21st Century: Effects of Memes to Selected Senior High School Student’s Academic,

Behavior, and Social Life in Fiat Lux Academe, Dasmarinas Campus

Academic Year 2019-2020

In partial fulfillment
of the requirements for
Practical Research II

(A Quantitative Research)

Submitted by

Leader: Dana Jean Kyla Camongol

Assistant Leader: Kenneth Fernando

Members:
De Paz, Karyl

Palulim, Kathryn

Rosales, Iverson

Varias, Jessica Marie

Submitted to

Felicitas P. Centeno, LPT

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 Abstract

The research aimed to study more about memes. Not only that we also want to know why

memes are very popular nowadays, also the effects on it to every student’s academic, behaviour

and social life. Next are their plans or actions on it. How they are going to use to memes in a

good way and not in any forms of cyber bullying and how it will helps them on their everyday

life. This research will also search for their motivation to continue studying. It will help them

also to become information literate to have a better understanding and knowledge in posting

memes in any social media sites.

To gather the needed data, different references were used such as books, internet and etc.

The study was conducted with eighty (80) respondents from Grade eleven (11) and twelve (12)

which helped us to complete the data needed in our research.

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 Acknowledgement

The researchers would like to take this opportunity to express their deepest gratitude to

these people behind this research. First and foremost is to our Lord God who continues to guide

us and gives as a healthy mind and body all through out the research. Their sincere thanks also

go to their Practical Research II Teacher Mrs. Felicitas P. Centeno for her support, advice and

guidance that helped them to finish this paper. They would also like to express appreciation to

Mrs. Rosahle S. Pagadora, Senior High School Principal of Fiat Lux Academe Dasmariñas

Campus for allowing them to conduct the study.

The researchers would also like to show gratitude to their parents, relatives and teachers

especially the Senior High School Advisers who helped them to conduct the survey.

Lastly, the researchers would also like to show their appreciation to the participants in

this study for their time and cooperation that helped to achieve such results.

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 TABLE OF CONTENTS

Title Page page 1

Abstract page 2
Acknowledgement page 3
Table of Contents pages 4 - 5
Chapter I: The Problem and its Setting
Introduction page 6
Background of the Study pages 7-8
Statement of the Problem page 8
Hypotheses page 8-9
Theoretical Framework page 9-10
Conceptual Framework page 11
Significance of the Study page 12
Scope and Delimitation of the Study page 13
Definition of Key Terms page 13 - 14
Chapter II: Review Related Literature pages 15 - 20
Chapter III: Methodology pages 21 - 25
Research Design page 21
Sampling Techniques page 21
Respondents page 21
Instruments page 22
Validation of Instruments pages 22-23
Data Collection Procedure pages 23-24
Statistical Analysis page 24
Ethical Considerations page 24-25
Chapter IV: Results and Discussion pages 26 - 29
Demographic Data of Respondents page 26 - 27
Results and Discussion page 27- 29
Chapter V: Conclusion and Recommendation pages 30- 32

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 Conclusion pages 30- 31
Recommendation pages 31 - 32
References pages 33- 34
Appendices pages 35-63
Request Letter page 35
Questionnaire pages 36 - 37
Solutions page 38 - 43
Scoring of Questionnaire pages 44 - 45
Review of Related Literature Summary pages 46 - 50
CurriculumVitae pages 51 - 63

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 CHAPTER I

This chapter presents the introduction of the study, as well as its background, statement

of the problem, theoretical frameweork, conceptual framework, significance, and scope and

delimitations of the study. Terms will also be unlocked in this chapter.

INTRODUCTION

Memes are popular to share and reblog, or retweet, especially among teens. It is an

element of a culture or system of behavior that may be considered to be passed from one

individual to another by nongenetic means, especially imitation. Memes start out as photos,

which show the person in an unflattering light. (Borzsei, 2103)

On the other hand, there are people in certain circles who believe that memes, having

become many a teen’s vernacular language, have had the opposite effect. They can be used to

aggravate hostile and prejudicial attitudes against certain races, against a particular gender, a

religion, or sexuality, thus widening the schism between people rather than bridging them. It’s

important to make teens aware of what memes really mean.

After all, so many are being shared to social media, but not all memes have to be

negative. Memes serve many purposes and functions, but at a fundamental level, they serve as an

expression of people’s opinion and emotion. In fact, some of them may even make depressed

people have a reason to live. Nevertheless, the rise of memes in our everyday online vocabulary

has had people asking how they affect one’s ability to communicate. On one hand, memes (made

up of very concise messages in a short text or image format) are widely understood by a lot of

people across the world regardless of their negative language, and they help to foster strong
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relationship within the cyber community. The positive effects of memes have on people also

extend to the students.

“Memes are my sunrise to the darkness that is high school.” (Jacob, 2017) So if memes

are able to brighten up a students’s life, they cannot be wholly bad? It is also demonstrated that

people use memes to contribute to public conversations.

Background of the Study

Meme is an amusing or interesting picture/video that is spread widely through the

internet. As we all know, memes is only just for fun. Sometimes it makes us feel happy or sad.

(Dawkins, 2010)

In this study, we will know or figure out the impact of memes to student’s life

academically and socially.We, the Senior High School Students mostly using or surfing on the

Internet, everyday we read different kinds of memes. Memes that have different effects on our

Academic, Behavior and Social Life.

Memes have a big effect on students especially to Senior High School Students. There

are times that memes can help students relate to their academics, behavior and social life. While

students read a meme, they will think twice for them o realize if it has a good or bad effect on

them. Memes help students’ to become more updated in news that helps them to gain more

knowledge. It also affects the way they behave because of its content that can influence them.

Lastly, it has a big effect on how they socialize with people specifically on their virtual friends

especially if they both relate to a certain meme.

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 In this regard, the researchers would like to know if memes has a significant effect to

Senior High School Students of Fiat Lux Academe. This study intends to help students

understand the effects of memes in ther academic, behaviour and social life.

Statement of the Problem

This study aims to know the effects of memes to students’ academic, behavior and social

life. Specifically, it aims to answer the following questions:

1. What is the profile of respondents according to:

a. age

b. gender and

c. year level?

