CHAPTER I

The Problem and Its Background

Context and Rationale

Literacy rate means the ability of one individual to read and write. The

modern terms meaning has include the ability to use language, numbers,

images, computers and other basic means to understand, communicate, gain

useful knowledge, solve mathematical problems and use the dominant symbol

system of a culture l. Moreover, a person who unable to read and write in the

language of their own country would be regarded by the locals as illiterate. This

is because some learners lack their ability on understanding spoken words and

have poor understanding of text, and there are many factors that affect the

reading ability of a children.

The purpose of the study is to improve the level of reading ability of the

students. It depends on the person's capacity to apply the reading and writing

skills. Moreover, the low reading ability of the students may affect on how they'll

lives their lives, especially in the future when they have their own job and own

family. It can affect the education and difficult for the learners to adapt in every

single things in terms of education, particularly in English. However, when the

learners have the higher literacy levels, it can be a help to enhance the economy

so it is important to improve the ability of the students while they are young for

more educational and employment opportunities. Helping someone to read and

write effectively, many of the people take it for granted especially to improve the

future of everyone in the society.

1
 Over the years, based on Functional Literacy, Education and Mass Media

Survey (FLEMMS), national rating showed an improvement of literacy rate from

86.4 in 2008 and 84.1% in 2003, which shows functionally literate. The result

showed the proportion of girls and boys aged of 11-13 that are functionally

literate that was at a critical rate of 44% which means that below 50% of the

students were able to read with comprehension be the end of their basic

education. These results can be contributed to low functionally literacy that

causes by the school dropouts. It means that 22.9% got married, 19.2% lacked

family income to be sent.

Conceptual Framework

The backbone of the study is the conceptual paradigm. As presented in

Table 1, the conceptual paradigm of the study, the general steps, procedures

and consideration are clearly presented in systematized manner. The input, the

process and the output are applied in the paradigm. The first box is called the

input box. It pertains to the response of the students through pre-determined

questions. The second indicates the process, referring to the documentary

analysis of data gathered by means of questionnaires. And the output as shown

in the third box will be the proposed intervention materials which aim is to

improve the reading ability of Grade 7 Venus in Bukal National High School.

2
 Table 1. Conceptual Framework

Input Output
Process

Proposed to

Response of the improve the level

Analysis data
Students through of speed and
gathered.
pre- determined comprehension

questions. of the students.

Statement of the Problem

The purpose of the study is to improve the level of speed and

comprehension of the students which can be used by Grade 7 Venus students in

increasing the low level reading ability in English.

Specifically, it sough answers to the following questions:

1. What is the level of speed and reading comprehension of Grade 7 Venus

students?

2. What are the common causes of the low level reading ability of the students?

3. What plan of action can be proposed to improve the level of speed and

comprehension of the students?

Significance of the Study

This section will provide brief description in the various significance of the

study.

To STUDENTS. This results will provide the students with some

knowledge about the reading ability and its common causes. It also can be a

3
realization for the students that literacy is very important on their education and

everyday lives.

To TEACHERS. The propose study will benefit the teachers on the way

that they can be aware on the literacy status of their students. They may able to

support and guide those children who are illiterate and may able to conduct some

ways on how they will assist their students regarding on reading.

To SCHOOL. The propose study will benefit the school to make an

observation on the students reading ability. It can help on the identification of

school on their way of handling and assisting the illiterate students.

To PARENTS. The study can help the parents for them to be aware about

the status of their children on literacy. Parents may able to guide and support

their kids to improve their reading ability.

To PRINCIPAL. The school head or the principal may able to get created

environments that get teachers excited to come to work and student excited to

come to school as they know the low level of reaching and comprehension of the

students.

To FUTURE RESEARCHERS. The propose study will benefit the future

researcher on this study as their guide and future reference for their coming

research. This study can also serve as their background about the topic of the

reading ability on literary terms.

Scope, Delimitation and Limitation of the Study

This study focused on the low literacy rate of the students in Grade 7. It

featured the level of speed and reading comprehension of Grade 7 Venus.

4
 Thus, common causes of low level reading ability of students were also

identified. The output of the study is the action can be proposed to improve the

level of speed and comprehension of the students.

The descriptive method of the research is applied using the responses of

the respondents on the research-made questionnaire. There were 35 students

who became the respondents of the study.

