FACTORS INFLUENCING GRADE 11 HUMSS STUDENTS’

CHOICE OF UNIVERSITY

A Research Report

Presented to the Faculty of Senior High School Department

Science, Technology, Engineering and Mathematics Track

Notre Dame-Siena College of General Santos City

In Partial Fulfillment of the Requirements

In English or Academic and

Professional Purposes

YAZMINE EMMANUELLE HICBAN

KIM ROCELENE MAY FINLAC

KIANAH ELOISA CORONEL

KENJE TORREMOCHA

MARION JAKE ACEBO

RHEA YBETH GAVINO

FRANCINE MAPALO

December 2021
 TABLE OF CONTENTS

Page
TITLE i
TABLE OF CONTENTS ii
ABSTRACT iii

I Introduction 1

II. Research Question 2

III. Literature Review 3

IV. Methodology 6

V. Results and Discussions 6

VI. Conclusion 12

REFERENCES 13

APPENDICES

A. Letter of Permission to the Respondents 15

B. Questionnaire 16

Frequency of Responses in Factors Influencing

C. 21
Students’ Choice of University

CURRICULUM VITAE 24

ii
 ABSTRACT

With all of the advancements and developments the world has been through today,

a student graduating from high school may find themselves in a difficult situation due to

the number of courses that have emerged. With the need for students to decide on their

choice of campuses for learning, the researchers sought to identify the factors influencing

the grade 11 HUMSS (Humanities and Social Sciences) students’ choice of which

university to attend.

An online survey was conducted to twenty-one (21) students from Notre Dame-

Siena College of General Santos City’s Humanities and Social Sciences strand (11- Our

Lady of Guadalupe), who were selected as respondents using convenience sampling.

Results have shown that the factors influencing students’ choice on which

university to attend as reflected in four different categories— the quality of education,

learning environment, financial capacity, and location are (1) high-quality educational

materials and teachers with a well-built academic reputation and professional experience,

(2) a “safe” mental and physical environment equipped with complete facilities, (3)

affordable school fees and scholarship/bursaries grants, and (4) a low-manageable cost

of transportation.

iii
INTRODUCTION

As society progresses into a more modern era of living, education plays a vital role

for every individual as it facilitates quality learning and provides essential functions of

enhancing self-dependency and the development of a society and a country. With all of

the advancements and developments the world has been through today, a student

graduating from high school may find themselves in a difficult situation due to the number

of courses that have emerged. For students who aim to get a job or achieve a profession,

graduating college is one of the requirements for almost any field of career.

Furthermore, the process of applying to a college or university can be very

challenging due to the requirements needed to be completed and achieved. According to

Ruth (2016), there are many aspects to consider when applying to and choosing colleges

and universities. These include finances and cost, location, getting access to quality

education, and many more.

Quality education not only refers to giving students the knowledge and skills they

need for the job and profession they will take, but it also aids in the development of

individuals in ways that help societies improve broadly. When universities see the quality

in terms of human development, their role becomes more than the production of workers

in an economy, that, through the universities’ teaching and learning, it can create an

important difference and impact (Mukwambo, 2019).

At some point, choosing a university that is suitable for a student’s course is

significant for it enhances their interest and hones their skills in a way that will shape their

1
future. The Which Money Team (2020), reports that having a firm choice in the course

that the student will take is one of the ways for efficient decision-making and application

for college.

Planning about pursuing a college education is a time-consuming process with

many different factors to consider. As a result, some students do not have enough time

to process their thoughts with careful consideration. Deciding which college or university

to attend is a major decision for all students, especially for learners who aspire to have a

plan for their academic careers.

Hence, with the emerging need for students to decide on the choice of campuses

for learning, the researchers sought to identify the factors influencing the grade 11

HUMSS (Humanities and Social Sciences) students’ choice of which university to attend.

RESEARCH QUESTION

1. What factors can influence students in deciding which university to attend with

regards to their:

1.1. quality of education;

1.2. learning environment;

1.3. financial capacity; and

1.4. location?