2. Do memes influence a person in terms of:

a. academic life

b. behaviour

c. social life?

3. What are the positive and negative effects of memes to a person’s

a. academic life

b. behaviour

c. social life?

Hypotheses

The following hypotheses were stated:

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H0: The determined factors have actually no significant effect and impact on the academic,

behavior, and social life among Selected Senior High School students in Fiat Lux Academe.

H1: The determined factors have an impact and greatly affect the academic, behavior, and social

life among Selected Senior High School students in Fiat Lux Academe.

Theoretical Framework

The study uses three communication theories: Evolutionary Theory by Darwin’s book

“On The Origin of Species” in 1895, Communication Theory by Claude Shannon (1916-2001),

Communicative Competence Theory by Dell Hymes (1966).

The uses and gratification theory discusses the effects of memes to selected senior high

school students academic life, behaviour and social life. It explains how students use the memes

for their own need and get satisfied when their needs are fulfilled. In other word, it can be said

that the theory argues what people do with memes rather than what memes does to students.

Also, this theory is in contradiction to the Magic Bullet Theory, which states that the audience is

passive. This theory has a user/audience – centered approach. Even for communication, say –

interpersonal, people refer to the memes for the topic to discuss among themselves. By referring

the memes, they gain more knowledge and exposure to the world beyond their limited eyesight.

The assumptions of the theory are: The audience is active and its memes use is goal. The

initiative in linking need gratification to a specific medium choice rests with the audience

member. The memes compete with other resources for need satisfaction. Students have enough

self- awareness of their meme use interests and motivate to be able to provide researchers with

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an accurate picture of that use. Value judgement of meme content can only be assessed by the

audience.

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Conceptual Framework

21st Century: Effects of Memes to Selected Senior High School Students’ Academic, Behavior
and Social Life in Fiat Lux Academe, Dasmarinas Campus, A.Y 2019-2020.

Memes

Academic life Behavior Social Life

Intervening Variable

Age
Gender
School year

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Significance of the Study

The results of this study will serve as additional knowledge and awareness on people

especially to students of how memes affects their academic performance, behavior and social

life. In this way, it lets people have an idea in regards to the particular topic the researchers have

discussed.

To the Students:

Based on the study, memes acts as a unit for carrying cultural ideas, symbols or practices

that spreads from one mind to another through writing, speech, gestures, rituals and in the way

analogous to the transmission of genes, which means student can be easily understand the

information or the concept in the way of memes. Memes also help student as a stress reliever and

to enhance their behaviours.

To the Teachers:

Teacher’s using memes for their power point as icebreaker, since memes are funny and

relatable they can acts as great icebreakers between students and teachers. Their putting atleast

one good meme in their power point and it help the teacherto brighten up the mood of the

classroom and it is also helps to catch the attention of their students.

To the Parents:

Since all parents want to relate on the activities of their child, memes helps them to

understand how their kid’s brain process nowadays. Memes are also for parents to easily

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interpret the things that they cannot understand. Memes helps parents to relate it to them. Parents

can also use memes as their stress reliever.

To the Researchers:

They can use it for the future studies. This study can be the basis of the behavioral status

of teenagers nowadays.

Scope and Delimitation

The researchers aim to discover how memes can affect the academic, behavior, and social

life of the selected Senior High School students (Grade 11 and 12) of Fiat Lux Academe

Dasmarinas Campus in the Academic Year 2019-2020.

Furthermore, this study will conduct a Experimental type of research to identify the

effects of memes to student’slife. This study disregarded he following consideration: age,

religion, and whether they are new, transferred or old students.

Definition of Terms

1.) Memes – an amusing or interesting picture/video, etc that is spread widely through the

internet.

2.) Social Media – forms of electronic communication (such as website) through which people

create online communities to share informations, ideas, personal messages, etc.

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3.) Bullying – abuse and mistreatment of someone vulnerable by someone stronger, more

powerful, etc.

4.) Stress – a state of mental health and worry caused by problems in your life, work, etc.

5.) Joke – something said or doneto cause laughter.

6.) Logic – a properore reasonable way of thinking about or understanding something.

7.) Academic – of relating to, or associated with an academy of school especially of higher

learnig.

8.) Controversial – relating to or causing much discussion, disagreement or argument likely to

produce controversy.

9.) Society – people of general thought of as living together as organized communities with

shared laws, traditions and values.

10.) Trend – something that is currently popular of fashionable.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter includes various studies, ideas, finished thesis, conclusions and others that

are fundamental in familiarizing information that are relevant and similar to the current study.

FOREIGN STUDIES

It is said that an internet meme is a cultural phenomenon, spreading like a virus,

travelling from one person to another swiftly until ittakes on a life of its own. “Meme” is

pronounced as “meem”, which rhymes with “seem” or “team”. Meme is a term coined by

Richard Dawkins. Memes are usually jokes, urban legends, viral videos, funny pictures or

contagious music. Memes today has a big impact on modernlanguage and culture. They help the

youth and the social media users, live their lives.

Memes are very important to the understanding of the digital culture, and not only as

characteristics of an Internet subculture, but as a cultural artifact that is now gaining more

reviews and later on becomes trend worldwide.

Internet memes is a piece of culture, typically a joke that gains influence through online

transmission - considered as the first definition of Internet meme was propsed by Patrick

Davidson (2009).

According to Borzsei 2013, memes our very popular nowadays specifically in

technological, sociological, and cultural reason for the emergence of Internet meme culture. One

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of the focused of his research is on remixed Internet memes that is collaborative, absurdist humor

in multimedia forms.

As of now, memes our very popular in some social media sites like Facebook, Twitter,

Youtube, etc. It has a big effect in every netizens capability to think and to reflect on some issues

that is very relevant nowadays.

Marketing, advertising and promotions professionals embrace memes, because it’s

inexpensive and trendy; plus its easy to spread like a virus.

The more people use the internet, the stronger memes will be. Memes make money.