Purposive sampling is used which is defined as the selection based on

characteristics of a population and the objective of the study.

Likewise, it is limited to Grade 7 Venus of Bukal National High School

Padre Garcia in the Area IV, Division of Batangas.

Frequency, percentage and weighted mean are the statistical used.

Definition of Terms

For the reader's clearer understanding of the contents of the study. The

following important terms are here in defined.

ABILITY (n.) - The state of being able; physical, mental, legal or financial

power to do.

COMPREHENSION (n.) - The power of doing so; understanding the act of

state of including, containing on conclusion.

FRUSTRATION - the level at which readers find reading materials to

difficult that they cannot successfully respond to them.

INDEPENDENT- The level at which readers function on their own with

almost perfect oral reading with excellent comprehension.

5
 INSTRUCTIONAL- The level at which readers profit the most from

teachers directed instruction in reading.

LITERACY (n.) - The ability of one person to read and write; competence

or knowledge in a special area.

READING (n.) - The act, practice or art of reading in any sense of the

verb; a public recital.

READING LEVEL- The level at which a learners can read with

comprehend a leveled text if graded passage ; given a particular leveled text a

learner may fall under any of the following reading level.

6
 CHAPTER II

Review of Related Literature and Studies

This chapter will present the related literature and related studies that will

guide and back-up the interpretation and analysis of the finding of this study.

According to Dicknson and Nueman (2006), the last decade has brought a

growing agreement on the range of skills that give us the foundation for reading

and writing ability. Children need a rich language and conceptual knowledge

base, a broad and deep vocabulary and verbal reasoning abilities to understand

messages that are conveyed through print to become a skilled reading. Learners

should develop code-related skills, an understanding that spoken words are

compose of smaller elements of speech, the many systematic correspondences

between spellings and sound and a repertoire of highly familiar word that can be

easily recognized. To attain high level of skill in reading children must need

opportunities to improve it.

Pursuant Jixian Pang (2008), Good and poor reader characterize are

largely scattered in applied linguistic, cognitive and educational psychology.

Proficiency in reading involves automaticity of word recognition, familiarity with

text structure and topic, awareness of various reading strategies and the use and

control in processing text. In addition, exploring reader behavior used to

delineate different types of readers. These include the less-proficient versus

proficient, successful versus unsuccessful, fluent versus non fluent, skilled

versus unskilled and fast versus low. The labels of good and poor reader is only

evoked depend in various factor such time of reading and the complexity and

7
topic of the text. For that reason, it is better viewed as being situated on a

continuum with extremely good readers at one end and extremely poor readers

at the other.

Based on Functional literacy, Education and Mass Media (FLEMMS)

(2013), level of literacy includes not only reading and writing but also numeracy

skill that would help people to cope up with the daily demands of life, Philippines

registered a 90.3% rate, of Filipinos aged 10-64 were functional literate. As the

world vision conducted a baseline study in Siayan, Zamboanga and Norte. The

results showed that girls and boys aged 11-13 are functional literate was at a

critical rate of 44% which means that below 50% of the students were able to

read with comprehension by the end of their basic education, which had a

functional-literacy rate of 87.5% in the FLEMMS result .Contributory to low

functional literacy is the high rate of school drop outs. Hence, issues on low

functional literacy for school aged children became a priority in WV's new country

strategy. This was also in alignment with the Philippine government's plan of

action.

According to Sophie Edwards (2018), there are 5 way to improve global

literacy. First, remember adult learning which literacy has focus on young school

children and has tended to miss adolescent or adult literacy. Then, teach in the

Mother Tongue that has resulted on children learning to read English but with

very little comprehension. Don't just hand out books the emphasis on story telling

in local language that aims to faster a love of reading among children by training

local volunteers to read to them. The first step to improve the literacy is

8
something that many development programs fail to appreciate, instead focusing

inputs such as books. Which who argued that literacy and numeracy should be

embedded into community developments projects. And last is use technology

donors warm that the digitalization of communication could have negative

impacts on literacy rates.

According to Ryan Francis Ortiz Cayubi (2012) A Filipino child needs to

develop higher order skills and functional literacy. Meaning any Filipino child with

sufficient reading skills would have greater chances of success in school

compared to a child whose reading skills are not good, those with poor reading

skills when assessed properly are diagnosed with reading disability. Poor reading

skills manifested with poor comprehension, wrong pronunciation, among others.

