Chapter I

THE PROBLEM AND ITS SETTING

This chapter consists of the introduction, statement of the problem, hypothesis,

scope and delimitation, significance of the study, and definition of terms.

INTRODUCTION

Education has always been considered a vital foundation in creating a sustainable

nation. It is a venue for children to learn deeper things to help them understand and get

involved in the daily activities in the modern world. It is the procurement of knowledge

that will become an asset in creating innovations and develop existing inventions. The

efforts in putting up and striving to provide a higher standard in the education system of

a country are all in hopes of meeting its growing needs and demands. Countries rely on

the youth to grant them these visions, hence, their ceaseless efforts and support

education. They allot a large sum of money for the improvement of their school facilities

and for the acquisition of technological advancements that somehow becomes an

indicator if rise in the education standards.

Philippines is no different from other countries who accepted education as a vital

foundation in creating a sustainable nation. Consequently, it does not only want to bring

upon technological advancement integrated to learning but also create laws to

“disseminate education to the Filipino people” (Okabe, 2013). This is manifested through

the Constitutional reform wherein primary education in public school were made free and

compulsory, and secondary education were also made free, although not mandatory.

(Okabe, 2013).

1
 It is evident that the country strives to achieve high standards in the education

system. However, there are still children who cannot go to school no matter how it is

stated as a fundamental right of every citizen. Given the situation, Senator Villar proposed

Senate Bill no. 75 to the 15th Congress of the Republic of the Philippines.

This bill, which shall be known as No Filipino Child Left Behind Act of 2010, has a

purpose of making sure that the State is able to provide the necessary framework and

resources for the implementation of educational programs, projects and services and has

the objectives that by the year 2014, all Filipino children of compulsory age must have

completed elementary education and that by 2018, all Filipinos must have obtained and

completed high school education.

Therefore, the researchers sought to investigate the level of awareness and its

possible relationship to the students’ academic performance to bring out significant

realization regarding the nature of the bill.

STATEMENT OF THE PROBLEM

This study sought to determine the level of awareness and the academic

performance of the Grade 12 students of Notre Dame-Siena College of General Santos

City enrolled in school year 2018-2019. Specifically, it answered the following:

1. What is the level of awareness of the Grade 12 students of Notre Dame-

Siena College of General Santos City regarding the No Filipino Child Left

Behind Act of 2010?

2. What is the academic performance of the Grade 12 students of Notre

Dame-Siena College of General Santos City during the first semester of the

school year 2018-2019?

2
 3. Is there a significant relationship between the level of awareness and the

academic performance of the Grade 12 students of Notre Dame-Siena

College of General Santos City?

HYPOTHESIS

Null Hypothesis (HØ) = There is no significant relationship between the level of

awareness and the academic performance of Grade 12 students.

SCOPE AND DELIMITATION

The study focused on determining the level of awareness and academic

performance of the Grade 12 students regarding No Filipino Child Left Behind (NFCLB)

Act of 2010. The academic performance was limited to the general average earned during

the first semester of school year 2018-2019. Furthermore, this study sought to determine

the relationship between the level of awareness and academic performance among the

Grade 12 senior high school students of Notre Dame- Siena College of General Santos

City.

The respondents were only limited to the Grade 12 senior high school students

enrolled in School Year 2018-2019 of Notre Dame- Siena College of General Santos City,

covering all strands—Science and Technology, Engineering and Mathematics (STEM),

Humanities and Social Sciences (HUMSS), and Accountancy and Business Management

(ABM). The study was conducted at Notre Dame-Siena College of General Santos City

on February 2020.

3
SIGNIFICANCE OF THE STUDY
This research will be significant to the following:

To the Administrators, this study may give them awareness once its effectiveness

to increase learning outcomes of students is proven.

To the Teachers, this study may give them awareness about this policy and may

integrate the Act in their discussions in lessons in Social Studies and Political Science.

To the Students, this study may give them more encouragement to excel in their

academic performances.

To the Researchers, this study may give them more knowledge about NFCLB

Policy and this study may also help them have a good grade.

To Future Researchers, this study may be convenient source to them in doing

their paper.

DEFINITION OF TERMS
The following terms were defined conceptually and operationally for better

understanding of this study:

Academic performance refers to the change in efficiency of behavior, or ability to

grow for some time and not because of the growth process, but the learning situation

(Sobur, 2006). Moreover, it is a term to indicate a success rate of achieving a goal,

because an attempt has been made by someone learning an optimal (Setiawan, 2006).

Operationally, it referred to the average grades of the Grade 12 students in the first

semester, serving as the dependent variable of the study.

Awareness refers to being merely aware or bare awareness of the existence of a

given phenomenon (Dourish, 1992). Operationally, it referred to the level of awareness

4
of Grade 12 students regarding the NFCLB, serving as the independent variable of the

study.

5
 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter consists of the related literature, related studies and conceptual

framework.

RELATED LITERATURE

This section contains the different literatures relevant to the study. It has three

parts, with subtopics, namely: 1) No Filipino Child Left Behind Act, which discusses the

declaration of policy of the proposed bill which leads to the subtopic a) capacity to access

education; and 2) Academic Performance, which discusses the performance of the

students in their academic endeavor which opens the sub-topics a) learning styles, b)

parental involvement and c) peer influence.

No Filipino Child Left Behind Act

It is declared a policy of the State to protect and promote the right of the citizens

to quality education and to take appropriate steps to make such education accessible to

all. Towards this end, the State shall provide the necessary framework and resources for

the implementation of educational programs, projects and services; encouraging local

initiatives for the improvement of schools and community based learning facilities;

Promote compulsory education and provide only for limited special circumstances when

children of compulsory school age would not be required to attend school; Provide a

system for the monitoring of children of compulsory school age and ensuring that they

enjoy the benefit of having the opportunity to be educated; Ensure that the schools and

other facilities of learning are able to reflect the values of the community by allowing the

teachers, learning facilitators and other staff to have flexibility in servicing the needs of

6
the learners. In the implementation of this Act, the following objectives are set: By the

year 2020, all Filipino children of compulsory age must have completed elementary

education; By the year 2025, all Filipinos must have obtained and completed high school

education (Villar, 2013).

Capacity to Access Education

The 2013 FLEMMS results also showed that of the nearly 4 million out-of-school

children and youth, 22.9 percent have entered union or marriage. Another 19.2 percent

cited insufficient family income to send child to school as the reason for not attending

school (this refers to all educational expenses other than tuition fee), while 19.1 percent

lack the interest in attending school.

Among females, 4 out of every 10 have already entered marriage while 3 in every

10 males have no interest in attending school. The proportion of out-of-school children

and youth whose family income was not enough to send child to school was 22.7 percent

and 17.0 percent, among males and females, respectively (Table 1).

Technical Note: For this survey round, Region VIII was not incorporated due to

typhoon Yolanda.