Memes aid in producing fame and fortune for many people, transforming nobody to famous in

the blink of an eye. Memes are a great opportunity; always at work even during your offline

hours, always up for 24 hours a day, 7 days a week.

Researchers are having a hard time studying memes, because unlike previous cultural

phenomenons, the internet meme does not have the problem of lacking cultural artifacts, but

rather its exponential growth. Memes spread like wildfire from social networking sites, such as

Twitter, Facebook, Digg and Reddit

Memes are highly unpredictable and unexpected: there is no hard science on which

picture, video, or joke will go viral next. In fact, a meme can be ignored for a long time before it

explodes. One good example is Rebecca Black’s Friday video, which was uploaded on February

2011 before comedian Michael J. Nelson tweeted about it saying “Songwriting isn’t for

everyone”. It became infamous almost overnight.

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 The lesson here is that we can’t force a meme to become a viral hit. You do have to rely

on luck a little bit. Memes may bring you different results than what you expected. To be honest,

memes are more of an art.

Memes genres may be disregarded as prominent examples of vernacular creativity. While

one might expect that in the absence of formal gatekeeping people would create an endless array

of meme types, in reality, participants tend to mold their memetic contributions according to a

surprisingly small number of formulations (Milner, 2012; Shifman, 2013). According to

Bauckhege (2011), Internet memes propagate among people by means of email, instant

messaging, forums blogs, or social networking sites. Content-wise, they usually consist of

offbeat news, websites, catch phrases, images, or video clips.

According to authors Lei, Cohen and Russler (2010), the most effective instructors are

those who engage their students in creative and interesting ways. The 21st century class

environment for one is characterized by the amount of technology one put up with. These means

using electronic devises and electronic media is an important component of the 21st century class

learning. This couple with humor in the forms of memes that can be readily available in the

internet form a very strong environment for a technology based learning.

Masterpasque (2010) also defined memes as “bits of information that replicate

themselves: they can exist in brains as well as in any number of other storage devices, from

books to the Internet. In early research on memes, Kulpers (2005) describes a “new-genre” of

“cut-and-paste” jokes that emerged in response to the September 11 terrorist attacks.

Accordirding to Bell (2013), students of all ages are in tune with popular culture and love tie-ins

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that show teacher, librarians, and other educators as well. She also added that mmes appeal to

people across the different age groups that canalso influences their beliefs in life.

LOCAL STUDIES

According to Lex Adizon (2017), members of older generations would probably look

down this “internet meme” explosion as another time-waster for millenials, among the countless

other distractions we already enjoy on the internet. Some educators would probably worry about

how today’s young people are more accustomed to short bits of text, and are having a hard time

comprehending longer, deeper selections of text. Memes can likewise become a way for young

people to be updated on current affairs in our country.

An increasing popularity of Internet memes can be observed particularly among college

student. According to Sagun (2013), the Rizal Library of the Ateneo De Manila University

embarked on a strategy to use Internet memes as an information dissemination tool. The initial

phase involved creating social media account for the Rizal Library to serve as the initial source

of information.

In short, Internet memes can be a tool that student can used for the better studying

experience. Teachers can also use this with the support of the school administrators so that they

can provide quality education that students are looking forward to.

According to the data showed by “Global Web Index”, Philippines tops time spent on the

Internet through laptop/desktop along with Brazil in January 2016. With that, the memes starts to

recognized in Philippines. One of the most popular memes in the country and one of the first

meme generated was the Senyora Santibanez or the “Senora Meme” is a series of exploitable

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imagemacros and Photoshops depicting the main antagonist in the Mexican Telenovela

“Marimar” as asnobbish andstereotypically arrogant plantation owner.

According to philstar.com (2018), with the useof social media site known as “Twitter”,

another Filipino Social Media Personality shows the virality of memes in the country. Ate

Charon, the self proclaimed Social Media Royalty, has over 45,000 followers on Twitter and

continues its way to fame on Facebook by postint videos of parodies and other internet memes.

Another social media personality that had been viral after memes has beenwidely engaged in the

country as Lloyd Cafe Cadena. With over 300,000 subscribers in Youtue, and over 3 million

followers on Facebook, Lloyd Cadena is a Youtube Sesation, Online Influencer and creative

force all rolled into one.

In this digital age, modes andmediums of communication change; new “languages”

emerge. Among the recent mediums used by the people in expressing thoughts and ideas are

internet memes.

Due to their “nonserious”nature, memes, despite their viral spread, were not given serous

attention specifically in the academic setting. Recently however, some scholars have

acknowledged the value of memes in political expression. Dr. Rintel, who has written on memes

observes, “Memes represent a new kind of ‘common culture’ on the internet.” Dr. Frances Shaw

who is conducting research on internet memes also acknowledges the role of internet memes in

contemporary political expression (Korff, 2014)

He then 2 CASS Langkit Journal, MSU-Illigan Institute of Technology, Philippines Vol.

06 (2015-2016) suggested how the internet memes can be used “to challenge existing power

relations and better represent disenfranchised and dominated groups. “Similarly, in her study,

The Role of Internet Memes in Public Discourse on the 2013 Pork Barrel Case in the Philippines,
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Varona (n.d) stresses that through memes, the people (“whether producers, re-mixers,

‘likers’,’forwarders’, or ‘commenters’”) could freely criticizethe rich and powerful” allowing

crowded or muted voices of the masses to be heard enabling them to participate in ‘public

conversation.’ Although these studies focus on the role of internet memes in challenging

ideological concepts, analysis does not focus on humor which is an important component of

internet memes which make them different from the present study.

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 CHAPTER III

METHODOLOGY

Research Design

This study is a quantitative experimental research. Quantitative experimental research is a

systematic empirical investigation of observable phenomena via statistical, mathematical or

computational technique.

The researcher’s goal in conducting this study is to determine the effects of memes to

student within a population. This study used an experimental research design where they used

manipulation and controlled testing to determine the effect of the independent variable to the

dependent variable. This study intends to know if the memes really affects academic, behavior,

and social life of the selected Senior High School students.