2
LITERATURE REVIEW

The factors that influence university choice involve important decisions that provide

the groundwork for future success in life and career. The choice process has evolved

significantly over the past half-century because of changes in student demographics as

well as the development of institutional admissions and marketing practices (Kinzie, et

al., 2010).

Location, academic program, college reputation, educational facilities, cost,

availability of financial aid, employment opportunities, advertising, Higher Education

Institutions (HEIs) representatives, and campus visits have all been identified as

independent variables that have influenced students’ college choice decisions (Ming,

2021).

According to Kohn, Manski, and Mundel (2014), a low-cost and a nearby

university was an important factor in their choice. Veloutsou, Lewis, and Paton (2015)

support this claim stating that students' university choices are influenced by the

university's location as well as its surroundings. Furthermore, proximity between its

location and one’s home is one of the most important factors for students since attending

a university closer to their homes allows students to strengthen their relationships with

their families as there would be an increased frequency of contacting and visiting them

(Kusumawati, 2013).

Additionally, Mustafa et al. (2018), expressed that students with highly educated

parents were significantly more likely to value quality of education. Hsieh (2010) revealed

that academic programs offered are among the significant factors influencing prospective

3
students to enroll in a university. The quality of higher education is affected by a variety

of factors, not only the content of study courses, but also faculty performance, student

support services, and other aspects must be acknowledged when evaluating higher

education, especially the HEI quality (Roga, et al., 2015).

The academic quality of the institution is related to its reputation (Veloutsou et al.,

2015). The reputation of the institution provides credibility to the qualification obtained,

thus making it easier for graduates to gain employment. The university's world rankings

and reputations are also the most important factors that attract students (Mazzarol, 2016).

A study conducted by Yusof (2011) added that financial assistance offered by

universities is one of the very important attributes expected from a particular higher

education institution of choice. Kusumawati (2013) presented one of the key factors that

influenced Indonesian students’ perceptions of their university choice process which was

total expenses (cost). It was stated that students took into consideration cost and

affordability which made them a rational decision by evaluating their social economic

factor before making a choice, which is compatible with economic models of choice.

Ismail et al. (2010) concluded that price is a negative influence on college choice while

financial aid to reduce costs is a positive influence.

Moreover, Hsieh (2010) reveals that generous numbers of scholarships provided

give a significant impact on the decision making of applicants. Financial aid can also be

an important policy lever for increasing rates of college persistence and degree

completion (Long, 2020).

Pascual (2014) unraveled that students’ first consideration in choosing a course in

university is the availability of possible work. The study of Pascual (2014) is also in line

4
with Rababah’s (2016) study which revealed that opportunity and availability of jobs have

an influence on students’ choice of the major program in the University.

Institution marketing through the media has grown tremendously in recent times.

Television and radio advertising have been shown to be particularly effective in

building institutional image and visibility, especially in specific geographical areas

(Hossler et al., 2010).

The study by Kuh, Kinzie, Schuh, and Whitt (2010), argued that the environment

of an institution plays a significant role when students select a university. According to

Oldfield and Baron (2014), students spend a lot of time within the environment, as

such; they would prefer a good environment that is conducive for learning. They also

stated that students want the classroom environment to be conducive to learning. The

variables that affect this factor include the decoration, layout, furnishings, teaching and

learning equipment, lighting system, and cleanliness of the lecture halls (Oldfield and

Baron, 2014).

With that, considering the factors in choosing a university is an important step in

determining the direction of the students' future since it is a sensitive matter to them that

involves caution and serious considerations – factors affecting their choices.

5
METHODOLOGY

This study aimed to determine the factors that can influence students in deciding

which university to attend as reflected in four different categories— the quality of

education, learning environment, financial capacity, and location.

Twenty-one (21) students from Notre Dame-Siena College of General Santos

City’s Humanities and Social Sciences strand (11- Our Lady of Guadalupe), were

selected as respondents using convenience sampling. The students who had voluntarily

participated were sent a survey questionnaire prepared by the researchers via Google

forms.