7
 Table 1.
Proportion of Out-of-School Children and Youth by Region, Age, Group and Sex,
Philippines: 2013
Age Group
6-24 6-14 15-24
Region 6-24
Both Both Both
Male Female Male Female Male Female
sexes sexes sexes
Philippines
36,238 10.6 7.9 13.3 3.5 4.6 2.4 17.5 11.2 24.0
(in 000)
NCR 4,556 10.3 9.9 10.8 2.4 4.1 0.6 16.9 15.0 18.8
CAR 681 7.1 4.2 10.0 2.1 3.1 1.1 11.4 5.1 17.9
I 1,806 9.9 7.5 12.6 1.7 2.6 0.8 18.0 12.3 24.2
II 1,261 8.7 4.3 13.3 2.5 3.8 1.0 14.5 4.8 25.0
III 4,060 11.6 8.8 14.5 3.5 4.8 2.0 19.5 12.9 26.3
IVA 5,209 9.7 8.0 11.5 3.5 4.9 2.1 15.9 11.2 20.6
IVB 1,189 11.2 6.9 15.7 3.4 4.3 2.5 19.9 9.7 30.9
V 2,344 8.6 6.2 11.2 2.3 3.1 1.4 16.0 9.7 23.1
VI 2,832 10.1 7.8 12.6 3.1 4.5 1.5 16.9 10.8 23.5
VII 2,776 10.6 8.6 12.7 4.0 4.6 3.4 17.1 12.5 21.9
IX 1,475 11.3 7.2 15.6 3.8 4.3 3.4 19.0 10.2 28.3
X 1,846 9.8 6.4 13.4 2.6 3.4 1.8 17.0 9.4 25.1
XI 1,862 12.2 6.3 18.4 4.2 4.3 4.2 19.7 8.1 31.8
XII 1,791 12.3 10.0 14.8 4.9 7.0 2.6 19.7 12.8 27.2
XIII 1,039 11.3 7.4 15.5 2.5 3.4 1.6 20.4 11.5 30.3
ARMM 1,511 14.4 10.3 18.5 10.9 11.5 10.3 18.7 8.7 28.4

8
Academic Performance

Learning Styles

There is a strong intuitive appeal in the idea that instructors should pay closer

attention to students’ learning styles by diagnosing them, by encouraging learners to

reflect on them and by designing teaching and learning interventions around them. When

this is done, learners will become more motivated to learn by knowing their strengths and

weaknesses as learners. In turn, instructors can respond to individual’s strengths and

weaknesses, then retention and achievement rates in formal programs are likely to rise

and learning to learn skills provide a foundation for lifelong learning (Nzesei, 2015).

If we accept that we are all different in similar ways and that it‘s possible to identify

and measure these differences reasonably accurately, then the potential benefits for

teachers and learners are phenomenal. A greater knowledge of a range of learning styles

will help the instructors to be more aware of their preferred teaching style (Coffield,

Moseley, Hall, & Ecclestone, 2004). This might include the way they communicate, and

the kinds of methods and techniques used to explain things. It might also include the way

they plan lessons and the kinds of tasks and activities devised for learners; recognize

their students’ learning style preference, particularly those that are different from their own

and understand better the difficulties and barriers that young people experience in their

learning (Nzesei, 2015).

Potentially, the most attractive claim is that teachers will be able to match their

teaching to their students’ learning styles by explaining and presenting things in different

ways using alternative teaching aids and techniques and tailoring the activities that they

provide to suit their students learning styles. Greater awareness of their own dominant

9
learning styles can help teachers to provide learning activities that are more inclusive of

the other styles and which reach all students (Nzesei, 2015).

According to Sternberg and Grigorenko, there are three main motivations for the

interest in the study of styles: ‘providing a link between cognition and personality;

understanding, predicting, and improving educational achievement; and improving

vocational selection, guidance, and possibly, placement’ (Hatami, 2012).

Parental Involvement

Parent involvement in a child's education is consistently found to be positively

associated with a child's academic performance. However, there has been little

investigation of the mechanisms that explain this association. The present study

examines two potential mechanisms of this association: the child's perception of cognitive

competence and the quality of the student–teacher relationship. This study used a sample

of 158 seven-year-old participants, their mothers, and their teachers. Results indicated a

statistically significant association between parent involvement and a child's academic

performance, over and above the impact of the child's intelligence. A multiple mediation

model indicated that the child's perception of cognitive competence fully mediated the

relation between parent involvement and the child's performance on a standardized

achievement test. The quality of the student–teacher relationship fully mediated the

relation between parent involvement and teacher ratings of the child's classroom

academic performance (Topor, Keane, Shelton, & Calkins, 2010)

Participants reported their perception of parental involvement and autonomy

support, reasons for doing school work, ability to control their attention and behavior,

school grade, classroom disruptive behavior and substance use. Teacher and school

10
administrators provided information about students’ academic performance.

Selfregulation variables mediated the effects of perceived parental involvement and

autonomy support on academic performance and classroom disruptive behavior in both

low and high-risk students. Among high-risk students only, classroom disruptive behavior

was significantly related to greater substance use. A higher level of perceived parental

involvement and autonomy support and greater self-regulation predicted better outcomes

for all students (Wong, 2008)

Family, parent, and child measures were obtained in the home from 93 fifth graders

and their parents. Teachers provided a measure of classroom motivational orientation,

and grades and achievement scores were obtained from school records. Higher parental

surveillance of homework, parental reactions to grades that included negative control,

uninvolvement, or extrinsic reward, and over‐ and undercontrolling family styles were

found to be related to an extrinsic motivational orientation and to lower academic

performance. On the other hand, parental encouragement in response to grades children

received was associated with an intrinsic motivational orientation, and autonomy‐

supporting family styles were associated with intrinsic motivation and higher academic

performance (Ginsburg & Bronstein, 2003)

Peer Influence

Peer group is the pivot of social change and during interaction with peers, the

child`s life is transformed from the helpless child into matured adult. According to

Castrogiovanni, a peer group is defined as a small group of similarly aged, close friends,

sharing the same activities. In general, peer groups or cliques have two to twelve

members, with an average of five or six. Peer groups as cited in the works of Bankole

11
and Ogunsakin provide a sense of security and they help adolescent ask questions

relating to social identity theory such as “who am I” and “what do I want out of life”? Given

that adolescents spend twice as much time with peers as with parents or other adult, it is

important to study the influence of peer group influence on chemistry students’ academic

achievement in secondary schools. Many peer groups can exert a positive influence on

their friend. It is thought that intelligent students do help their peers bring up their

academic performance. Likewise, girls with good friends who are considered intelligent

tend to do better in school; all attributable to the fact that they share a common team of

similar aspiration.

The peer group is a source of affection, sympathy, understanding, and a place for

experimentation. It is always possible for parent to talk with school counselors and

professionals to help with the problem Allen, Porter, McFarland, Marsh, and

McElhaney reported that adolescents who were well-likely by many peers displayed high

level of ego development and secure attachment, as well as better interactions with their

best friends. It was found that associating with students who have a positive affect toward

enhanced students’ own satisfaction with school whereas associating with friends who

have a negative affect toward school decreased it. From a social competency

perspective, it is likely that students who have difficulty establishing themselves in a peer

group may also have academic difficulties in school. While the differences are more

observed between adolescents that are neglected and those who are rejected.

Experiencing peer rejection can produce heightened anxiety (e.g. worry over being

teased or left out) which interferes with concentration in the classroom and impedes

children’s acquisition and retention of information. The finding emphasizes the importance

12
of which elements are most important in affecting the academic arrivals. However, the

percentage of teenager’s friends with academic orientation itself is not predictive of

academic achievement which may be an evidence of lack of lack peer influence academic

achievement, or a need to investigate other aspect of friendship beyond the similarity in

academic success.

Hoxby exploits exogenous variation in peer composition in adjacent years at the

school grade level in elementary schools in Texas. The findings showed that peers effects

in education ranging from close to zero to about 0.50 standard deviations. In studies

where it was possible to identify classmates are possibly are missing out on information

on the real reference group of a student. The critical point in measuring the influence of

peers is to identify the real peers. Keeping in mind that students spend a relatively big

part of their time in class and it seems to be a credible assumption that their classmates

are a good proxy of their group peers. However, in some cases there can be significant

variation between classes within school- grades and hence the assumption that school

grade peers are a good proxy of classmates can be quite strong.

The peer group was not, however, influential regarding changes in students’ utility

value for school (i.e., importance and usefulness). It was found that associating with

friends who have a positive affect toward school enhanced students’ own satisfaction with

school, whereas associating with friends who have a negative affect toward school

decreased it (Ryan, 2000). Landau (2002) stated that an adolescent’s expectancy of

success was the primary predictor of academic effort and grades. A sense of belonging

and support of a peer group was also significantly associated with these outcomes.

