PROFICIENCY LEVEL OF GRADE 11-ABM STUDENTS TOWARDS

JOURNALIZING TRANSACTIONS

___________________________

A Research Paper

Presented to the Faculty

Lycée, St. Jean Baptiste De La Salle

La Salle University, Ozamiz City, Philippines

____________________________________________________

In Partial Fulfilment

Of the Requirements in the Subject

RESEARCH IN DAILY LIFE 2

_____________________________

By

JERIEL CINCO
ANDREA SOPHIA Y. GALLO
SHAIRA ANGELA D. REBUTAZO
WENDELL EMMANUEL A. TAYONE
PRECY JOY L. TRMIDAL
CRISTINE JAY B. TURSOLADO

December 2018
 TABLE OF CONTENTS

Title Page I.

Abstract II.

Acknowledgement III.

Table of Contents IV.

List of Figures V.

List of Tables VI.

CHAPTER Page

1 THE PROBLEM AND REVIEW OF RELATED LITERATURE

Introduction 1

Review of Related Literature 2

Theoretical Framework of the Study 4

Schematic Presentation of the Study 6

The Research Problem

Statement of the Problem 7

Scopes and Delimitations 7

Significance of the Study 8

Definition of Terms 9
 2 METHOD

Research Design 11

Research Environment 11

Map of La Salle University 12

Participants of the Study 12

Research Instrument 12

Research Procedure 13

Gathering of Data 14

Treatment of Data 14

Ethical Consideration 14

3 PRESENTATION, ANALYSIS AND 15

INTERPRETATION OF DATA

4 SUMMARY OF FINDINGS, CONCLUSION AND 20

RECOMMENDATION

REFERENCES 23

APPENDICES

A. Letters of Request

24

B. Questionnaire 25

C. Raw Data

26
D. Curriculum Vitae 32
 ABSTRACT

Proficiency entails being competent and advance in a specific field. Thus, the researchers
conducted a study to determine the proficiency level of Accountancy, Business & Management
(ABM) students towards journalizing transactions in terms of test application. The different test
applications namely pre-test and posttest which is administered to the Grade 11 ABM students of
La Salle University- Integrated School. The posttest showed greater scores than pre-test. Results
further revealed that there is a significant difference between the results of the test and the
proficiency level of Grade 11 ABM students (Paired T-test p= 0.0002 < p= 0.05). It further
implies that that the null hypothesis is rejected, thus the result is significant. This means that the
result of the two tests given are essential in identifying the proficiency level of Grade 11
Accountancy,Business and Management Students in journalizing transactions.

Keywords: Journalizing Transactions, Proficiency Level, Pre-test, Posttest, Grade 11

ABM students
 ACKNOWLEDGMENT

The researchers would like to express their deepest and sincere thanks to all

the people behind the success of this study.

First and foremost, praises and thanks to God, the Father, for His showers of

blessings throughout the research successfully. The researchers offer this effort to

God the Father for the wisdom He has given, the strength, the guidance, peace of

mind and good health in order to finish the research.

The researchers would like to express their deep and sincere gratitude to

Mr.Aldren A. Alferez, Research 1 Instructor, for the opportunity to do research

and invaluable guidance as well as providing indispensable information regarding

this research.

The researchers would also acknowledge Miss Daphne Monteverde, Research

2 instructor for substituting Mr.Alferez for sharing her knowledge about research

and comprehensive advices to make this research possible.

Lycée - St. John Baptist de la Salle - Grade 11 ABM students for the

considerate help to acquire all the honest and cooperative responses to all the tests

conducted in this study.

The researchers are also blissful of the love, care, understanding, and prayers

that their families and friends sent for them. The researchers thank and appreciate

the efforts of their colleagues and the people who have willingly give their hand

to help them out within their inabilities. The sacrifices were not in vain for the

researchers pushed through with flying colors.

 Chapter 1

THE PROBLEM AND A REVIEW OF RELATED LITERATURE

“If you don’t know where you are headed, you’ll probably end up someplace else.” -

Douglas J. Edler, PhD

A famous quote states, education is the key to success. One has to have knowledge in

accordance to their desire in order for him/her to succeed. Same thing in education, one

has to strive hard in order to get a degree and the degree will be an avenue to a bright

future.

