INFLUENCE OF ONLINE LEARNING ON THE PURSUIT OF COLLEGE

EDUCATION: SENIOR HIGH SCHOOL GRADUATES' PERSPECTIVE

A Qualitative Study Presented

To the Faculty of

Compostela Science and Technology High School

Cogon, Compostela, Cebu

As part of the required Immersion/Research Project/Capstone coursework (Qualitative)

conducted by:

PABLE, JULIUS VINCENT S.

SALINO, JAMES TROY I.

MONSALUD, NIÑA LOUISE L.

SOLON, KRYSHIA GAYLE C.

WENCESLAO, AGIA DAFFODIL G.

Research Adviser: MRS. RHEA B. CARABALLE

JULY 2021
 ABSTRACT

Since the global outbreak of the COVID-19 pandemic has spread worldwide, we knew
that it would affect all of us and change the ways we lived before. As a result, our country's
economy, daily life, health, and, most importantly, our educational system have all been
impacted. This study aimed to identify the influence of online learning on Senior High School
graduates' decisions about pursuing a college education. The data was collected through an
online survey created with Google Forms. The online survey was completed by 47 pre-selected
grade, 12 students. The study's findings indicate that a vast majority of senior high school
graduates are still committed to going on to college after graduation despite the continuation of
online learning. Online learning does impact the students' decision to continue with their chosen
course of study. Most students have suggested to the Commission on Higher Education that they
should allow some universities and colleges to hold face-to-face courses while adhering to
stringent health and safety regulations.

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 ACKNOWLEDGEMENT

The completion of this research entitled “Influence of Online Learning on the Pursuit of

College Education: Senior High Graduates’ Perspective” could not have been possible without

the support and contribution of so many people whose names may not all be mentioned.

We, the researchers, would like to express our deepest gratitude for the following.

To our adviser, Mrs. Rhea B. Caraballe, whose expertise, consistent guidance, ample

time spent, and consistent advice help us bring this study into success.

To our principal, Madam Maria Teresa P. Selanoba, for her support regarding our

study.

To Mr. and Mrs. Cereneo Pable, Mr. and Mrs. Delfin Salino, Mr. and Mrs. Erwin

Monsalud, Mr. and Mrs. Thomas Solon, and Mr. and Mrs. Dedito Wenceslao for their moral

support and for providing financial assistance and deep concern through the study.

To all the Grade 12 students, classmates, and schoolmates for their support, time, and

effort to help the researchers accomplish this study.

To our Almighty God, for his grace, abundant blessings, and the gift of knowledge.

The Researchers

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 TABLE OF CONTENTS

ABSTRACT……………………..………………………………………………………………. i

ACKNOWLEDGEMENT………...….…………………...…………………………….………ii

CHAPTER I – INTRODUCTION……………………………………………………………...1

A. Rationale………………………………………………………………………………1

B. Review of Related Literature………………………………………………………….3

C. Statement of the Problem……………………………………………………………...7

D. Scope and Limitation………………………………………………………………….8

E. Significance of the Study………………...……………………………………………9

F. Definition of Terms………………………………………………………………..…10

CHAPTER II – RESEARCH METHODOLOGY………………………………...……...….12

A. Research Design……………………………………………………………………...12

B. Research Method…………………………………………………………………….13

C. Conceptual Framework………………………………………………………………14

D. Research Environment……………………………………………………………….16

E. Research Respondents………………………………………………………….……17

F. Data Gathering……………………………………………………………………….18

G. Data Analysis……………………………………………………………………...…19

CHAPTER III – RESULTS AND DISCUSSIONS…………………………………………...20

CHAPTER IV – CONCLUSIONS AND RECOMMENDATIONS…………………………37

A. Conclusions……………………………………………………………………….….37

B. Recommendations……………………………………………………………………39

BIBLIOGRAPHY………………………………………………………………………………40
APPENDICES………………………………………………………………………………….45

Letter of Approval to the Principal……………………………………………………...46

Letter of Approval to the Research Adviser…………………………………………….47

Parent’s Consent…………………………………………………………………………48

Respondent’s Consent…………………………………………………………………...49

Respondent’s Questionnaire……………………………………………………………..50

Sample Thematic Coding………………………………………………………………..53

CURRICULUM VITAE..……………………………………………………………………...56
 LIST OF FIGURES

Figure 2.1. Conceptual Framework……...…………………...………………………….14

Figure 2.2. Location Map of the Research Setting…….………………………………...16

 LIST OF TABLES

Table 3.1. Respondents' Place of Residence.……..………………………………….....20

Table 3.1. Respondent's reason on Doing Task for Compliance or Learning….………..21

Table 3.2. Satisfaction and Response towards the Experience with Online Classes…….23

Table 3.3. Reason of Respondents' Determination in Pursuing College………………...26

Table 3.5. Factors that Influenced the Pursuance of College Education……………...…29

Table 3.6. Respondent's Choice of Study………………………………………………..31

Table 3.7. Adequacy of Online Learning to the Respondent's chosen Field of Study…..32

Table 3.8. Respondent's Suggestions to the Commission on Higher Education………...34

 CHAPTER 1

INTRODUCTION

Rationale

Since the global outbreak of the COVID-19 pandemic has spread worldwide, we knew

that it would affect all of us and change the ways we lived before. Consequently, our country's

economy, our daily lives, our health, and most of all, our education system were also affected.

With the threat of an unseen virus, the World Health Organization published and implemented

precautionary health protocols, preventing any surge and controlling the amount of active

COVID-19 cases. One of the changes made was the closure of schools worldwide, in which 1.2

billion children in 186 countries were affected and left with the choice of continuing education

through online learning and adapting to the new types of knowledge (Li & Lalani, 2020).

In the Philippines, schools were closed, and a distance learning program was

implemented for the safety of every student in the country. Distance learning options include

online learning, offline modules, and combining blended or flexible learning. According to

Santos (2020), a DepEd survey shows that 2.8 million students have no way of going online at

all. It shows that many students continue their education through modular learning, which is the

most common form of distance learning. However, printed hand-outs are not enough for students

to learn, especially for students from high school to college. They need internet or mobile data

and gadgets to search for more information and join the virtual class where the teacher will be

discussing the lessons.

One of the most vital decisions they can make in their lifetime is to undertake a college

degree for a senior high school graduate. However, most of the courses and programs offered in

various colleges continuously implement the online learning modality in teaching their

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respective curriculums thus causes the hesitation of the graduates of senior high school. The

pandemic that we experienced nowadays also has taken a tremendous toll on the number of

college enrolments as unprecedented drops were observed in the rates of admissions, as stated in

a recent Best Colleges blog written by Kovacs (2021). Aside from the said unusual drops, more

significant enrolment declines were notable, especially among underserved student populations.