13
 Athletics, dating, and sexual behavior, as well as alcohol, drug, and tobacco use

have been shown to be important to friendship choice in adolescence. For some

adolescents, other interests may compete with or take charge over similar academic

motivation and engagement as criteria for selecting a peer group. This could put an

adolescent’s motivation and engagement in school in a precarious position (Ryan, 2000).

Through selection, some adolescents may place themselves in peer group situations that

support or foster their achievement-related beliefs and behaviors. Others may place

themselves in contexts that weaken achievement-related beliefs and behaviors.

14
RELATED STUDIES
This part contains different studies relevant to this study. These studies also

provide adequate details needed in the said study.

Allison (2015) in his study The No Child Left Behind Act: Negative Implications for

Low-Socioeconomic Schools examined the effects of The No Child Left Behind Act and

its impact on low- socioeconomic schools and students. Accountability measured by

adequate yearly progress (AYP) and high stakes testing is closely investigated, along

with negative results of curriculum narrowing and school restructuring sanctions. The

current system of waivers is also closely reviewed. Data from government reports,

literature reviews, case studies, and newspapers are used to argue that No Child Left

Behind has hindered the nation’s schools, especially those in low- income areas, and has

done little to improve the achievement gap. With No Child Left Behind currently up for

reauthorization, it is important to look closely at how the law has adversely impacted our

nation’s schools so that new legislation can be passed to better serve all schools and

guarantee that ‘no child is really left behind’.

This study was relevant to the present study because it explains the importance

and the disadvantages of the No Child Left Behind, and now the government and the law

adversely impacted our nation’ schools.

Dee and Jacob (2009, November) in their study The Impact of No Child Left

Behind on Student Achievement determined the effect of this Federal legislation on the

distribution of student achievement is a highly controversial but centrally important

question. This study presents evidence on whether NCLB has influenced student

achievement based on an analysis of state- level panel data on student test scores from

the National Assessment of Educational Progress (NAEP). The impact of NCLB is

15
identified using a comparative interrupted time series analysis that relies on comparisons

of the test- score changes across states that already had school- accountability policies

in place prior to NCLB and those that did not. Our results indicate that NCLB generated

statistically significant increases in the average math performance of 4 th graders (effect

size = 0.22 by 2007) as well as improvements at the lower percentiles. However, we find

no evidence that NCLB increased reading achievement in either 4 th or 8th grade.

The study was relevant to the present study because it investigated the No Filipino

Child Left Behind Act which is like the dependent variable of the study.

Llamas and Tuazon (2015) in their study School Practices in Parental

Involvement, Its Expected Results & Barriers in Public Secondary Schools children are,

by nature, inquisitive. Driven by their appetite to learn, they explore and thirst for

knowledge. As students, the parents are their initial teachers as they are the ones who

provide them answers to their first questions. It follows then that parental involvement is

an essential component in the teaching- learning process, and therefore, was to identify

various ways schools involve parents in their children’s education. The study was

participated in by nineteen public secondary school heads, sixty parents, and one

hundred teachers in the DepEd Division of Calamba City in the province of Laguna.

Applied statistical treatments included simple mean and Pearson correlation.

It was found that the public secondary schools observe parental involvement

school practices. Expected results of parental involvement are manifested and the

respondents neither agree nor disagree on the existence of barriers in schools’ initiatives

to involve parents in the school affairs. Observance of parental involvement school

practices is significantly related to the manifestation of its positive results on students,

16
parents and teachers. These imply that the schools are effective in eliciting the

involvement of the parents in school programs and activities. The barriers in parental

involvement are not so serious for the schools to get alarmed. But still, addressing these

barriers will bring more benefits to the schools and families.

Tran (2015) in her study No Child Left Behind: An Evaluation of the Law’s Impact

on Immigrants and Refugees evaluated the results for disadvantaged students for NCLB.

There are next to zero enhancements after the NCLB, despite the way that encouraging

presently focuses on perusing to the point where education approaches are infringed in

many subjects. The NAEP aftereffects of 2009 demonstrate that perusing scores for

fourth graders are unaltered since 2007, while eighth grade understudies have improved

their capability by just a single point. This isn't the example of overcoming adversity the

NCLB had guaranteed. At the point when the measures are as intense as the NCLB's

have been, and the subsequent improvement is so insignificant, one needs to ponder

what they fouled up. By not taking the guidance that educational literature offers, the

NCLB expels itself from its expressed arrangements. Not giving the assets required is the

act’s second blunder. The more fragile the school’s exhibitions, the more spotlight there

is on improving the perusing capacity by focusing on test regions. Instructing to the test

is another tragic outcome of the NCLB reality, a fact that instructors themselves admit to.

With regards to the student’s math performance, there is no sign that the NCLB

has expanded their capability level. According to the National Assessment of Educational

Progress (NAEP), the test results of fourth graders have not changed since 2007. What

is more, 2009 was the first year with no improvement. Students in eighth grade expanded

their performance by just 2%, which shows indistinguishable pace from previously.

17
Evaluation upgrades were higher before the NCLB, particularly for low performing

understudies, they expanded their execution with 15 somewhere in the range of 1996 and

2003, while in 2009 they had just improved by five. When one supplements into the

condition that numerous states are utilizing the fundamental dimension of capability as a

test standard, one may reach the determination that the NCLB has declined the execution

of hindered worker youngsters.

Maligalig, Caoli-Rodriquez, Martinez, and Cuevas (2010) in their study

Education Outcomes in the Philippines examined the effects of NCLB. The examination

of related significant approaches uncovers, in any case, that while these strategies point

to give impartial access to instruction to all Filipinos, a couple are counter effective.

Among these are the arrangements on the sending/reassignment of educators under the

Magna Carta for Teachers, and the understudy/understudy populace inclination

assignment of classroom development under the Fair and Equitable Allocation of the

DECS Budget for Capital Outlay Act. The Government has long perceived these

obstructions, yet it has been not able to take a more grounded stand and fitting portrayal

toward altering these laws.

It also appears that DepEd has many programs and policies whose effectiveness

has not been adequately evaluated before and after their implementation. It is vital for

DepEd to keep track of the actual “value-added” of these interventions to be able to

assess and determine the most cost-efficient ones for strengthening and expansion, if

necessary. Implementing numerous and perhaps duplicative programs are costly,

wasteful, and ineffective.

18
 Hopson-Lamar (2009) in his study No Child Left Behind Act: The Impact on The

Performance Levels of Gifted Students Relative to Those of Non- Gifted Students the

purpose of this causal comparative study was to determine the impact of the

implementation of NCLB on the performance levels of gifted students relative to those of

non- gifted students. The study involved the 2001, 2002, 2008, and 2009 Georgia

Criterion- Referenced Competency Tests (CRCT) results of 1,978 middle grades students

from a school in rural Northwest Georgia. The analysis included comparing the Mann-

Whitney statistics, two sample independent z- test statistics, and the percentage of

improvement in performance levels of the gifted and the non-gifted students, as measured

by the CRCT in reading, language arts, and mathematics. The findings revealed that,

since the implementation of NCLB, both the gifted and non- gifted students experienced

as statistically significant increase in their performance levels on the CRCT. However, the

difference between the percentages of improvement in the performance levels of the

gifted students relative to those of the non- gifted students was statistically non-

significant.

CONCEPTUAL FRAMEWORK

Level of Awareness and Academic Performance of the Grade 12

Students Regarding No Filipino Child Left Behind Act

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Level of Academic
Awareness Performance

19
 Figure 1. Conceptual Framework

Figure 1 shows the conceptual framework of the study. It shows the independent

variable identified as the level of awareness. Meanwhile, the identified dependent variable

is the academic performance. Additionally, Figure 1 above also shows the relationship

between the level of awareness and academic performance.