If no proper intervention is administered early, if could affect the academic, social

and psychological development of the child. The purpose of the present study is

to develop a new test measuring reading ability or skill that could be use for the

above mentioned case. The test was constructed was administered to 582 Grade

3 and 4 pupils. Result showed that the test has good internal consistency r=87

and 74 using confirmatory factor analysis the model attained an acceptable fit.

Based on Green C Bot (2019) Children reading readiness, begins in

infancy, as the child begins attending to the speech signals in their environment

and begins producing spoken language. As a child looked at pictures and

listening to stories, they will slowly learn that all the different lines on each page.

For example these children tend to have less exposure to literacy phrases, such

9
as "once upon a time", and have smaller vocabularies, both factors that affect the

ability to read by limiting comprehension of text.

According to Jessica E. Moyer National Endowment for the Arts (NEA)

conducted a follow-up, analysis of reading focusing on children called To Read or

Not to Read. Results indicated that children and young adults were reading

significantly less than in the past. On average Americans ages 15 to 24 spend

almost two hours a day watching TV and only seven minutes of their leisure time

on reading. And the students is always surfing internet and social networking text

based.

According to Meredith Cicerchia English spelling can be source of great

frustration for a child who is learning how to read and write. Estimates suggest 1

in ten people struggles with some form of dyslexia, which also affect reading

ability. Dyslexic means able to spell a word one day and not the next and

particularly difficult to learn. Poor spellers sometimes avoid using words that are

part of their spoken vocabulary out of a fear of making spelling mistakes. They

can be reluctant to participate in group activities, especially those which involve

writing on the board and are loss likely to take note during lessons.

10
 CHAPTER III

Research Method and Procedure

This chapter presents the research method, subjects of the study, data

gathering instrument and procedure and statistical treatment of data.

Research Method

The study applied the descriptive method of research. According to Adi

Bhat (n.d.) descriptive method is the characteristics of the population or

phenomenon that is being studied. This methodology focuses more on the "what"

of the research subject rather than "why" of the research method.

Subject of the Study

The subject of the study were the 35 Grade 7 students from Venus of

Bukal National High School Padre Garcia in Area IV l, Division of Batangas.

Data Gathering Instrument Used

The researchers made a questionnaire which is composed of 10 questions

with four options each will be answered by the students. The first question is

about not being fond of reading books. Second, difficulties on determining

vocabulary. Third, visual disorder, then having focus when trying to read. Next,

always forgetting what have read. Furthermore is about parents are always busy

causes the children to not to teach. Then, inclined using technology. Next is

about ineloquent in speaking English language. Moreover, experienced difficulty

in spelling words. And last, reading is not a hobby.

11
 Table 2. The 4-Point Likert Scale Response

Scale Range Verbal Description

FACTORS
4 3.50-4.00 Strongly Agree
3 2.50-3.49 Agree
2 1.50-2.49 Disagree
1 1.00-1.49 Strongly Disagree

Table 3. Phil- Iri Oral Reading Profile

Oral Reading Level Word Reading Score Comprehension Score

(%) (%)
Independent 97-100 80-100
Instructional 90-96 59-79
Frustration 89 and below 58 and below

Data Gathering Procedures

After making the research-made questionnaire, the researchers multiplied

it into the number of copies sufficient for the target populations. The researchers

requested the permission of the teachers concerned before distributing the

copies of the questionnaire.

The researcher personally retrieved the copy of the questionnaire through

the same channel they were distributed. The result of the retrieved copies were

tallied and tabulated in accordance with the frequency counts for the given

options. Afterwards, the data were analyzed and interpreted.

Statistical Treatment of Data

The following statistical tools were used in interpreting the data gathered

from the respondents.

12
Frequency- the number, proportion or percentage of items in a particular

category in a set of data.

Percentage- the result obtained by multiplying a number by percent.

Weighted Mean- a single value that summarize or represents the general

significance of a set of unequal value.

13
 CHAPTER IV

Presentation, Analysis and Interpretation of Data

This chapter will present the result of the data gathered and give meaning

to the result through analysis and interpretation.

