1

TABLE OF CONTENTS

ACKNOWLEDGEMENT …………………………………………........ 3

ABSTRACT OF THE STUDY ………………………………………... 4

CHAPTER 1

The Problem and its Background …………………………….. 8

Theoretical Framework …………………………………………. 10

Conceptual Framework ………………………………………… 12

Statement of the Problem ……………………………………... 13

Significance of the Study ……………………………………… 13

Definition of Terms ……………………………………………... 14

Scope and Delimitation ………………………………………... 15

Review of Related Literature ………………………………….. 16

CHAPTER 2

Method of the Study ……………………………………………. 20

Instrument / Techniques ………………………………………. 21

Construction …………………………………………………….. 22
 2

Validation ………………………………………………………… 22

Retrieval …………………………………………………………. 23

Administration …………………………………………………… 23

Sampling Procedure ……………………………………………. 24

Treatment of Data ………………………………………………. 25

CHAPTER 3

Presentation, Interpretation and Analysis of Data ……….... 27

CHAPTER 4

Summary of Findings …………………………………………… 36

Conclusion ………………………………………………………. 37

Recommendations …………………………......…………........ 38

Bibliography …………………………………………………………….….... 40

Appendix A …………………………………………………………….......... 41

Appendix B ………………………………………………………………...... 42

Appendix C ………………………………………………………………...... 46

Appendix D.............................................................................................. 53
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ACKNOWLEDGEMENT

This study would have not been possible without the support given to us by the

following people:

Firstly, we would like to thank God for his guidance and mercy in providing us peace

and knowledge throughout our semester.

To our friends and classmates who are ready to help and support us when needed.

To our loving families for their unconditional love and support, encouragement and

motivation edging us to move further in life despite our shortcomings.

To our great professor and class adviser, Dr. Nerissa M. Revilla, who took the time to

guide us step by step and encouraged us with academic support to propel us higher

and work hard every day. We appreciate her deeply and thank her for being the person

we could always count on.

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And lastly, to the respondents of CAS who willingly answered our surveys and

interviews. Without them, this research wouldn’t have been possible.

ABSTRACT

Title: “The Language of Memes and Its Implication to Millennials”

Researches: Bernardo, Ravenson

Cabrera, Vinz Lawrenz N.

Montero, Jasper Rogelio A

Degree: Bachelor of Science in Legal Management

School: San Beda University

Adviser: Dr. Nerissa M. Revilla

Year: July-November 2018

This study aims to determine whether or not the language of memes has

implications to the millennials in the College of Arts and Sciences, San Beda University

– Manila, for the academic year, 2018-2019. The researchers decided to probe into its

psychological effect towards the generation of millennials, which includes their

perception, and experiences that they may have encountered through social media.

Studies on Compassion, Stress, Anxiety and Sympathy are also taken into account.
 5

In the conduct of study, the descriptive method was used in gathering all

pertinent data for its topics. Descriptive research may be characterized as simply the

attempt to determine, describe or identify what is, which aims to cast a light on current

issues or problems through a process of data collection that enables them to describe

the situation more completely than was possible. Random Sampling was the sampling

technique with the equal probability of being chosen. A randomly chosen sample is

meant to be unbiased representation of the population in the College of Arts and

Sciences. If for some reasons, the sample does not represent the population, the

variation is called a sampling error. The total population of the College of Arts and

Sciences of San Beda College – Manila is 2445 students. The research adviser

required that only 4% of the population should be chosen as sample meaning a 96%

confidence level against error from the population. The researchers had to gather facts

and information as to what really the language of memes is all about. The title was first

finalized in order to determine the scope of the research. After which, the statement of

the problem was then accomplished. From that, the questions were then formulated

basing on the statement of the problem. There were questions constructed that

basically addressed the issue of this study. The first question focused on memes as

objectively viewed by the respondents. The second aims to know the problems of

memes in social media. The third question aims to know the extent of human interest in

memes. The fourth question seeks to know the implications of memes in relation to

social and political context. Lastly, the fifth question aims to find out how memes can

help in coping up with a person’s personal problems.

 6

Memes. They’re photos of people, usually taken or posted without permission,

with added text about the photo as a caption. It’s easy to make a meme, and even

easier to share or be in one. But it comes at a personal cost. It’s rare to find someone

who wants to be turned into a meme: It could mean being Internet famous, but for all the

wrong reasons.  It’s not always clear why we post or create memes. Sometimes, we

might think that the memes are funny, or we can relate to the person in the photo: after

all, everyone has awkward moments.  Memes start out as photos, which show the

person in an unflattering light.  Most of the time, the photo is taken without permission

and has poor quality. The photo gets block text, or macros, added on, to make it even

more embarrassing.

Most of the students are prone to stress in their everyday lives, due to hard work

and school activities that require excessive mental function they find their selves and

the end of the day not only physically exhausted but also mentally tired. The

researchers in their meeting choose a subject that remotely influence the students on

how they cope up with their everyday stress. In this generation, it is necessary for every

student to acquire or be equipped with a smart phone. It’s like inherent characteristic of

a millennial that he/she should have a smart phone, because how could he cope up with

the social trend? Also, in these times where communication is viral, every student needs

a smart phone to ease their way out of old-fashioned technology of communicating.

The researchers concluded that, having a smart phone leads to having a social

media. The social media is a center-point of this study, because it is where the memes

are, millennials has a habit of checking their phone of what are new and funny, it is

where they find the comfort and entertainment. The objective of this research is to
 7

determine what are the repercussions of memes to a millennial. Is it beneficial or

prejudicial to a student’s academic life? The researchers designed the criteria to be

proven in the hypothesis of the study. The respondents then would answer the

questionnaire with their utmost honesty and clear judgment to produce accurate

statistics that would be helpful in the accomplishment of the study.

To determine the problems of the study, first, the researchers paved their way to

their inner millennial in order to produce the problems faced by the research. These

problems are also one of the primary substances of this study. If not for these problems

there will be no questionnaire. Second, the researchers distributed questionnaire to the

subject of this study, millennials.

The product of questionnaire laid out the definition of memes on millennials.

Majority of the respond answered that memes are humor only and makes them

comforted and entertained in their free time. Memes are stress reliever, it is the

everyday go to of each student when they exhaust themselves in their academics.

Memes also help the students by not thinking to much on their personal problems and

just make fun for a moment.

In the light of the findings and the conclusion reached, the researchers hereby

recommend the following: The students in San Beda Manila should always think about

the meme and what it’s trying to say: Always ask permission before taking or sharing a

photo: Students must know what does the text of the meme say? Is it a pun, or a joke

about the person in the photo: Creators of memes must know if the meme is offensive

before posting it on social media. It’s important to make teens aware of what memes

really mean. After all, so many are being shared to social media. There can be many
 8

different versions of the same meme, and even some that Photoshop the person in

bizarre situations. Still, what’s funny to one person could be offensive to another. 