20
 Chapter III
METHODOLOGY

This chapter consists of the research design, research respondents, research

locale, research instrument, data gathering procedure, and statistical treatment of data.

RESEARCH DESIGN

This study is a quantitative research. Babbie (2010) defined quantitative research

as research that “focuses on gathering numerical data and generalizing it across groups

of people or to explain a particular phenomenon. It emphasizes objective measurements

and the statistical, mathematical, or numerical analysis of data collected through polls,

questionnaires or surveys using computational techniques.

Furthermore, the contents of the results were analyzed to draw out any significant

relationship between the level of awareness and academic performance of the

respondents.

21
 Figure 2. Research Design

Awareness on No Filipino Child Left Behind Act and

Academic Performance of the Grade 12 Students

Input Process Output

• Determining the
Level of respondents There is a
Awareness • Formulation of relationship
questionnaires between the level
• Validating presented of awareness and
questionnaires academic
• Sampling of the performance of
respondents the Grade 12
• Asking for permission students of Notre
Academic • Sending out Dame-Siena
Performance questionnaires College of
• Presentation of data General Santos
• Data analysis City.
• Interpreting the results

22
RESEARCH RESPONDENTS
To eliminate biases and prejudices and to equally distribute the total number of

samples to the different target sections, the researchers used Slovin’s formula
𝑁
(𝑛 = 1+𝑁𝑒 2), with a desired margin of error of 5% or 0.05 to get the total number of samples

𝑛
and the formula for proportional allocation (𝑛𝑖 = 𝑁 (𝑁𝑖)),. Table 2 below shows the total

number of samples drawn out from the total number of population and how the samples

were evenly distributed.

Table 2.
The Distribution of Respondents

Number of
Strand Grade 12 Classes Population
Samples

Our Lady of Peace 30 21

HUMSS
Our Lady of Manaoag 29 20

Our Lady of Good Counsel 43 29

STEM
Our Lady of Mount Carmel 41 28

ABM Our Lady of Miraculous Medal 41 28

Total (N) = 184 126

Substituting the values in the Slovin’s formula resulted to a value of 126 which was

used as the total number of samples. Moreover, the researchers also substituted the

values in the formula for proportional allocation to evenly distribute the sample size to the

target sections resulting to 21 students from Our Lady of Peace, 20 students from Our

Lady of Manaoag, 29 students from Our Lady of Good Counsel, 28 students from Our

Lady of Mount Carmel and 28 students from Our Lady of Miraculous Medal. From there,

the respondents were randomly selected using Microsoft Excel.

23
RESEARCH LOCALE

The study was conducted on the 18th day of February 2019 at Notre Dame-Siena

College of General Santos City, located at NLSA Road Extension, Purok Masagana,

Barangay San Isidro where the respondents identified were present.

RESEARCH INSTRUMENT

The researchers gathered the data needed for the analysis and interpretation by

conducting a survey among the Grade 12 students identified as the respondents. The

researchers used a self-made questionnaire with 20 questions that evaluated their level

of awareness regarding No Filipino Child Left Behind Act. These questions were

categorized into 5 different aspects based from the contents of the Republic Act.

The researchers used the Likert Scale to assess the level of awareness of the

students. The table below shows the scale used by the researchers and the interpretation.

Table 3.
Likert Scale for Level of Awareness
Very High High Moderate Low Very Low
Awareness Awareness Awareness Awareness Awareness

5 4 3 2 1

DATA GATHERING PROCEDURE

For the gathering of data to be methodical, the researchers employed the following

procedures.

The first step that the researchers employed is the making of questionnaires that

will answer the first question in the Statement of the Problem. The questionnaires were

then checked and validated by their research adviser. Additionally, the researchers made

24
letters sent to the registrar’s office to ask for the general average of the respondents

during the first semester and to ask permission from the principal’s office to allow us to

conduct the study. Once the letters were approved, the research proceeded to conduct

the research. The respondents were given enough time to answer the questionnaires

given to them and were then collected for interpretation and analysis.

STATISTICAL TREATMENT

To answer the problems presented in the Statement of the Problem, the

researchers used the following statistical methods:

In problem 1, weighted mean was used to determine the level of awareness of the

respondents regarding No Filipino Child Left Behind and used the Likert Scale to interpret

it. The table below shows the scale in determining the level of awareness of the Grade

respondents.

Table 4.
Scale Used to Assess Level of Awareness

Weighted Mean
Verbal Interpretation Qualitative Description
Interval

Very High Awareness, rated 81% -

4.21 - 5.10 Very High Awareness
100%

3.41 – 4.20 High Awareness High Awareness, rated 61% - 80%

2.60 – 3.40 Moderate Awareness Moderate Awareness, rated 41% - 60%

1.81 – 2.60 Low Awareness Low Awareness, rated 21% - 40%

1.00 – 1.80 Very Low Awareness Very Low Awareness, rated 1% - 20%

25
 In problem 2, the researchers also used the weighted mean of the general average

of the respondents during the first semester. The table below shows the scale used to

assess the academic performance of the respondents.

Table 5.
Scale Used to Assess the Academic Performance

Grade Percentage Interpretation

A 90 – 100 Outstanding
B 80 – 89 Good

C 70 – 79 Satisfactory

D 60 – 69 Needs Improvement
E 0 – 59 Unsatisfactory

Lastly, in problem 3, Pearson Correlation was used to draw out any significant

relationship between the level of awareness of the respondents regarding No Filipino

Child Left Behind Act and their academic performance during the first semester. The table

below shows how the correlation was interpreted.

Table 6.
Calmorin’s Interpretation of Pearson R Correlation

Correlation Value Interpretation

±1.00 Perfect Relationship

±0.91 - ±0.99 Very High Relationship

±0.71 - ±0.91 High Relationship

±0.41 - ±0.70 Marked/Moderate Relationship

±0.21 – ±0.40 Low/Slight Relationship

±0.00 - ±0.20 Negligible Correlation

26
 Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter consists of the presentation, analysis and interpretation of the level

of awareness and academic performance of the Grade 12 students.

PRESENTATION OF DATA
Table 7.
The Level of Awareness of the Grade 12 Students

Level of Awareness Mean Description

A1. It is declared as a policy of the state that protects and High

4.07
promotes the right of every citizen to quality education Awareness
A2. the state shall provide initiatives for the improvement of High
3.86
schools and community-based learning facilities Awareness
A3. by the year 2020, all Filipino children of compulsory age High
3.54
must have completed elementary education Awareness
A4. by the year 2025, all Filipinos must have obtained and High
3.52
completed high school education Awareness
B1. there should be at least one central elementary or
High
national high school in every province opened and 3.42
Awareness
operated as a night school
B2. a citizen who may have relevant knowledge and
Moderate
adequate background may volunteer to teach without 3.37
Awareness
obtaining relevant units in education
B3. the Department of Education must construct and promote
the use of mobile libraries, television, audio visual discs High
3.83
and tapes, internet and other facilities that will enhance Awareness
learning and acquisition of knowledge
B4. all secondary institutions must have a science laboratory High
4.0
with equipment and tools Awareness
C1.it shall be the duty of the officials of the barangay to High
3.75
monitor children of compulsory age. Awareness
C2.it shall be the duty of the officials of the barangay to
High
ensure that they are afforded the opportunity to obtain 3.67
Awareness
basic literacy and functional skills.
C3.the barangay council shall submit periodic report to the
High
local school board on the number of children belonging 3.62
Awareness
to compulsory school age.