The questionnaire contains different statements with regard to the factors that

might affect their choice in choosing their university. The respondents were asked to rate

their level of agreement towards the following statements.

The gathered data are presented in bar graphs along with their corresponding

answers. These data are then processed, analyzed, and interpreted, drawing a

conclusion based on its results.

RESULTS AND DISCUSSION

This section presents the findings derived from the survey named “Factors of

Grade 11-HUMMS students’ choice of University.” The following charts present the

summary of the twenty-one (21) responses to the queries respective to the factors

involving the respondents’ decision in choosing a university to attend to in college.

6
Chart 1. Quality of Education.

In choosing the quality of education, seventeen (17) students said that they

strongly agree that teachers must have academic reputation, three (3) said they agree

and one (1) respondent is undecided. On the second bar, fifteen (15) respondents said

that they strongly agree that teachers must have professional experience, five (5) said

that they agree and one is undecided. Following the next bar, seventeen (17) of the

twenty-one (21) respondents strongly agree and four (4) said they agree that university

staff must have good communication skills. The fourth bar sums up the responses for the

factor involving educational material of high qualities in universities, fourteen (14) said

that they strongly agree, five (5) agree and two (2) respondents said that they are

undecided. For the fifth bar, sixteen (16) respondents strongly agree, three (3) said that

they agree and two (2) are undecided that universities must have a variety of elective

modules/modules on specialization areas.

7
Chart 2. Learning Environment.

In choosing the learning environment, fifteen (15) students said that they strongly

agree that universities must have quality infrastructure, five (5) said they agree and one

(1) respondent is undecided. On the second bar, seventeen (17) respondents said that

they strongly agree that the learning environment must have friendliness and

approachability, three (3) said that they agree and one (1) is undecided. Following the

next bar, eighteen (18) of the twenty-one (21) respondents strongly agree and two (2)

said they agree that the learning environment must have established a supportive

learning culture while one (1) respondent is undecided. The fourth bar sums up the

responses for the factor involving the fostering of competitiveness, creative thinking,

innovation, and so forth, sixteen (16) said that they strongly agree, three (3) agree and

two (2) respondents said that they are undecided. For the fifth bar, seventeen (17)

respondents strongly agree, two (2) said that they agree, one (1) is undecided and one

(1) disagree that universities must have a safe environment, both physically and mentally.

Next, sixteen (16) said that they strongly agree, three (3) said they agree, one (1) is

undecided and one (1) strongly disagree that the learning environment in universities

must employ interactive learning through activities and games. For the last bar, fourteen

8
(14) of the respondents said that they strongly agree, two (2) said they agree, two (2) are

undecided and one (1) disagreed that universities must have leniency towards religious

matters.

Chart 3. Financial Capacity.

In considering their financial capacity, eighteen (18) strongly agree, one (1) agrees,

and two (2) are undecided that universities must have scholarship grants and bursaries.

Sixteen (16) said that they strongly agree, four (4) agree, and one (1) is undecided that

the university fees must be affordable to them and to their family. Further, sixteen (16)

said that they strongly agree, three (3) agree, one (1) is undecided, and one (1) disagrees

that the university of their choice must be worth the cost. Lastly, sixteen (16) said that

they strongly agree, four (4) agree, one (1) is undecided that there must have an

opportunity for a job outside the university.

9
Chart 4. Location.

In considering the factors involving location, fourteen (14) said that they strongly

agree, five (5) agree, one (1) is undecided and one (1) disagrees that there must have

frequent transport service. Sixteen (16) strongly agree, two (2) agree and three (3) are

undecided that there must have a low-manageable cost of transportation. Fourteen (14)

said that they strongly agree, six (6) agree, and one (1) is undecided that the university

location must have a quiet and calm with soothing ambiance for students. The next thing

that students consider is the security in the city which the university is established,

seventeen (17) said they strongly agree and four (4) agree. Thirteen (13) said they

strongly agree, seven (7) agree and one is undecided that the university’s location must

be easily accessible. The last factor is the availability of extra-curricular programs and

life-quality to which seventeen (17) said that they strongly agree, three (3) agree and one

(1) respondent is undecided.

