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CHAPTER I
THE PROBLEM AND Its BACKGROUND

Introduction

Modular approach is an emerging trend educational thinking that shifts

traditional method of instruction to an outcome-based learning paradigm.

Modularization is based on the principle of dividing the curriculum into small

discrete modules or units that are independent, nonsequential, and typically

short in duration.

These days, there is a move toward modular approach to curriculum

implementation. The approach has drawn a special attention in most nations’

education system particularly in technical and vocational education and higher

education (Malik, 2012). MoE [Ministry of Education] (2013) of Ethiopia

asserted that there has been an increasing focus on modular approach of

learning in higher education institutions. Modular approach is an emerging

trend educational thinking that shifts traditional method of instruction to an

outcome-based learning paradigm.

Modularization is based on the principle of dividing the curriculum into

small discrete modules or units that are independent, nonsequential, and

typically short in duration. Students accumulate credits for modules which can

lead to the qualification for which a specified number of credit point is

required. According to Hornby, as cited in Yoseph and Mekuwanint (2015)

and Malik (2012), module is a unit of work in a course of instruction that is

virtually self-contained and a method of teaching that is based on the building

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up of skills and knowledge in discrete units. Therefore, a module is a course

that together with other related courses can constitute a particular area of

specialization. Each unit or module is a measured part of an extended

learning experience leading to a specified qualification(s) “for which a

designated number, and normally sequence, of units or modules is required.”

Background of the Study

The outbreak of the new coronavirus infection known as COVID-19 has

first occurred at Huanan Seafood Market in Wuhan city of China in December

2019 (Wikipedia, 2020), and within a couple of months it has turned out to be

a global health emergency. It has rapidly affected thousands of people, who

are sick or being killed due to the spread of this disease. The COVID-19

pandemic also resulted in a widespread disruption such as travel restrictions,

closure of schools and global economic recession. Most countries around the

world have temporarily closed educational institutions to contain the spread of

the virus and reduce infections (Tria, 2020). Face to face engagement of

students and teachers within the school has also been suspended. The

Philippines is in the process of adapting to the new normal form of education

at present, and continuous innovations of educators and active involvement of

other stakeholders are the driving force for its success. For the continuity of

education and for every school to still attain its mission and vision which is to

provide quality education to every Filipino learner, the Department of

Education implemented the Modular Distance Learning. Distance Learning

refers to a learning delivery modality, where learning takes place between the

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teacher and the learners who are geographically remote from each other

during instruction. This modality has three types: Modular Distance Learning

(MDL), Online Distance Learning (ODL), and TV/Radio-Based Instruction.

(Quinones, 2020) Modular learning is the most popular type of Distance

Learning. In the Philippines, this learning modality is currently used by all

public schools because according to a survey conducted by the Department

of Education (DepEd), learning through printed and digital modules emerged

as the most preferred distance learning method of parents with children who

are enrolled this academic year (Bernardo, J). This is also in consideration of

the learners in rural areas where internet is not accessible for online learning.

The teacher takes the responsibility of monitoring the progress of the

learners. The learners may ask assistance from the teacher via e-mail,

telephone, text message/instant messaging among others. Where possible,

the teacher shall do home visits to learners needing remediation or assistance

(Llego, n.d.). Printed Modules will be delivered to students, parents or

guardians by the teachers or through the Local Government Officials.

Statement of the Problem

This study seeks to answer the following question:

1.) What are the perception of the students towards the effects of modular

learning approach to their learning capabilities?

2.) What is the level of effectiveness of modular learning approach to the

Grade 12 ABM students in terms of their academic performance?

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3.) What suggestion/s or recommendation/s can be made in order to

minimize the negative effects of modular learning approach to the

learning capabilities of Grade 12 ABM students?

Conceptual Framework

This study seeks to describe about the effects of modular learning

approach to the learning capabilities of Grade 12 ABM students in SHS in

Lobo. In this part of the study, it shows Input-Process-Output (IPO) model that

the researcher use.