In the latter days of March 2021, the Commission on Higher Education (CHED) has

given 24 colleges across the country permission to hold limited face-to-face classes for 3rd-year

and 4th-year students. Furthermore, it was stated that institutions offering the specified allied-

health-related courses such as Medicine and nursing would be prioritized to ensure that our

country will gain well-trained and professional medical. Besides that, there has been no signal

given to colleges and universities offering non-health-related courses to implement face-to-face

classes for the academic year 2021-2022.

And with the continuation of online learning for the next academic year and the struggles

they faced with online learning, a lot of senior high school graduates are still undecided if they

will pursue a college education or not. With this problem, this study will investigate the effects

of online learning on the rate of college admissions for the academic year 2021-2022 as it

explores the perceptions of the senior high school graduates regarding their decision-making

about pursuing college education under this circumstance.

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Review of Related Literature

This part presents the other related literature and studies made by different authors whose

writings or articles directly correlate with the study's foundation. The review of related literature

then becomes the connection between the research proposal and the studies already done.

Student's Satisfaction with Online Learning

A recent study by Landrum, Bannister, Gilbert, and Susan (2020), explored the students'

evaluation of their satisfaction with their experiences with online learning, for which the results

have shown that their academic satisfaction would rely on the compatibility of their expectations

as a student and their overall priorities in both their lives and education for taking their courses.

Additionally, a more comprehensive description under similar objectives can be found in

the study of Palmer and Holt (2009), which mentions that the factors determined to affect

academic satisfaction in an entirely online learning environment positively was primarily related

to how secure the students feel with their abilities to collaborate and learn online since it

provided a better sense of what was needed to excel in the unit, and how well they believed they

were doing in the department.

According to Gray & Diloreto (2016), if the students are provided with opportunities to

interact with each other and their instructors are present, it results in a more positive outlook

about what the students have learned and their overall satisfaction with the course.

In addition to that, Croxton (2014) stated that interaction between student and instructor

is a primary variable in the satisfaction and persistence of online learners.

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 Moreover, a study by Dhawan (2020) said that online learning is cheaper in terms of

transportation and accommodation, and it also increases the students' learning potential. Students

can also learn anytime and anywhere.

However, Fain (2019) said that online education failed to reduce costs and improve

outcomes for students. It is also noted that academic leaders continue to perceive online

education less favorably than traditional degrees.

Effectiveness of Online Learning

As mentioned by Nguyen (2015), the online learning or hybrid format results in a

positive effect on student engagement with class material, improved perception of learning and

the online format, causes a stronger sense of community among students, and it is the reason why

the withdrawal or failure in students reduces.

Additionally, most learners conceded that course design, learner motivation, time

management, and comfort with online learning influence an online learning experience (Song,

Singleton, Hill, & Koh, 2004).

On the other hand, Song, Singleton, Hill, & Koh (2004) also stated that participants have

problems and faced challenges with online learning such as technical problems, a perceived lack

of sense of community, time constraints, and the difficulty in understanding the objectives of the

online courses.

Keramidas (2012) also mentioned that students have more difficulty with deadlines and

time management skills in online learning than the traditional settings.

Jaggars & Xu (2014) also revealed that students were more likely to fail or withdraw

from online courses than from face-to-face courses despite the students' initial preparation level.

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 It is also stated in the study from Lee (2000) that many studies demonstrate that trying

something new causes feelings of discomfort, confusion, tension, or anxiety, and these negative

feelings hinder students' motivation in completing their learning tasks and activities successfully.

Student's Determination in an Online Learning Environment

Numerous studies have investigated how an online learning environment affects the

student's determination to learn. One of which is mentioned in the study of Gonzales-Ramirez,

Mulqueen, K., Zealand, Silverstein, Mulqueen, C., and BuShell (2021), wherein it has been

determined that online learning provided a significant impact on the students' motivation, along

with their academics, social connections, and even healthy behavior. Results show that the

students often felt weary and drained than ever as they felt motivated to do schoolwork related to

their subject or courses of interest.

According to a survey result from Noel-Levitz National Online Learners Priorities Report

(2006), convenience is the primary factor that motivates students to enroll in online learning,

while the following factors are the working schedule and flexibility.

Factors Influencing College Decisions

Coy-Ogan (2009) investigated the differences in the notable factors that attribute to the

first-year, first-generation college students and students from college-educated families in

pursuing higher education. The factors involved the influence of one's household, high school

sponsorships, peer pressure and impact, college readiness, knowledge and access to financial

assistance, and relative functionalism.

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 Similarly, such matter about what influences the college decisions has also been explored

in a previous study by Kallio (1995) wherein it was also determined that the factors that attribute

to the graduate students' college choice decisions where their status of residence, academic

environment characteristics including the institutions quality of education, workplace issues,

their partner's consideration, financial assistance, and the campus' social setting.

According to the findings in a similar study conducted by Temple (2009), the

expectations between the students and the administration and staff were contrasting, and lacking

guidance support and the insufficient general college knowledge were determined to be the main

reasons as to why the students do not pursue higher education. Despite having the liking to

attend college, they are not aware of how to get there.

Furthermore, Muilenburg & Berge (2005) stated that eight factors hinder the students'

ability to learn online. These eight factors were administrative issues, social interaction,

academic skills, technical skills, learner motivation, time and support for the studies, and the cost

and access to the internet.

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Statement of the Problem

This study aims to identify the influence of online learning on Senior High School

graduates' decisions about college admissions for the Academic Year 2021-2022. It further seeks

to understand the students' satisfaction with online learning and other possible factors that affect

their decisions on taking up college education.

Specifically, the study aims to answer the following questions:

1. How satisfied are the respondents with their experience with online learning?

2. How strong are the respondents' determination to pursue a college education?

3. What are the main factors that influence the decisions of the respondents in pursuing a

college education?

4. What is the preferred academic department or course that the respondents wish to pursue?

5. How compatible is the chosen academic department or course of the respondents with

online learning as the primary teaching-learning modality?

6. What other methods can the respondents suggest to the Commission on Higher Education

that would be easier for the students and their instructor/professor?

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Scope and Limitation

This study primarily focuses on the influences of online learning that affect the decisions

of senior high school graduates on pursuing a college education.

The data collection will be conducted to 100 randomly selected senior high school

graduates of Academic Year 2020-2021 living in Cebu, specifically in Carmen, Danao,

Compostela, Liloan, and Consolacion, which will represent the population.

Due to community lockdown, the researchers will conduct the study at home and survey

online to gather data from the respondents.