27
 C4.the barangay council shall submit periodic report to the
local school board on the number of children belonging High
3.70
the status as to whether these children are able to Awareness
attend school.
D1.it shall be the responsibility for the parent or guardian to Very High
4.34
enroll the child of compulsory school age in a school. Awareness
D2.it shall be the responsibility for the parent or guardian to
High
enroll the child of compulsory school age in a learning 4.20
Awareness
facility.
D3.it shall be the responsibility for the parent or guardian to High
3.79
apply and register the child for home education. Awareness
D4.there is a penalty of ten thousand pesos (₱10,000.00)
and one-month community service in school on a parent Moderate
2.94
of guardian who fails to enroll a learner in school or Awareness
learning facility upon second offense
E1. beginning the year this act is implemented, an amount
of 10 billion pesos must be added to the existing budget Moderate
3.37
of DepEd to support construction of buildings and Awareness
repairs of facilities
E2. the DepEd shall issue the rules and regulations for the
Moderate
effective implementation of the act 90 days after its 3.31
Awareness
approval
E3. the DepEd must encourage the implementation of Moderate
3.32
“Adopt a Public School Program” Awareness
Moderate
E4. these appropriations shall last for the next 10 years. 3.22
Awareness
High
Average of Total Mean 3.64
Awareness

Table 7 shows the weighted mean of the level of awareness of the Grade 12

students in each question. Question D1 is observed to have the highest mean which

shows a value of 4.34 that corresponds to a very high level of awareness based on the

scale presented in the Research Instruments in Chapter III. The second highest mean is

4.20 in question D2 which also belongs to the high level of awareness range.

Furthermore, A1 has a value of 4.07 which also corresponds to a high level of

awareness.

28
 Meanwhile, D4 has the lowest mean of level of awareness which shows a value of

2.94 that corresponds to a moderate level of awareness. Additionally, E4 follows as the

second lowest with a value of 3.22 which belongs to the moderate level of awareness

range.

Table 8.
The Academic Performance of the Grade 12 Students

Grade F Percentage Interpretation

90 – 100 39 31% Outstanding
80 – 89 87 69% Good

70 – 79 0 0 Satisfactory

Needs
60 – 69 0 0
Improvement
0 – 59 0 0 Unsatisfactory
Average of the Frequency of Academic
90.25 Outstanding
Performance

Table 8 shows the academic performance of the Grade 12 students, specifically

their grades in the first semester. 39 students earned grades falling in the range of 90 –

100, comprising 31% of the total sample interpreted as outstading. Moreover, 87

students have grades falling in the range of 80 – 89, comprising 69% percent of the total

sample interpreted as good. There were no recorded grades falling in the ranges of 70 –

79, 60 – 69 and 0 – 59, respectively.

29
 Table 9.
The Correlation of the Level of Awareness and Academic Performance of the
Grade 12 Students
Academic
Performance

Pearson Correlation .063

Level of Awareness Level of Significance .482
N (Total Number of Samples) 126

Table 9 shows that there is a significant relationship between the level of

awareness and academic performance of the Grade 12 students. Using Calmorin’s

(2000) scale of interpretation of Pearson Corre lation, the value .063 corresponds to a

negligible correlation.

30
 Chapter V
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusions and recommendations

derived after the conduct and application of statistical treatment in the study.

SUMMARY

This study conducted at Notre Dame-Siena College of General Santos City sought

to determine the level of awareness of the Grade 12 students regarding No Filipino Child

Left Behind Act. Specifically, it sought to determine the level of awareness of the Grade

12 students regarding No Filipino Child Left Behind Act, the academic performance of the

Grade 12 students during the first semester and the possible relationship of the students’

level of awareness has to their academic performance.

FINDINGS

Based on the presentation, analysis and interpretation of data, the following

findings were drawn:

The level of awareness of the Grade 12 students regarding No Filipino Child Left

Behind Act earned a weighted mean of 3.64, interpreted as high awareness.

Additionally, the weighted mean of the academic performance of the Grade 12

students for the first semester resulted to a value of 90.25, interpreted as excellent.

Lastly, the correlation between the level of awareness and academic performance

of the respondents resulted to a value of .063, interpreted as negligible correlation.

31
CONCLUSIONS

The results of the present study entitled Level of Awareness and Academic

Performance of the Grade 12 Students Regarding No Filipino Child Left Behind Act have

led to the following conclusions:

The Grade 12 students are aware of the act. However, there are aspects that they

do not fully know.

Meanwhile, the results of the academic performance of the Grade 12 students

show that they excel in their academics.

After analyzing the relationship of the level of awareness and academic

performance of the Grade 12 students, the results show that there is a significant

relationship between their level of awareness and academic performance, however, it is

only of minimal value effect. The level of awareness of the students has a low positive

correlation.

RECOMMENDATIONS

Based on the findings of the study, the researchers led to suggest the following

recommendations:

As graduating students, they should strive to continue and maintain their academic

performance in college.

Furthermore, social Studies teachers may try to incorporate No Filipino Child Left

Behind Act in their discussions in lessons about education and politics.

Lastly, future researchers may use motivation as a dependent variable.

32
 References

Abdullahi, A. (2009). The Factors and Effect of Peer Group Influence on Academic

Performance of Adolescent Students in Niger State. Retrieved November 2018, from

https://www.academia.edu/11666401/THE_FACTORS_AND_EFFECT_OF_PEER_

GROUP_INFLUENCE_ON_ACADEMIC_PERFORMANCE_OF_ADOLESCENT_S

TUDENTS_IN_NIGER_STATE

Babbie, E. (2010). The Practice of Social Research. Retrieved January 2019, from

http://libguides.usc.edu/writingguide/quantitative

Bersales, L., PhD. (2013). 2013 Functional Literacy, Education and Mass Media Survey.

Retrieved January, 2019, from https://psa.gov.ph/sites/default/files/2013 FLEMMS

Final Report.pdf

Dee, T, & Jacob, B. (2009). The Impact of No Child Left Behind on Student Achievement.

Retrieved January 2018, from https://www.nber.org/papers/w15531

Deya, G., & Uzezi, J. (2017). Relationship Between Peer Group Influence and Students’

Academic Achievement in Chemistry at Secondary School Level. Retrieved March 8,

2019, from http://pubs.sciepub.com/education/5/4/2/index.html

Hatami, S. (2012). Learning Styles. Retrieved March 2019, from

https://academic.oup.com/eltj/article/67/4/488/485178

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Nzesei, M. M. (2015). A Correlation Study Between Learning Styles and Academic

Achievement Among Secondary School Students in Kenya. Retrieve March 2019,

from

http://erepository.uonbi.ac.ke/bitstream/handle/11295/93142/Mutua_A+correlation+

study+between+learning+styles+and+academic+achievement+among+secondary+

school.pdf?sequence=1

Maleyko, G. (2011). The Impact of No Child Left Behind (NCLB) on School Achievement

and Accountability. Retrieved November 2018, from

https://digitalcommons.wayne.edu/cgi/viewcontent.cgi?article=1384&context=oa_dis

sertations

Maligalig, D., Caoli-Rodriquez, R., Martinez, A., & Cuevas, S. (2010). Education

Outcomes in the Philippines. Retrieved March 2019, from

https://www.adb.org/sites/default/files/publication/28409/economics-wp199.pdf

Okabe, M. (2013). Where Does Philippine Education Go? The K-12 Program and Reform

of Philippine Basic Education. Retrieve March 12 2019, from

https://s3.amazonaws.com/academia.edu.documents/40589215/ARRIDE_Discussio

n_No.425_okabe.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=15

52397599&Signature=TMAA1QCkMzog%2FuBbfAOjXLT1gDU%3D&response-

content-

disposition=inline%3B%20filename%3DARRIDE_Discussion_No_425_okabe.pdf

Sheldon, S. (2010). The Influence of Teacher and Peer Relationships on Students’

Classroom Engagement and Everyday Motivational Resilience. Retrieved March

34
 2019, from https://www.pdx.edu/psy/sites/www.pdx.edu.psy/files/2014-

Furrer.Skinner.Pitzer

Tran, A. (2011). No Child Left Behind: An Evaluation of the Law’s Impact on Immigrants

and Refugees. Retrieved January 2018, from

https://www.duo.uio.no/bitstream/handle/10852/26222/_MasterTran_Thesisfinal-

1.pdf?sequence=1

Villar, M. (2016). Senate Bill No 295: No Filipino Left Behind. Retrieved January 2018,

from http://www.cynthiavillar.com.ph/senate-bill-no-295-no-filipino-left-behind/

Woods, A. (2015). The No Child Left Behind Act: Negative Implications for Low

Socioeconomic Schools. Retrieved January 2018, from

https://cns.utexas.edu/images/CNS/Allison_Woods-NoChildLeftBehind.pdf

35
 Appendices
Appendix A
Letter to the Registrar

February 6, 2019
MRS. RIZZA P. BACQUIANO
School Registrar
ND-Siena College of GSC
NLSA Road Ext., Prk. Masagana
Brgy. San Isidro, General Santos City, 9500

Dear Ma’am:

Blessed be God forever!