Chapter 1
BACKGROUND OF THE STUDY

Social media is a term used to describe sites such as Facebook, Twitter,

Instagram and others. It is where a large part of internet users upload content, share

details about their lives and interact with other users. Life on social media is an

assortment of tech-related activities such as blogging, video games, video sharing,

photo sharing and many more. For most people, social media is used to keep in touch

with friends and family. For others it is used as a platform to share ideas, partake in

discussions and advertise their businesses. Over the relatively short period since its

inception, the Web has assumed an increasingly central role in the dissemination of

information and the spread of ideas. (Freitag, Chow, Kalmer, Muezzinoglu, & Niekrasz,

2012)

At the forefront of social media, memes are present. Examples of memes are

ideas, slogans, videos, and humorous images. As a matter of fact, an internet meme is

a much narrower term. It can be described as content or a concept which has the ability

to quickly spread between Internet users. (Kobierecki 2014) Millennials love social

media and post constantly, it is no question that memes have become a part of their

language. By simply looking at Facebook, one can see an example of memes on their

newsfeed. Memes have first been used to elicit laughter through simple jokes on a

related picture. It has evolved since then and has now in recent times been used to
 9

promote discourse on topics such as feminism, equality, slavery, political opinions etc.

Very frequently their subject concerns politically incorrect matters. Racist, chauvinistic,

anti-Semitic, homophobic etc. motives are very common, which obviously is an

aberration concerning the all-embracing political correctness of the today’s world.

However, claiming that all Internet memes are that kind would be an excessive

simplification. On the internet there are also plenty of memes that are highly polite.

(Kobierecki, 2014)

On a smaller scale, this research has many applications to understanding how all

memes, are formed and understood. This sheds light on the relationship between

language and humor and may allow us to design better memes or at least scientifically

distinguish between good and bad ones. On a larger scale, this study is vital to

understanding rhetorically effective communication, especially in the digital age where

the ability to curate the limited attention of the world is highly valued skill. It also allows

us to insight into how language can combine with non-linguistics symbols to create

meaning that would not be possible with language alone. Further, this work explores of

the line between what makes something funny or not. Humor is vital to human cognition

and experience, and yet it is one of the most difficult areas to study. This paper offers

insight into what humans do and do not need in order to run a blend to achieve both

humor and understanding. The answers suggested herein are ultimately more

complicated than we would hope but are valuable in illustrating the complexity of human

mind.
 10

This topic was chosen by the researchers since a majority if not all, of CAS students in

San Beda use social media when they are on the internet, are exposed to memes. The

study’s purpose is to seek out and determine the effect of memes on the CAS Bedan

Community. This would identify the positive and negative effects of memes in social

media to Bedan students and possible to millennials in other universities and colleges

as well. It can also help professors and administrators determine how they can better

communicate with the students.

THEORETICAL FRAMEWORK

The review of existing literature helps to formulate hypothesis, identify key elements of

research and create a framework.

Bergson’s Laughter Theory

In Laughter: An Essay on the Meaning of the Comic, French philosopher Henri Bergson

asserts that there is a central cause that all comic situations are derived from: that of

mechanism applied to life. The fundamental source of comic is the presence of

inflexibility and rigidness in life. For Bergson, the essence of life is movement, elasticity

and flexibility, and every comic situation is due the presence of rigidity and inelasticity in

life. Hence, for Bergson the source of the comic is not ugliness but rigidity. All the

examples taken by Bergson (such as a man falling in the street, one person's imitation
 11

of another, the automatic application of conventions and rules, absent-mindedness,

repetitive gestures of a speaker, the resemblance between two faces) are comic

situations because they give the impression that life is subject to rigidity, automatism

and mechanism.

From this, the researchers were able to relate this theory to their research study

because people laugh at stock memes for laughter, assurance and comfort. the

researcher note that Bergson’s essay is timeless and therefore was applicable to

studying interactions in the cyberspace. There is a central cause that all memes are

derived from. These memes have a generic template or a stock caption with mostly little

to no difference. Memes follow the same concept and flow of thought. Due to their

variety in terms of topics, it can rage from politics down to traffic on the road. The format

is constant and easily identifiable, but the same meme may not elicit the same reaction

depending on the one reading it. Regardless, all who see these memes can see the

mechanism or rigidity in its creation. They contain certain linguistic practices distinct in

terms of grammar, unconventional use of punctuations, different ways of using lower-

cases & upper cases, spelling, repetition of letters, among others.

 12

CONCEPTUAL FRAMEWORK

This research was conceptualized to determine the relationship between memes and

millennials.

Relationship between Memes and Millennials

Memes Millennials
Interaction and transfer

Language in
interaction
 13

Memes are defined as an idea, behavior, style, or usage that spreads from person to

person within a culture. Richard Dawkins further emphasizes that Memes (discrete units

of knowledge, gossip, jokes and so on) are to culture what genes are to life. Just as

biological evolution is driven by the survival of the fittest genes in the gene pool, cultural

evolution may be driven by the most successful memes. For memes, the usual distinct

features are in the context of the design, caption and applicability of format. The

researchers attempted to create ties between the language and opinions/reactions as

important variables of the study. In line with this, the researchers aimed how to

understand the interaction of millennials specifically those in San Beda University and

memes, how it becomes a tool to impart knowledge, humor and form opinions.

STATEMENT OF THE PROBLEM

1. What are the definitions of memes as perceived by the respondents?

2. What are the problems of memes in social media?

3. What extent is the human interest in memes?

4. What are the implications of memes in relation to social and political context?

5. How do memes help the respondent cope with personal problems?

SIGNIFICANCE OF THE STUDY

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This study may be an important topic in linguistics. The study is aimed to delve

into the online community (Social Media) through the internet, it has a faster and easier

access to learning and communication. The interactions and connections of memes

between millennials also reveal the role of language within that community. We can also

determine how language molds the online identity of millennials. Furthermore, this study

is beneficial to those studying language and improve their knowledge on the topics of

culture, online identity and the online community. Other researchers can also benefit

from this because this paper can act as an example or resource in the topic. The

purpose of this research is to provide a thorough discussion on the language of memes

by gathering various reviews in the field of social media, internet platforms and

communications, the implication of memes and its history, etc. An extensive variety of

journals and books were specified to have an analysis on the various works of

researchers. The content analysis of the different studies led to a classification of

factors comprising the language of memes and its perceived definition to the millennials

at San Beda University. This paper is useful for psychology students, teachers or

professors to have a comprehensive understanding on the language of memes and its

implication to millennials. This research can also help future researchers that are

interested in the world of internet and social media.

