RELATIONSHIP BETWEEN SOCIOECONOMIC PROFILE AND READING

COMPREHENSION PERFORMANCE IN ENGLISH

By Mary Ann C. Sano-Abordo

CHAPTER 1
INTRODUCTION

Background of the Study

One of the most serious issues facing the globe now is global poverty. The world's

poorest people frequently go without food, have considerably less access to education,

frequently go without light at night, and have substantially worse health. Therefore, one

of the most pressing global objectives is to achieve progress against poverty (Ospina and

Roser,2022).

The effects of poverty has become so extensive that it has affected even the

education of children. In the Philippines, to address this effect of poverty, a national

program was launched entitled, Education For All (EFA). It is a vision and a holistic

program of reforms of the country to achieve an improved quality of basic education for

every Filipino by 2015(Department of Education,2002). Moreover it aims to make

education accessible to every Filipino regardless of socioeconomic status.

This program has offered hope to those who are stricken by poverty but the

effects do not stop there. Despite given access to education, many children who go to

school have their academic performance and learning affected too. Currently, 53 percent

of children in low- and middle-income countries cannot read and understand a simple

story by the end of primary school. In poor countries, the level is as high as 80 percent.
At the current rate of improvement, in 2030 about 43% of children will still be learning-

poor (World Bank, 2019).

Furthermore, learners who go to school in an empty stomach has also posed a

huge problem when it comes to learning. The effects of hunger on education are startling.

Chronic hunger can prevent students from making the most of a formal education, no

matter how hard they try to ignore its effects. The sad truth is that hunger can have

physical and psychological effects on young people that make learning substantially

difficult (Walthouse, 2022). It has been reported that 74% of educators have students who

regularly come to school hungry. The truth is hunger hurts, and 46% of children from

low-income families say hunger negatively impacts their academic performance

(Gunn,2022).

Consequently, it's not only hunger that makes poverty scary for schooling

children. The unavailability of resources such as gadgets for research and materials for

projects. To counter these extensive effects of poverty to education, the government has

offered yet another program called the 4P's or the Pantawid Pamilyang Pilipino Program.

It is a poverty reduction strategy that provides grants to extremely poor households to

improve their health, nutrition and education particularly of children aged 0-14. It

provides financial assistance to families while considering the number of schooling

children within the family.

In Balugo National High School where the researcher is stationed by the

Department of Education, many learners fall under the category of poverty and are

assisted through the 4P's program. But then not everyone is previledged to be in this

program so some of the learners still show the effects of poverty to education especially
to learning itself. Some learners even dropout due to big financial crises in their families.

Some also perform poorly especially in literacy due to poor performance ever since

elementary levels. Since socioeconomic status is broad and there are a number of factors

that could have led to poor literacy performance especially on comprehension, the

researcher was urged to verify if there is a significant relationship between the

socioeconomic profile and the comprehension level of learners.

Thus, the researcher proposes to conduct first this study entitled, "Relationship

Between Socioeconomic Profile And Reading Comprehension Performance In English".

Specifically it aims to determine the socio-demographic profile of the respondents in

terms of: gender, age, and grade level; determine their socio-economic profile in terms

of: family size, existing assets, source of income, average monthly family income,

average monthly expenses, existing liabilities, and provision of basic needs; determine

their reading comprehension performance in English; and determine the relationship

between their socio-economic profile and reading comprehension performance in

English.

This study is deemed relevant not only to English teachers but also to the learners,

school administrators, stakeholders, department of education, government authorities, and

other researchers.

Theoretical/Conceptual Framework

This study is primarily anchored on Abraham Maslow's heirarchy of needs.

According to Maslow (1943), human beings are motivated by goal accomplishment.

Achieving goals allows humans to meet their individual wants and needs. Needs are
mentally prioritized in order of importance. Less immediate needs have to be met before

more important needs can be satisfied. A person’s actions will be focused around

satisfying the lower-priority needs and will then move on to reach higher-priority needs.

Maslow emphasized that five categories of human needs dictate an individual’s behavior.

Those needs are physiological needs, safety needs, love and belonging needs, esteem

needs, and self-actualization needs.

In this study, the main variable is the socioeconomic profile of the respondents.

This has a broad coverage and may be connected to the different levels of needs but more

evudent for the physiological needs since this is mostly where economic status affects.