Table 4. Result of Grade 7 Venus in Word Reading and Comprehension Level

Word Reading Comprehension Level

Word Male Femal Total Compre- Male Female Total

Recognitio e hension

n
Independent 5 10 15 Independent 1 4 5
Instructional 11 5 16 Instructional 6 4 10
Frustration 3 1 4 Frustration 12 8 20

Base on the result of Word Reading 5 Male and 10 Female got the word

recognition as independent. While 11 Male and 5 Female got the Word

Recognition as instructional. However, 3 Male and 1 Female got the Word

Recognition as Frustration. Therefore, most of the students got the word

recognition as instructional with the result of 16, independent got 15 and

frustration got 4 students.

Base on the result of comprehension Level, 1 Male and Female got the

comprehension as independent. While 6 Male and 4 Female got the

comprehension as Instructional. However, 12 Male and 8 Female got the

comprehension as Frustration. Therefore most of the students has a

comprehension level Frustration with the result of 20 students, instructional got

10 students and independent got 5 students.

14
 Table 5. The Result of Common Causes of Low Level Reading Ability of the

Students

Questions Weighted Verbal Rank

Mean Interpretation
1. I am not fond of reading. 3.15 Agree 2
2. It is difficult for me to determine 3.69 Strongly Agree 1

vocabulary.
3. Visual disorder is my problem. 2.63 Agree 6
4. I can’t focus when trying to read. 2.49 Disagree 7
5. I always forget what I have read. 2.2 Disagree 10
6. My parents are always busy to 2.69 Agree 5

not to teach me.

7. I prefer using technology than 2.77 Agree 4

reading books.
8. I am ineloquent in speaking 2.23 Disagree 9

English.
9. I experience difficulty in spelling 2.8 Agree 3

words.
10. Reading is not my hobby. 2.26 Disagree 8

Table 5 summarizes the result of the common causes of low reading

ability of the students. Difficulties on determining vocabulary is the first cause of

why students low the level of reading ability, this is based in the weighted mean

3.69. Students strongly agreed that this can be the common cause of low level

reading ability, because as a students they need to have enough knowledge in

vocabulary.

Not being fond of reading is the rank 2 on the common causes of low level

reading ability, this is based on the weighted mean 3.14. Students agreed that

15
this can be one of the common causes of low level reading ability, because as a

students, they need enough skill on spelling words.

Prefer using technology than reading books is the rank 4 on common

causes of low level reading ability of students, this is based on the weighted

mean of 2.27. Students agreed that this can be one of the common cause of low

level reading ability because as a student they have to prioritize reading books

than having more exposure on technology.

Parents are always busy causes the students to not teach is the rank 5 of

the common causes of the low reading ability of the students, this is based on the

weighted mean of 2.69. Students agreed that this can be one of the common

cause of low level reading ability because as a students they usually visual

disorder that may affect the reading ability.

Having focus when trying to read is the rank 7 on the common cause of

low level reading ability of the students, this is based on the weighted mean of

2.14. Students disagreed that this can be one the common cause of low level

reading because as a student they always have the focus when reading.

Reading as a hobby is the rank 8 on the common cause of low level

reading ability of the students, this is based on the weighted mean of 2.26.

Students disagreed that this can be one of the common cause of low level

reading ability.

Ineloquent in speaking English is the rank 9 on the common cause of low

level reading ability of students, this is based on the weighted mean of 2.23

16
Students disagreed that this can be one of the common causes of low level

reading ability.

Always forgetting what have read is the last common causes of low level

reading ability of the students, this is based on the weighted mean of 2.2,

Students disagreed that this can be one of the reason on the common causes of

low reading ability.

Based on Green C Bot (2019) Children reading readiness, begins in

infancy, as the child begins attending to the speech signals in their environment

and begins producing spoken language. As a child looked at pictures and

listening to stories, they will slowly learn that all the different lines on each page.

For example these children tend to have less exposure to literacy phrases, such

as "once upon a time", and have smaller vocabularies, both factors that affect the

ability to read by limiting comprehension of text.

According to Jessica E. Moyer National Endowment for the Arts (NEA)

conducted a follow-up, analysis of reading focusing on children called To Read or

Not to Read. Results indicated that children and young adults were reading

significantly less than in the past. On average Americans ages 15 to 24 spend

almost two hours a day watching TV and only seven minutes of their leisure time

on reading. And the students is always surfing internet and social networking text

based.