10
Chart 5. Other university related factors.

In other university-related factors, fourteen (14) said they strongly agree, five (5)

said they agree, and two (2) are undecided that there must have complete facilities in

their university choice. Sixteen (16) strongly agree, three (3) agree, and two (2) are

undecided that there must have customer centeredness. Further, fifteen (15) said they

strongly agree, four (4) agree, and two (2) are undecided that there must have workshops

and laboratories. In addition, thirteen (13) said they strongly agree, seven (7) agree, and

one (1) is undecided that the university must have rare courses. Lastly, in having access

to post-graduate education, fifteen (15) said they strongly agree, five (5) agree, and one

(1) is undecided.

11
CONCLUSION

As the time for students to venture into a new page in their lives – their college

education, it is essential to choose the university that best suits their goals. Based on the

analysis and interpretation of the gathered data regarding the Grade 11 Humanities and

Social Sciences students in Notre Dame – Siena College of General Santos City’s choice

of university, most students believe that the factors influencing their choice of university

were the following:

1. A university with high-quality educational materials and teachers with a well-

built academic reputation and professional experience would enhance

students’ intellectual ability.

2. Students expressed that a university that focuses on fostering competitiveness,

creative thinking, innovation, friendliness, and approachability can greatly

influence their choice. Furthermore, the university should also have a “safe”

mental and physical environment equipped with complete facilities to ensure a

positive learning experience.

3. Moreover, students consider universities with school fees that are affordable to

them and their families. Additionally, students would most likely choose a

university that offers scholarship grants and bursaries.

4. A university with a low-manageable cost of transportation and is easily

accessible proved to be sought after by students.

12
 REFERENCES

Abduh, Muhamad, Dahari, Bin, Z., (2011) Factors Influencing International Students’

Choice Towards Universities in Malaysia. African Journal of Business and

Management, Vol. 5, No. 26, pp.10615-10620, 2011,

https://ssrn.com/abstract=2012407

Amoako, S., Noble, Asare, A., Asare, D. (2020). Factors Influencing Students' Choice of

Tertiary Education. Africa Development and Resources Research Institute

(ADRRI) journal. 28. 58-92.

Kinzie, J., Palmer, M., Hayek, J., Hossler, D.; Jacob, S. & Cummings, H. (2010). Fifty

years of college choice: Social, political, and institutional influences on the

decision-making process. New Agenda Series. 5, 1-76.

Kohn, M., Manski, C. & Mundel, D. (2014). “An empirical investigation of factors

influencing behavior,” Annual of Economic and Social measurement, 54(4), 1976,

pp. 391-419.

Kusumawati, A. (2013). A Qualitative Study of the Factors Influencing Student Choice:

The Case of Public University in Indonesia. Journal of Basic and Applied Scientific

Research, 4(3), 540-544.

Lewis, P., & Norris, K. (2014). Recent Changes in Economics Enrolments. .

Economic Papers, 16(1), 1-13.

13
Ming, J. (2010). Institutional factors influencing students ' college choice decision in

Malaysia: A conceptual framework.

https://www.academia.edu/2109970/Institutional_factors_influencing_students_c

ollege_choice_decision_in_Malaysia_A_conceptual_framework

Mustafa, S., Sellami, A., Elmaghraby, E. & Al-Qassass, H. (2018). Determinants of

College and University Choice for High-School Students in Qatar. International

Journal of Higher Education. https://doi.org/10.5430/ijhe.v7n3p1.

Oldfield, B. & Baron, S. (2014). Student perception of service quality in a UK university

business and management faculty’. Quality Assurance in Education, 8 (2), 85-95.

Roga, R., Lapiņa, I., Müürsepp, P., (2015). Internationalization of Higher Education:

Analysis of Factors Influencing Foreign Students’ Choice of Higher Education

Institution, Procedia - Social and Behavioral Sciences,

https://doi.org/10.1016/j.sbspro.2015.11.506.