DEFINITION OF TERMS
 15

1. Memes - A meme is an idea, behavior, or style that spreads from person to person
within a culture.

2. Millennials - A person reaching young adulthood in the early 21st century.

3. Social Media - Websites and applications that enable users to create and share
content or to participate in social networking.

4. Internet - A global computer network providing a variety of information and

communication
5. Language - The method of human communication, either spoken or written
6. Humor - Tendency of experiences to provoke laughter and provide amusement

7. Pop culture - Modern popular culture transmitted via mass media and aimed
particularly at younger people.

8. Political opinion - A belief or judgment involving politics

9. Social issue - A problem that influences a considerable number of the individuals

within a society.

10. Stress - A state of mental or emotional strain or tension resulting from adverse or
very demanding circumstances.

SCOPE AND DELIMITATION

This research will focus on the language of memes and its implications to

millennials. This study limits its coverage to the College of Arts and Sciences students
 16

only. Out of the 2445 CAS students enrolled, 96 students were used as a sample in

conducting the survey in line with the Slovin formula. The data was primarily composed

of questionnaires provided to the respondents by the researchers. Notes by the

researchers and online observation also added to the data collection. This study

focuses on the reactions and interactions of millennials about memes in social media

but did not include other factors such as peer pressure and family upbringing.

The main purpose is to identify the implications of memes millennials, the

common problems encountered, the extent of human interest in memes, its implications

in terms of social and political context, and how memes help millennials cope with their

problems. Therefore, the age group of 17 to 22 years old would be the perfect

respondents for this research. Each of the respondents is given the same questionnaire

to answer. Given the limited time, this study is limited to the conduct of surveys and

data collection of 96 students at San Beda University only.

REVIEW OF RELATED LITERATURE

Memes were originally described by Richard Dawkins in his book The Selfish

Gene (1976) as a unit of cultural transmission, or a unit of imitation. Examples of

memes are tunes, ideas, catch-phrases, fashion trends, tool making or architectural

techniques. Just as genes propagate in the gene pool, ideas also propagate. A meme in

the meme pool (much like a gene in the gene pool) can only survive if the represented
 17

knowledge evolves. Without adapting to the constantly changing conditions of the social

world, the value or usability of knowledge will diminish and the meme will die.

While this simple idea has been the source of much academic debate about what a

meme is and how it works, the word “meme” has been picked up by internet users

around the world (Shifman, 2013). As stated previously, online, a meme or “internet

meme” is used to describe the rapid uptake and spread of a ‘‘particular idea presented

as a written text, image, language ’move,’ or some other unit of cultural ’stuff’’’’ (Knobel

and Lankshear, 2007). Another definition states that an internet meme is “a neologism

used to describe a catchphrase or concept that spreads in a fast way from person to

person via the Internet” (Wikipedia). An internet meme can be anything from a single to

word to a graphic, from a song to a video. A simple Google search of the term “internet

meme” returned 62,500,000 results (March 23, 2014). Many of the first results lead to

large interactive databases available as teaching tools about internet memes, or as

sources of templates that internet users can use to make their own.

One of the main differences between academia’s view of memes and the internet’s is

that “serious” memetics tends to focus on the longevity of its memes. Internet memes,

on the other hand, tend to describe recent, often short lived fads that can rise to

“internet fame” in a matter of hours or days or weeks and then fade away into nothing.

Another difference is that the unit of an internet meme tends to be considered obvious

and concrete such as youtube videos or image macros that lure many spinoffs as
 18

opposed to the more abstract and controversial unit of traditional memetics research.

Both types of memes however can be best understood as cultural information that is

passed from person to person, but in aggregate scales into social phenomena with a

wide- reaching impact on the mindsets, behavior and actions of social groups (Knobel &

Lankshear, 2007).

The short-lived nature of internet memes makes them a goldmine of information on

human processes that usually take decades if not centuries of time to take place. One

of the most obvious areas of study is language change. Diachronic linguistics is often

difficult because it deals with changes that take place over hundreds of years and the

data available from past centuries is very sparse and heavily edited. Internet memes,

particularly those with linguistic elements are a unique opportunity to look at language

change sped up over months and years.

Unfortunately, academic research into internet memes in general is still in its infancy.

There has been some interest in the general model of evolution or growth that internet

memes follow. A “meme lifecycle” has been compared to that of both viruses

(Paradowski 2012) and parasites (Bjarneskans et al.). Various studies have attempted

to create a generalized model of the growth and spread of memes over time. Wei et al,

2013) used a viral model to predict which of two generic memes would spread the

farthest and also experimented with whether or not the outcome of meme propagation

could be influenced by external factors. Freitag et al (2012) created a corpus from

 19

online discussions designed to support research on the spread of “socially relevant

ideas,” which they also call memes. They also found that a standard epidemiological

model was a good fit for diachronic patterns of the adoption of lexical memes.

In a more general sense there has been a great deal of work on showing how the

spread of information online follows a power law distribution often with reference to

Zipf’s law (Huberman & Adamic 1999, 2001, Adamic 2011). Zipf’s (1949) law states that

the frequency of a word is inversely proportional to its rank in a frequency table. In other

words, in natural language the most frequent word is twice as frequent as the second

most frequent word and three times as frequent as the third most frequent word. The

distribution shows that you get a few high frequency words and very many low

frequency words. None of these studies have looked at specific examples of memes or

the patterns by which they evolve.

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Chapter 2

METHOD OF THE STUDY

This chapter of the research will discuss in further detail the research

methodology that has been adopted in the present study. The method of the study used

in this study was not chosen randomly but was chosen because of its applicability on

the details of the topic and considers procedures for gathering, analyzing and

interpreting the data inferred from the collective answers of the respondents to the

answers provided in the questionnaire. The participation of ninety-six (96) College of

Arts and Sciences students of San Beda University, answers a well-prepared

questionnaire related to this study, to gather reliable information and apply the same to

this research. This chapter also presents specific procedures or techniques used to

identify, select, analyze information applied to understand the research problem.

 21

This study uses the Convenience Sampling Method in obtaining and analyzing the data

necessary for the study. This method is used when the research’s objective is to gain

data and information from a population where subjects are selected because of their

convenient accessibility and proximity to the researcher. It aims to have a sample

population that is close and easier to test. The researchers took into consideration the

topic of the study, the Convenience Sampling Method was found to be an appropriate

method because matters which involve all or almost of the respondents use social

media and encounter memes on a frequent basis. The study aims to serve as a means

to study memes and its effects on millennials, their perception and its critical role online.