According to Meredith Cicerchia English spelling can be source of great

frustration for a child who is learning how to read and write. Estimates suggest 1

in ten people struggles with some form of dyslexia, which also affect reading

17
ability. Dyslexic means able to spell a word one day and not the next and

particularly difficult to learn. Poor spellers sometimes avoid using words that are

part of their spoken vocabulary out of a fear of making spelling mistakes. They

can be reluctant to participate in group activities, especially those which involve

writing on the board and are loss likely to take note during lessons.

Table 6. Developed Action Plan to Improve the Level of Speed and

Comprehension of the Students

Strategic Strategy Objectives Responsibility Timeline

Goal
Enhancing Partnership To enhance Subject One after

Vocabulary between the teachers will class, every

teachers and knowledge of assign Wednesday

students. the students students from of the week or

in determining higher year to whenever

vocabulary. teach and when needed.

18
 guide the

students in

Grade 7 who

are low in

reading ability.
Develop the Prepare an To make the Teachers will Three times a

Interest in interesting students prepare and week during

Reading activity. interested to make a context English

the story or that is period. And

context they interesting and whenever

were going to appropriate to when

read. the age of the necessary.

students.
Elevating the Practice To develop Teacher will 10-15

Spelling spelling the spelling use their 15 minutes

Words Ability words. skills of the minutes to before or after

students. practice the the class.

students in

spelling words

for at least 5

times each.
Beneficial Parents let To know how Parents will Whenever

Effect of their children technology guide their when

Technology in to read books can help to children when necessary.

Reading with the use improve using

19
 of technology. reading technology

ability. while reading

because it

drain more of

mental

resources

while reading.

Students

approach

computers with

the state of

mindless

conducive to

learning than

the one to

bring to paper.
Enriching the Conducting To fill the gap School Head/ One day,

connection family day. between the Principal will during

with parents parents and conduct a reading

children to be program, month

able to guide “Family Day”, celebration.

and teach where the

their in terms activities are

of reading. involve in

20
 literacy like

writing and

reading.

Parents are

necessary to

attend the

program for

their children

and join the

activities

conducted.
Proper Parents will To help the Parents will get Based on the

Treatment/ get private students to a personal schedule

Remedy for doctor and enhance their doctor for their given by the

Visual send their vision for children to doctor.

Disorder children to a them to ease have

check up. their work comprehensive Whenever

reading. evaluation when needed.

Teachers will including

provide vision. Doctors

printed out will provide test

lesson. that should

include all

21
 areas of

learning and

learning

processes.

Teachers will

provide a

printed lesson

to those

students who

has visual

disorder for

them to easily

cope with their

lesson.

22
 CHAPTER V

Summary, Conclusions and Recommendations

Summary of Find

1. Result of Grade 7 Venus in Word Reading and Comprehension Level

Base on the result of Word Reading 5 Male and 10 Female got the word

recognition as independent. While 11 Male and 5 Female got the Word

Recognition as instructional. However, 3 Male and 1 Female got the Word

Recognition as Frustration. Therefore, most of the students got the word

recognition as instructional with the result of 16, independent got 15 and

frustration got 4 students.

Base on the result of comprehension Level, 1 Male and Female got the

comprehension as independent. While 6 Male and 4 Female got the

comprehension as Instructional. However, 12 Male and 8 Female got the

comprehension as Frustration. Therefore most of the students has a

comprehension level Frustration with the result of 20 students, instructional got

10 students and independent got 5 students.

2. The Result of the Common Causes Low Reading ability of the Students

Overall, out of 10 common causes of low level reading ability of the

students 6 of these got the verbal interpretation are agreed and 4 are disagreed.

Rank 1 difficulties in determining vocabularies based on weighted mean of 3.69.

Rank 2, not being focus on reading based on the weighted mean of 3.14. Rank 3,

experience difficulty in spelling word based in the weighted mean of 2.8. Rank 4

is inclined using technology than reading books based in the weighted mean of

23
2.77. Rank 5 parents are always busy to not to teach their children based on the

weighted mean of 2.69.Rank 6 is visual disorder based on the weighted mean of

2.63.Rank 7 is not having focus when trying to read based on the weighted mean

of 2.49. Rank 8 is reading is not their hobby based on the weighted mean of

2.26.Rank 9 is ineloquent in speaking English based on the weighted mean of

2.23. Rank 10 is forgetting what have read based on the weighted mean of 2.2.

3. Develop Action Plan to Improve the Level of Speed and Comprehension

of the Students.