INPUT PROCESS OUTPUT

1. Perception of  Necessary
the Grade 12 actions to
ABM students be taken in
toward the effects order to
of modular minimize
learning approach the
to their learning  Distribution of
negative
capabilities survey
effects of
questionnaire
2. Level of modular
to the
effectiveness of learning
respondents
modular learning approach
approach to the to the
students in terms learning
of their academic capabilities
performance. of the
students

Figure 1.0
Research Paradigm

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Significance of the Study

The study focused on explaining the effectiveness of school rules and

regulations to the behavior of Grade 11 HUMSS students, Moreover, the

results of the study will be beneficial to the following:

To the Students: This study will be a great opportunity for the students to

have a better learning and additional information about the effects of modular

learning to their learning capabilities.

To the Teachers: The result of the study will help the teachers to provide

necessary intervention regarding the negative effects of modular learning

approach towards the learning capabilities of their students.

To the Parents: The result of the study will help the parents to take actions

regarding the negative effects of modular learning approach to the learning

capabilities of their children.

To the Future Researchers: The outcome of the study is beneficial to either

present researchers or the future researchers. This study may be one of the

basis that a new theory in learning will arise.

Scope, Limitation and Delimitation of the Study

This study focuses on the effects of modular learning approach to the

learning capabilities of grade 12 ABM students in SHS in Lobo.

This study involves the Grade 12 ABM students of SHS in Lobo.

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The researchers limited the study to Grade 12 ABM students in SHS in

Lobo because the researchers wanted to find out what are the effects of

modular learning approach to the learning capabilities of the students. The

researchers also wanted to know level of understanding of the students with

regards to their modular learning.

This study will not cover other problems that are not consider or related

to the learning capabilities. The other students which not fall as part of Grade

12 ABM are not within the scope of this research. This study would be done

through the utilization of questionnaire to the students as a survey reference.

This study delimits other population or youth who no longer attend

school especially not a Senior High school in ABM strand. The study will not

tackle the other factors of modular learning approach to the learning

capabilities of ABM students

Definition of Terms

In this part of the research, terminology that will encounter in this study

will be defined.

ABM. The Accountancy, Business and Management strand focuses on the

basic concepts of financial management, business management, corporate

operations, and all things that are accounted for.

 It refers to the assigned respondent of this study.

Academic Performance. It is the measurement of student achievement

across various academic subjects.

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 The term is used to know how academic performance is being affected

by the modular learning approach.

Learning Approach.  These are the elements used by teachers to help

students understand the information in depth. 

 The term is used in the study in order to define the way of learning of

the students.

Learning Capabilities. The concept that consists of managerial practices,

mechanisms, and management structures that can be implemented to

promote learning in an organization.

 It is used to know how it was affected by the modular learning

approach.

Modular Learning Approach. A form of distance learning that uses Self-

Learning Modules based on the most essential learning competencies.

 This terms is to describe the way of learning of the respondents.

Senior High School Students. It refers to the person engage in studying

senior high school and attends school.

 In this study, the term is used to address the respondents.

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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Related Literatures

The use of modules encourages independent study. One of the

benefits of using modules for instruction is the acquisition of better self-study

or learning skills among students. Students engage themselves in learning the

concepts presented in the module. They develop a sense of responsibility in

accomplishing the tasks provided in the module. With little or no assistance

from others, the learners progress on their own. They are learning how to

learn; they are empowered (Nardo, M.T.B, 2021).

Use of self learning modules in teaching is another form of individual

used instructions. This is called modular approach of teaching and learning

(k.Jaya sree,2009) if self-learning modules are available on some topics they

can b given to the students as assignments for self-learning .scientific attitude

refers to an individual’s outlook towards life. Attitude is a method condition / a

stabilized method set which express itself in a tendency to react to any

member of the class of stimuli in the same general way.