Sampling Techniques

The researchers used stratified sampling in determining the sample of their study.

Stratified sampling is where the subgroup of the population one selected and random sampling

will be applied. The respondents of the study are students in a private institution.

Respondents

The study was conducted with selected students from senior high school department of

Fiat Lux Academe Dasmariñas Campus comprising of eighty (80) respondents, male and female.

The age of individuals in this population range from age 15-18 years old. They were chosen

because they are the one who are very expose in Social Media which Memes is very popular.

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Instruments

The researchers used two (2) research instruments or documents in performing their

research study. The first instrument that the researcher used was Request Letter. The request

letter was used to ask for the permission of the Principal to allow the researchers to conduct a

survey from the selected Grade eleven (11) and Grade twelve (12) students of Senior High

School Department.

The second instrument that the researcher used was the questionnaire. The researcher

used this research instrument to set questions for obtaining statistically useful data and

information from their chosen participants.

Validation Instruments

To achieve content validity, all the instruments mentioned above were constructed based

on the past research instrument. The contents have been strictly checked by the researcher’s

chosen teacher. The teacher validated the request letter and questionnaire. The corrections and

suggestions of the research adviser will be incorporated in the draft for the next stage of

validation of the instruments.

The request letter was signed by the research teacher, Mrs. Felicitas B. Centeno, after it

was checked. After the request letter was signed by the adviser, it was presented for approval to

the principal. It was presented to the principal for the researcher to be approved together their

data within the Senior High School Department.

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 The questionnaire was used for testing of criterion validity in small group of participants.

There is a total of eighty (80) students that will be asked to answer the questionnaire. Their

responses will be tested for the reliability of the instruments. The researchers will be given a go-

signal by the adviser officially perform their main data gathering if the gathering of data in the

survey showed that the independent variable has a significant effect on the dependent variable.

Data Collection Procedure

The researchers conducted a survey to chosen Grade eleven (11) and Grade twelve (12)

students in order to test the validity of the research instrument. The researchers conducted the

collection of data on October 15, 2019 in Fiat Lux Academe Dasmariñas Campus Senior High

School Department, after they were permitted by the Principal of the School, Mrs. Rosahle S.

Pagadora, to have eighty (80) Grade eleven (11) and Grade twelve (12) students as their

respondents.

The researcher went to the administration of the research questionnaire. First, they

introduced themselves as Grade twelve (12) students who are conducting a research entitled “21st

Century: Effects of Memes to Selected Senior High School Students’ Academic, Behavior, and

Social Life in Fiat Lux Academe, Dasmariñas Campus, A.Y 2019-2020” as a requirement for

their Applied Subject , Practical Research II (Quantitative Research).

Then, the researchers explained the purpose of their study and the respondents’

participation in the study. Afterward, they asked the students if they were willing to participate in

this study. The researcher then proceeded to administering the research questionnaire. First, they

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explained the direction in answering the questionnaire to their respondents and allotted 15

minutes to answer the questionnaire. After that, the researcher thanked the teacher who’s in

charge in that time and their respondents in participating in this study and assure them that all the

data gathered will be treated with utmost confidentiality and will be used for research purposes

only.

Statistical Analysis

Using the data gathered from the respondents, the researchers used statistical analysis in

analyzing the data acquired from the participants. They used descriptive statistics as a method in

making the demographic profile of respondents and other necessary information needed in

support to their study. After that, the researchers used the F test (mean) in solving the

measurement and determining if memes has a significant effect on student’s academic, behavior,

and social life.

Ethical Consideration

Ethics are the norms or standards for conduct that distinguish between right and wrong.

They help to determine the difference between acceptable and unacceptable behaviors. The main

ethical principles that were considered in conducting this research study are the following:

Confidentiality – The researchers made it optional to put the respondents’ name because they

believed that people must be respected and seen not as a passive of data but as people whose

rights and welfare must be protected.

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Respect for participants’ dignity and well being – The use of offensive, discriminatory, or other

unacceptable language avoided in the formulation of questionnaire. Likewise, the use of

offensive, discriminatory, or other unacceptable language was avoided in the process of data

gathering. Any type of communication in relation to the research was done with honestly and

transparency.

Acknowledgement of works of other authors – All forms of literature written by other authors

used in any part of this study were sited with the use of APA referencing system.

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 CHAPTER IV

RESULTS AND DISCUSSION

I. Demographic Data of Respondents

This part of the research paper presents the demographic profile of the participants.

Gender

49% Male
51% Female

Figure 1: Gender of Respondents

As shown in Figure 1, the respondents from the Quantitative Research on the Effects of

Memes to Selected Senior High School Students’ Academic, Behavior, and Social Life survey

conducted in Fiat Lux Academe for Senior High School students was compromised of 41 or

51% female respondents while the remaining 39 or 49% were male respondents.

Age
6% 4%
15 years old
14% 16 years old
26%
17 years old
18 years old
50%
19 years old

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 Figure 2: Age of Respondents

As shown in Figure 2, all participants were between 15 years old and 19 years old. 3 or

4% of the respondents were aged 15 years old, 21 or 26% were aged 16 years old, 40 or 50%

were aged 17 years old, 11 or 13% were aged 18 years old and 5 or 6% were aged 19 years old.

II. Results and Discussion

2.1 Grade 11 respondents answer results

Question Results (Mean) Indicators
1 3.28 Often
2 3.21 Often
3 1.86 Rarely
4 2.86 Often
5 2.42 Rarely
6 1.97 Rarely
7 2.71 Often
8 3.26 Often
9 2.76 Often
10 3.18 Often
11 2.65 Often
12 3 Often
13 2.73 Often
14 3.47 Often
15 2.68 Often
Total: 2.80 Often

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2.2 Grade 12 respondents answer results
Question Results (Mean) Indicators
1 2.71 Often
2 2.88 Often
3 1.69 Rarely
4 2.5 Often
5 1.9 Rarely
6 1.6 Rarely
7 2.4 Rarely
8 2.2 Rarely
9 2.7 Often
10 3.02 Often
11 2.3 Rarely
12 2.54 Often
13 2.3 Rarely
14 2.85 Often
15 2.21 Rarely
Total: 2.374 Rarely

In table 2.1 and 2.2 it shows the mean of the results on the answers of the respondents

from grade 11 to 12. The following mean results only shows that memes has a significant effects

to student’s academic,behavior and social life.