This study also has an unavoidable limitation, one of which is the unstable internet

connection that makes the respondents unable to answer the survey altogether.

8
Significance of the Study

This study desires to establish an understanding of how the continuation of online

learning affects the decisions of senior high school graduates on taking up college education.

Furthermore, the results of this study could be significant and beneficial specifically to the

following:

Students. The information presented in this study will help the Grade 12 students see the

effects, benefits, disadvantages, and advantages of pursuing college with the continuation of

online learning.

Parents. The results of this study will inform the parents of grade 12 students on what

would be the possible factors that influence their child's decision to pursue college. With this

study, the parents will be the student's guide and companion.

Teachers and professors. The outcome of this study will facilitate the teachers and

professors to formulate efficient strategies that make online learning more convenient and

interactive for students who find online learning difficult or not an effective way of learning.

Academic administrators. The situation portrayed in this study will help the academic

administrator modify or make some changes to current ways of teaching through online learning

to improve online learning and enhance students' performance.

Future researchers. The ideas presented in this study may answer some of their

questions and give them background or an overview of the influences of online learning on

Senior High School graduates' decisions about college admissions. They can also use the ideas in

this study as their reference data in conducting new studies.

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Definition of Terms

To better understand the terms related to this study, the following terms are defined

conceptually and operationally.

Academic Department. This refers to a division of a school that is responsible for a

given subject (The World’s Fastest Dictionary : Vocabulary.com, n.d.).

Academic Satisfaction. This refers to the subjective evaluation of the whole educational

experience. It is defined as a psychological state that results from the confirmation or not of the

students' expectations regarding their academic reality (Ramos et al., 2015).

College Education. This refers to education beyond the secondary level, especially

education at the college or university level (college, n.d.).

Commission on Higher Education. The governing body covering both public and

private higher education institutions and degree-granting programs in all tertiary educational

institutions in the Philippines (Commission on Higher Education (CHED) | PreventionWeb.net,

n.d.).

Course. This is a class offered by a college or university. The courses are usually part of

a program leading to an undergraduate or graduate degree or a certificate (learn.org, n.d.)

COVID-19. This is defined as an infectious disease caused by a newly discovered

coronavirus (World Health Organization, 2020).

Ill-educated. This refers to the act of having or showing a poor level of education (ill-

educated - Google Search, n.d.).

Online Learning. This refers to any form of learning conducted partly or wholly over the

internet (Bates, n.d.).

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 Pandemic. This refers to an outbreak of a disease that occurs over a wide geographic area

(such as multiple countries or continents) and typically affects a significant proportion of the

population (Definition of PANDEMIC, 2009).

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 CHAPTER II

RESEARCH METHODOLOGY

This chapter describes and discusses how the researchers will gather the needed data and

information used in the entire study. It presents the respondents and the focus of the research. It

also shows the procedure of data gathering and the instruments used. This chapter also presents

the research design, the research method used, conceptual framework, research environment, and

data analysis.

Research Design

This study entitled "INFLUENCE OF ONLINE LEARNING ON THE PURSUIT OF

COLLEGE EDUCATION: SENIOR HIGH SCHOOL GRADUATES' PERSPECTIVE" is a

Qualitative Research that mainly used the Phenomenological Research Design since it is

designated to understand the subjective, lived experiences and perspectives of the respondents.

Therefore, this study seeks to understand the students' satisfaction and perception with online

learning and other possible factors that affect their decisions on taking up college education.

This study utilized an online survey using Google Forms in collecting data for senior high

school graduates' perceptions regarding their decision-making about pursuing college education

despite the continuation of online learning due to the global pandemic.

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Research Method

In this study, purposive sampling was used, a sampling method in which the participants

were chosen based on their ability to provide relevant information. Purposive sampling entails

selecting and locating individuals well-versed in the topic of interest (Etikan, 2016).

When selecting respondents, they should have the characteristics, knowledge, and

experiences that they can share.

There were forty-seven (47) respondents in this study; all of them are grade 12 students.

The study seeks to understand how the continuation of online learning affects the grade

12 students' decision to take up a college education, including understanding the student's

satisfaction in online learning. The respondents were selected according to their capability to

comprehend what the survey requires and provide their views and experiences without hesitation

and lying.

Since the pandemic is still ongoing, the study will be conducted through an online survey

to prevent exposure and avoid the spread of Coronavirus and for all of us to be safe.

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Conceptual Framework

Continuation of Online Learning Up

to College for A.Y. 2021-2022

Academic Satisfaction Compatibility of Online Other Influential

with Online Learning Learning with Chosen Factors
Academic Department

Determination of Senior High School

Graduates to Pursue College
Education

Senior High School Graduates’

Decisions on A.Y. 2021-2022
College Admissions

Figure 2.1. Conceptual Framework

Figure 1 illustrates that senior high school graduates may attribute their determination to

pursue a college education to their academic satisfaction with online learning and the

14
compatibility of the said learning modality with their chosen academic department. Moreover,

their determination can also be affected by other external factors that may or may not result from

online learning. In the same way, the rate of college admissions for AY 2021-2022 would

depend on the number of senior high school graduates determined to pursue a college education.

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Research Environment

The study was conducted at the Municipalities of Carmen, Compostela, Consolacion, and

Liloan, and the city of Danao located in Cebu.

Figure 2.2. Location Map of the Research Setting

The target locale of this study is within Cebu; Carmen, Compostela, Consolacion, Danao,

and Liloan were the expected municipalities and cities at which the respondents from different

institutions reside. We could not do face-to-face due to COVID-19; thus, we conducted the

survey online through Google Forms.

16
Research Respondents

Forty-seven (47) pre-selected grade 12 students answered the online survey form. These

respondents reside in the northern part of Cebu and also graduated from different institutions.

The respondents involved in this study have read and agreed with the respondent's

consent and signed it. As stated in the said consent, their identity, personal information, and

response were kept private and confidential. All information disclosed within the online survey

form was not publicized, and it was exclusively for its essential purpose in the completion of the

study.

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Data Gathering

Before starting the data collection, a questionnaire was formulated and revised according

to the subject in focus. Open-ended questions were incorporated into the data collection tool,

organized to coincide with the problems meant to be addressed and answered.

Since the study took place during the COVID19 pandemic, face-to-face interviews and

personally completed surveys were avoided. Thus, the study utilized a free online software

known as Google Forms to create an online survey form and access link.

Using the link provided by the software, the researchers then sent it to the participants

through an online messaging platform. The participant's consent was already included and placed

at the first part of the survey form; the participants should read and voluntarily agree with the

terms and conditions before answering the survey correctly. Once they were done, the

participants submitted their responses, compiled and reviewed later on by the researchers.