Robert Ebel (2011) Modules are increasingly being used in many

countries as a way of organizing a language curriculum. As a consequence,

many course books are now structured on the basis of “modules” rather than

“units”. The concept of “module” is strictly linked to the idea of a flexible

language curriculum.Taneja (2012) defined module as a unit of work in a

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course of instruction that is virtually self-contained and a method of teaching

that is based on the concept of building up skills and knowledge in discrete. A

module is a set of learning opportunities organized around a well - defined

topic which contains the elements of ordinate dictation, categorical objectives,

edifying cognition activities, and evaluation utilizing criterion - referenced

measures UNESCO (2010)

Local Related Literatures

The utilization of such packages takes into account individual

differences and sanctions students to work at their own pace. That is why

Morteza and Alvarez (2020) pointed out that individual learnt more at their

own pace, because “Telling is not edifying and heedfully aurally perceiving is

not learning. However it is a process of understand and then express the idea

or knowledge. One of the largest changes in recent years has been the

addition of technology education facilities with individualized instructional

modules.

De Mesa (2020) Each module has a distinct training element; it covers

either a single element of subject matter content or a group of content

elements objectives; preferably in behavioral form Avera (2020) A recognized

level of proficiency or a qualification can be achieved through the completion

of a series of modules.

Zobel (2021) stated that when vendors sell individualized instructional

modules “the ability to manage the classroom” was mentioned frequently.

Daugherty and Belzama (2021) found that using individualized instructional

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modules reduces the time it takes teachers to develop a technology-based

program.

Foreign Related Studies

Rashel (2009) carried out a study aimed at using the modules in

teaching the energy and the human work chapter, the two groups were

trained, one by using the modules and the other using the conventional

method in teaching, the result showed that the teaching module contributed in

increasing the scientific performance of the student and modifying their

behavior for the energy consumption.

Abdul-Sabour and Al-Saeed Study (2013): which aimed at knowing the

impact of the teaching modules in developing the comprehension of the

students for the teacher at the nature and science colleges for girls , the two

groups were trained one with the use of the teaching modules and the other

using the conventional method, the results were that there evidential clue for

the modules presented for the student to gain from the teacher concerning the

teaching theories, the percentage for the posttest reached (85.12) the results

showed that there was also impact on more understanding of the student of

the teacher for the teaching course the percentage was for the post test

(82.62).

Local Related Study

The fight against the threats to COVID-19 pandemic suffered profound effects and
impacts on almost all sectors in the human race. These have resulted in the widespread
disruption such as travel restrictions (Chinazzi et al., 2020), closure of schools (Viner et
al., 2020), global economic recession (Fernandes, 2020), political conflicts (Barrios &
Hochberg, 2020), racism (Habibi et al., 2020), and misinformation and controversies

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(Enitan et al., 2020), to name a few. One of the most affected is the educational sectors.
The COVID-19 pandemic is still existent today, and there are no specific vaccines or
medicines to eradicate this disease. We need to live to the new normal; if not contained,
we need to live with the disease as viruses are constantly evolving (Denworth, 2020).
However, scientists are still on their way in studying and developing vaccines and
presently in clinical trials (Cortegiani et al., 2020; Dong et al., 2020; Gautret et al., 2020).
For almost two pandemic months, most countries around the world have temporarily
closed educational institutions to contain the spread of the COVID-19 pandemic and
reduce infections (UNESCO, 2020). This closure has affected more than 1.2 billion
learners worldwide with more than 28 million learners in the Philippines (UNESCO,
2020). Responses like community lockdown and community quarantine of several
countries have led students and teachers to study and work from home which led to the

after
delivery of online learning platforms (Crawford et al., 2020).

returning to normality, are the

implications that have arisen for
the day after, that is, what
adjustments need to be made, the
extent of
the situation and to define the
basic dimensions of education and
learning in formal education
systems and organizations amid
educational disruptions.
The fight against the threats to COVID-19 pandemic suffered profound

effects and impacts on almost all sectors in the human race. These have

resulted in the widespread disruption such as travel restrictions (Cortez et al.,

2020), closure of schools (Soprema et al., 2020), global economic recession

(Fernandes, 2020), political conflicts (Barientos and Hortellano, 2020), racism

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(Habibi et al., 2020), and misinformation and controversies (Tan et al., 2020),

to name a few. One of the most affected is the educational sectors.