Table 2.3 Combined Results

Grade 11 Grade 12
2.80 (Often) 2.40 (Rarely)
Total : 2.6 Often

The combined mean of Grade 11 and 12 students shows in Table 2.3

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Table 2.4 Indicators for the mean results

0 – 1.4 Never
1.5 – 2.4 Rarely
2.5 – 3.4 Often
3.4 – 4.0 Always

The results is determined with the use of finding and solving for the mean of the results.

The respondents mostly says that memeshas an effect on their academic, behavior, and social

life.

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 CHAPTER V

CONCLUSION AND RECOMMENDATION

Conclusion

The purpose of this study was to determine the effect of memes to academic, behavior,

and social life of Senior High School students. To accomplish that goal, the researchers gathered

data from a population of eighty (80) Grade eleven (11) and Grade twelve (12) students. The

data gathered from the participants are then statistically analyzed to generate results that will

support the credibility of the study.

In this study, the researchers would like to test the following hypotheses. First, is the null

hypothesis which states that the determined factors have actually no significant effect and impact

on behavior, and social life among Selected Senior High School in Fiat Lux Academe. On the

other hand, alternative hypothesis states that the determined factors have a significant effect and

impact to the dependent variable.

In the academic, memes helps the students to think very logically. It helps them to

become more updated in some issues in our country but memes are not very useful when it

comes in school works and activities like reporting, projects and performances. Sometimes, it

also becomes a hindrance for some student to be exposed on books and instead became more

dependent in Social Media.

Memes can also affects the behavior of the student. It can become a stress-reliever for

every students specially if they’re already stressed with their academics and school task. Memes

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can also entertain people specially to students so that they can overcome the depression and

anxiety that is very relevant to th students nowadays.

Mostly, memes have an impact and greatly affects the students’ social life. Memes helps

every student to interact with one another and to have a better communication. It can also

become an instrument for students to influence other and to become more updated in issues or

events that is currently happening on our country right now. With this, the null hypothesis of the

researchers was rejected while the alternative hypothesis was accepted.

It was verified in this study that memes has a significant effect on academic, behavior and

social life of a student. But still, students also need to learn on how are they going to use memes

properly without hurting or destroying others reputation and to use memes as an eye-opener for

everyone to become more aware on what is currently happening on our society.

Recommendation

Based on the findings of this research, recommendations are offeed for the following:

Students. Using memes does not actually just stand for clouts, it can serve as a positive way to

boost one’s mood. Memes spread happiness which helps us to light up our day.

Parents. Parents must understand why their children use memes. It is already a part of their

generation. Parents should just guide their children about the memes they’re reading.

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Peers. It is easy for the students to interact with their group of friends because memes are

already known. They interact more to people because they share the same interest.

Teachers and School Administration. Memes should be considered as part of the students

academics because it has many purposes. It can serve as an icebreaker or maybe used as a visual

to introduce a lesson.

Future Researchers. The researchers recommend that future researchers may use this study to

serve as an evidence to their new findings. The researchers also suggest doing this to know

ffurther about the opinions of participants to have a better result to this study.

Page | 32
REFERENCES

Adizon (2017).

Bell (2013).

Bauckhege (2011).

Borzsei (2013). Popularity of Memes

Borzsei (2013). Definition of Meme

Davidson (2009). Internet meme.

Darwin (1895). On The Origin of Species.Evolutionary Theory

Dawkins

Global Web Index

Hymes (1966). Commuicative Competence Theory

Jacob (2017).

Korff (2014).

Kulpers (2005).

Lei et al (2010)

Masterpasque (2010).

Milner (2012).

Philstar.com (2018).

Sagun (2013)

Shannon (2001). Communication Theory.

Varona n.d

Page | 33
Page | 34
Appendix A: Request Letter
Request Letter
October 8, 2019

Dear Sir/Madam:

Good Day!

The following undersigned are the Senior High School students of Fiat Lux Academe Dasmariñas Campus
- taking up Humanities and Social Sciences strand presently conducting a research on “21 st Century: Effects of
Memes to Selected Senior High School Students’ Academic, Behavior, and Social Life in Fiat Lux Academe,
Dasmariñas Campus, A.Y 2019- 2020”. The researcher will need your help to achieve their objective as this well
serve as partial fulfillment of the requirements in Practical Research II.

In line with this, we are writing to request approval to conduct a survey in the Senior High School
Department of the Fiat Lux Academe particularly in Selected Senior High School Students (Grade 11 and 12). The
respondents are needed to answer some questions in the questionnaire in fulfillment for the said study.

If approval is permitted, the researchers will assume that all the data connected will remain confidential and
will be used for research purposes only.

Thank you and God Bless!

Respectfully yours,

Camongol, Dana Jean Kyla Rosales, Iverson

De Paz, Karyl Varias, Jessica Marie

Fernando, Kenneth

Palulim, Kathryn

Noted by:

Mrs. Felicitas B. Centeno

Subject Teacher

Approved by:

Mrs. Rosahle S. Pagadora

SHS Principal
Page | 35
Appendix B: Questionnaire
Effects of Memes to Selected Senior High School Students’ Academic, Behavior, and Social
Life Questionnaire

This study is being conducted by the Grade 12 HumSS Senior High School Students in Fiat Lux
Academe for the Academic Year 2019-2020. This is a questionnaire survey about the Effects of
Memes to Selected Senior High School Students’ Academic, Behavior, and Social Life in Fiat
Lux Academe, Dasmariñas Campus, A.Y 2019 – 2020. This survey is conducted to measure the
effects of memes to students’ life. This questionnaire will take 15 minutes to answer.
Name: __________________________________ Section: ____________________

(Optional)

Year Level: _____ Age: _____ Strand: _________

Direction: Please state degree of your frequency of use for every statement by checking honestly
(√) the boxes based on the equivalent scales.