INSTRUMENTS AND TECHNIQUES

The origin of this research study began when researchers, through Dr. Nerissa

M. Revilla decided to formulate a topic that would be submitted for validation at a given

deadline. The researchers through group meetings, created and designed a topic that is

relevant to College of Arts and Sciences of San Beda University students’ everyday

lives.

The researchers, being creative and socially aware of the problems of the

internet came up with the topic “The Language of Memes and its Implication to

Millenials”. The topic aforestated, being the integral part of social media, has become

the day to day go to of every student rather than their books. The substance of the topic

being foreign to past academic research, and one of the first topic to emerge in
 22

academic spectrum; Researchers gave it a shot and submitted it to Dr. Nerissa M.

Revilla and later be approved.

Upon its approval, Dr. Nerissa M. Revilla instructed the researchers to create

problems regarding the topic, through hours of research, it emerged as the main

problems of the research study. The five problems become the epicenter of the

research. Its one of the main parts of the research, because it determines the flow of the

study. Through the approval and guidance of Dr. Nerissa M. Revilla the designed

problems serve as the statement of the problem of this research study.

Through meticulous inspection of Dr. Nerissa Revilla, Researchers also able to

determine the methods and instruments to be used for gathering of data; the method to

be performed was to conduct a survey through a questionnaire, disseminated to ninety-

six (96) College of Arts and Sciences students of San Beda University. The statement of

the problem has a vital role, it is the root for the formulation of sub-questions to add up

in accuracy of obtaining reliable information and data regarding the said topic.

CONSTRUCTION

Construction of the survey questionnaire began on October 7, 2018 after the

research topic, research title and statement of the problem were consecutively

approved. There were six research objectives that we ought to be answered in the

survey corresponding to five problems to be answered in the study. The research

adviser suggested that all questions must be a closed-ended question was approved

consequently so that the researchers can elicit a more substantive response from the
 23

respondents. The first, second, third, and fifth objective questions were constructed as

checklists while the fourth and sixth objective questions used the Likert rating scale.

VALIDATION

In the allotted meetings for the topic proposal, Dr. Revilla required the

researchers to give at least five possible research thesis topics to choose from. She will

then choose one before the researchers can conduct the actual research. When the

topic, Memes: The Cyberworld and Effects on Students was proposed, the title was

revised to Language of Memes: Its Implications to Millennials. There were other

revisions made to the Statement of the Problem and the Survey Questionnaire when it

was submitted for approval. The Statement of the Problem was revised in order to

better capture the desired sentiments of the researchers. It was done in a way where

the questions were relevant to the topic. The survey questionnaire underwent four

revisions due to compatibility errors between the Statement of the Problem and its

corresponding questions together with other grammatical errors. It was subsequently

approved by the research adviser, Dr. Nerissa Revilla, on 8 October 2018.

RETRIEVAL

The questionnaires were normally retrieved immediately after the conduct of

the survey. However, the researchers experienced delays because some respondents

decided not to immediately answer the questionnaires and return them in a later date.
 24

Nonetheless, all questionnaires were retrieved and subsequently were totaled on 12

October 2018.

ADMINISTRATION

The survey questionnaires were distributed to the respondents on 9 October

2018. Surveys were conducted through room-to-room method and by approaching

students in the vicinity of the campus. The researchers computed for the sample size

beforehand to determine the number of respondents needed to arrive at an accurate

conclusion for the study. The process of computation will be expounded upon later on in

this chapter. The answers acquired through the distributed hard copies of the Survey

Questionnaire were then encoded to avoid confusion and create a concrete copy of the

true total of respondents who answered and likewise their answers. The researchers

underwent a manual process of checking and tabulation, the process was time costly

but successful.

SAMPLING PROCEDURE

In this Section of Chapter 2, the sampling technique used is to be further

explained and the computation of the Sample Population will be provided for. This study

has 1st Year to 4th year students from various courses in the College of Arts and

Sciences as its desired respondents. The number of Respondents from each course are

determined through the use from the Random Sample Generator and are as follows: 47
 25

from Legal Management, 13 from Financial Management, 13 from Marketing

Management, 5 from Information Technology, 5 from Accounting, 1 from Economics, 4

from Entrepreneurship, 2 from Psychology and 6 from Sports and Wellness with the

total of 96 respondents. The total number of respondents was determined with Slovin’s

Formula.

n = ___N____
(1 + Ne²)

Where:

n = Sample Population

N = Total Population

e = Margin of Error

Substituting the value of N with 2445 which is the total number of CAS students and e,

the Margin of Error of 10% as provided by Dr. Revilla.

n = __2445____
(1 + 2445(0.10) ²)

n = 96.070726
n = 96

We now have the number of respondents which is 96 CAS students. The group will use

the convenience sampling technique in dealing with respondents. Convenience

sampling is a non-probability sampling technique where subjects are selected because

of their convenient accessibility and proximity to the researcher. In a university setting,

this is invaluable to seek out voluntary student respondents.

STATISTICAL TREATMENT OF DATA

 26

After determining the Sampling Procedure and computing, this Section of

Chapter 2 will discuss the data interpretation process. The information gathered by the

questionnaire and the formulas used on different type of questions is included. For Part

IV & VI on the questionnaire, the Likert scale was used to compute the weighted mean

in order to come up with the correct interpretation. It is arranged as such that 5 stands

for Strongly Agree, 4 for Agree, 3 for Neutral, 2 for Disagree and 1 for Strongly

Disagree. For the other remaining questions in the questionnaire, they were in the form

of multiple choice wherein the respondents could have more than 1 answer, the

percentage was computed and used in the interpretation.

A. Weighted Mean

This formula is used in data interpretation under the Likert Scale.

WM = Σfx
Σn

Where:

WM = Weighted Mean
f = Frequency
x = data
n = number of respondents

A set of corresponding verbal interpretation was assigned for the value of the

Weighted Mean computed using the above given formula.

Table 1. Verbal Interpretation of Weighted Mean

 27

Likert Weightings Mean Interval Verbal Interpretation

5 4.00-4.99 Strongly Agree
4 3.00-3.99 Agree
3 2.00-2.99 Neutral
2 1.50-1.99 Disagree
1 1.00-1.49 Strongly Disagree

B. Percentage
This formula is to be used in interpreting the data under the multiple-choice

questions.

P = f x 100
N

Where:

P = Percentage

f = Frequency

n = Number of Respondents

Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results and discussion of the data gathered. The data

aims to show the insights of students in the College of Arts and Sciences in San Beda

University regarding the Language of Memes and its Implications. The following data

shows the collective answers gathered through a survey for the questions enumerated

in the Statement of the Problem. The order of data is in the same order of the questions

enumerated in the said Statement of the Problem.