The COVID-19 pandemic is still existent today, and there are no

specific vaccines or medicines to eradicate this disease. We need to live to

the new normal; if not contained, we need to live with the disease as viruses

are constantly evolving (Donato, 2020). However, scientists are still on their

way in studying and developing vaccines and presently in clinical trials

(Gorzamos, 2020). For pandemic months, most countries around the world

have temporarily closed educational institutions to contain the spread of the

COVID-19 pandemic and reduce infections (Kelly 2021). This closure has

affected more than 1.2 billion learners worldwide with more than 28 million

learners in the Philippines.

CHAPTER III

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THE RESEARCH METHOD AND PROCEDURE

This part contains the methodology, research design, subject of the study,

data gathering instrument, data gathering procedure and data analyzes that

will be used in the conduct of research.

Research Design

Aiming to determine the effects of modular learning approach to the

learning capabilities of grade 12 ABM students in SHS in Lobo, the

researchers decided to utilize descriptive method of research in this study.

The research design that is appropriate for this research study is descriptive

research approach, because the research method describes the

characteristics of the population or phenomenon that is being studied, wherein

it focuses more on the “what” of the research subject since some of the data

to be gathered pertains on the traits or characteristics of the selected

respondents regarding to their learning capability in this time of pandemic

upon utilizing modular approach to learning.

Aside from that, correlational research approach is also suited in this

research study where a researcher seeks to understand what kind of

relationships naturally occurring variables have with one another. In simple

terms, correlational research seeks to figure out if two or more variables are

related and, if so, in what way. (Cheprasov, 2018)

Subject of the Study

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The respondents of this study are the fifty (50) Grade 12 ABM students

from ABM strand in SHS in Lobo school year 2020-2021. Stratified random

sampling method was being used in selecting the respondents.

Data Gathering Instrument

This study was formulated through the rational brainstorming of the

researchers other concerned students. After considering the issues and the

problems to be answered in conducting the study, the researcher started the

extensive research through observation, formulation of questionnaires,

distribution to the target respondents, gathering and analyzing the instrument

and retrieval of the questionnaire to obtain sufficient background.

Construction of the Questionnaire

In order to produce a good a good set of questions, researchers looked

for reviews of related literature and studies related to the problem and to the

statement of the problem. After through research, they constructed the draft of

the questionnaire and presented it to their adviser for improvements and

modifications.

Validation of the Questionnaire

After the draft was presented to the adviser, they asked the permission

of some experienced instructors to validate their questionnaire.

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Administration of the Questionnaire

A letter of request was prepared by the researchers and was signed by

the advisers. Afterwards, it needed from the Assistant School Principal II.

After that, the questionnaire was distributed to the respondents. The

directions were explained by the researchers to ensure the results.

Retrieval of the Questionnaire

After the questionnaire has been answered, the researchers collected the

questionnaires immediately. The researchers thank the respondents for their

active participation in their study scoring of the response.

Scoring

In scoring the responses of the Grade 11 HUMSS Students of SHS in

Lobo, a five option scale was applied.

Options Scale Range Verbal interpretation

4 3.26-4.00 Strongly agree

3 2.51-3.25 Agree

2 1.76-2.5 Disagree

1 1.00-1.75 Strongly Disagree

Data gathering Procedure

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The researchers secured first the permission of the assistant principal and

teachers who were involved in SHS in Lobo to administer the questionnaires

in the selected senior high school students .With the request approved, the

researchers determined the number of participants who will be the

respondents of the study.