1 – Never 2 – Rarely 3 – Often 4 – Always

1 2 3 4

1. I surf the Internet to find memes whenever I’m bored.

2. I use my Facebook account more often to share memes.

3. I take pictures and turn it into memes.

4. I send some memes to my friends to communicate with them.

5. I share memes related to politics to show my political perspective.

6. I use memes in some of my Power Point Presentation every time I perform

or report at the classroom.

1 2 3 4

7. I prefer searching online for memes rather than reading books to find stress-
reliever jokes.

Page | 36
8. I send jokes to my friends in a form of memes.

9. I find memes very logical.

10. I become updated in some issues, problems and trends in our country
because of memes.
11. I read and search for memes to know the opinion of others so I can get an
idea for my certain task.
12. I express my thoughts and opinions on a certain issues in a form of sharing
memes.
13. I post memes to influence other people.

14. I send memes to my friends especially if they’re sad or stressed.

15. I prefer sharing memes rather than watching vines.

Page | 37
Appendix C: Solution

Demographic Data
Gender Age

Male - 39 15 years old

% = 39/80 x 100 = 49% % = 3/80 x 100 = 4%
16 years old
% = 21/80 x 100 = 26%

Female – 41 17 years old

% = 41/80 x 100 = 51% % = 40/80 x 100 = 50%
18 years old
% = 11/80 x 100 = 13%
Total: 80 or 100% 19 years old
% = 5/80 x 100 = 6%
Total: 80 or 100%

Questions Grade 11 Students

1. I surf the Internet to find memes whenever I’m (2x1) + (5x2) + (11x3) + (20x4)
bored 38
2 + 10 + 33 + 80
38
= 3.28 (Often)
2. I use my Facebook account more often to (1x1) + (7x2) + (13x3) + (17x4)
share memes 38
1 + 14 + 39 + 68
38
= 3.21 (Often)
3. I take pictures and sometimes turn it into (17x1) + (11x2) + (8x3) + (2x4)
memes. 38
17 + 22 + 24 + 8
38

Page | 38
 = 1.86 (Rarely)
4. I send memes to my friends to communicate (4x1) + (8x2) + (15x3) + (11x4)
with them. 38
4 + 16 + 45 + 44
38
= 2.86 (Often)

5. I share memes related to politics to show my (5x1) + (18x2) + (9x3) + (6x4)

political perspective 38
5 + 36 + 27 + 24
38
= 2.42 (Rarely)
6. I use memes in some of my powerpoint (17x1) + (9x2) + (8x3) + (4x4)
presentation everytime I perform or report at 38
17 + 18 + 24 + 16
the classroom.
38
= 1.97 (Rarely)
7. I prefer searching online for memes rather (5x1) + (12x2) + (10x3) + (4x4)
than reading some books to find stress-reliever. 38
5+ 24 + 30 + 44
38
= 2.71 (Often)
8. I send jokes to my friends in a form of (2x1) + (7x2) + (8x3) + (21x4)
memes. 38
2 + 14 + 24 + 84
38
= 3.26 (Often)
9. I find memes very logical (4x1) + (10x2) + (15x3) + (9x4)
38
4 + 20 + 45+ 36
38
= 2.76 (Often)
10. I become updated in some issues , (2x1) + (6x2) + (13x3) + (27x4)
problems and trends in our country,because of 38

Page | 39
some memes. 2 + 12 + 39 + 68
38
= 3.18 (Often)

11. I read and search for memes to know the (4x1) + (14x2) + (11x3) + (9x4)
opinion of others so I can get an idea for my 38
4 + 28 + 33 + 36
certain school task.
38
= 2.65 (Often)
12. I express my thoughts and opinions on a (5x1) + (6x2) + (11x3) + (16x4)
certain issues in a form of sharing memes. 38
5 + 12 + 33 + 64
38
= 3 (Often)
13. I post memes to influence other people. (5x1) + (11x2) + (11x3) + (11x4)
38
5+ 22 + 33 + 44
38
= 2.73 (Often)
14. I send memes to my friends especially if (2x1) + (4x2) + (6x3) + (26x4)
the’re sad or stressed. 38
2 + 8 + 18 + 104
38
= 3.47 (Often)
15. I prefer posting memes rather than (5x1) + (13x2) + (9x3) + (11x4)
watching bluff videos. 38
5 + 26 + 27 + 44
38
= 2.68 (Often)

Page | 40
Questions Grade 12 Students
1. I surf the Internet to find memes whenever I’m (2x1) + (15x2) + (18x3) + (7x4)
bored 42
2 + 30 + 54 + 28
42
= 2.71 (Often)
2. I use my Facebook account more often to (1x1) + (14x2) + (16x3) + (11x4)
share memes 42
1 + 28 + 48 + 44
42
= 2.88 (Often)
3. I take pictures and sometimes turn it into (23x1) + (9x2) + (7x3) + (2x4)
memes. 42
23 + 18 + 21 + 8
42
= 1.69 (Rarely)
4. I send memes to my friends to communicate (8x1) + (10x2) + (16x3) + (8x4)
with them. 42
8 + 20 + 48 + 32
42
= 2.57 (Often)

5. I share memes related to politics to show my (8x1) + (19x2) + (9x3) + (6x4)

political perspective 38
8 + 36 + 27 + 24
38
= 1.9 (Rarely)
6. I use memes in some of my powerpoint (18x1) + (16x2) + (5x3) + (3x4)
presentation everytime I perform or report at the 42
18 + 32 + 15 + 12
classroom.
42
= 1.6 (Rarely)
7. I prefer searching online for memes rather (10x1) + (11x2) + (17x3) + (4x4)
than reading some books to find stress-reliever. 42