 28

I. Respondents Profile
Table 1.1 Age

Age Frequency Percentage

18 10 10.41%
19 71 73.95%
20 40 41.6%
21 16 16.6%
22 13 13.54%

Table 1.2 Gender

Gender Frequency Percentage

Male 53 55.20%
Female 43 44.80%

Table 1.3 Year

Year Frequency Percentage

First Year 25 26.04%
Second Year 5 5.20%
Third Year 18 18.75%
Fourth Year 47 48.95%

Table 1.4 Course

Course Frequency Percentage

Legal Management 47 48.95%
Financial Management 13 13.54%
Marketing Management 13 13.54%
Information Technology 5 5.20%
Accounting 5 5.20%
Economics 1 1.04%
Entrepreneurship 4 4.16%
Psychology 2 2.08%
Sports and Wellness 6 6.25%

The tables above show the data regarding the demographic profile of the

respondents. A total of 96 CAS students from SBU participated in the study. In table
 29

1.1, The majority of students were Fourth Year or Seniors at 48.95%, followed by First

Year or Freshman at 26.04% then by Third Year or Juniors at 18.75% and lastly by

Second Year or Sophomores owing to the least percentage at 5.20%. As regard to

gender, Table 1.2 states that 55.20% are male and 44.80% are female. Table 1.3

shows that most of who participated were ages 19 and 20 with a corresponding

percentage of 73.95% & 41.6% respectively. The number of respondents with ages 18,

21 and 22 has a percentage of 10.41%, 16.6% and 13.54%. For the courses, table 1.4

since the researchers used the convenience sampling method, the highest percentage

ended up being Legal Management at 48.95%. The two courses Financial Management

and Marketing placed second at both 13.54%. The other courses such as Accounting,

Information Technology, Economics, Psychology, Sports and Wellness and

Entrepreneurship being the lowest amounts.

II. What are the definition of memes as perceived by respondents

Table 2

Item Frequency Percentage (96 Total)

Joke 90 93.75%
Visual Representation 71 73.95%
Creative Work 84 87.5%
Humorous Image 78 81.25%
Viral Video 35 36.45%
Piece of Text 29 30.20%
Cultural Symbol 25 26.04%
Social Idea 43 44.79%
Propaganda Tool 21 21.87%
Social Commentary 28 29.16%
Political Opinion 23 23.95%
 30

The table provided above shows the insights of the respondents regarding the

research topic. The respondents could have more than one answer to this question, so

the total number of answers shown do not reflect total number of respondents. Majority

of the respondents answered that they believed that memes are just Jokes having been

voted by 90 out of 96 respondents or 93.75% of the total sample population. It is closely

followed by Creative Work and Humorous Image at 87.5% and 81.25% respectively.

With these results, most of the respondents answered that they view memes as for fun

only. However, it is worth noting that almost half of the respondents classified or

answered Social Idea at 44.70%. The least number of votes being propaganda tool.

III. What are the problem of memes in Social Media?

Table 3
Item Frequency Percentage (96 Total)

Meme makers don’t always think about the 74 77.08%

person/s involved behind the photo.

Meme makers crop out the full story behind 57 59.37%

a controversial issue.

While memes are supposed to be funny, it 71 73.95%

could also be offensive to others.

Some memes encourage stereotyping, 51 53.12%

sexism and cruelty online.

The macros on memes can encourage 55 57.29%

racial or gender stereotypes.

Some meme makers do not always think about

the consequences of their actions. (e.g. 38 39.58%
 31

capturing a photo without permission or posting

an old middle school photo without the person’s
consent).

Objectification or the prejudice of an 42 43.75%

individual is the humor or the very essence
of memes

Memes don’t circulate because they’re 65 67.70%

true. They circulate because they’re funny.

Memes that are spread as fake news are

also a significant driver of misinformation 47 48.95%
especially on Facebook.

Seen above is the nuisances of memes in social media. There are nine items

stated wherein respondents are allowed to choose whatever problems they could

discern in using social media. As seen on table 2 the landslide result that memes is a

joke for most of the respondents conflicts this table, because as humor being the

essence of memes means it does not afflict people problems and relieve them for any

stress they are going through. Which is why here memes are facing nuisances.

The highest percentage problem is that ‘Meme makers don’t always think about

the person/s involved behind the photo’ it means that the creator of the memes does not

think about the feelings of the person that is the subject of meme. It only means that we

the user of social media disregard the feelings of the person show on the photo just to

feel happy and relieve our stress from the injury of another.

IV. What extent is the human interest in memes?

Table 4
 32

Question Weighted Mean Rank 1

I consider memes to be an
essential part of social media 3.98 1

Memes are relevant to my 3.89 3

interests

I use memes in my everyday 3.56 8

conversations

I have trouble expressing myself

without memes 3.22 10

People like to use memes to 3.75 6

promote themselves, product,
group etc.

Memes are part of pop culture 3.71 7

Millennials and memes are

inseparable 3.82 5

Social media and memes cannot 3.54 9

thrive without each other

Memes are a medium born for 3.94 2

the internet

Memes go hand-in-hand with 3.83 4

social media platforms

Table 4 provides the result of what is the extent of human interest in memes. The

top choice of respondents with a weighted mean of 3.98, is that they consider memes to

be a part of social media. Its is necessary for a meme to be on social media because
 33

memes are the vital part of social media, respondents go to social media and look at

memes. They always look for memes, because its their everyday routine to check out

what is trending and what is funny for today.

It is necessary for every individual to open their phone and go to social media

apps and check out memes because if not for it, the social media has no life and cannot

be designated as interesting means to relieve stress. Nonetheless, respondents always

have their phone in hand to continuously, every day, have the ability to check memes.

V. What are the implications of memes in relation to social and political context?
Table 5
 34

Item Frequency Percentage (96 Total)

Memes can be used as a
tool to change political views 52 54.16%
Using memes, social issues can be
highlighted and be made aware of. 60 62.5%
Memes are a powerful force
in driving ideas 51 53.12%
Memes tend to shape the
mindsets, forms of behavior and 48 50%
actions of social groups.
Memes bring power or celebrity
or influence down to the level of
53 55.20%
the crowd.
Making fun of politicians often
serves as a release valve, a way to
54 56.25%
make difficult truths into
something digestibly viral.
Funny memes can act as an
avenue to young adults who
74 77.08%
wouldn’t otherwise pay much
attention to politics.
The combination of social media
and politics can of course have 50 52.08%
many negative effects.
Memes can easily become our own
personal echo chambers. 45 46.87%
Political memes have the potential
to completely change the way 25 26.04%
society views news

Table 5

shows the Assessment on the implications of memes in relation to social and political context.