Senior High School (SHS) is a stepping stone of what you will be specializing in the

future and this includes being an accountant. Accountancy is a course that is uneasy to

take. You have the goal to be a Certified Public Accountant (CPA) yet it would take

courage and perseverance to achieve. In addition, according to some critiques, the CPA

licensure examination is one of the most difficult board examinations in the entire history

of the Philippine career professionalism (Perez, 2015).

Likewise, as SHS students taking up Accountancy, Business and Management

(ABM), each should be aware of the issues that are related to developing and enhancing

problem-solving and critical-thinking skills (Albrecht and Sack, 2000). This gradually

involves the introductory accounting which includes the journalizing transactions.

Professional accountants have the responsibility of overseeing and managing

financial records. Thus, to practice as an accountant, professional skills and expertise are

also needed.
 2

While informative, focusing solely on introductory accounting, overlooks the fact

accounting education is perpetual and the development of accounting knowledge is based

on a model that assumes the content of subsequent courses draws on previous courses.

(Bernardi and Bean, 1999) Thus, key aspects that may be missing relative to accounting

education reform are the degree to which accounting curricula are linked and an analysis

of the extent to which managing these links might improve the efficiency, effectiveness

of the accounting education process.

Further, a student must have prior knowledge especially to the basic trajectories of

accounting for him/her to be well-equipped in the field for a successful job in the years to

come.

With the aforementioned information, the researchers thought of a study to determine

the proficiency level of Grade 11- ABM students towards journalizing transactions as

their avenue in obtaining a desired accounting and financial position.

REVIEW OF RELATED LITERATURE

According to Doyle (2018), accounting refers to managing or inspecting someone’s

financial records. There are many jobs that involve accounting, including accountant,

auditor, comptroller, bookkeeper, accounting clerk, and more. All of these positions

require a core group of similar skills. 3

Introductory Accounting.Most of the research in accounting education reform has

focused on the introductory course (Canatach et al., 2000) Intermediate accounting is one

of the most important classes for accounting majors and is often viewed as establishing
the tone for future academic study (Stone et al., 1996). In fact, it has been suggested the

academic outcome (i.e., grade assignment) of this course plays a pivotal role in achieving

a desired accounting position.

Moreover, as the complexity of business transactions has grown, many fear the

magnitude of material covered in intermediate accounting has reached the point of

“information overload” (Anderson and Boynton, 1992; Canatach et al., 2000). Therefore,

assessing students’ perceptions of their understanding of the accounting cycle in the early

part of intermediate accounting may provide a forum to determine if it is appropriate to

eliminate possible redundant instruction. For instance, Catanach et al. (2000) and

Jennings (1998) suggest while information about the accounting cycle is important they

indicate the focus of teaching in an intermediate class is to augment business decision

making and analysis. Similarly, while understanding the application of the rules of the

accounting cycle is vital, an intermediate accounting should be able to learn and/or

review the material that is given to the class. Such insight could respond to the call for

need to understand the various trajectories of intermediate instruction as guidance

towards meeting the growing needs of the profession.

Constructivism Learning Theory.However, the constructivism learning theory

argues that people produce knowledge and form meaning based upon their experiences.

Also, one cannot learn new knowledge because knowledge comes from within the

powers of mind, and so we have to recall and search for the knowledge that already exist

in our mind through learning (Mun Ling Lo, 2012). This theory focuses on the nature of

learning. This includes how the student views others in terms of their own knowledge.
 4

Experiences also help them to learn about things. Learning should be felt for its quality

will last. 4

Behaviorism.In Performance Improvement Theory have five theoretical foundations.

One of it is the Behavioral Learning Theory or Behaviorism. This learning theory that

only focuses on objectively observable behaviors and discounts any independent

activities of the mind. According to the Behavior Theorist (April 14, 2011), Learning is

as nothing more than the acquisition of new behavior based on environmental conditions.

This theory occurs when there is a response to a stimulus that is reinforced. This includes

how the students learn and perform from the reinforcement techniques taught by them.

This theory relies on the students’ observable behavior.