We, the Grade 12 students of Our Lady of Peace, are undergoing a research entitled
Level of Awareness and Academic Performance of the Grade 12 Students Regarding ‘No
Filipino Child Left Behind Act’ in partial fulfillment of the requirements in the subject
Practical Research II. Our study aims to determine the students’ level of awareness on
the said act in relevance to their academic performance.

In line with this, we would like to ask permission and approval from your good office to
give us the general average for the first semester of the samples chosen for the
completion of the study. Rest assured that whatever information gathered will only be
used for educational purposes and will be treated with utmost confidentiality.

We greatly appreciate your cooperation regarding the matter. Thank you and may you be
blessed a hundredfold!

Very truly yours,

CHRISTIAN JOVERT MORENO

JOCELLE BARCELONA
ERICA JOYCE DERAIN
HANNAH CUSTODIO
ROMEO TIDULA III
Researchers

Noted by:

MR. RALPH LAURENCE VALDUEZA

Practical Research II Teacher

MRS. JOSEPHINE C. DORADO

Senior High School Coordinator

36
 Appendix B
Letter to the Principal
February 6, 2019

SR. MAILYN P. BOLIVAR, OP

Director/ Principal
ND-Siena College of GSC
NLSA Road Ext., Prk. Masagana
Brgy. San Isidro, General Santos City, 9500

Dear Sr. Mailyn:

Blessed be God Forever!

We, the Grade 12 students of Our Lady of Peace, are undergoing a research entitled
Level of Awareness and Academic Performance of the Grade 12 Students Regarding ‘No
Filipino Child Left Behind Act’ in partial fulfillment of the requirements in the subject
Practical Research II. Our study aims to determine the students’ level of awareness on
the said act in relevance to their academic performance.

In line with this, we would like to ask permission and approval from your good office to
allow us to conduct the said research. Rest assured that whatever information gathered
will only be used for educational purposes and will be treated with utmost confidentiality.

We are hoping for your most kind consideration regarding the matter. Thank you and may
you be blessed a hundredfold!
.
Very truly yours,

CHRISTIAN JOVERT MORENO

JOCELLE BARCELONA
ERICA JOYCE DERAIN
HANNAH CUSTODIO
ROMEO TIDULA III
Researchers

Noted by: Approved by:

MR. RALPH LAURENCE VALDUEZA SR. MAILYN P. BOLIVAR, OP

Practical Research II Teacher Director/ Principal

MRS. JOSEPHINE C. DORADO

Senior High School Coordinator

37
 Appendix C
Questionnaire
General Instructions: Check the box that corresponds to your level of awareness
regarding No Filipino Child Left Behind Act in terms of its different aspects. Please use
the following response scale:
Very High High Moderate Low Very Low
Awareness Awareness Awareness
Awareness Awareness
5 4 3 2 1

A. Declaration of Policy

5 4 3 2 1
I am aware that….

B5. it is declared as a policy of the state that protects and

promotes the right of every citizen to quality education
B6. the state shall provide initiatives for the improvement of
schools and community-based learning facilities
B7. by the year 2020, all Filipino children of compulsory age
must have completed elementary education
B8. by the year 2025, all Filipinos must have obtained and
completed high school education

B. Establishment of a School or Learning Facility

5 4 3 2 1
I am aware that….

1. there should be at least one central elementary or national high

school in every province opened and operated as a night school
2. a citizen who may have relevant knowledge and adequate
background may volunteer to teach without obtaining relevant
units in education
3. the Department of Education must construct and promote the
use of mobile libraries, television, audio visual discs and tapes,
internet and other facilities that will enhance learning and
acquisition of knowledge
4. all secondary institutions must have a science laboratory with
equipment and tools

38
 C. Mandatory Monitoring of Children of Compulsory School Age

5 4 3 2 1
I am aware that….

1. it shall be the duty of the officials of the barangay to monitor

children of compulsory age.
2. it shall be the duty of the officials of the barangay to ensure
that they are afforded the opportunity to obtain basic literacy
and functional skills.
3. the barangay council shall submit periodic report to the local
school board on the number of children belonging to
compulsory school age.
4. the barangay council shall submit periodic report to the local
school board on the number of children belonging the status a
to whether or not these children are able to attend school.

D. Compulsory Attendance of Children

5 4 3 2 1
I am aware that….

1. it shall be the responsibility for the parent or guardian to enroll

the child of compulsory school age in a school.
2. it shall be the responsibility for the parent or guardian to enroll
the child of compulsory school age in a learning facility.
3. it shall be the responsibility for the parent or guardian to apply
and register the child for home education.
4. there is a penalty of ten thousand pesos (₱10,000.00) and
one-month community service in school on a parent of
guardian who fails to enroll a learner in school or learning
facility upon second offense

E. Implementing Rules and Regulations and Appropriations

5 4 3 2 1
I am aware that….

1. beginning the year this act is implemented, an amount of 10

billion pesos must be added to the existing budget of DepEd to
support construction of buildings and repairs of facilities
2. the DepEd shall issue the rules and regulations for the
effective implementation of the act 90 days after its approval
3. the DepEd must encourage the implementation of “Adopt a
Public School Program”
4. these appropriations shall last for the next 10 years.

39
 Appendix D
Frequency of the Raw Data

Table 10.
The Frequency of the Responses of the Grade 12 Respondents

Level of Awareness 5 4 3 2 1
A1. it is declared as a policy of the state that
protects and promotes the right of every 53 39 26 4 2
citizen to quality education
A2. the state shall provide initiatives for the
improvement of schools and community- 37 37 50 1 1
based learning facilities
A3. by the year 2020, all Filipino children of
compulsory age must have completed 28 34 48 10 6
elementary education
A4. by the year 2025, all Filipinos must have
obtained and completed high school 27 33 48 12 5
education
B1. there should be at least one central
elementary or national high school in every
19 41 46 14 6
province opened and operated as a night
school
B2. a citizen who may have relevant knowledge
and adequate background may volunteer to
19 40 43 17 7
teach without obtaining relevant units in
education
B3. the Department of Education must construct
and promote the use of mobile libraries,
television, audio visual discs and tapes, 40 35 42 8 1
internet and other facilities that will enhance
learning and acquisition of knowledge
B4. all secondary institutions must have a
44 44 34 1 3
science laboratory with equipment and tools
C1. it shall be the duty of the officials of the
barangay to monitor children of compulsory 31 46 38 9 2
age.