Senate, U. S., & Long, B. T. (2020). THE IMPORTANCE OF FINANCIAL AID.

https://www.help.senate.gov/imo/media/doc/Long2.pdf

14
 Appendix A
Letter of Permission to the Respondents

December 18, 2021

Dear respondent:

Blessed be God Forever!

We, Grade 12 students of Our Lady of Mount Carmel (STEM), are currently working on
our research entitled Factors Influencing Grade 11 HUMSS Students’ Choice Of
University, in partial fulfillment of our requirements in English for Academic and
Professional Purposes. Our study aims to identify which factors influence the Grade 11
students of Humanities and Social Sciences (HUMSS) strand in Notre Dame - Siena
College of General Santos City regarding their choice of university.
In line with this, we would like to invite you as a respondent for our study. We respectfully
ask for your consent to participate in our survey. Your participation is entirely voluntary,
and you may withdraw your participation at any point. Rest assured of your anonymity
and any information you will provide will be treated with utmost confidentiality.
Your assistance and participation regarding this matter will be highly appreciated. Thank
you very much and God bless.

Respectfully yours,
Yazmine Emmanuelle Hicban
Kim Rocelene May Finlac
Kianah Eloisa Coronel Noted by:
Kenje Torremocha
Marion Jake Acebo MR. RALPH LAURENCE VALDUEZA
Rhea Ybeth Gavino Subject Teacher
Francince Mapalo

15
 Appendix B
Questionnaire

1.1 Quality of Education;

When deciding about the university you would attend for college, what is your level of

agreement on the following statements regarding the university’s quality of education?

Strongly Agree Undecided Disagree Strongly

Agree Disagree
Teachers must
have academic
reputation
Teachers must
have professional
experience
University Staff
must have good
communication
skills
Must have
Educational
Material of High
Quality
Must have a variety
of elective
modules/modules
on specialization
areas

1.2 Learning Environment;

When deciding about the university you would attend for college, what is your level of

agreement on the following statements regarding the university’s learning environment?

16
 Strongly Agree Undecided Disagree Strongly
Agree Disagree
Must have quality
Infrastructure
Must have friendliness
and approachability
Must have established
a supportive learning
culture
Must foster
competitiveness,
creative thinking,
innovation, and so
forth
Must have safe
environment both,
physically and mentally
Must employ
interactive learning
through activities and
games
Must have leniency
towards religious
matters

1.3 Financial Capacity

When deciding about the university you would attend for college, what is your level of

agreement on the following statements regarding the university’s financial capacity?

Strongly Agree Undecided Disagree Strongly

Agree Disagree
Must have
Scholarships,

17
 Grants, and
Bursaries
Must be
affordable to
you and your
family
Must be worth
the cost
Must have an
opportunity for a
job outside the
university
Must have an
opportunity for a
job inside the
university

1.4 Location

When deciding about the university you would attend for college, what is your level of

agreement on the following statements regarding the university’s quality location?

Strongly Agree Undecided Disagree Strongly

Agree Disagree
Must have
frequent
transport
service
Must have a
low-
manageable

18
 cost of
transportation
Must have a
quiet and calm
with a soothing
ambiance for
the students
Must have
security in the
city in which the
university was
established
Must be easily
Accessible

1.5 University related factors

When deciding about the university you would attend for college, what is your level of

agreement on the following statements regarding other university related factors?

Strongly Agree Undecided Disagree Strongly

Agree Disagree
Must have
complete
facilities
Must have
customer
centeredness
Must have
workshops
and
laboratories

19
Must have
rare courses
Must have
extra-
curricular
programs
and life
quality
Must have
access to
post-
graduate
education

20
 Appendix C
Frequency of Response in Factors Influencing Students’ Choice of University

When deciding about the university you would attend for college, what is your
level of agreement on the following statements?
Strongly Agree Undecided Disagree Strongly
Agree Disagree