Moreover, Behaviourism is different from Constructivism. Constructivists are more

likely to allow experimentation and exploration in the environment and place a greater

emphasis on the experience of the learner. In contrast to behaviourist, they feel that an

understanding of the brain informs teaching.

Theoretical Framework of the Study

According to the Iceberg Theory of Success, every famous or extraordinary

successful person had to invest a lot of effort and work until this person achieved his

goals. Thus, one has to persevere and be consistent in order to reach his desires.

Notwithstanding, the research determined the overall score of the pre-test of the

ABM students as to their performance towards journalizing transactions after the topic is

introduced. This study follows the Input-Process-Output model.

 The inputs to this study include the results of the pre-test taken by the ABM students

after the topic is newly introduced.

5

The process, on the other hand, involves the intensive teaching of the teacher towards

the topic. This is to determine whether the students have understood the topic well in

order to proceed to another lesson in accordance to intermediate accounting. The process

also involves the post-test after the intensive teaching. Finally, the output refers to the

strategies that could be formulated based on the results of the study. These strategies are

expected to determine the proficiency level of the ABM students towards journalizing

transactions.
 6

Input Process Output

The topic is
thoroughly
Journalizing explained by the Proficient Grade
transaction is teacher. 11- ABM
newly introduced. Students
Data collection
Surveys and
questionnaires
Analyzing of data

Figure 1 depicts the schematic presentation

of the study wherein the researchers made use of the
Input-Process-Output model to determine the
proficiency level of Grade 11 ABM students of
Lycée La Salle University towards journalizing
transactions.

Figure 1.Schematic Presentation of the Study

 7

THE RESEARCH PROBLEM

Statement of the Problem

Generally, this study aimed to determine the proficiency level of Accountancy,

Business and Management (ABM) students towards journalizing transactions.

Specifically, this study sought to answer the following questions:

1. What is the performance of ABM students in journalizing transactions in

terms of:

1.1. Pre-test

1.2. Posttest

2. What is the proficiency level of ABM students in journalizing transactions?

3. Is there a significant difference between the results of the tests and the

proficiency level of Grade 11 ABM students?

Scope and Delimitations

This study was conducted to determine the proficiency level of Grade 11- ABM

students towards journalizing transactions. It was conducted at La Salle University Main

Campus, specifically at Saint Benilde Building. It included the ways in determining their

proficiency which are the following: pre-test and posttest. The study will only be

focusing of the Grade 11 ABM students as their proponents to answer a survey.

 8

Significance of the Study

This study would be a significant endeavour in determining the proficiency level of

Grade 11 ABM students towards balancing transactions.

ABM Students.The students would gain more knowledge regarding the topic. This

would be there avenue to a bright future.

Parents.Parents would be proud to their child’s achievement that in the same manner

their efforts will be paid off.

Teachers.The performance of the students would affect the teacher’s teaching ability as

to what they have learned on the said topic.

Future Researchers.The proposed study will help them to get data and use it as their

guide if they will also conduct the same study.

 9

DEFINITION OF TERMS

To provide clarifications of the terminologies used in this study, the following terms

are operationally defined:

Introductory Accounting.This is a branch of Accounting wherein its objective is to

produce introductory knowledge about accounting. This includes the basic knowledge

prior to the field. The students also develop their understanding towards the “language”

of accounting and skills to identify and record accounting transactions before they

proceed to “Intermediate Accounting”. This course covers journalizing transactions,

preparing, interpreting, and analyzing financial statements.

Intermediate Accounting.This branch of Accounting delves into more complex,

more challenging aspects of accounting practices. It covers topics and accounting

situations that go beyond the basics.

Pre-test.This type of test is conducted before the lesson proper or before the topic is

explained thoroughly. Basically, this is used for estimating the capacity of the students

when the topic is newly introduced.

Posttest.This is a test given to students after completion of an instructional program

or segment and often used in conjunction with a pre-test to measure their achievement

and effectiveness of the program.

Proficiency.This is the advancement in knowledge or skill and the quality of being

proficient. Being proficient is also having the excellence towards journalizing

transactions.
 10

Accountancy and Business Management Strand.This is a strand that would focus

on the basic concepts of financial management, business management, corporate

operations, and all things that are accounted for.