40
C2. it shall be the duty of the officials of the
barangay to ensure that they are afforded
20 58 37 8 3
the opportunity to obtain basic literacy and
functional skills.
C3. the barangay council shall submit periodic
report to the local school board on the
25 44 43 12 2
number of children belonging to compulsory
school age.
C4. the barangay council shall submit periodic
report to the local school board on the
number of children belonging the status as 29 45 40 9 3
to whether these children are able to attend
school.
D1. it shall be the responsibility for the parent or
guardian to enroll the child of compulsory 70 32 20 2 1
school age in a school.
D2. it shall be the responsibility for the parent or
guardian to enroll the child of compulsory 56 42 25 1 1
school age in a learning facility.
D3. it shall be the responsibility for the parent or
guardian to apply and register the child for 42 29 41 9 3
home education.
D4. there is a penalty of ten thousand pesos
(₱10,000.00) and one-month community
service in school on a parent of guardian 17 24 40 22 22
who fails to enroll a learner in school or
learning facility upon second offense
E1. beginning the year this act is implemented,
an amount of 10 billion pesos must be
added to the existing budget of DepEd to 20 31 55 15 5
support construction of buildings and
repairs of facilities
E2. the DepEd shall issue the rules and
regulations for the effective implementation 18 34 50 17 7
of the act 90 days after its approval
E3. the DepEd must encourage the
implementation of “Adopt a Public School 21 34 42 22 7
Program”
E4. these appropriations shall last for the next
21 25 50 21 9
10 years.

41
 Appendix D
Senate Bill No. 295

SIXTEENTH CONGRESS OF THE

REPUBLIC OF THE PHILIPPINES
First Regular Session

SENATE
Senate Bill No. 295

Introduced by Senator Cynthia Villar

AN ENSURING THE FULL REALIZATION OF THE CONSTITUTIONAL RIGHT OF

ALL CITIZENS TO QUALITY EDUCATION ORDAINING FOR THE PURPOSE "A NO
FILIPINO CHILD LEFT BEHIND ACT"
Be it enacted by the Senate and House of Representatives of the Philippines in
Congress assembled:
SECTION 1. Title. - This Act shall be known as the "No Filipino Child Left Behind
Act."
SECTION 2. Declaration of Policy. - It is declared a policy of the State to protect
and promote the right of the citizens to quality education and to take appropriate steps to
make such education accessible to all. Towards this end, the State shall provide the
necessary framework and resources for the implementation of educational programs,
projects and services; encouraging local initiatives for the improvement of schools and
community based learning facilities; Promote compulsory education and provide only for
limited special circumstances when children of compulsory school age would not be
required to attend school; Provide a system for the monitoring of children of compulsory
school age and ensuring that they enjoy the benefit of having the opportunity to be
educated; Ensure that the schools and other facilities of learning are able to reflect the
values of the community by allowing the teachers, learning facilitators and other staff to
have flexibility in servicing the needs of the learners.
In the implementation of this Act, the following objectives are set:
By the year 2020, all Filipino children of compulsory age must have completed
elementary education;
By the year 2025, all Filipinos must have obtained and completed high school
education.
SECTION. 3. Establishment of a School or Learning Facility. - There shall, as
far as practicable, be established in every barangay an elementary school under the
supervision of Department of Education in coordination with the Local School Board. At

42
least one central elementary or national high school in every province must be opened
and operated as a night school: Provided, that, as far as practicable, distance and open
education system must be established in all provinces of the Philippines.
A citizen who may have relevant knowledge and adequate background and
experience, without obtaining relevant units in education, may volunteer to teach and
complement a regular teacher's function, particularly in far flung areas. For the such
purpose, subject to consultation, the Department of Education shall provide them with
honoraria in accordance with the guidelines issued for the purpose.
A tertiary student enrolled in optional Reserved Optional Training Course (ROTC)
class may opt to be a volunteer teacher and the same may be credited as compliance of
the course.
The Department of Education must construct and promote the use mobile libraries;
utilization of comics; television and audio-visual discs and tapes and other visual aids in
education; internet and other facilities that will enhance learning and acquisition of
knowledge.
All secondary educational institutions must have a science laboratory with
equipment and tools
SECTION 4. Mandatory Monitoring of children of Compulsory School Age. -
In addition to the duties identified in the Local Government Code, it shall pe the duty of
the officials in the barangay to monitor children of compulsory school age and ensure that
they are afforded the opportunity to obtain basic literacy and functional skills.
For this purpose, the barangay council shall submit periodic report to the Local
School Board on the number of children belonging to the compulsory school age and the
status as to whether or not these children are able to attend school.
SECTION. 5. Compulsory Attendance of Children - It shall be the responsibility
of the parent or guardian to enroll the child of compulsory school age in a school or a
learning facility or apply and register the child for home education or secure an exemption
if circumstances so warrant.
The penalty of a fine of One Thousand Pesos (P 1,000.00) and attendance to a
community seminar on the importance of education to be organized by the concerned
city/municipal government, or non-governmental organization (NGO) shall be imposed on
a parent or guardian who fails to enroll a learner in school or a learning facility or apply
and register the learner for home education, in the absence of an exemption.
The penalty of a fine of Ten Thousand Pesos (P10,000.) and one-month
community service in a school or learning facility shall be imposed for the second offense.
The penalty of one (1) year imprisonment shall be imposed on habitual offenders.

43
 SECTION. 6. Special Circumstances for Exemption from Compulsory 49
Attendance - The Local Chief Executive may upon recommendation of the Barangay
Council and favorably endorsed by the Local School Board, may, upon application by the
parent or guardian of the child issue a certificate exempting the child from attendance in
a school or learning facility, if:
The learner is registered for home education;
It is in the learner's best interest, having regard to the care, health development,
mental or emotional development or education of the learner, to exempt him/her from
school or a learning facility.
It is necessary or desirable owing to the personal circumstance of the child's 6
family provided that the parent or guardian should allow the child to participate in basic 7
literacy training skills to be organized by the barangay at least once a week for children 8
of compulsory school age.
SECTION. 7. Prohibition on Employment of Children of Compulsory School
Age. - It shall be unlawful for any person to employ or engage the services of a child of
compulsory school age on a day and at a time, when the child is required to attend
school/learning facility, a school activity or an approved educational course.
The penalty of a fine of Ten Thousand Pesos (P 10,000.00) for the first offense
and imprisonment of not less than fifteen days but no more than thirty (30) days for repeat
offenders, shall be imposed on any person found to violate this provision.
SECTION. 8. Penalty for Public Officials. - Any public officer or employee who
violates any provision of this act may be meted administrative disciplinary action, without
prejudice to the filing of appropriate civil or criminal action.
SECTION. 9. Implementing Rules and Regulations. - The Department of
Education, in collaboration with the Department of Interior and Local Government, upon
prior consultation with the Committees on Education of the Senate and the House of
Representatives, shall issue the necessary rules and regulations for the effective
implementations of this Act within a period of ninety (90) days after its approval.
SECTION.10. Appropriations. - Beginning the year this Act is enacted, and for
the next ten (10) years:
a. 'an amount of ten (10) billion pesos must be added in the existing budget of the
Department of Education (DEpEd) to support construction of school building
and repair of existing facilities, acquisition of science laboratory equipment,
computers, and hiring of new teachers including those who will teach in the
night school.
b. without 'diminishing their entitlements, all members of Congress must
appropriate thirty percent (30 %) of their congressional initiatives for education-
related projects within their respective districts.

44
 In. addition to the respective corporate social responsibilities being funded by
private entities and corporations, the DepEd must encourage the implementation of the
"Adopt a Public-School Program" for support. Corresponding tax credit and entitlements
may be accorded to the persons, natural or juridical, in support of this Act, in accordance
with the Rules and Procedures to be formulated by the Department of Finance.
SECTION. 11. Separability Clause. - If any provision of this Act is declared invalid
or unconstitutional, the other provisions not so declared shall remain in force and effect.
SECTION. 12. Repealing Clause. - All laws, decrees, orders, rules and
regulations or parts thereof inconsistent with this Act are hereby repealed or modified
accordingly.
SECTION. 13. Effectivity. - This Act shall take effect immediately upon its
approval.