Upon reaching the survey's target number, the researchers then collected all the relevant

data by retrieving it from the online software. Then, researchers prepared the essential

information for the data analysis process.

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Data Analysis

Thematic coding, otherwise known as thematic analysis, was applied in the study. The

said method of analysis was essential in identifying the themes within the text by analyzing the

meaning behind the words and sentence structure used. (Medelyan, 2021)

Following this method, the researchers carefully analyzed the collected data to extract the

theme it implies. Then, the identified themes and their key informants were tallied into tables

arranged according to the question that accumulated the said themes. To maintain the

participants' privacy, 'codes names' were assigned to each of them; therefore, the researchers

disclosed no personal and private information in the presentation of data in the discussion of

results.

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 CHAPTER III

RESULTS AND DISCUSSIONS

Gathered information from the responses acquired from the research instrument is

presented in analyzed and tallied form within this chapter. Although the online survey data was

considered the primary source of data, supplementary and related literature were also used. The

results were reported following the research objectives that were laid forth in the study.

Table 3.4. Respondents' Place of Residence

Themes Respondents

Municipality of Carmen R6, R22

Danao City R3, R4, R5, R13, R16, R17, R21, R32, R35, R36, R40, R41,

R44, R45, R47

Municipality of R1, R2, R8, R9, R11, R12, R14, R18, R19, R20, R23, R24,

Compostela R26, R27, R28, R29, R31, R33, R34, R37, R39, R42, R43,

R46

Municipality of Liloan R7, R10, R15, R30, R38

Municipality of R25

Consolacion

The table above categorized the respondents’ place of residence. The participants of these

studies are from different cities and municipalities in the Province of Cebu.

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 The respondents reside in the Municipality of Compostela and Danao City. There are

student-respondents from the Municipality of Liloan and Municipality of Carmen. As well as a

participant from the Municipality of Consolacion.

Table 3.5. Respondent's reason on Doing Task for Compliance or Learning

Theme Respondents

To Learn To Comply

Demotivating R1, R2, R17, R19, R30, R38,

R47

Difficulty of Preferred Course R4

Academic Requirements R7, R8, R9, R16

Exhausting R9, R18, R20, R35, R45

College Readiness R10, R44

Learning Issues R12, R24, R32, R34, R37,

R39, R41, R43, R46

Time Management Issues R28

Self-Sufficiency R11, R15, R25, R26

Self-Interest R14, R27, R31

Future-Oriented R33

Gaining Essential Knowledge R3, R6, R13, R21, R22,

R36, R40, R42

The table displays the common reasons as to why they did their schoolwork for the sake

of compliance and presented the reasons as to why they did their tasks due to the desire to learn.

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The themes presented in Table 3.2 explain why the respondents chose to do their functions out of

compliance. Respondents R7, R8, R9, and R16 all mentioned that they fulfill or accomplish their

schoolwork for the sake of completing the subject’s requirements. Respondent R24 and R32 both

revealed that the learning resources provided by their institutions could not provide an adequate

amount of explanation for the lessons that they were taking or studying.

Online learning also caused students to become demotivated from doing their schoolwork

and drained from various elements that can affect a person within different environments.

Respondents R19 and R20 both agree on the same idea that due to online classes, not only did

their health plummet, but they also did not want to mind that they were not learning anything

because passing on time is what is more important.

In addition, institutions have their way of implementing the online learning modality.

Because of this, reasons such as troubles in time management, difficulty in understanding the

lessons, and dealing with the diverse amount of information within the internet. Code R28

admitted that they used to do the tasks to learn but having multiple roles to fill in learning from

home set up is not helping them. Code R4 also stated that instead of learning something from the

given tasks, they found them bothersome.

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Table 3.6. Satisfaction and Response towards the Experience with Online Classes

Theme Respondents

Satisfied Unsatisfied

Noninteractive R43, R46, R47

Mentally Draining R9, R41, R45

Physically R9, R45

Exhausting

Internet Connection R1, R25, R36, R40

Inarticulate R38, R42, R46

Customary R2, R11, R30 R27,

Knowledge R3, R6, R15

Ill-educated R4, R5, R7, R8, R10, R12, R13,

R14, R17, R18, R19, R20, R24,

R28, R29, R34, R37, R38, R40,

R41, R42, R44

Unmotivating R24, R28

Inconvenient R25, R26, R28

Others R15, R23, R32, R31, R35

The responses on this table are sorted based on the respondents' satisfaction with their

online classes' experiences. The respondents find the online courses experience as unsatisfying

23
due to unscholarly teaching (ill-educated), unstable internet connection, and inconvenient means

of communication. Some participants find it difficult to ask questions online (inarticulate),

noninteractive, mentally draining, physically exhausting, unmotivating, and some just accepted

the new standard (customary).

As R7 pointed out, not all students are good academically, and it is very unfair to those

unprivileged to stay in this new standard education or the online classes. R27 stated that on a

general premise, the experience in online learning is not satisfying. The quality and diversity of

online learning as the tremendous compromise in absolute understanding (i.e., inadequate

internet connections, suppressive environments, and demotivating social environment) and

academic integrity (i.e., the prevalence of cheating) are debilitating the students' pursuit of their

pursuit of educational advancement. And according to R45, online learning makes the students

emotionally, mentally, and physically exhausted.

The statement from R28 clearly emphasized, “Online learning platform puts a barrier to

my learnings and communicative skills. It is unsatisfying because it gets to the point where

instead of learning, students submit outputs just for compliance due to the short amount of time

or difficult topics to understand.” R43 added, schools are for education, but they are also for

interacting with your peers. The excitement of attending classes crumbles as online learning only

allows you to sit and watch the screen like any other day. There is also a good feeling about

doing your lessons hands-on together with your peers.

According to a study by Cole et al., positive interaction with the instructor and other

students appears to be associated with students' satisfaction with online learning (2014). In

addition, some of the most frequent challenges currently faced by students when it comes to

online classes are issues related to technical features, distractions, time management, lack of

24
motivation, lack of face-to-face interaction, and adapting to unfamiliar technology (Friedman,

2020).

On the contrary, some respondents find online learning satisfying as they can still gain a

good amount of knowledge. And some of the satisfied respondents said that they have grown

accustomed to the new system.

R15 mentioned that the quality of the online platform being used and the quality of

education university are satisfying enough. And R30 recalled that despite the changes, the

teachers always give their best to deliver quality education to the students.