Journalizing.This refers to the process of recording business transaction in

the accounting records. This activity only applies to the double-entry bookkeeping
system.
 Chapter 2

METHOD

This chapter describes the various methods in conducting the study. The

following were elaborated and were epitomized in this chapter: research design, research

environment, participants of the study, research instrument, and research procedures.

Research Design

The design used in this study was quantitative-correlational. It gave relationship

of the results of the pre-test and post-test answered by the proponents to determine

whether they have learned from the topic discussed and to know whether they are

proficient or not in the field of journalizing transactions. In order to come up with the

mentioned expectations, the researchers conducted a survey study to the Grade 11 ABM

students of Lycée Senior High School.

Research Environment

The study was conducted at La Salle University Main Campus. It is located at La

Salle St., Aguada, Ozamiz City. The campus has various establishments, to wit, Saint

Columban Building, La Salle Building, and Saint Benilde Building. Further, the

researchers only focused to where the proponents were situated – Saint Benilde Building.
 12

Figure 2.Map of La Salle University Main Campus

Participants of the Study

The study was anchored on journalizing transactions which is primarily one of the

responsibilities of an ABM student. Thus, the people who participated in this study are all

from the Grade 11 ABM students who are beginners in the field of Accounting. The total

population of the Grade 11 ABM students is 103. The researchers made use of purposive

sampling to have a reliable result.

Research Instrument

The researchers made use of a researchers’ made questionnaire to gather data in

order to determine the proficiency level of Grade 11 ABM students in journalizing

 13

transactions. The questionnaire has two parts: the pre-test and the post-test. This is for the

researchers to compare the results whether they have gained knowledge or not from the

topic being discussed. This is also for the researchers to know the proficiency of the

students in the said field.

Research Procedure

This section explains the series of methods to know how the data would be

analyzed. The study had undergone the following procedures in making the research

study:

Preliminary Procedures

 First, the researchers gathered reliable sources about the subject matter.

 By doing such, the researchers looked for theories or relevant studies in

accordance to the matter which is the second part of the procedure. This

would help the researchers to have an educational guess about the problem

based on the information gathered.

 Third, the researchers agreed on where the study would be conducted, who

were the respondents that they thought would help them achieve their

expectations, and the number of respondents.

 Then, the researchers collected, analyzed the data gathered and drew

conclusions.

 Lastly, the researchers have conclusions from the data gathered and other

recommendations for their study.

 14

Gathering of Data.The researchers approached the respondents one by one to

answer the survey questionnaire. Respondents were approached by the researchers and

were given explanation or background on what they will be answering. The data will then

be gathered and tabulated. The researchers assured that the respondents’ identity will be

kept for confidentiality.

Treatment of Data.The researchers made use of Paired T-test since they are to

determine for the significant difference of two variables: pretest and post-test scores. The

formula in getting the t-score is:

x´1− x́ 2
t=
SD12 SD 22
√ N1
+
N2

Let t = t-test
x́ 1 = mean of the first variable

x́ 2 = mean of the second variable

SD 12 = variance of the first variable

SD22 = variance of the second variable

N 1 = number of cases of the first variable

N 2 = number of cases of the second variable

Ethical Considerations.As researchers, the answers or outcome of the

respondents was greatly respected. The respondents of the study should consider their

patience in answering the survey questionnaire. Furthermore, the researchers strived to

give reliable and most honest outcome that they could get.
 Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results, discussions and also its interpretations.

One of the concerns of the study is to determine the performance of the Grade 11

ABM students in journalizing transactions based on the students’ scores in their pre-test

and posttest.

Table 1.1: Distribution of the Grade 11 ABM Students’ Performance in Pre-test towards
Journalizing Transactions.
Scores Description Frequency %
8 Excellent 0 0
7 Highly Outstanding 6 5.83
6 Outstanding 12 11.65
5 Very Good 27 26.21
4 Good 27 26.21
3 Very Satisfactory 17 16.50
2 Satisfactory 8 7.77
1 Fair 6 5.83
0 Poor 0 0
Total 103 100.00
Mean = 4.19 or 4 (Good)

Table 1.1 shows the performance of the students in thepre-test. It reveals that 27

(26.21%) of the students belonged to the very good level and to the good level, this
implies that some of the students’ analytical skills are good even without prior

knowledge. Notably, 6 (5.83%) obtained a poor level. Thus, these students are still in the

process of learning and are in need of more journalizing activities to practice their skills
16

in analyzing transactions. Further, the mean of the students’ score in pre-test is 4.19 or 4.

