follow-up study to investigate

further the impact of gadgets in learning.

3. Future researchers can use this study for references.

REFERENCES

A. BOOKS
Bell, P., & Winn, W. (2000).Distributed cognitions, by nature and by design.In D.
Jonassen, & L. S. M., Thoretical Foundations of Learning
Environment (pp. 123-145). New Jersey: Lawrence Erlbaum
Associates, Inc.

Coffey, G. (2012). Literacy and Technology: Integrating Technology with Small

Group, Peer-led Discussions of Literature. International Electronic
Journal of Elementary Education, 4(2), 395-405.

Lin, W., & Yang, S. (2011).Exploring students’ perceptions of integrating Wiki

technology and peer feedback into English writing courses.English
Teaching: Practice and Critique, 10(2), 88-103.

B. INTERNET SOURCES

Abdullayev, Orxan. Introduction of Essay aboutTechnology.Retrieved from:

https://essayforum.com/essays/introduction-technology-48784/ on
February 17, 2017.

Emerging Theories of Learning and the Role of Technology.Retrieved

from:https://sites.google.com/a/boisestate.edu/edtechtheories/Home/emer
ging-theories-of-learning-and-the-role-of-technology on February 24,
2017.

Essay on Modern Technology.Retrieved from: http://www.studymode.com/

essays/Modern-Gadgets-48092808.html on February 17, 2017.

Gammuac, Heidi. Classroom Gadgets – Using Technology to Enhance

Learning.Retrieved from: http://calgaryherald.com/technology/classroom-
gadgets-using-technology-to-enhance-learning on February 17, 2017.

Impact of Modern Technologies on Youngsters.Retrieved from:

http://uniofbeds.wikidot.com on March 11, 2017.

Koper, Hendrik, Drachsler, Manouselis, Vuorikari, Hammel. Retrieved from:

https://link.springer.com on March 16, 2017.

Macasaet, Rufino. Uplifting Education in the Philippines Through

Technology. Retrieved from: https://www.academia.edu/4954448/
Uplifting_Education_in_the_Philippines_Through_Technology_Report on
March 16, 2017.
Vega, Vanessa. Technology Integration Research Review: Annotated
Bibliography. Retrieved from: https://www.edutopia.org/technology-
integration-research-annotated-bibliography#means h on October 21, 2017

APPENDIX A
 Republika ng Pilipinas
KAGAWARAN NG EDUKASYON
Rehiyon XI
CALINAN NATIONAL HIGH SCHOOL
Peñano Street, Calinan, Davao City

February 17, 2020

Lea M. Camelotes, PhD

PSDS/School Head
Calinan National High School

Dear Maam,

Greeting!

We, the researcher coming from Grade 11 HUMSS 2 would like to ask
permission to conduct a research about The Impact of Academic Performance
of the Grade 11 Students of Calinan National High School in using Gadgets
during Class Hours, as partial fulfillment of our subject Practical Research 1.

We commit to the assurance of keeping the confidentiality of the respondents.

We are hoping for your support and consideration regarding this research. We
anticipate for your positive response through the approval of this letter.
Respectfully yours,

Jemma Rose T. Dangtayan Khesia M. Tanna Niel John V. Camposo

Rizza B. Maulingan Joyce L. Tillo Jancel C. Rodaje

Wemar P. Saganay Arvel P. Villagracia John Gaspar Tasic

Recommending Approved: Approved By:

Julius F. Catipan Leah M. Camilotes, Ph.d

Research Adviser Principal 1 / School Head

Divilyn M. Rodriguez
SHS Focal Person

APPENDIX B
 The Impact of Academic Performance of the Grade 11 Students
of Calinan National High School in using Gadget during Class
Hours

Name (Optional): _______________________Year & Section: ______________

Age: ____ Gender: Male ___Female ___
Directions: Answer the following question below according to your own
perception regarding the topic. Use a dialect that you are comfortable answering
with.

1. How aware you are that using gadget during class hours could affect your
academic performance?
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. What are the reasons why many students tend to use gadgets during class
hours?
________________________________________________________________
________________________________________________________________
_______________________________________________________________
3. How using gadgets during class hours affects the student’s academic
performance?
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. If someone is using gadget in a wrong way, how would you be able to orient
him/her about its bad effect?
________________________________________________________________
________________________________________________________________

5. In your own idea, how would you be able to avoid using gadgets in a wrong
way?
________________________________________________________________
________________________________________________________________
 APPENDIX C

Republika ng Pilipinas
KAGAWARAN NG EDUKASYON
Rehiyon XI
CALINAN NATIONAL HIGH SCHOOL
Peñano Street, Calinan, Davao City
February 27, 2020

DIVILYN RODRIGUEZ
Shs Focal Person
Calinan National High School

Dear Maam:

Good day!

We, the students of HUMSS 2 taking up the subject Practical Research 1 and are
presently working on our paper entitled "The Impact of Academic Performance
of the Grade 11 SStudent of Calinan National High School in
usingGadgetduring Class Hours".

In connection with this, we are humbly requestin your expertise in validating

interview questions which is our primary instrument in gathering the data needed
for our study. The said questions will be answered by selected participants during
a one-on-one interview.

We have attached the interview questions validation form for your reference.

We are looking forward for your positive response on this request.

Thank you very much.

Respectfully yours,

Jemma Rose T. Dangtayan Khesia M. Tanna Niel John V. Camposo

Rizza B. Maulingan Joyce L. Tillo Jancel C. Rodaje

Wemar P. Saganay Arvel P. Villagracia John Gaspar Tasic

Noted by: Approved by:

JULIUS F. CATIPAN DIVILYN M. RODRIGUEZ

Subject Teacher SHS Focal Person

Checked by:

AMALYN F. LABASANO, Ph.D.

Subject Group Head

CURRICULUM VITAE
Name: Rizza B. Maulingan

Address: Purok 16 Bayanihan Wangan Calinan Davao City

Email Address: none

Contact Number: 09125338256

Civil status: Single

Gender: Female

Citizenship: Filipino

Age: 17

Date of Birth: September 10, 2002

EDUCATIONAL BACKGROUND:

Primary: Wangan National High School

Secondary: Calinan National High School

Motto:
Name: Arvel P. Villagracia

Address: PUROK 6-B, BABAD VILLAGE, RIVERSIDE, CALINAN, DAVAO CITY

Email Address: [email protected]

Contact Number: 09504440697

Civil Status: Single

Citizenship: Filipino

Age: 16

Date Of Birth: April 05, 2003

EDUCATIONAL BACKGROUND:

PRIMARY: Calinan National High School

SECONDARY: Calinan National High School

Motto: Life`s too short to waste a second

Name: John Gaspar D. Tasic

Address: Purok 24 Teachers Village Calinan Davao City

Email Address: [email protected]

Contact Number: 09091906078

Civil Status: Single

Citizenship: Filipino

Age: 18

Date Of Birth: January 06,2002

EDUCATIONAL BACKGROUND:

PRIMARY: Calinan National High School

SECONDARY: Calinan National High School

Motto: One TEAM, One GOD, One GOAL