As stated by Borkowski, the various benefits of online learning include being able to

access course material anywhere and at any time and receive training whenever it's most

convenient. Students also have the opportunity to learn at their own pace and also helps them

avoid the confusion of new ideas coming at them too quickly (2020). Furthermore, in a study by

Chakraborty et al., students felt that professors' online teaching abilities had improved

significantly since the outbreak began. That online education is particularly beneficial at the

moment (2020).

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Table 3.7. Reason of Respondents' Determination in Pursuing College

Themes Respondents

Determined Irresolute Not determined

Finish Education | R2, R3, R4, R6, R7, R26, R8, R38, R43

Goals R45, R39, R40

Time R5, R11, R15, R16, R19,

R23, R27, R28, R34,

R37, R39, R44, R45,

R46, R47

Parents R41 R8, R35

Plummet R10, R12

Adapt R11, R22, R25, R33,

R36, R44

System R30, R42 R14, R21, R35 R17, R20

Challenging R18, R38 R20

Physically R20

Exhausting

Finance R24

Knowledge R31

Mental Health R41 R35

Unmotivating R38

26
 Others R1

The table shows the respondent’s determination to continue college despite the current

situation and the reasons that affected their determination to pursue a college education. The

respondents are determined to go through college education despite the continuation of online

learning because they do not want to waste time, achieve their goals promptly, be more

knowledgeable, and help their parents as soon as possible.

R17 believed that it is a waste of time to stop and wait for face-to-face classes to be

implemented again. R28 added that instead of quitting, it is preferable to adjust to the new

system than waste another year, making the progress of reaching life goals slower. According to

R3, “I always try my best despite this situation since college is the last step in achieving goals.”

R26 wishes to obtain the dream he built for himself and his family. And R39 claimed that

"Despite the hardships and hurdles, I want to continue studying. I want to achieve the things that

I want, and I am always thinking about what the future holds for me, and to be able to finish my

studies is a great achievement."

As Nguyen (2015) points out, with the online learning or hybrid format, there are some

positive effects, including greater student engagement with course material, improved

perceptions of education, and a stronger sense of community.

Opposing to the previous statements, respondents slowly lose their determination to

pursue a college education in this current situation.

The hindrance from R21 is because the course they aim to take needs to be done in the

face-to-face mode of class. While R4 said, “I am in doubt because I am still waiting for my

27
entrance examination.” As for R15, “I am still unsure of the course I will take up.” R18

explained that it is tough to continue studies without having enough resources.

According to Kallio (1995), the variables that affect graduate students' college choice

decisions are their residence, academic environment characteristics, and workplace issues, such

as the quality of education at the schools and their partner's involvement. The social environment

of the campus also played a role in student decision-making.

28
Table 3.8. Factors that Influenced the Pursuance of College Education

Theme Respondents

None R1

Family R2, R3, R8, R10, R19, R26

Finance R4, R7

System R5, R17, R18, R21, R24, R25, R28, R29, R30, R35, R38, R44, R45,

R47

Course R9, R12

Time R9, R11, R19, R20, R23, R26, R27, R34, R37, R42

Opportunities R13, R27, R33, R36, R40

Internet Connection R14, R17, R25

Mental Health R20, R39, R41

Physically R20

Exhausting

Abilities R22, R23, R24, R28, R31, R35

Others R11, R28

Displayed above are the factors that influenced the respondent’s decision to pursue a

college education. Respondents believe that the factors which affected their views in pursuing

college education are the following: learning system used, time, family, abilities, opportunities,

internet connection, mental health, financial capability, course, and physical health.

29
 As stated by R22, the factors that affect the decision to pursue college education are the

capacity to perform well in online learning and possess essential online classes. R10 is reminded,

“Mostly my parents, to carry on with college and for me not to forget any lessons I have learned

now.” R9 mentioned, “I am afraid of being left behind, and the fact that I planned to pursue

medicine, the year gap would highly affect the time to finish.” But for R17, “Distance learning is

stressful, the insufficient internet connection that hinders him from joining online classes.”

Lee (2000) stated that many studies demonstrate that trying something new causes

discomfort, confusion, tension, or anxiety. These negative feelings hinder students' motivation in

completing their learning tasks and activities successfully.

30
Table 3. 9. Respondent's Choice of Study

Theme Respondents

Accountancy R7, R10, R13, R16, R27, R30, R34, R38, R41

Aeronautics R21

Education R6, R15, R17, R25, R30, R39

Engineering R3, R4, R12, R19, R20, R22, R26, R29, R37, R44

Humanities R23, R24, R27, R32, R33, R35, R40, R46, R47

Medicine R5, R9, R11, R18, R28, R33, R36, R42, R43, R45

Natural Science R14, R24

Technology R1, R2, R8, R31

The list shown above is the chosen course or field of study that the respondents aim to

take for college. This table will be used as a reference.

Table 3.10. Adequacy of Online Learning to the respondent's chosen Field of Study

Theme Respondents

31
 Yes No

Adequate R1, R2, R7, R22, R27, R31,

R33, R34, R41

Difficult R4, R20, R30, R38

Inadequate R5, R9, R10, R12, R14, R17, R18, R21, R23,

R24, R25, R26, R28, R29, R35, R36, R40,

R42, R43, R45, R46, R47

Resources R8

Others R3, R6, R11, R19

The table shows the adequacy of online learning to the respondent’s choice of course or

field of study. The respondents state that their choice of course or field of study can be suited in

an online learning medium.

For R1, there are endless sources of information online. Since Computer Science uses

technology and there is a laptop and internet connection available at home, there will not be any

difficulties for online learning. While R27 believed, “Courses I am interested in primarily deal

with theoretical concepts that fundamentally require no physical interactions.”

One of the benefits of online learning is that it provides students with the option to work

in their preferred learning environment. Another factor to consider is available space to store

reference materials and computers, minimal distractions, and an easily accessible internet

connection (Broderick, 2018).

32
 In contradiction to the statement above. The respondents find the online mode of learning

as a disadvantaged means of learning and cannot provide a good quality education for their

chosen course or field of study.

Based on the statement from R5, medical courses certainly would require laboratory

classes and other major facilities that virtual methods will not be adequate to provide.

As added by R28, learning through an online class with a medical course is stressful and

demanding, which causes work-life imbalance and unstable management of time. Knowing that

being a medical student needs many understandings and knowledge that should be applied in real

life rather than virtually.

According to Song, Singleton, Hill, & Koh (2004), participants have problems and face

challenges with online learning, such as technical problems, a perceived lack of sense of

community, time constraints, and the difficulty in understanding the objectives of the online

courses.