Moreover, this strengthens the claim of Mun Ling Lo (20112) that students view others in

terms of their own knowledge.

Table 1.2: Distribution of the Grade 11 ABM Students’ Performance in Posttest towards
Journalizing Transactions.
Scores Description Frequency %
8 Excellent 5 4.85
7 Highly Outstanding 14 13.59
6 Outstanding 21 20.40
5 Very Good 21 20.40
4 Good 22 21.35
3 Very Satisfactory 19 18.44
2 Satisfactory 0 0
1 Fair 1 0.97
0 Poor 0 0
Total 103 100.00
Mean = 4.99 or 5 (Very Good)

Table 1.2 shows the performance of Grade 11 ABM students in the posttest.

Based on the table, 22 (21.35%) of the students belonged to the good level,which implies

that the students are aware of the importance of analyzation in journalizing transactions

mainly in their future journey towards Accounting 2 and their future career or profession.

Moreover, one (0.97%) of the students obtained the poor level.therefore, this student

needs more time to practice and improve his/her analytical skills in journalizing
transactions. The mean of the students’ scores in posttest is 4.99 or 5. Findings

strengthened the claim of Dr. Daniel Barth, G. C. (2011) which states that students learn

and perform from the reinforcement techniques taught by them. 17

Another concern of the study is to determine the proficiency level of the Grade 11

ABM students towards journalizing transactions. Apparently, we made use of the results

in the posttest.

Table 2.1: Means of Students’ Score in Pre-test

Grade 11 ABM Block Mean
Block 1 4.4
Block 2 4.4
Block 3 3.8
Total 4.2
Table 2.1 presents the means of the students’ scores in pre-test from the three

blocks of Grade 11 ABM, with an overall mean of 4.2. Of the three blocks, ABM block 1

and ABM 2 students obtained the highest mean score in the pre-test (M= 4.4), while the

ABM block 3 students had the lowest mean score (M=3.8).

Table 2.2: Means of the Students’ Scores in Posttest

Grade 11 ABM Block Mean
Block 1 4.5
Block 2 4.3
Block 3 6.2
Total 5
Furthermore, Table 2.2 presents the means of students’ scores in posttest with the

overall mean of 5. Grade 11 ABM Block 3 students acquired the highest means score

(M=6) while Grade 11 ABM block 2 students had the lowest mean score (M=4.3)
Table 3: Students’ Level of Proficiency towards Journalizing Transactions
Ranges of Scores Levels Frequency %
18
8 Advanced 5 5
7-6 Proficient 35 34
5-4 Approaching 43 42
Proficiency

3-2 Developing 19 18
Proficiency
1-0 Beginning 1 1

Moreover, Table 3 shows the levels of Grade 11 ABM students’ proficiency

towards journalizing transactions based on the result of the post-test administered by the

researchers. The total mean of the posttest’s scores (5) of Grade 11 ABM students is

interpreted as “approaching proficiency”, which implies that the students have average

proficiency level. This further implies that the students have typical skills in analyzing

and journalizing transactions. Out of 103 respondents, only 43 achieved the particular

level. Most of the students fall under “developing proficiency” (18%) with the third to the

least number (19) and one belong to the “beginning level” (1%). These students are

presumed to be still on the process of learning on the said field. Thus, the students have

to be exposed to more analyzing and journalizing activity to further enhance their

proficiency level towards journalizing transactions.

Table 4.The Significance Difference between the Results of the Tests and the Proficiency

Level of Grade 11 ABM Sstudent

Mean Standard P-value Remarks Interpretation

 19
Deviation
0.0002 Extremely
Pre-test 4.18 1.48 Significant Reject Null

Hypothesis
Posttest 5 1.52..

Table 4 shows that p-value (0.0002) is lesser than the alpha value (0.05). It means

that the null hypothesis is rejected, thus the result is significant. This further implies that

there is a significant difference between the results of the tests and the proficiency level

of Grade 11 ABM students.