The Statement of the Problem Number 2 of the study revealed the 10 top

most common causes of low level reading ability of the students. Thus based on

the results of the study, the researchers developed an action plan that would help

students to improve the level of speed of comprehension o the students.

Conclusions

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

drawn.

1. That out of 10 common causes of low level reading ability of the

students, there is 6 top common causes, the Difficulties in determining

vocabulary, not being Focus on reading, Experience difficulty is spelling words.

Inclined using technology than reading books, parents are always busy to not to

teach their children and visual disorder.

2. That the most common cause of low level reading ability of students is

the difficulties in Determining Vocabulary.

3. That most of the students are instructional in word reading.

24
 4. That most of the students are frustration in comprehension level.

5. That an action plan was developed to improve the Low Level of Speed

and Comprehension of the Students.

Recommendations

Based on the drawn conclusions, the following recommendations are

formulated

1. As regards, top 6 common causes of low level reading ability should be

give more attention to improve the level of speed and comprehension of the

students.

2. As regards Difficulties in determining vocabulary, teachers should

assign students from higher year to the low reading ability of the students.

3. As regards instructional students in word reading, readers should have

instruction in reading.

4. As regards frustration students in comprehension level, readers should

be given more attention so they can successfully respond to the questions.

5. As regards, not being fond of reading, the teachers will prepare and

make context that are interesting and appropriate to the age of the students.

25
 BIBLIOGRAPHY

A. Dictionary

Mendoza, P. (2006). Ability. The New English- Filipino Dictionary (Millennium

Edition, p.3). Manila: MECS Publishing House Inc.

Mendoza, P. (2006). Comprehension. The New English- Filipino Dictionary

(Millennium Edition, p.207). Manila: MECS Publishing House Inc.

Mendoza, P. (2006). Literacy. The New English- Filipino Dictionary (Millennium

Edition, p.207). Manila: MECS Publishing House Inc.

Mendoza, P. (2006). Reading. The New English- Filipino Dictionary (Millennium

Edition, p.205). Manila: MECS Publishing House Inc.

B. Website

Cicerchia, M. (n.d.). 3 Causes of Spelling Difficulties. Read and Spell Blog.

Retrieved March 2, 2019 from

https://www.readandspell.com/us/spelling-difficulties.

Dicknson & Neuman. (2006). Literature Review (2010) - Every Child Ready

Read. Retrieved Feb. 20, 2019 from

http://everychildreadytoread.org/literature-review-2010/.

Edwards, S. (2018). 5 Ways to Improve Global Literacy. Retrieved March 2,

2019 from https://www.devex.com/news/5-ways-to-improve-global-

literacy-92438.

Functional Literacy Education and Mass Media. (2013). Education. Improving

Functional Literacy in the Philippines. Retrieved Feb. 19, 2019 from

26
 https://www.worldvision.org.ph/stories/improving-functional-literacy-in-

the-philippines/.

Moyer, J. (2010). Teens Today Don’t Read Books Anymore. The Study of

Differences in Interest and Comprehension Based on Reading

Modalities. Retrieved March 2, 2019 from

http://www.yalsa.ala.org/jrlya/2010/11/teens-today-dont-read-books-

anymore-a-study-of-differences-in-interest-and-comprehension-based-

on-reading-modalities-part-1-introduction-and-methodology/.

Pang, J. (2008). Reading in a Foreign Language. Research on Good and

Poor Reader Characteristics: Implication of 12 Reading Research in

China. Retrieved Feb. 20, 2019 from

http://www.nflrc.hawaii.edu/rfl/April2008/pang/pang.html.

27
 APPENDICES

Name (Optional):___________________

Section: Grade 7 Venus

Direction: Put a check (/) mark on the column provided if you are strongly agree

(4), agree (3), disagree (2), and strongly disagree (1) in the common causes of

the low level reading ability.

Common Causes of Low Reading Ability 4 3 2 1

1. I am not fond of reading.
2. It is difficult for me to determine vocabulary.
3. Visual disorder is my problem.
4. I can’t focus when trying to read.
5. I always forget what I have read.
6. My parents are always busy to not to teach
me.
7. I inclined using technology than reading
books.
8. I am ineloquent in speaking English.
9. I experience difficulty in spelling words.
10. Reading is not my hobby.