33
Table 3.11. Respondent's Suggestions to the Commission on Higher Education

Theme Respondents

Internet Connection R1, R6, R25

Improve Learning R2, R3, R6, R15, R24, R31

Material

Compartmentalize R4, R7, R9, R10, R11, R12, R14, R18, R19, R20, R24, R29, R34,

R41, R42, R43, R44, R46, R47

Pay Attention and R5, R8, R13, R23, R25, R30, R33, R38, R39, R45

Seek a Solution

Face-to-Face R16, R17, R21, R26, R27, R28, R35, R36, R37, R40

Classes for College

Weekly Swab Test R21

Vaccination R16, R22, R40

Financial Aid R27

The table presents the respondent’s suggestions to the Commission on Higher Education

(CHED) about their decision to the implementation of the continuation of online learning for the

next academic year.

As shown on the tabulated data above, respondents suggest for a compartmentalized face-

to-face and online classes bonded with the strict implementations of the safety protocols in

accordance with the COVID-19 prevention, rather than the currently implemented pure distance

learning. This plea is emphasized for courses that requires hands-on experiences and face-to-face

trainings (e.g., course in the field of Medicine that has subjects which focuses on laboratory

34
experiment and classes). Other respondents indicated that they should provide or improve online

learning equipment and internet connection for teachers and students. There are respondents who

suggested for immediate vaccination for college teachers, faculty, and students to avoid further

damage in the country’s economic state due to lack of competent graduates brought upon this

current situation.

R20 stated that today's online learning is not for all the students, may it be because of

financial reasons or because of the students physical/mental health. It is highly suggested to the

CHED to develop a new learning system, may it be online or face-to-face, if it ensures students

learn and is less difficult than it is today. Furthermore, R10 suggested bringing back face-to-face

classes (with the implementation of safety precautions in every classroom) but to limit the

students in every classroom or to limit the subjects and hours in the classroom per day so that

they won't have to stay away from home for a long time. Along with this, R34 and R41 proposed

for different scheduling or batching of classes to limit the number of people inside the campuses.

In addition to the safety measures that should be taken in order to be able to implement a

face-to-face classis, R22 urges the Commission on Higher Education to allocate budget for the

vaccination of all university faculty and students so that they can resume face-to-face classes as

soon as possible because there's no substitute for a hands-on learning experience.

As it is inevitable to continue the implementation of the online learning for the next

academic year. R27 brought up to the Commission on Higher Education to support the 10K

Financial Aid campaign that the National Union of Students of the Philippines initiated in

observance of the financial troubles that the Filipino students are enduring amidst the pandemic.

Similarly, the government agency should also consider expediting the efforts of its institutional

stakeholders to promote an early, safe return of the students to physical classes. Other than that,

35
R2 asked for more interesting modules, rather than filling entire modules with answers. While

R1 thinks they should work with the telecommunications so that people who have slow internet

connection can catch up and not be left behind.

According to the study of Panda et al., most students and faculty believed that online

learning could never completely replace traditional face-to-face instruction (2020). Moreover,

the study by Aguilera found that participants preferred face-to-face learning over online learning

since many students reported that online learning was an unpleasant experience and that they had

a negative attitude toward it (2020).

36
 CHAPTER IV

CONCLUSIONS AND RECOMMENDATIONS

Conclusion

The study results revealed significant points that express their perspective about the

implementation of online learning based on their previous experience during their senior high

school and their opinion about its possible continuation up to college education where various

degrees require diverse and specific teaching methods learning.

The study's findings revealed student dissatisfaction with the overall quality and variety

of online learning opportunities. Most students believed that online learning was arduous and

time-consuming. Although this learning modality was set to continue, the students' goals and

their families motivate them to continue their college education.

Despite the individually different and challenging circumstances, the study's findings

indicated that a vast majority of senior high school graduates are still committed to going on to

college after graduation. Many students said that the current situation did not affect when they

decide whether to continue their education because having to skip an academic school year

would be a disadvantage.

Although the pandemic and other situations did not impose any effect upon their

decisions, the online learning modality does impact the students' decision to continue with their

chosen course of study. This was because online learning had a complicated setup and did not

correspond to the course requirements, which is why it is not recommended. The respondents

believed that online knowledge is insufficient as a mode of learning for the course they wished to

pursue in college education.

37
 Online learning was not believed to be compatible with all the courses in college

education. This learning modality necessitates technological devices such as smartphones,

laptops, and computers. However, there are courses of study that would require hands-on

experience or face-to-face classes to maintain the quality of learning.

Most students have suggested to the Commission on Higher Education that they should

allow some universities and colleges to hold face-to-face courses while adhering to stringent

health and safety regulations.

38
Recommendation

The study revealed that certain aspects of the study need to be improved based on the

data collected and the overall conclusion of the investigation. The following are the researchers'

suggestions for further relevant studies:

Expand the scope of the study by expanding the research location or area. The

statistics will be more accurate if the range is broadened.

Longer Time Frame. Future studies should be carried out over a more extended period.

A longer time allows more respondents to participate and more careful data processing, resulting

in more valid and visible findings.

Credible Respondents. The researchers must choose a responder who is better capable

of representing the whole population of the study.

Psychological Interpretation. A psychologist will assist the researchers in determining

the respondents' mental or psychological condition or stability via psychological interpretation.

A respondent's mental strength will influence the study's overall outcome.

Other Learning Modalities. Aside from the study’s primary learning mode on focus,

several learning modalities are conducted and implemented. It will strengthen the credibility of

the survey since it opens new factors and opinions regarding overall experience.

39
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APPENDICES

45
 Letter of Approval to the Principal

Department of Education
Region VII, Central Visayas
Division of Cebu Province
COMPOSTELA SCIENCE AND TECHNOLOGY HIGH SCHOOL
Cogon, Compostela, Cebu
425-8182/425-8184/[email protected]

June 30, 2021

MA. TERESA P. SELANOBA
Principal III
Compostela Science and Technology High School

Dear Madam:

Greetings!

We, the Grade 12- Edison and Einstein taking up Research Capstone under Mrs. Rhea B.
Caraballe, would like to ask for your permission to allow us to conduct our research study. This
is for the completion of our research study and to attain the needed data and information that
would give full proof and details to this specific endeavor.
Our research study is entitled “Influence of Online Learning on the Pursuit of College Education:
Senior High School Graduates’ Perspective.” We would like to gather the perspectives, opinions,
and views of senior high school graduates about the influence of the continuation of online
learning on their decisions on taking up college education.
We are humbly hoping for your approval and support for our endeavor to achieve our objective
and to develop our research capabilities. Thank you.
Respectfully Yours,

NINA LOUISE L. MONSALUD

Grade XII- Edison Group Leader

Noted by:

MRS. RHEA B. CARABALLE

Research Teacher

Approved by:

MA. TERESA P. SELANOBA

Principal III

46
 Letter of Approval to the Research Adviser

Department of Education
Region VII, Central Visayas
Division of Cebu Province
COMPOSTELA SCIENCE AND TECHNOLOGY HIGH SCHOOL
Cogon, Compostela, Cebu
425-8182/425-8184/[email protected]

June 30, 2021

MRS. RHEA B. CARABALLE
Grade 12 - Research Teacher
Compostela Science and Technology High School

Dear Teacher Rhea:

Greetings!