This means that the results of the two tests given are essential in identifying the

proficiency level of Grade 11 ABM Students in journalizing transactions.

 Chapter 4

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the findings, conclusions drawn from the

result on the subsequent recommendations. This study was taken with the universal

objective of determining the Proficiency Level of Grade 11 ABM Students towards

Journalizing Transactions.

Summary of Findings

This study sought to determine the proficiency level of grade 11 ABM students

towards journalizing transaction. Purposely, it sought to conclude how proficient and

ready the students towards journalizing transactions. This study conducted a survey

design that was conducted and a quantitative approach was followed. The researcher gave

out questionnaires to 103 respondents specifically the grade 11 ABM students of Lycee

St. Jean Baptiste de La Salle. This study was conducted in La Salle University, Ozamiz

City. A researcher-made questionnaire was used in the data gathering. The findings of the

data gathered are as follows:

1. In the pre-test, 26.21% of the students are in the very good level and to the good

level while 5.83% obtained a poor level in journalizing transactions.

2. In the posttest, 21.35% of the students belonged to the good level while 0.97% got

the poor level in journalizing transactions.

 3. The Grade 11 ABM students have an average proficiency level. 21

4. There is a significance difference between the results of the tests and the

proficiency level of Grade 11 ABM students.

Conclusions

Based on the results, the researchers conclude that:

1. The pre-test result means that the Grade 11 ABM students are still in the process

of learning.

2. The posttest result shows that the students learn from the reinforcement

techniques taught by them.

3. Since the students belong to the “approaching proficiency”, they have to be

exposed to more analyzing and journalizing activity to further enhance their skills

and understanding in journalizing transactions.

4. The two tests given are essential in identifying the proficiency level of the Grade

11 ABM students in journalizing transactions.

Recommendations

In the lights of the findings and conclusion, several recommendations are offered to

the stdents, teachers, school administrators and other research enthusiasts.

1. For the Grade 11 students in La Salle University, if they have any confusion about

a certain topic or even in the journalizing transaction they should ask any

clarification on the teachers or do some further research towards journalizing. The

 22

Grade 11 students also must realize the importance of knowing the journal entry

because it is the most basic concept of the whole accounting process or the cycle.22

2. For the teachers here in La Salle University, they should be the role model for the

students and should continuously update themselves with the new approaches

methods, strategies, and techniques in teaching the journal entry for the students

may be not bored and the topic can be more interesting as it seems. This can be

done by joining seminars, trainings, workshops or any related business transaction

that can help each other gain knowledge. They should just not teach their

students about the concepts of journalizing but they should also incorporate a real

life task that can help the students be more active and understands well the

concept of journalizing.

3. For the School administrator, they also need to have a concrete plans to develop

and monitor the students proficiency towards journalizing throughout their stay

here in this institution. They should also provide professional development

assistance for the faculty to be equipped for their relevant approaches, methods,

strategies and techniques in journalizing.

4. Lastly, for the other research enthusiasts they are encourage conducting a similar

study for the students must be monitored if they really do well in journalizing

transactions.
 23

References

Doyle, A. (2018, January 12). The Balance.

Dr. Daniel Barth, G. C. (2011). Behaviorism: Perspectives on Learning. Teachers

College Press, (p. Chapter 3).

Lo, M. L. (2012). Variation Theory and the Improvement of Teaching and Learning. In

Gotenburg Studies in Educational Sciences (p. 323).

Mueller, S. (2017, March 31). The Iceberg Theory of Success. Retrieved from

www.planetofsuccess.com.

Perez, C. (2015). Performance of BSA Graduates in the CPA Licensure Examination:

Basis of Enhancement . LPU-Laguna Journal of Multidisciplinary Research, Vol.

4 No. 3.

Royce Burnett, M. F.-w. (2008). The Change of Students' Perception of Accounting

Skills in Intermediate Accounting: A Guide for Accounting Education Reform.

The Accounting Educators' Journal, Volume XVIII.