Page | 41
 10+ 22 + 51+ 16
42
= 2.4 (Rarely)
8. I send jokes to my friends in a form of memes. (10x1) + (19x2) + (8x3) + (5x4)
42
10 + 38 + 24 + 20
42
= 2.2 (Rarely)
9. I find memes very logical (4x1) + (12x2) + (17x3) + (9x4)
42
4 + 24 + 51+ 36
42
= 2.7 (Often)
10. I become updated in some issues , problems (12x1) + (14x2) + (17x3) + (9x4)
and trends in our country,because of some 42
12 + 28 + 51 + 36
memes.
42
= 3.02 (Often)

11. I read and search for memes to know the (9x1) + (16x2) + (11x3) + (6x4)
opinion of others so I can get an idea for my 42
9 + 32 + 33 + 24
certain school task.
38
= 2.3 (Rarely)
12. I express my thoughts and opinions on a (6x1) + (16x2) + (11x3) + (9x4)
certain issues in a form of sharing memes. 42
6 + 32 + 33 + 36
42
= 2.54 (Often)
13. I post memes to influence other people. (12x1) + (13x2) + (11x3) + (6x4)
42
12+ 26 + 33 + 24
42
= 2.3 (Rarely)

Page | 42
14. I send memes to my friends especially if (7x1) + (8x2) + (10x3) + (17x4)
the’re sad or stressed. 42
7 + 16 + 30 + 68
42
= 2.8 (Often)
15. I prefer posting memes rather than watching (12x1) + (17x2) + (5x3) + (8x4)
bluff videos. 42
12 + 34 + 15 + 32
42
= 2.21 (Rarely)

Page | 43
Appendix D: Scoring of Questionnaire

Direction: Please state degree of your frequency of use for every statement by checking honestly
(√) the boxes based on the equivalent scales.

1 – Never 2 – Rarely 3 – Often 4 - Always

1 2 3 4

1. I surf the Internet to find memes whenever I’m bored. 5 23 21 31

2. I use my Facebook account more often to share memes. 7 19 26 28

3. I take pictures and turn it into memes. 31 20 23 6

4. I send some memes to my friends to communicate with them. 15 17 31 17

5. I share memes related to politics to show my political perspective. 19 37 16 8

6. I use memes in some of my Power Point Presentation every time I perform 42 18 16 4

or report at the classroom.

1 2 3 4

7. I prefer searching online for memes rather than reading books to find stress- 15 25 21 19
reliever jokes.
8. I send jokes to my friends in a form of memes. 9 22 17 32

9. I find memes very logical. 8 9 40 13

10. I become updated in some issues, problems and trends in our country 5 14 27 34
because of memes.
11. I read and search for memes to know the opinion of others so I can get an 14 29 22 15
idea for my certain task.
12. I express my thoughts and opinions on a certain issues in a form of sharing 13 18 23 26
memes.
13. I post memes to influence other people. 16 29 16 19

14. I send memes to my friends especially if they’re sad or stressed. 15 30 20 15

Page | 44
15. I prefer sharing memes rather than watching vines. 15 30 20 15

Page | 45
Appendix E: Summary of Review of Related Literature

FOREIGN REVIEW OF RELATED LITERATURE

Title Author Results and Discusiion Conclusion
Patrick Davidson Meme is already a piece People must know
(2009) of our culture, typically that memes should be
a joke that gains use for entertainment
influence through online
purposes only and not
interaction.
for insulting others.
Borzsei (2013) Internet meme is very It can be beneficial for
popular nowadays netizens to be capable
specifically in different of thinking and will
multimedia forms orin
be able to reflect on
some social media sites
different issues that
like Facebook, Twitter,
are currently
Youtube etc.
happening in our
country.
Milner 2012; Memes can be a It can be very useful
Shiffman 2013 prominent example of a in this generation
vernacular creativity. because most of us
much prefared to use
ordinary speeches
rather than formal
writing.
Bauckhege (2011) Internet meme is very It can be use for an
content-wise because effective
they usually consist of advertisement since it
offbeat news, catch
is very catchy and
phrases, images or video
relevant nowadays.
clips.

Page | 46
Lei, Cohen and The most effective Teachers must try
Russler (2010) instructors are those using memes to catch
who engage their their students’
students in creative and
attention. It can also
interesting ways.
be an icebreaker in
every class
discussions.
Masterpasque (2010) From books to Internet, It leaves a very strong
memes can exist in impact to human mind
brains as well as in any because of its content
number of other storage
and the humor it
devices.
brings.
Kulpers (2005) Memes are the new- It is a new form of
genre of cut-and-paste joke that circulates
jokes. different social media
sites.
Bell (2013) Students of all ages are Memes appeal to
tune in in memes. people across the
different age groups
that can also influence
their beliefs.

Page | 47
 LOCAL REVIEW OF RELATED LITERATURE
Title Author Results and Discusiion Conclusion
Lex Adizon (2017) Members of older Some educators
generations would would probably worry
probably look down this about how today’s
“internet meme” as
generations are more
another time-waster for
accustomed to short
millenials, among the
bits of text, and are
countless other
having hard time
distractions we already
comprehending
enjoy on the Internet.
longer, deeper
selections of text.
Sagun (2013) The Rizal Library of the Memes can likewise
Ateneo De Manila become a way for
University embarked on young people or
a strategy to use Internet
students tobecome
memes as an
more updated on
information
current affairs in pur
dissemination tool
country.
Global Web Index According to the data With the continued
gathered, Philippines growth of tehnology
became the top country and Internet in our
who spent longer time
country, memes starts
in Internet. With that,
to be recognized and
memes starts to be
became very popular
recognized in our
to many Filipinos.
country.
Some of those
Filipinos became very

Page | 48
 popular in our country
because of memes.
Philstar.com Many different social . It serves as a new door
media personalities arise or opportunity for them
as the memes starts to to entertain many
be recognized in our people
country.
Rintel n.d Memes represent a new It symbolizes our
kind of common culture modern culture
on the internet. It especially it is
usually shows how
connected in Internet
different people see a
or Social Media.
particular thing.
Dr. Frances Shaw Meme also has a role in Many people use
(2014) contemporary political memes to show their
expression political perspective
or their opinion
regarding in different
political issues.
Memes serves as the a
new or modern way in
showing or voicing
out their opinion
about a certain
political issues.
Verona n.d Using memes, people It becomes a tool for the
could freely criticize the muted voice of the
rich and powerful. It masses to be heard
becomes a tool for the enabling them to
muted voice. participate in public
conversations.