The data presents the corresponding frequency and percentage of each statement from this

objective. With the highest percentage of 77%, the respondents agree that funny memes can

act as an avenue to young adults who wouldn’t otherwise pay much attention to politics. Most of

the respondents also agree that using memes, social issues can be highlighted and be made

aware of (62.5%), making fun of politicians often serves as a release valve, a way to make

difficult truths into something digestibly viral (56%), memes bring power or celebrity or influence
 35

down to the level of the crowd (55%), memes can be used as a tool to change political views

(54%), memes are a powerful force in driving ideas (53%), the combination of social media and

politics can of course have many negative effects (52%) and memes tend to shape the

mindsets, forms of behavior and actions of social groups (50%). While some of the respondents

agree that memes can easily become our own personal echo chambers with 46.87%. The least

frequency with 26.04% is the statement; political memes have the potential to completely

change the way society views news.

VI. How do memes help the respondent cope with personal problems?

Table 6

Item Weighted Mean Rank

The Internet meme culture

can potentially lead to a
better awareness
1.05 10
and network of support.

It’s important for people to 1.12 9

tell their stories through
memes or blogs

Memes and digital

communities around them
provide a safe, although not
always productive space 1.37 4
to deal with depression
and anxiety

Anxiety and depression are

often characterized in
memes as entities. By
turning these disorders into 1.34 5
actual beings, it’s a little
easier to confront them
The Internet meme culture
has contributed to opening
an honest conversation
around mental health.
1.33 7

Seeing others with

problems helps me
 36

understand I’m not alone 1.32 8

Humor through memes is a

well-known, effective
coping strategy, 1.39 3

Memes are a viral delivery

system to get ideas into
people's heads 1.43 1

Memes help alleviate the

stress I feel during
studying 1.34 5

Memes are key to self – 1.40 2

actualization

Table 6 shows the assessment on the implication of meme in relation to social media

and political context. The result of the consolidated answers of the respondents to the question,

How do memes help the respondents cope with personal problems. Among the answers

provided in the questionnaire, the one that has the highest computed weight mean of 1.43, is

the statement which says that memes are a viral delivery system to get ideas into people’s

head. Meanwhile, among the answers in the questionnaire, the one with the lowest computed

mean weight is the statement saying that the internet meme culture can potentially lead to a

better awareness and network of support, having a mean weight of 1.05.

Chapter 4
 37

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of findings on the implications of memes to

millennials on CAS students in San Beda University – Manila. From the significant findings, the

researchers arrived at some conclusions and recommendations that serve as contribution to the

research study.

SUMMARY OF FINDINGS

The following are the findings formulated from the responses and data gathered on the

problems sought to answer in this study:

1. Demographic Profile

With reference to the demographic profile of the respondents, majority of the

respondents are with the age bracket of 18 to 22 years old. 55.20% of the

were male and 44.80% were female. Most of the respondents has a 4 th year

status (48.95%) and were legal management students (48.95%).

2. What are the definition of memes as perceived by respondents?

Based on the findings, it was shown that respondents’ definition of memes

are jokes (93.75%) and visual presentation (73.95%).

3. What are the problems of memes in Social Media?

The problems of memes in social media that shown in the gathered data was

that meme makers don’t always think about the person/s involved behind the

photo (77.08%) and that while memes are supposed to be funny, it could also

be offensive to others (73.95%).

4. What extent is the human interest in memes?

 38

Based on the gathered data in Chapter 3, with the highest weighted mean

3.98, the respondents consider memes to be an essential part of social media

and that memes are a medium born for the internet (3.94).

5. What are the implication of memes in relation to social and political context?

The highest percentage that is shown in the data about the implication of

memes in relation to social and political context was that funny memes can

act as an avenue to young adults who wouldn’t otherwise pay much attention

to politics (77.08%) and that using memes, social issues can be highlighted

and be made aware of (62.5%).

6. How do memes help the respondent cope with personal problems?

Based on the findings, it was shown that with the highest weighted mean of

1.43, memes are a viral delivery system to get ideas into people's heads.

CONCLUSION

Based on the summary of findings, the following conclusions were likewise

inferred by the researchers:

1. More than majority of the respondents believe memes are viewed as jokes and

visual representations.

2. That the respondents Strongly Agree that memes are funny due to their

sometimes-blunt nature but is also offensive at the same time to those

person/s involved in the photo.

 39

3. That objectification, stereotyping, racism, sexism and many more are very

apparent in memes.

4. That certain things in Philippine society are taboo but millennials are

challenging these societal norms and memes are helping by highlighting these

issues and reducing apathy and ignorance.

5. For most of the respondents, they do not believe memes inherently should

objectify or prejudice an individual, class, sex, race or religion.

6. That almost all respondents believe that memes are essential to social media

and are inseparable. That memes are a medium born for the internet and is

strongly relevant to millennials’ interest.

7. The respondents barely agree that political memes can change how society

views mass media news. Although at the same time, more than majority of

them believe that memes act as a tool to change political views.

8. That by means of memes, it is an effective way of making millennials be

involved in politics more. Funny memes are effective in inciting interest due to

the respondents’ habit of spending time on social media. They are exposed to

political memes easily.

9. That millennials often use memes as a way to cope with their own personal

problems.

RECOMMENDATIONS

Based on the summary of the findings and the conclusions drawn, the following are the

recommendations of the researchers:

 40

1. For students and researchers with the same studies such as this:

 To learn and understand meme culture and its effects on student millennials with

regards to behavior, language, beliefs, opinions and outlook.

 Study the different factors that contribute to millennial behavior.

 Conduct secondary research and interviews on millennials to determine better

the specific implications.

 Using the gathered data on this research, future researchers should place

importance on how to approach the topic with respondents who are in different

age targets.

 The researchers likewise recommend that they constantly ask for perspectives

from fellow students, professors and other relevant groups.

2. For school administrators, professors and faculty:

 Consider using memes in social media communication with college students to

further move messages better.

 Encourage students to create their own opinions on relevant issues based on

their own understanding and knowledge and not rely on external factors such as

misleading memes and clickbait.

 41

BIBLIOGRAPHY

Attardo, S. (2001). Humorous Texts: A Semantic and Pragmatic Analysis. Humor Research
Series, 6. Berlin and New York: Mouton de Gruyter. ISBN 3-11- 017068-X.

Attardo, S. & Chabanne, J. (1992). Jokes as a text type. HUMOR. 5:1. 165-176

Coulson, S. (2000). Semantic Leaps: Frame-Shifting and Conceptual Blending in Meaning

Construction. Cambridge and New York: Cambridge University Press.