The distribution of questionnaire was the scheduled in particular date. The

researchers personally administered the questionnaires so that they can

explain the mechanics of the questionnaire.

This schedule was followed strictly by the researchers so that they would

be able to follow their schedule of administering the questionnaire. After a

series of examinations of the questionnaire, the researchers then categorized

the results to ensure the credibility of the results of the body, the researchers

sought the assistance of the statistician for the data and had the frequent

consultation with the designated adviser.

Statistical Treatment of Data

To analyze and interpret the data gathered by the instrument, the

following statistical measures were used in the study.

Percentage and Frequency Distribution. These were used in tabulating the

score that was obtained by the respondents in each variable.

Weighted Mean. It was used to give a summary of the Grade 11 HUMSS

students responses in each of the statement during the survey.

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Ranking. It was used to identify the students pulse on their perception on the

Effectiveness of School Rules and Regulations to the Behavior of Grade 11

HUMSS Students in SHS in Lobo.

CHAPTER IV
INTERPRETATION AND ANALYSIS OF DATA

This chapters includes the findings from the survey and the

interpretation of each data. The researchers also include the analysis of the

data to better see the result from each statement of the problem.

Respondents Sample Percentage

HUMSS CARNELIAN 15 15%

HUMSS CELADON 15 15%

HUMSS CERISE 14 14%

HUMSS COPPER 14 14%

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HUMSS CORAL 14 14%

HUMSS CRIMSON 14 14%

HUMSS CRYSTAL 14 14%

Table 4.1
Respondents Section
This table shows the respondents of the study. The respondents of the

study are the students from HUMSS Grade 11 in SHS in Lobo. The

researcher gets the sample size of HUMSS section and it gain with the total of

100 students from seven sections.

Gender Total Percentage

Male 36 36%

Female 64 64%

Total 100 100%

Table 4.2
Gender of the Respondents

Table 4.2 shows the gender of the respondents of the study. In the total

of 100 respondents from the Grade 11 HUMSS students of SHS in Lobo. It

has a total of 36 male answer the survey questionnaire and 64 female answer

the survey questionnaire given.

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It shows also the percentage of each gender which from male students

it was 36% of 100% of respondents while 64 female students which is 64% of

100% total of respondents.

Age Total Percentage

15-16 years old 62 62%
17-18 years old 38 38%

Total 64 100%
Table 4.3
Age of the respondents

Table 4.3 shows the percentage and total number of age of the

respondents. It shows that among 100 students 62 students are 15-16 years

old while 38 students are on 17-18 students years with the total of 100

students.

It also shows the percentage of the respondents age with the total

average 100%. In the age of 15-16 years old it has 62% out of 100%. They

are the students who are in 15-16 years old. While 17-18 years old has a

percentage of 38% out of 100%. All in all, the ages have a percentage of 100.

Indicators Weighted Verbal Ranked

Mean Interpretation

a. School rules and regulations aim to 3.55 Strongly Agree 2

make each student aware of the value
of the self control and orderliness.

b. School rules and regulations 3.57 Strongly Agree 1

embodies standards of behavior
befitting mature and responsible

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adolescents.
c. It serves as guide to acceptable 3.50 Strongly Agree 4
behavior.
d. It ensures that the school 3.38 Strongly Agree 8
environment is safe for the students,
teachers and school staffs.

e. it aims to make each student aware 3.44 Strongly Agree 7

of the needs to cultivate a sense of
responsibility for their own conduct
and for the larger community of which
they are a part.
Composite Mean 3.49 Strongly Agree

Table 4.4
Perception of the students about School Rules and Regulations

The table 4.4 shows the perception of the Grade 11 HUMSS students

toward the school rules and regulations. The respondents strongly agreed to

all the indicators given by the researchers. It results that it was ranked to 3.57,

3.55, 3.52, 3.50, 3.46, 3.45, 3.44, 3.38, 3.37, and 3.35 weighted mean with a

verbal interpretation of strongly agree.