We, the Grade 12- Edison and Einstein taking up Research Capstone under Mrs. Rhea B.
Caraballe, would like to ask for your permission to allow us to conduct our research study. This
is for the completion of our research study and to attain the needed data and information that
would give full proof and details to this specific endeavor.
Our research study is entitled “Influence of Online Learning on the Pursuit of College Education:
Senior High School Graduates’ Perspective.” We would like to gather the perspectives, opinions,
and views of senior high school graduates about the influence of the continuation of online
learning on their decisions on taking up college education.
We are humbly hoping for your approval and support for our endeavor to achieve our objective
and to develop our research capabilities. Thank you.
Respectfully Yours,

NINA LOUISE L. MONSALUD

Grade XII- Edison Group Leader

Noted by:

MRS. RHEA B. CARABALLE

Research Teacher

47
 Parent’s Consent

Department of Education
Region VII, Central Visayas
Division of Cebu Province
COMPOSTELA SCIENCE AND TECHNOLOGY HIGH SCHOOL
Cogon, Compostela, Cebu
425-8182/425-8184/[email protected]

P A R E N T’ S C O N S E N T F O R M

To whom it may concern,

This is to inform that I, ______________________, the parent/guardian of _________________

from Grade 12 - Edison/Einstein, will allow my child to take part in the making of their

research study that is set to be held at Julius Pable's House (Cornerian, Poblacion,

Compostela, Cebu) on July 2, 3, & 5, 2021 starting from 09:00 AM to 3:00 PM.

I have considered the benefits that my son/daughter will derive from his/her participation in this

activity with understanding that every precaution will be undertaken to ensure his/her safety,

especially by following health protocols such as wearing a face mask and face shield and

maintaining social distancing. I shall not hold the school, faculty, and student body responsible

for any untoward accident that may happen during the said event.

Parent’s Signature over Printed Name Date Signed

48
 Respondent’s Consent

“I am willingly allowing myself to participate in the research study entitled “INFLUENCE OF

ONLINE LEARNING ON THE PURSUIT OF COLLEGE EDUCATION: SENIOR HIGH

SCHOOL GRADUATES' PERSPECTIVE.” I trust the researchers that whatever outcome of the

questionnaire shall be kept absolutely confidential and that any information I can confide

irrelevant to the topic shall not be disclosed.”

Name Signature

__________________________________ _______________________________

__________________________________ ________________________________

__________________________________ ________________________________

__________________________________ ________________________________

__________________________________ ________________________________

__________________________________ ________________________________

__________________________________ ________________________________

__________________________________ ________________________________

__________________________________ ________________________________

__________________________________ ________________________________

49
 Respondent’s Questionnaire

I. Profile of the Respondent

Please answer the question accordingly with honesty.

Municipality/City:

II. Respondent’s Satisfaction

Please answer the question accordingly with honesty.

1. What can you say about your experience with online learning for this academic

year?

2. Do you still participate in your online classes? If your answer is yes, what keeps

you motivated to continue participating in your online classes? If your answer is

no, what are the reasons that you are not participating in your online classes?

3. With the schoolworks handed to you, did you answer it because you want to learn,

or is it just for compliance only?

4. Are you satisfied with the quality and diversity of online learning?

III. Respondent’s Determination

Please answer the question accordingly with honesty.

50
 1. Since you have already experienced online learning, are you still determined to

take up a college education despite the continuation of the online learning

modality?

IV. Factors Influencing the Decisions of the Respondent

Please answer the question accordingly with honesty.

1. After graduating senior high school or now that you have graduated from senior

high school, did you see yourself going to college despite the continuation of

online learning modality, or have you already enrolled yourself for a college

education?

2. What are the factors or the reasons that affect your decision to pursue a college

education?

V. Preferred Academic Department or Course of Respondent

Please answer the question accordingly with honesty.

1. What academic department or course do you have in mind when you decide to

pursue a college education?

VI. Compatibility of Chosen Academic Department or Course to Online Learning

Please answer the question accordingly with honesty.

1. As a learner under your chosen academic department or course, is online learning

compatible or adequate as a mode of learning? Why or why not? (For example,

your chosen academic department or course requires face-to-face pieces of

51
 training, laboratory classes, or hands-on experiences that will not be achievable

because of online learning.)

2. What are your views or opinion about pursuing a college education that

implements an online learning modality for the courses it offered?

VII. Perceptions and Suggestions of the Respondent

Please answer the question accordingly with honesty.

1. From your own perspective, how did the implementation of continued online learning

at college education affects your decision on pursuing your course of interest?

2. What course of action would you want to suggest to the Commission on Higher

Education about their decision to continue online learning for the next academic years

of a college education?

52
 Sample Thematic Coding

Respondent's Suggestions to the Commission on Higher Education

NUMBER THEMES CODE

1 Internet Connection 1

2 Improve Learning Material 2

3 Improve Learning Material 2

4 Compartmentalize 3

5 Pay Attention and Seek a Solution 4

6 Improve Learning Material 2

7 Compartmentalize 3

8 Pay Attention and Seek a Solution 4

9 Compartmentalize 3

10 Compartmentalize 3

11 Compartmentalize 3

12 Compartmentalize 3

13 Pay Attention and Seek a Solution 4

14 Compartmentalize 3

15 Improve Learning Material 2

16 Vaccination 7

17 Face-to-Face Classes for College 5

18 Compartmentalize 3

19 Compartmentalize 3

53
20 Compartmentalize 3

21 Weekly Swab Test 6

22 Vaccination 7

23 Pay Attention and Seek a Solution 4

24 Compartmentalize 3

25 Internet Connection 1

26 Face-to-Face Classes for College 5

27 Financial Aid 8

28 Face-to-Face Classes for College 5

29 Compartmentalize 3

30 Pay Attention and Seek a Solution 4

31 Improve Learning Material 2

32 Pay Attention and Seek a Solution 4

33 Compartmentalize 3

34 Face-to-Face Classes for College 5

35 Face-to-Face Classes for College 5

36 Face-to-Face Classes for College 5

37 Pay Attention and Seek a Solution 4

38 Pay Attention and Seek a Solution 4

39 Vaccination 7

40 Compartmentalize 3

41 Compartmentalize 3

42 Compartmentalize 3

54
43 Compartmentalize 3

44 Pay Attention and Seek a Solution 4

45 Compartmentalize 3

46 Compartmentalize 3

55
CURRICULUM VITAE

56
 BASIC INFORMATION

NAME: Pable, Julius Vincent Saavedra

AGE: 18 years old

ADDRESS: Poblacion, Compostela, Cebu

BIRTHDATE: July 9, 2002

FATHER: Pable, Cereneo Dabalos

MOTHER: Pable, Racquel Saavedra

ADDITIONAL SKILLS:

Cooking and Painting

EDUCATIONAL ATTAINMENT:

Senior High School

Compostela Science and Technology High School Cogon, Compostela, Cebu

Grade 11 – Grade 12 2019 - 2021

Junior High School

Compostela Science and Technology High School Cogon, Compostela, Cebu

Grade 07 – Grade 10 2015 – 2019

Elementary School

Compostela Central Elementary School Cogon, Compostela, Cebu

Grade 02 – Grade 06 2010 – 2015

AWARDS AND ACHIEVEMENTS

Grade 6 Municipal Champion (Badminton)

Grade 8 - Grade 10 - With Honor

Grade 11 – With Honor

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Queseo Festival (Propsmen) – Champion

Municipal Meet (Basketball) – 4th Placer

REFERENCES:

Cereneo D. Pable Compostela, Cebu

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 BASIC INFORMATION

NAME: Salino, James Troy Inhog

AGE: 18 years old

ADDRESS: Bali-bali, Poblacion, Compostela, Cebu

BIRTHDATE: July 20, 2002

FATHER: Salino, Delfin Bayon-on

MOTHER: Salino, Analyn Inhog

ADDITIONAL SKILLS:

Drawing, Painting, Money Management

EDUCATIONAL ATTAINMENT:

Senior High School

Compostela Science and Technology High School Cogon, Compostela, Cebu

Grade 11 – Grade 12 2019 - 2021

Junior High School

Compostela Science and Technology High School Cogon, Compostela, Cebu

Grade 07 – Grade 10 2015 – 2019

Elementary School

Compostela Central Elementary School Cogon, Compostela, Cebu

Grade 02 – Grade 06 2010 – 2015

AWARDS AND ACHIEVEMENTS:

Grade 7 - Grade 10 - With Honor

Grade 11 – With Honor

Folk Dancer - 3rd Placer

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 Queseo Propsmen - 1st placer

Poster Making Contest - 3rd Placer.

REFERENCES:

Chamae Vee Marie Cal Tuburan, Danao City

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 BASIC INFORMATION

NAME: Monsalud, Niña Louise Lawas

AGE: 19 years old

ADDRESS: Landing, Catarman, Liloan, Cebu

BIRTHDATE: January 20, 2002

FATHER: Monsalud, Erwin Lobitaña

MOTHER: Lawas, Meraluna Bagasbas

ADDITIONAL SKILLS:

Writing, Leadership, Time Management

EDUCATIONAL ATTAINMENT:

Senior High School

Compostela Science and Technology High School Cogon, Compostela, Cebu

Grade 11 – Grade 12 2019 - 2021

Junior High School

Compostela Science and Technology High School Cogon, Compostela, Cebu

Grade 07 – Grade 10 2015 – 2019

Elementary School

Catarman Integrated School Catarman Liloan, Cebu

Grade 02 – Grade 06 2010 – 2015

AWARDS AND ACHIEVEMENTS:

Area Schools Press Conference (Feature Writing) - 8th Placer.

Area Schools Press Conference - 5th Placer.

Division Schools Press Conference - 2nd Placer.

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 Regional Schools Press Conference - Participant

Supreme Student Organization - 11 STEM Representative

Solid Waste Management - Public Information Officer

Grade 1 - Second Honor

Grade 2 - Grade 5 - First Honor

Grade 6 - Valedictorian

Grade 7 – 10th Honor

Grade 8 - Grade 10 - With Honor

Grade 11 – With High Honor

School-Based Investigatory Project (Physical Science) - 2nd Placer

REFERENCES:

Jannah J. Cane Guiwanon, Compostela, Cebu

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 BASIC INFORMATION

NAME: Solon, Kryshia Gayle Cortes

AGE: 18 years old

ADDRESS: Yati, Liloan, Cebu

BIRTHDATE: July 4, 2003

FATHER: Solon, Thomas Florentino

MOTHER: Solon, Rea Cortes

ADDITIONAL SKILLS:

Collaborative, Creativity, Active Listener

EDUCATIONAL ATTAINMENT:

Senior High School

Compostela Science and Technology High School Cogon, Compostela, Cebu

Grade 11 – Grade 12 2019 - 2021

Junior High School

Compostela Science and Technology High School Cogon, Compostela, Cebu

Grade 07 – Grade 10 2015 – 2019

Elementary School

Divine Life Institute of Cebu Inc. Yati, Liloan, Cebu

Grade 02 – Grade 06 2010 – 2015

City Central Elementary School Sambag I, Cebu City, Cebu

Grade 01 2009 – 2010

AWARDS AND ACHIEVEMENTS:

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 Grade 02 – Grade 05 - Achiever

Grade 08: 10th Honor

Grade 09: With High Honor

Grade 10: With Honor

Grade 11: With Honor

REFERENCES:

Chiara Marie C. Canque Raysland, Compostela, Cebu

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 BASIC INFORMATION

NAME: Wenceslao, Agia Daffodil

AGE: 19 years old

ADDRESS: S and V Bajak, Liloan, Cebu
BIRTHDATE: May 9, 2002
FATHER: Wenceslao, Dedito
MOTHER: Wenceslao, Joan Gina
ADDITIONAL SKILLS:
---
EDUCATIONAL ATTAINMENT:
Senior High School
Compostela Science and Technology High School Cogon, Compostela, Cebu
Grade 11 – Grade 12 2020 - 2021
Junior High School
Compostela Science and Technology High School Cogon, Compostela, Cebu
Grade 07 – Grade 10 2015 – 2019
Elementary School
Rosemont Hills Montessori College Danao City, Cebu
Grade 02 – Grade 06 2010 – 2015
AWARDS AND ACHIEVEMENTS:
Division Schools Press Conference science essay writing - 6th Placer (2014-2015)
Damath Competition - 4th Placer (2015-2016)
Grade 8 - Grade 11 - With Honor
REFERENCES:
Simon Leogen Canson Danao City

65