Coulson, S. (2005). Extemporaneous blending: Conceptual integration in humorous discourse

from talk radio. Style-Fayettville, 39(2), 107.

Freitag, D., Chow E., Kalmer, P., Muezzinoglu, T., & Niekrasz, J. (2012). A Corpus of Online
Discussions for Research into Linguistic Memes. Proceedings of the seventh Web as Corpus
Workshop (WAC7). Kilgarri, A & Sharo, S. (Eds.).

Lewis, Paul. (1989). Comic Effects: Interdisciplinary Approaches to Humor in Literature. Albany,
NY: State University of New York Press.

Renouf, A., Kehoe, A. & Mezquiriz, D. (2004). The Accidental Corpus: issues involved in
extracting linguistic information from the Web. Advances in Corpus Linguistics. K. Aijmer & B.
Altenberg (Eds.). Amsterdam: Rodopi, 403-419.

Wei, X., Valler N.C., Prakash, B.A., Neamtiu I., Faloutsos M., & Faloutsos C. (2013). Competing
Memes Propagation on Networks: A Network Science Perspective. IEEE Journal on Selected
Areas in Communications, 31(6), 1049-1060.

Kobierecki, Michał. (2014). Internet Memes as an Example of Political Dissatisfaction of Poles

on the Internet. e-Politikon. Political Science Quarterly of the Centre for Political Analysis of the
University of Warsaw. 243-269.
 42

APPENDIX A
LETTER TO RESPONDENTS

San Beda University

College of Arts and Sciences
#638 Mendiola Street, San Miguel, Manila

Dear Respondent,
Pax!

We, students from the College of Arts and Sciences of San Beda University, are
conducting a study entitled, “The Language of Memes: Its Implication to Millennials” as
partial fulfillment of the requirements in ENG04 (Research Methods and Applications) by Prof.
Nerissa Revilla.

Relative to this, we kindly ask five minutes of your time to fill out the following questionnaire as
honestly as you can. The objective of this research is to ascertain the relationship or connection
between memes and millennials. All answers and information submitted will remain confidential.
Please answer objectively and truthfully.

If you have any questions or concerns, please contact Ravenson Bernardo at 09983268763 or
Jasper Montero 09062727391.

Thank you for taking the time to assist us in our educational endeavors.

Sincerely,

Bernardo, Ravenson
Montero, Jasper
Cabrera, Vinz Lawrenz
 43

APPENDIX B

The Language of Memes and its Implications to Millennials

I. Respondent Profile

Name (Optional) ____________________

Age: _____
Gender: _________
Year and Course: _______________

II. What are the definitions of memes as perceived by the respondents?

Place a check ( / ) if you agree with the statements

☐ Joke

☐ Visual Representation of something or someone

☐ Creative work of someone using humor

☐ A humorous image

☐ Viral video

☐ Piece of text.

☐ Cultural Symbol

☐ Social Idea

☐ Propaganda Tool
 44

☐ Social commentary

☐ Political opinion

☐ Others: _________________________

_________________________

_________________________

III. What are the problem of memes in social media?

Place a check ( / ) if you agree with the statements

☐ Meme makers don’t always think about the person/s involved behind the photo.
☐ Meme makers crop out the full story behind a controversial issue.
☐ While memes are supposed to be funny, it could also be offensive to others.
☐ Some memes encourage stereotyping, sexism and cruelty online.
☐ The macros on memes can encourage racial or gender stereotypes.
☐ Some meme makers do not always think about the consequences of their actions. (e.g.
capturing a
photo without permission or posting an old middle school photo without the person’s
consent).
☐ Objectification or the prejudice of an individual is the humor or the very essence of memes
☐ Memes don’t circulate because they’re true. They circulate because they’re funny.
☐ Memes that are spread as fake news are also a significant driver
of misinformation especially on Facebook

IV. What extent is the human interest in memes?

Strongly Agree (5) Agree (4) Neutral (3) Disagree (2) Strongly Disagree (1)

SA A N D SD
4.1 I consider memes to be an essential part of social media
4.2 Memes are relevant to my interests
 45

4.3 I use memes in my everyday conversations

4.4 I have trouble expressing myself without memes
4.5 People like to use memes to promote themselves, product, group etc.
4.6 Memes are part of pop culture
4.7 Millennials and memes are inseparable
4.8 Social media and memes cannot thrive without each other
4.9 Memes are a medium born for the internet
4.10 Memes go hand-in-hand with social media platforms

V. What are the implications of memes in relation to social and political context?
Place a check ( / ) if you agree with the statements

☐ Memes can be used as a tool to change political views

☐ Using memes, social issues can be highlighted and be made aware of.
☐ Memes are a powerful force in driving ideas
☐ Memes tend to shape the mindsets, forms of behavior, and actions of social groups.
☐ Memes bring power or celebrity or influence down to the level of the crowd.
☐ Making fun of politicians often serves as a release valve, a way to make difficult truths into
something digestibly viral.
☐ Funny memes can act as an avenue to young adults who wouldn’t otherwise pay much
attention to politics.
☐ The combination of social media and politics can of course have many negative effects.
☐ Memes can easily become our own personal echo chambers.
☐ Political memes have the potential to completely change the way society views news

VI. How do memes help the respondent cope with personal problems?

Strongly Agree (5) Agree (4) Neutral (3) Disagree (2) Strongly Disagree (1)

SA A N D SD
6.1 The Internet meme culture can potentially lead to a better awareness
 46

and network of support.

6.2 It’s important for people to tell their stories through memes or blogs
6.3 Memes and digital communities around them provide a safe, although

not always productive space to deal with depression and anxiety

6.4 Anxiety and depression are often characterized in memes as entities.

By turning these disorders into actual beings, it’s a little easier to

confront them
6.5 The Internet meme culture has contributed to opening an honest

conversation around mental health.