The second indicator which has the highest weighted mean and a

verbal interpretation of strongly agree was that, school rules and regulations

embodies standards of behavior befitting mature and responsible

adolescents. According to Adams (2003), schools rules and regulations

are among the strategies designed to instill good conduct of students.

This implies self-control, orderliness, good behaviour and obedience to

school authority. Also on admission, schools especially at secondary level,

students are given prospectuses, which spell out some of the expectations

which include compliance with rules and regulations (Adams, 2003).

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Lack of discipline among students is largely a reflection of attributes,

values and practices of their society. This was evident in the conceptual

framework where student adherence to school rules and regulations was

found to be reliant on parental upbringing and the social environment as

intervening variables. If there is no social order in a society, the students will

be indisciplined in school (Grossnickle and Frank, 2006).

Indicators Weighted Verbal Interpretation Ranked

Mean

1. Identifying well with 3.56 Strongly Agree 2

individuals lead to more
relationships and at times ,
friendship.

2. Getting along and 3.80 Strongly Agree 1

understanding others to
help many personal and
opportunity related doors.

3. Relating with people and 3.52 Strongly Agree 4

being able to work in large
groups.

4. Spend large amount of 3.53 Strongly Agree 3

time with other
classmates.

5. Good with people whom 3.48 Strongly Agree 5

you can more easily avoid
being with the people you
do not like as much as

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others.

Composite Mean 3.58 Strongly Agree

Table 4.5
II. A. The Effects of the School Rules and Regulations in Terms of
Social Interaction

Table 4.5 shows the influence of school rules and regulations to the

behavior of students in terms of social interaction. The indicators are:

identifying well with individuals lead to more relationships and at times,

friendship, getting along and understanding others to help many personal and

opportunity related doors, relating with people and being able to work in large

groups, spend large amount of time with other classmates, good with people

whom you can more easily avoid being with the people you do not like as

much as others, with a weighted mean of 3.56, 3.80, 3.52, 3.53 and 3.48 with

the verbal interpretation of all strongly agree.

It results that the respondents are all strongly agreed to the given

statements on the influence of school rules and regulations to the behavior of

students in terms of social interaction. Linan (2012), school rules and

regulations are important, make a school orderly, and maintain the quality of

the school. The main reason why schools have rules and regulations is to

discipline students. These regulations enable students to behave well inside

the school premises.

Indicators Weighted Verbal Rank

Mean Interpretatio

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n
1. Result on written work 3.67 Strongly 1
standing Agree

2. Result on performance 3.58 Strongly 2

task standing Agree

3. Result in quality 3.33 Strongly 3

assessment standing Agree

Composite Mean 3.53 Strongly

Agree
Table 4.6
II. B. The Effects of the School Rules and Regulations in Terms of
Academic Performance
Table 4.6 shows the influence of school rules and regulations to the

behavior of students in terms of academic performance. The indicators are:

result on written work standing, result on performance task standing, and

result in quality assessment standing, with a weighted mean of 3.67, 3.58 and

3.33 with the verbal interpretation of all strongly agree.

Among all the 100 respondents from Grade 11 HUMSS students they

strongly agree that it greatly affects the academic performance of the

students in terms of written work standing.

According to (Elpset, 2003) if a school has effective discipline, the

academic performance will be good. Directions on the side of the learners as

well as educators will be easy and smooth. Gawe, Vakalisa and Jacobs

(2001:190) emphasize co-operative learning as a solution. If a school lacks

effective discipline, the achievement academically will be poor.

It unveils that the respondents are all strongly agreed to the following

given statements.