Page | 49
Page | 50
 Researcher

A. PERSONAL INFORMATION

Name : Jessica Marie P. Varias

Nickname : Jem

Address : Blk D10 Lot 9 San Andres 2 Dasmariñas City, Cavite

Gender : Female

Birthday : March 9, 2002

Age : 17

Place of Birth : Dasmariñas City,Cavite

Email : jessicavarias04@gmail.com

Contact No. : 09099181845

Citizenship : Filipino

Civil Status : Single

Religion : Roman Catholic

Mother’s Name : Imelda P. Varias

Page | 51
Occupation : None

Father’s Name : Joemyn T. Varias

Occupation : Employee at SM MOA

B. EDUCATIONAL ATTAINMENT

Elementary : Sta. Cristina Elementary School

Junior High School : Dasmariñas East Integrated High School
Senior High School : Fiat Lux Academe - Dasmariñas Campus

C. SPECIAL SKILLS AND HOBBIES

 Singing

 Playing Guitar

 Reading

 Writing

Page | 52
 Researcher

A. PERSONAL INFORMATION

Name : Dana Jean Kyla C.Camongol

Nickname : Dana

Address : Blk D10 L6 Monterra Homes, Bucandala 5 Imus, Cavite

Gender : Female

Birthday : June 6, 2002

Age : 17

Place of Birth : Nueva Viscaya

Email : jeankyla127@yahoo.com

Contact No. : 09083099147

Citizenship : Filipino

Civil Status : Single

Religion : Roman Catholic

Mother’s Name : Cristina C. Camongol

Occupation : None

Page | 53
Father’s Name : Dante C. Camongol

Occupation : None

B. EDUCATIONAL ATTAINMENT

Elementary : Bakersfield Learning Center

Junior High School : Fiat Lux Academe – Dasmariñas Campus
Senior High School : Fiat Lux Academe - Dasmariñas Campus

C. SPECIAL SKILLS AND HOBBIES

 Singing

 Watching TV

Page | 54
 Researcher

A. PERSONAL INFORMATION

Name : Kenneth Mathew M. Fernando

Nickname : Kenneth

Address : Blk15 Lot10 Greengate Homes Malagasang II-B Imus, Cavite

Gender : Male

Birthday : May 3, 2002

Age : 17

Place of Birth : Pasay City

Email : nenethFernando.3420

Contact No. : 09266288162

Citizenship : Filipino

Civil Status : Single

Religion : Roman Catholic

Mother’s Name : Alma M. Fernando

Occupation : Office

Father’s Name : Roy E. Fernando

Page | 55
Occupation : None

B. EDUCATIONAL ATTAINMENT

Elementary : Staville Academy

Junior High School : Fiat Lux Academe – Dasmariñas Campus
Senior High School : Fiat Lux Academe - Dasmariñas Campus

C. SPECIAL SKILLS AND HOBBIES

 Playing Mobile and Computer Games

 Watching TV

 Dancing

Page | 56
 Researcher

A. PERSONAL INFORMATION

Name : Karyl May C. De Paz

Nickname : Karyl

Address : Blk2 Lt44 Sardonyx St., Greenmark Homes Subdivision,

Malagasang II-C, Imus, Cavite
Gender : Female

Birthday : February 17, 2002

Age : 17

Place of Birth : Pasay City

Email : K.depaz00@gmail.com
Contact No. : 0915-528-5997

Citizenship : Filipino

Civil Status : Single

Religion : Roman Catholic

Mother’s Name : Myra D. Umali

Occupation :

Page | 57
Father’s Name :

Occupation : None

B. EDUCATIONAL ATTAINMENT

Elementary : San Lorenzo Ruiz Elementary School

Junior High School : Manggahan High School
Senior High School : Fiat Lux Academe - Dasmariñas Campus

C. SPECIAL SKILLS AND HOBBIES

 Playing Mobile and Computer Games

 Drawing

 Dancing

Page | 58
 Researcher

A. PERSONAL INFORMATION

Name : Kathryn Palulim

Nickname : Kai

Address : Blk 18 Lot 18 West Palm St., Grand Park Place Village Anabu 1-A
Imus, Cavite
Gender : Female

Birthday : December 22, 2001

Age : 17

Place of Birth : Manila

Email : kaijungcooo@gmail.com
Contact No. : 09276487023

Citizenship : Filipino

Civil Status : Single

Religion : Roman Catholic

Page | 59
Mother’s Name : Mary Jane Palulim

Occupation : Office Worker

Father’s Name : Edito Palulim

Occupation : Office Worker

B. EDUCATIONAL ATTAINMENT

Elementary : HSSI
Junior High School : Fiat Lux Academe - Dasmariñas Campus
Senior High School : Fiat Lux Academe - Dasmariñas Campus

C. SPECIAL SKILLS AND HOBBIES

 Playing Guitar

 Singing

 Dancing

Page | 60
 Researcher

A. PERSONAL INFORMATION

Name : Iverson C. Rosales

Nickname : Iver

Address : Blk 9 Lot 6 Woodlanet Malagasang 1-A Imus, Cavite

Gender : Male

Birthday : May 15, 2002

Age : 17

Place of Birth : Quezon City

Email : Iversonrsls@gmail.com
Contact No. : 09093672819

Citizenship : Filipino

Civil Status : Single

Religion : Roman Catholic

Mother’s Name : Elizabeth C. Rosales

Page | 61
Occupation : Housewife

Father’s Name : Alberto C. Rosales

Occupation : Office Worker

B. EDUCATIONAL ATTAINMENT

Elementary : Pedro P. Cruz Elementary School

Junior High School : Fiat Lux Academe - Dasmariñas Campus
Senior High School : Fiat Lux Academe - Dasmariñas Campus

C. SPECIAL SKILLS AND HOBBIES

 Playing Computer

 Singing

 Dancing

Page | 62
Page | 63