Quality of Education
Teachers must have 17 3 1
academic reputation

Teachers must have 15 5 1

professional
experience

University Staff Must 17 4

have good
communication skills

Must have 14 5 2
Educational Material
of High Quality

Must have a variety of 16 3 2

elective
modules/modules on
specialization areas

Learning Environment

Must have Quality 15 5 1

Infrastructure

Must have friendliness 17 3 1

and Approachability

Must have established 18 2 1

a supportive learning
culture

Must foster 16 3 2
competitiveness,
creative thinking,

21
innovation, and so
forth

Must have safe 17 2 1 1

environment both,
physically and
mentally

Must employ 16 3 1 1
interactive learning
through activities and
games

Must have leniency 14 4 2 1

towards religious
matters

Financial Capacity

Must have 18 2 1
Scholarships, Grants,
and Bursaries

Must be affordable to 16 4 1
you and your family

Must be worth the 16 3 1 1

cost

Must have an 16 4 1
opportunity for a job
outside the university

Location

Must have frequent 14 5 1 1

transport service

Must have a low- 16 3 2

manageable cost of
transportation

Must have a quiet and 14 6 1

calm with a soothing

22
ambiance for the
students

Must have security in 17 4

the city in which the
university was
established

Must be easily 13 7 1
Accessible

University Related Factors

Must have complete 14 5 2

Facilities

Must have Customer 16 3 2

Centeredness

Must have workshops 15 4 2

and Laboratories

Must have rare 13 7 1

Courses

Must have extra- 17 3 1

curricular programs
and life quality

Must have access to 15 5 1

post-graduate
education

23
 CURRICULUM VITAE

YAZMINE EMMANUELLE HICBAN

ID/Formal picture
#14 Hicban Subdivision here (head shot)

Brgy. Lagao, General Santos City

+639988623440

jikyuhyoung@gmail.com
__

Personal Data

Age: 17

Date of Birth: January 4, 2004

Birthplace: Mandurriao, Ilo-Ilo

Gender: Female

Civil Status: Single

Citizenship: Filipino

Height: 162 cm

Weight: 53 kg

Religion: Roman Catholic

Educational Attainment:
Senior High School Notre Dame - Siena College of GSC
NLSA Road Ext. Prk. Masagana, San Isidro,
General Santos City
2020 – Present
Junior High School Notre Dame - Siena College of GSC
NLSA Road Ext. Prk. Masagana, San Isidro,
General Santos City
2016-2020
Elementary Dadiangas West Central Elementary School
Brgy. Lagao, General Santos City
2009-2010
Lagao Central Elementary School
Brgy. Lagao, General Santos City 2010-2016

24
 CURRICULUM VITAE

KIM ROCELENE MAY D. FINLAC

Guevarra Purok Malakas Brgy. San Isidro, ID/Formal
picture here
General Santos City (head shot)
+639480032330
shxxbri@gmail.com

__
Personal Data

Age: 17
Date of Birth: May 18, 2004
Birthplace: General Santos City
Gender: Female
Civil Status: Single
Citizenship: Filipino
Height: 154 cm
Weight: 46 kg
Religion: Roman Catholic

Educational Attainment:
Senior High School Notre Dame - Siena College of GSC
NLSA Road Ext. Prk. Masagana, San Isidro,
General Santos City
2020 – Present
Junior High School Notre Dame - Siena College of GSC
NLSA Road Ext. Prk. Masagana, San Isidro,
General Santos City
2016-2020
Elementary Goldenstate Little College
NLSA Road Ext. Prk. Masagana, San Isidro, General Santos
City,
2009-2015

25
 CURRICULUM VITAE

Kianah Eloisa C. Coronel

ID/Formal
General Santos City picture here
+639993977249 (head shot)

kianaheloisacoronel@gmail.com

__
Personal Data
Age: 16
Date of Birth: July 06, 2004
Birthplace: General Santos City

Gender: Male
Civil Status: Single
Citizenship: Filipino

Height: 155 cm
Weight: 47 kg

Religion: Christian

Educational Attainment:

Senior High School Notre Dame - Siena College of GSC

NLSA Road Ext. Prk. Masagana, San Isidro,
General Santos City
2020 – Present
Junior High School Notre Dame - Siena College of GSC
NLSA Road Ext. Prk. Masagana, San Isidro,
General Santos City
2016-2020
Elementary Passionist Sister’s School
Purok Upper Cahilsot, Lungsod ng General Santos, 9500,
General Santos City
2009-2016
CURRICULUM VITAE