45
 CURRICULUM VITAE
Christian Jovert B. Moreno
Blk. 5, Lot 3, Malesido Phase 1 and 2
9500, General Santos City, South Cotabato
0936-698-1505
Jovermoreno20@gmail.com.

PERSONAL INFORMATION
Birthdate: October 20, 2000
Gender: Male
Nationality: Filipino
Height: 5’6
Weight: 70 kg.
Mother: Jovelyn Boliche Moreno Occupation: Bank teller
Father: Gilbert Moreno Occupation: housekeeper
Educational Attainment:

• Senior High School: Notre Dame-Siena College of General Santos City

2017-2018
Honor Student
• Junior High School: Notre Dame-Siena College of General Santos City
2013-2017
• Elementary: Notre Dame-Siena College of General Santos City
2006-2013
Affiliations:

• NDEA dancesports competition

2013-2014
Champion (Latin category)
Notre Dame-Siena College of General Santos City
• PSBEA dancesports competition
2014-2015
1st place (Latin category)
Notre Dame-Siena College of General Santos City
• NDEA dancesports competition
2015-2016
1st place (Latin category)
Notre Dame-Siena College of General Santos City
• PSBEA dancesports competition
2016-2017
1st place (Latin category)
Notre Dame-Siena College of General Santos City
• NDEA dancesports competition

46
 2017-2018
Champion (Latin category)
Notre Dame-Siena College of General Santos City
• SRAA dancesports competition
2017-2018
top 6 (Latin category)
Notre Dame-Siena College of General Santos City
• International exposure and cultural exchange show case in Singapore, General
Santos City dancesport team
I hereby certify that the above-mentioned information is true and correct

Christian Jovert Moreno

Researcher

47
 CURRICULUM VITAE
Erica Joyce R. Derain
Purok 2, B.C.V Labangal
9500, General Santos City, South Cotabato
0946-701-5436
erica_derain@yahoo.com

PERSONAL INFORMATION
Birthdate: August 21, 2000
Gender: Female
Nationality: Filipino
Height: 5’4
Weight: 48 kg.
Mother: Analiza R. Derain Occupation: Housekeeper
Father: Vicente R. Derain Occupation: Deceased
Educational Attainment:
• Senior High School: Notre Dame-Siena College of General Santos City
2017-2018
Honor Student
• Junior High School: General Santos City National High School
2013-2017
With Honor
Best in Theater Actress
• Elementary: P. Kindat Elementary School
2006-2013
With Honor
Best Blogger

Affiliations:
• Theater Actress, Les Artes
2013-2017
General Santos City National High School
• Secretary, Supreme Student Government
2014-2015
General Santos City National High School
• Leadership Training
2018-2019
Notre Dame-Siena College of General Santos City
• Guesting in Magandang Umaga South Central Mindanao Spoken Word Poetry
2018-2019
ABS-CBN Network
• Volleyball Player Intramurals
Champion

48
 2013-2017
General Santos City National High School
• Volleyball Player Intramurals
Champion
2017-2018
Notre Dame-Siena College of General Santos City

I hereby certify that the above-mentioned information is true and correct

Erica Joyce R. Derain

Researcher

49
 CURRICULUM VITAE
Jocelle Barcelona
Luningning Street, Baranggay San Isidro
9500, General Santos City, South Cotabato
0910-873-9417
Iamjocellebarcelona@gmai.com

PERSONAL INFORMATION
Birthdate: July 25, 2001
Gender: Female
Nationality: Filipino
Height: 5’1
Weight: 60 kg.
Mother: Clementina Barcelona Occupation: Businesswoman
Father: Joseph Barcelona Occupation: Deceased

Educational Attainment:
• Senior High School: Notre Dame-Siena College of General Santos City
2017-2018
Conduct Awardee
• Junior High School: Notre Dame-Siena College of General Santos City
2013-2017
Achiever
• Elementary: Dadiangas West Central Elementary School
2006-2013
Achiever
Affiliations:
• Mother Francisca Choir Club
2013-2014
Notre Dame-Siena College of General Santos City
• Tribal Dance
Champion
2018
Notre Dame-Siena College of General Santos City
• Leadership Training
2015-2016
Notre Dame-Siena College of General Santos City

I hereby certify that the above-mentioned information is true and correct

Jocelle Barcelona
Researcher

50
 CURRICULUM VITAE
Hannah C. Custodio
Purok 23, Barangay Mabuhay
9500, General Santos City, South Cotabato
0927-521-3162
hcustodio52@gmail.com

PERSONAL INFORMATION
Birthdate: November 25, 2000
Gender: Female
Nationality: Filipino
Height: 5’1
Weight: 50 kg.
Mother: Leda Mae C. Custodio Occupation: Self-Employed
Father: Reynaldo C. Custodio Occupation: Broadcast Technician

Educational Attainment:
• Senior High School: Notre Dame-Siena College of General Santos City
2017-2018
With Honors
Conduct Awardee and Best in Religion Awardee
• Junior High School: Notre Dame-Siena College of General Santos City
2013-2017
Third Honors
Best in English and Best in Religion Awardee
• Elementary: Canonico Antonio Institute
2006-2013
Valedictorian
Affiliations:
• Supreme Student Government Public Relations Officer
2015-2016
Notre Dame-Siena College of General Santos City
• Supreme Student Government JHS Secretary
2016-2017
Notre Dame-Siena College of General Santos City
• Supreme Student Government SHS Secretary
2017-2018
Notre Dame-Siena College of General Santos City
• Supreme Student Government Vice-President External
2018-2019
Notre Dame-Siena College of General Santos City
• General Santos City Junior Councilor
2017-2018

51
 General Santos City Local Government Unit
• Veritas Radio Broadcaster
2016-2017
Notre Dame-Siena College of General Santos City
• DellZada Talent Management Model
2017
DellZada Talent Management
• Kabataang Pangarap ni Rizal Vice-President Mabuhay Chapter
2018
Barangay Mabuhay, General Santos City
• Preachers of Grace Integration Worship Leader
2016-present
Notre Dame-Siena College of General Santos City
• Leadership Training
2015-2016
Notre Dame-Siena College of General Santos City
• Leadership Training
2016-2017
Notre Dame-Siena College of General Santos City
• Leadership Training
2017-2018
Notre Dame-Siena College of General Santos City
• Leadership Training
2018-2019
Notre Dame-Siena College of General Santos City
• Keyboard Class
2016-2017
Notre Dame-Siena College of General Santos City
• Science Club Member
2016-2017
Notre Dame-Siena College of General Santos City
• Voice Class
2013-2016
Notre Dame-Siena College of General Santos City
• Francisca de Manila Choir Club
2016-2017
Notre Dame-Siena College of General Santos City
• GenSan Summer Youth Camp 2018
2018
General Santos City

I hereby certify that the above-mentioned information is true and correct

Hannah C. Custodio
Researcher

52
 CURRICULUM VITAE
Romeo Tidula III
047# Lapu-Lapu, Champaca St.
9500, General Santos City, South Cotabato
0967 640 6519
romeo.tidula.5@yahoo.com

PERSONAL INFORMATION:
Birthdate: October 29,2000
Gender: Male
Nationality: Filipino
Height: 5’5
Weight: 64
Mother: Juvelyn M. Tidula Occupation: Business Woman
Father: Romeo C. Tidula Jr. Occupation: Seaman

Educational Attainment:
• Senior High School: Notre Dame-Siena College of General Santos City
Achiever
SY: 2018-2019
• Junior High School: Notre Dame-Siena College of General Santos City
SY: 2016-2017
• Elementary: Sampaguita Children’s Learning Center
SY: 2012-2013

Affiliations:
• Health Officer
2017-2018
Notre Dame-Siena College of General Santos City
• Sargent of Arms
SCAC

I hereby certify that the above-mentioned information is true and correct.

Romeo Tidula III

Researcher

53