 24

APPENDIX C

Raw Data
 Pretest Posttest
Names
(out of 8) (out of 8) 25
1. Shahaneh B. Balatero 7 4

2. Kyla Clerigo 7 7
3. Rodolfo F. Lagura Jr. 7 6

4. Joshua Angelo Tanoy 7 8

5. Cyrelle Ann B. Evangelio 6 5

6. Ramilyn M. Cagampang 6 4
7. Angelyn L. Sanchez 6 5

8. Ma. Abegail D. Albatera 6 5

9. Jasmin Marie A. Villez 6 4

10. RuzaldCyrelRabames 5 3
11. Shania Marie Peñaranda 5 7

12. Chandell Mae T. Saquin 5 6

13. Juliana E. Paguican 5 4

14. Marianne Capitania 5 4

15. Eden Padullon 5 5

16. Dwight Jam Gaviola 5 5

17. Archilyn A. Gumapac 5 6

18. Russel Justine Magdadaro 5 7

19. Jean Baroro 5 3

20. Shaney Labastida 4 5

21. KrishaRatilla 4 5

22. Sydney Grace Mahilum 4 6

23. Kenneth De Gracia 4 4

24. Jean Marie Orcullo 4 5

25. RickaGweynAlferez 4 3

26. Leovel Yap 4 4

27. Hannah Saile 4 3

28. Bernadette Pulvera 3 4

29. Khaeryn Rose M. Gahit 3 4

30. JusmenAbegael G. Bomediano 3 3

31. Grace LaarniAñaviza 3 5

32. Andy Gibb Garcia 3 4

33. ChimVeeRagpala 3 3

34. Mary Christine Lee 3 3

Names Pretest Post-test
(out of 8) (out of 8)
 26

1. Marikris Garcia 6 3
2. Jan Carlo Abarquez 4 6
3. Rey Peras 4 4
4. Christene Jane Puut 6 3
5. Annly Ortega 6 4
6. Joseph Andre Du 6 5
7. CaterinePatcho 6 3
8. Ashe Apdohan 6 4
9. Almarie June Flores 5 4
10. James Clyde Sellana 5 3
11. Jul Andrea Embuscado 5 3
12. Angelyn Cabrera 5 6
13. Sarah Kathlene Alvarez 5 4
14. Wilmae Jane Lucing 5 6
15. AntonnetteBalucan 5 5
16. Ashley JudaBacayo 5 4
17. Joyce Irish Julagno 5 7
18. Trisha Joy Acebu 5 7
19. JoenardApao Jr. 5 4
20. Christian Gumapac 5 4
21. Monique LoreenCañacao 4 3
22. Abegail Mae Occeña 4 4
23. Mary CyskyMutia 4 3
24. Jonathan Jalem 4 3
25. Jayvee Bandiola 4 3
26. Billy Ian Libetario 3 5
27. JoevanieAndrin 3 6
28. Angel Kate Dasigan 2 6
29. Arcil Mae Sabay-Sabay 2 6
30. JinnaZabate 4 4
31. Rad Napoleon Chiong 1 6
32. Hervy Jean Paragoso 1 1