26
 CURRICULUM VITAE

KENJE G. TORREMOHCA
ID/Formal
10-A block 4 Fatima Uhaw, picture here
General Santos City (head shot)

+639054101832
kenjetorremocha123@gmail.com
__
Personal Data
Age: 17
Date of Birth: February 24, 2004
Birthplace: General Santos City
Gender: Male

Civil Status: Single

Citizenship: Filipino
Height: 166.5 cm

Weight: 60 kg
Religion: Roman Catholic

Educational Attainment:

Senior High School Notre Dame - Siena College of GSC

NLSA Road Ext. Prk. Masagana, San Isidro,
General Santos City
2020 – Present
Junior High School Notre Dame - Siena College of GSC
NLSA Road Ext. Prk. Masagana, San Isidro,
General Santos City
2016-2020
Elementary Passionist Sister’s School
Purok Upper Cahilsot, Lungsod ng General Santos
2009-2016

27
 CURRICULUM VITAE

MARION JAKE C. ACEBO

ID/Formal
Purok 5
picture here
Brgy. Conel, General Santos City (head shot)
+639569880275
acebomarionjake@gmail.com
__
Personal Data
Age: 16
Date of Birth: July 30, 2004
Birthplace: General Santos City
Gender: Male
Civil Status: Single
Citizenship: Filipino

Height: 157 cm
Weight: 51 kg
Religion: Roman Catholic

Educational Attainment:

Senior High School Notre Dame - Siena College of GSC

NLSA Road Ext. Prk. Masagana, San Isidro,
General Santos City
2020 – Present
Junior High School Notre Dame - Siena College of GSC
NLSA Road Ext. Prk. Masagana, San Isidro,
General Santos City
2017-2020
Elementary Conel Central Elementary School
Purok 4, Brgy. Conel General Santos City
2009-2015

28
 CURRICULUM VITAE

RHEA YBETH L. GAVINO

NLSA Road Ext., Purok Masagana, ID/Formal picture
Brgy. San Isidro, General Santos City here (head shot)

+639770991273
rheaybethgavino@gmail.com
__

Personal Data

Age: 16

Date of Birth: July 15, 2004

Birthplace: Koronadal City

Gender: Female

Civil Status: Single

Citizenship: Filipino

Height: 150 cm

Weight: 40 kg

Religion: Roman Catholic

Educational Attainment:

Senior High School Notre Dame - Siena College of GSC

NLSA Road Ext. Prk. Masagana, San Isidro,
General Santos City
2020 – Present
Junior High School Notre Dame - Siena College of GSC
NLSA Road Ext. Prk. Masagana, San Isidro,
General Santos City
2016-2020
Elementary Notre Dame - Siena College of GSC
NLSA Road Ext. Prk. Masagana, San Isidro,
General Santos City
2012-2016
San Miguel Elementary School
Norala, South Cotabato
2011-2012

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 CURRICULUM VITAE

FRANCINE M. MAPALO
Mercado St., Purok Malakas,
Brgy. San Isidro, General Santos City
+639566112290
mapalofrancine@gmail.com

Personal Data
Age: 17
Date of Birth: April 6, 2004
Birthplace: General Santos City
Gender: Female
Civil Status: Single
Citizenship: Filipino
Height: 160 cm
Weight: 46.5 kg
Religion: Iglesia Ni Cristo

Educational Attainment:

Senior High School Notre Dame - Siena College of GSC

NLSA Road Ext. Prk. Masagana, San Isidro,
General Santos City
2020 – Present
Junior High School Notre Dame - Siena College of GSC
NLSA Road Ext. Prk. Masagana, San Isidro,
General Santos City
2016-2020
Elementary General Santos City Special Education
Integrated School
NLSA Road Ext. Prk. Masagana, San Isidro,
General Santos City
2010-2018

30