6.6 Seeing others with problems helps me understand I’m not alone

6.7 Humor through memes is a well-known, effective coping strategy,

6.8 Memes are a viral delivery system to get ideas into people's heads
6.9 Memes help alleviate the stress I feel during studying
6.10 Memes are key to self - actualization

APPENDIX C
 47

TABULATION OF DATA

I. Respondents Profile

Age
Table 1.1

Age Frequency Percentage

18 10 10.41%
19 71 73.95%
20 40 41.6%
21 16 16.6%
22 13 13.54%

Gender
Table 1.2

Gender Frequency Percentage

Male 53 55.20%
Female 43 44.80%

Year
Table 1.3

Year Frequency Percentage

First Year 25 26.04%
Second Year 5 5.20%
Third Year 18 18.75%
Fourth Year 47 48.95%

Course
Table 1.4
 48

Course Frequency Percentage

Legal Management 47 48.95%
Financial Management 13 13.54%
Marketing Management 13 13.54%
Information Technology 5 5.20%
Accounting 5 5.20%
Economics 1 1.04%
Entrepreneurship 4 4.16%
Psychology 2 2.08%
Sports and Wellness 6 6.25%

II. What are the definition of memes as perceived by respondents

Table 2

Item Frequency Percentage (96 Total)

Joke 90 93.75%
Visual Representation 71 73.95%
Creative Work 84 87.5%
Humorous Image 78 81.25%
Viral Video 35 36.45%
Piece of Text 29 30.20%
Cultural Symbol 25 26.04%
Social Idea 43 44.79%
Propaganda Tool 21 21.87%
Social Commentary 28 29.16%
Political Opinion 23 23.95%

III. What are the problem of memes in Social Media?

Table 3

Item Frequency Percentage (96 Total)

Meme makers don’t always think about the 74 77.08%

person/s involved behind the photo.

Meme makers crop out the full story behind a

controversial issue. 57 59.37%

While memes are supposed to be funny, it could 71 73.95%

 49

also be offensive to others.

Some memes encourage stereotyping, sexism 51 53.12%

and cruelty online.

The macros on memes can encourage racial or 55 57.29%

gender stereotypes.

Some meme makers do not always think about 38 39.58%

the consequences of their actions. (e.g.

capturing a photo without permission or posting

an old middle school photo without the person’s

consent).

Objectification or the prejudice of an individual is 42 43.75%

the humor or the very essence of memes

Memes don’t circulate because they’re true. 65 67.70%

They circulate because they’re funny.

47 48.95%
Memes that are spread as fake news are also a
significant driver of misinformation especially on
Facebook.

IV. What extent is the human interest in memes?

Table 4

Q Weighted Mean Rank 1

I consider memes to
be an essential part 3.98 1
of social media
 50

Memes are relevant 3.89 3

to my interests

I use memes in my 3.56 8

everyday
conversations
I have trouble
expressing myself
without memes 3.22 10

People like to use 3.75 6

memes to promote
themselves,
product, group etc.

Memes are part of 3.71 7

pop culture

Millennials and 3.82 5

memes are
inseparable

Social media and 3.54 9

memes cannot
thrive without each
other

Memes are a 3.94 2

medium born for the
internet

Memes go hand-in- 3.83 4

hand with social
media platforms

V. What are the implications of memes in relation to social and political context?

Table 5
 51

Item Frequency Percentage (96 Total)

Memes can be used as a
52 54.16%
tool to change political views
Using memes, social issues can be
highlighted and be made aware of. 60 62.5%
Memes are a powerful force
51 53.12%
in driving ideas

Memes tend to shape the

mindsets, forms of behavior and 48 50%
actions of social groups.

Memes bring power or celebrity 53 55.20%

or influence down to the level of

the crowd.
Making fun of politicians often

serves as a release valve, a way to

54 56.25%
make difficult truths into

something digestibly viral.

Funny memes can act as an

avenue to young adults who 74 77.08%

wouldn’t otherwise pay much

attention to politics.

The combination of social media

and politics can of course have 50 52.08%
many negative effects.

Memes can easily become our own 45 46.87%

personal echo chambers.
 52

Political memes have the potential

to completely change the way 25 26.04%
society views news

VI. How do memes help the respondent cope with personal problems?

Table 6

Item Weighted Mean Rank

The Internet meme culture

can potentially lead to a 1.05 10
better awareness
and network of support.

It’s important for people to

tell their stories through 1.12 9
memes or blogs
Memes and digital

communities around them

1.37 4
provide a safe, although not

always productive space

to deal with depression

and anxiety

Anxiety and depression are

often characterized in

memes as entities. By 1.34 5

turning these disorders into

actual beings, it’s a little

easier to confront them

The Internet meme culture

 53

has contributed to opening

1.33 7
an honest conversation

around mental health.

Seeing others with

problems helps me 1.32 8
understand I’m not alone

Humor through memes is a

well-known, effective 1.39 3
coping strategy,

Memes are a viral delivery

system to get ideas into 1.43 1
people's heads

Memes help alleviate the

stress I feel during 1.34 5
studying

Memes are key to self – 1.40 2

actualization

APPENDIX D
CURRICULUM VITAE
 54

Ravenson Bernardo
33 Almond St., Brgy. San Roque, Marikina City
09983268763
bernardoravens@yahoo.com
______________________________________________________________________
Educational Background
2013-Present San Beda University Manila
Undergraduate, Bachelor of Science in Legal Management
2011-2013 Morning Dew Montessori
2009-2011 Marikina Catholic School
2008-2009 Mother Goose Grade School
______________________________________________________________________
Skills:

 Computer literate
 Time management
 Self-motivated
 Detail attentive
 Strong leadership skills

______________________________________________________________________

Seminars Attended

October 19, 2018 - Legal Management Talakayan Series:

The Shift – An Analysis on the Political and Economic
Implications of a Federal Philippines

October 25, 2018 - West Philippine Sea: Beyond The Reef

November 7, 2018 - LEX Start Up: Legal Aspects of Starting a Business in the
Philippines

Montero, Jasper Rogelio A.

 55

Blk 14 Lot 4 Diamond Crest Village San Jose del Monte Bulacan
09062727391
monterojasper@yahoo.com

______________________________________________________________________
Educational Background
2015-Present San Beda University Manila
Undergraduate, Bachelor of Science Major in Legal Management
2013-2015 University of Santo Tomas
Undergraduate, Bachelor of Music in Music Educatio
Empahasis in Piano
2009-2013 Mater Carmeli School of Novaliches
2003-2009 Our Lady of Fatima University
______________________________________________________________________

Skills:

 Adaptability
 Time management
 Self-motivated
 Team work
 Leadership

______________________________________________________________________

Organization

UNESCO Youth Club of San Beda 2018-2019 President

Junior Bedan Law Circle 2017-2018 Multimedia Co-Chairperson

Cabrera, Vinz Lawrenz N.

32 P Florentino st. brgy sto domingo Q.C.
 56

09362226713
vinz_cabrera@yahoo.com

______________________________________________________________________
Educational Background
2013-Present San Beda University Manila
Undergraduate, Bachelor of Science Major in Entrepreneurship
2010-2013 Angelicum College
2003-2010 Angelicum College

Skills:

 Adaptability
 Time management
 Self-motivated
 Team work
 Leadership

______________________________________________________________________

Seminars Attended

November 6&7 2018- ENTREP Rockstar

Kleptocurrency