MEAN of GRADE 11 ABM-2 4.4 27

4.3

28

NAMES PRETEST POST-TEST

(out of 8) (out of 8)
1. Katrina Frigillano 7 6
2. Irene Jane Mula 7 7

3. JesamCabatuan 6 6

4. Kayla Fajardo 5 4

5. RolanelSabandal 5 5

6. Christian Arombo 5 5

7. Lyle DaphnieAniban 5 6

8. Fritzie Jane Mercader 5 8

9. Marianne De Vera 4 8

10. AlfrenchBoran 4 7

11. LJ Revil 4 5

12. KT Denise Tan 4 6

13. Theresa LoiseBranzuela 4 5

14. NicaNgojo 4 7

15. RamhilMiselleAgapay 4 8

16. Kate Christine Digal 4 5

17. Christine Jane Capulong 4 5

18. Acyl Hernando 4 7

19. Frelie Fe Bajan 4 6

20. GlaizzaLadao 3 7

21. Bea Chiong 3 6

22. April Buenadera 3 7

23. Fannie Joy Calimpung 3 5

24. Jan RuzzelSabroso 3 7

29
25. Kate Lorraine Sagario 3 5

26. Kristhale Ann Mendoza 3 6

27. John Paul Cavan 2 6

28. Richellen Bustamante 2 8

29. Glenn Axel Mendez 2 6

30. Rhea Jean Gonzales 2 6

 31. Maria Niña Sinay 1 7

32. LorelieHonquilada 1 7

6.2
MEAN of GRADE 12 ABM-3 3.8

30

APPENDIX D

Curriculum Vitae

Name: Cristine B. Tursolado

Contact Number: 09121749162

Address: Libertad Bajo Sinacaban, Misamis Occidental

Email address: tursoladocristine@gmail.com

EDUCATIONAL ATTAINMENT

Senior High School: La Salle University

Address: Abanil Ext., Aguada Ozamiz City

School year: 2018-2019

Junior High School: Saint Joseph’s High School

Address: Poblacion, Sinacaban, Misamis Occidental

School year: 2016-2017

Elementary: Sinacaban Central School

Address: Poblacion, Sinacaban, Misamis Occidental

School year: 2011-2012

SKILLS and HOBBIES

31
Reading, Singing, Dancing, Sleeping Eating

Name: Shaira Angela D. Rebutazo

Contact Number: 09381147474

Address: P-3 Malaubang, Ozamiz City

Email address: shiara.rebutazo@lsu.edu.ph

EDUCATIONAL ATTAINMENT

Senior High School: La Salle University

Address: Abanil ext., Aguada Ozamiz City

School year: 2018-2019

Junior High School: Ozamiz City National High School

Address: Pingol St. Ozamiz City

School year: 2016-2017

Elementary: Malaubang Integrated School

Address: Malaubang, Ozamiz City

School year: 2011-2012

SKILLS OR HOBBIES

32
Singing, Dancing and Watching Movies

Name: Precy Joy L. Trimidal

Contact Number: 09466297259

Address: Poblacion, Sinacaban, Misamis Occidental

Email address: prectrims@gmail.com

EDUCATIONAL ATTAINMENT

Senior High School: La Salle University

Address: Abanil Ext., Aguada Ozamiz City

School year: 2018-2019

Junior High School: Saint Josseph’s High School

Address: Poblacion, Sinacaban, Misamis Occidental

School year: 2016-2017

Elementary: Sinacaban Central School

Address: Poblacion, Sinacaban, Misamis Occidental

School year: 2011-2012

SKILLS OR HOBBIES

Dancing, Singing and Eating

33

Name: Jeriel Cinco

Contact Number: 09098999362

Address: P-8 Banadero Ozamiz City

Email add: jeriel.cinco@lsu.edu.ph

EDUCATIONAL ATTAINMENT

Senior High School: La Salle University

Address: Abanil ext., Aguada Ozamiz City

School year: 2018-2019

Junior High School: Ozamiz City National High School

Address: Pingol St. Ozamis City

School year: 2016-2017

Elementary: Ozamiz City Central School

Address: Tinago St. Ozamiz City

School year: 2011-2012

SKILLS OR HOBBIES

Eating and Sleeping 34

Name: Andrea Sophia Y. Gallo

Contact Number: 09278316287

Address: P-2 Lao Proper. Plaridel Misamis Occidental

Email address: andrea.gallo@lsu.edu.ph

EDUCATIONAL ATTAINMENT

Senior High School: La Salle University

Address: Abanil exr., Aguada Ozamiz City

School year: 2018-2019

Junior High School: Tangub City National High School

Address: Mantic, Tangub City

School year: 2016-2017

Elementary:Looc Central School

Address: Eastern Looc, Plaridel

School year: 2011-2012

SKILLS OR HOBBIES

Sleeping, eating and reading 35

Name: Wendell Emmanuel A. Tayone

Contact Number: 09776713868

Address: P-3 Ibabao Aloran Misamis Occidental

Email address: wedell.tayone@lsu.edu.ph

EDUCATIONAL ATTAINMENT

Senior High School: La Salle University

Address: Abanil ext., Aguada Ozamiz City

School year: 2018-2019

Junior High School: Saint Matthew High School

Address: DalisayAloran, Misamis Occcidental

School year: 2016-2017

Elementary:Aloran Central Elem School

Address: Dalisay Aloran, MisamisCccidental

School year: 2011-2012

SKILLS OR HOBBIES

Playing Sports, Dancing and Singing