28
 CURRICULUM VITAE

Name: Bhea Irish Joy V. Buenaflor

Address: Bukal, Padre Garcia, Batangas

Contact No.: 09100531732

Email Address: bhea_athea@yahoo.com

PERSONAL DATA

Date of Birth: October 05, 2002

Age: 16

Place of Birth: Medix, Medical Center, Lipa City, Batangas

Gender: Female

Civil Status: Single

Citizenship: Filipino

Religion: Roman Catholic

Language Spoken: Filipino and English

Father’s Name: Henry M. Buenaflor

Occupation: Business Man

Mother’s Name: Raymunda V. Buenaflor

Occupation: Care Taker

EDUCATIONAL BACKGROUND

Secondary:

Junior High School: Bukal National High School

29
 Address: Bukal, Padre Garcia, Batangas

Year: 2019

Elementary:

School: Bukal Elementary School

Address: Bukal, Padre Garcia, Batangas

Year: 2015

I hereby certify that all information is correct.

_BHEA IRISH JOY V. BUENAFLOR_

SIGNATURE OVER PRINTED NAME

30
 CURRICULUM VITAE

Name: Kyla Claire M. Pusag

Address: Bukal, Padre Garcia, Batangas

Contact No.: 09072599769

Email Address: N/A

PERSONAL DATA

Date of Birth: August 8, 2003

Age: 15

Place of Birth: Lipa Granha Hospital

Gender: Female

Civil Status: Single

Citizenship: Filipino

Religion: Apostolic Doctrine

Language Spoken: Filipino and English

Father’s Name: Reymon D. Pusag

Occupation: Bus Conductor

Mother’s Name: Mary Joy M. Pusag

Occupation: Housewife

EDUCATIONAL BACKGROUND

Secondary:

Junior High School: Bukal National High School

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 Address: Bukal, Padre Garcia, Batangas

Year: 2019

Elementary:

School: Payapa Elementary School

Address: Payapa, Padre Garcia, Batangas

Year: 2015

I hereby certify that all information is correct.

___KYLA CLAIRE M. PUSAG___

SIGNATURE OVER PRINTED NAME

32
 CURRICULUM VITAE

Name: Gloria A. Reyes

Address: Maugat West, Padre Garcia, Batangas

Contact No.: 09097510704

Email Address: N/A

PERSONAL DATA

Date of Birth: April 19, 2003

Age: 15

Place of Birth: Maugat West, Padre Garcia, Batangas

Gender: Female

Civil Status: Single

Citizenship: Filipino

Religion: Roman Catholic

Language Spoken: Filipino and English

Father’s Name: Felino A. Reyes

Occupation: Laborer

Mother’s Name: Amelita A. Reyes

Occupation: Housewife

EDUCATIONAL BACKGROUND

Secondary:

Junior High School: Bukal National High School

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 Address: Bukal, Padre Garcia, Batangas

Year: 2019

Elementary:

School: Domingo M. Zuño Elementary School

Address: Maugat West, Padre Garcia, Batangas

Year: 2015

I hereby certify that all information is correct.

_______GLORIA A. REYES_______

SIGNATURE OVER PRINTED NAME

34
 CURRICULUM VITAE

Name: Sunshine J. Sta. Teresa

Address: Maugat East, Padre Garcia, Batangas

Contact No.: 09305255496

Email Address: N/A

PERSONAL DATA

Date of Birth: July 29, 2003

Age: 15

Place of Birth: Magsaysay, San Antonio, Quezon

Gender: Female

Civil Status: Single

Citizenship: Filipino

Religion: Roman Catholic

Language Spoken: Filipino and English

Father’s Name: Jose Sony E. Sta. Teresa

Occupation: Farmer

Mother’s Name: Babylou J. Sta. Teresa

Occupation: House Keeper

EDUCATIONAL BACKGROUND

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Secondary:

Junior High School: Bukal National High School

Address: Bukal, Padre Garcia, Batangas

Year: 2019

Elementary:

School: Domingo M. Zuño Elementary School

Address: Maugat West, Padre Garcia, Batangas

Year: 2015

I hereby certify that all information is correct.

___ SUNSHINE J. STA. TERESA___

SIGNATURE OVER PRINTED NAME

36