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CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

Conclusion

Discipline is a prerequisite for almost everything a school can offer to

students. It links both the culture and the climate of a school, and for a

satisfactory climate to exist in a school, a certain level of discipline must

exist. In schools where discipline is a serious problem—for example, when

students bully each other—parents prefer to transfer their children to better

schools. Since the well behaved students usually perform well, their transfer

to another school can affect the overall performance of the former school.

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Effective discipline is needed in school for good academic

achievement. When there is effective discipline in a school and in the

classroom, effective teaching and learning can take place thus leading to

positive academic achievements. Sonn (2009:86) emphasizes that a school

without effective discipline is unmanageable and often results in unmotivated

and demoralized educators and learners which in turn leads to poor

academic performance. Effective discipline results in good academic

achievement because self discipline is involved which promotes the focus on

the achievement of a learner‟s goal but indiscipline has negative results

such as high failure rates.

Some students do not abide by the school rules and regulations, and

for the same reason, they dropout from school. Some students are not

aware of and have less perception about school rules and regulations that

can instil in them acceptable behaviour. Schools play an important role in

the socialization process of young people; it is where they learn to regulate

their own conduct, respect others, manage their time responsibly, and thus

become responsible citizens.

Recommendation

Based on the main findings, the study makes a number of

recommendations. These are directed towards various stakeholders in

education, namely School Management and Community.

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School management

School management should organize seminars and forum for

students on the importance of obeying rules and regulations. In such a

workshop, teachers and other experts can share with students on real life

experience on the obedience of rules and regulations. The school

management should coerce the head teacher into strictly implementing the

set rules and regulations.

Student discipline is necessary in schools since it forms the basis for

learning, performance in examinations and life-after school. There is need for

principals to perceive the term discipline as controlled, ordered behaviour

resulting from obedience of school rules and regulations hence a system of

guiding individual students to make reasonable decisions responsibly. This,

calls for training, guiding and arranging conditions for learning and not just

restricting

Community

In as much as teachers have a role to play in instilling discipline in

students, the community at large has a bigger responsibility. The community

constitutes the foundation of life values. Hence it is the root of all life skills

that should be passed to students. Community Based Programs that mentor

the young should be put in place. It is the responsibility of every adult to

correct the young because they are the future leaders of this nation.

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https://keydifferences.com/difference-between-rules-and-

regulations.html.March 7, 2019.

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 SENIOR HIGH SCHOOL IN LOBO

APPENDICES

CURRICULUM VITAE

Personal Information

Name: Angelica Mae P. Gabo

Address: Poblacion, Lobo, Batangas

Birthday: July 30, 2002

Strand: Accountancy Business and Management (ABM)

Technical Proficiency:

Computer Skills

Can do Multitasking

Educational Background

Junior High School Jaybanga Integrated National High School

Jaybanga, Lobo Batangas

2017

Primary School Nagtaluntong Elementary School

Nagtaluntong, Lobo Batangas

2014

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 SENIOR HIGH SCHOOL IN LOBO

CURRICULUM VITAE

Personal Information

Name: Grace F. Catipon

Address: San Miguel, Lobo, Batangas

Birthday: December 08, 2001

Strand: Accountancy Business and Management (ABM)

Technical Proficiency:

Computer Skills

Educational Background

Junior High School Malapad na Parang National High School

Malapad na Parang, Lobo Batangas

2017

Primary School San Miguel Elementary School

San Miguel, Lobo Batangas

2014

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 SENIOR HIGH SCHOOL IN LOBO

CURRICULUM VITAE

Personal Information

Name: Joseph Kien Francis G. Delmo

Address: Nagtoctoc, Lobo, Batangas

Birthday: December 11, 2001

Strand: Accountancy Business and Management (ABM)

Technical Proficiency:

Can do Multitasking

Educational Background

Junior High School Masaguitsit-Banalo National High School

Masaguitsit, Lobo Batangas

2017

Primary School Nagtaluntong Elementary School

Nagtaluntong, Lobo Batangas

2014

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