To start, physiological needs are the first priority and must be satisfied first. These

needs include nourishment, sleep, clothing, and shelter. If a student is hungry, they could

exhibit distracting or rule-breaking behavior because education is not their priority –

hunger is. A student might fall asleep in class instead of working on their assignments

because they lost sleep the previous night. In this example, the student would naturally

prioritize sleep over education (Kurt, 2022). These needs are the first to be affected by

the economic status of the learner.

Next priority is safety. If the student is having personal issues at home (for

example, arguing parents, parents struggling with addiction, lack of parental structure,

etc.) or they live in a dangerous area, they will have difficulty learning because their

basic safety needs have not been met. Students thrive on predictability and structure, and

they associate these factors with a feeling of safety. They do best with no disruptions in

their routines. If they lack a routine, or if there are factors threatening their routines, they
may feel unsafe and apprehensive. This can cause the student to perform poorly (Kurt,

2022). These needs follow physiological needs as evidently affected by economic status.

Then, love and a sense of belonging become the next priority. This applies to

family and friend relationships. A student may develop their sense of belonging through

joining clubs, volunteering, participating in church groups, or making other group-

centered commitments. The need for love and belonging may be forgotten, but it can be

just as critical to a student as their physiological requirements (Kurt, 2022). These needs

are the ones affected by the social status of the learners.

Lastly, self-esteem is the next need that must be met. Self-esteem involves

individuality, respect for others, accomplishment, and confidence. If these needs are not

satisfied, people will feel incompetent, unprotected, and unimportant (Kurt, 2022). Self-

esteem may also be affected by one's economic status since mostly those in poverty have

their heads bowed down while looking down on their own status.

When all these 4 needs are met, then the last level which is self-actualization is

met. This is the ultimate goal of education: to mold holistically developed individuals.

These needs are greatly affected when the rest of the needs are not met.
 In order to concretely picture out the entire study, the conceptual framework

below has been constructed.

Figure 1. A Conceptual Framework showing the relationship of socioeconomic profile and reading
comprehension performance in English

This conceptual framework presents the relationship among the variables in this

study including the socio-demographic profile, socioeconomic profile, and reading

comprehension performance in English. Socio-demographic profile is regarded as an

intervening variable since they may affect the main variables but they are not really part

of the study but rather give more information regarding the respondents. Meanwhile, the

main variables are the socioeconomic profile and reading comprehension performance in

English. Determining the relationship between these two is the main objective of this

study.
Statement of the Problem

This study primarily aims to determine the significant relationship between the

socio-economic profile and reading comprehension performance in English of Junior

High School students of Balugo National High School in SY 2022-2023.

Specifically this aims to answer the following queries:

1. What is the socio-demographic profile of the respondents in terms of:

1.1 gender,

1.2 age, and

1.3 grade level?

2. What is their socio-economic profile in terms of:

2.1 family size,

2.2 existing assets,

2.3 source of income,

2.4 average monthly family income,

2.5 average monthly expenses,

2.6 existing liabilities, and

2.7 provision of basic needs?

3. What is their reading comprehension performance in English?

4. Is there a significant relationship between their socio-economic profile and

reading comprehension performance in English?

Hypothesis

There is no significant relationship between the socio-economic profile and

reading comprehension performance in English of Junior High School students of Balugo

National High School in SY 2022-2023.

Significance of the Study

This study that aims to determine the significant relationship between the socio-

economic profile and reading comprehension performance in English of Junior High

School students of Balugo National High School, is deemed significant to the following

individuals:

English Teachers. This study will help open the eyes of the teachers that not all

learners show poor reading comprehension performance in English just because they are

categorized as slow learners but it could be also due to their circumstances at home

especially their socioeconomic status.

Learners. Since this study consequently brings awareness to various people in

authority and stakeholders, learners who have difficult socioeconomic status will be the

most beneficial of this study since they will be the ones who will receive the actions

taken by these made-aware individuals.

Stakeholders. Knowing that socioeconomic status affects the learner's

performance eventhough they are given free access to education, the number one

economic supporters that could take action on this problem are the school's stakeholders.
 School Administrators. Being the overall manager of the institution, the school

administrators may gather the stakeholders and plan out various programs to alleviate the

socioeconomic problems of the learners.

Department of Education. The implementation of various educational programs

lie in the power of this authority. Thus, it is but right for DepEd to create programs that

will lessen the socioeconomic burden of learners such as provision of materials and

gadgets for research and lessening the expenses in performance tasks.

Government Authorities. This study will help them realize that their previously

acted upon plans and programs are still not enough to help learners and their families and

may consider revision of its rules and requirements. More programs and donations to

schools would also greatly help address these problems.

Other Researchers. Those who are interested to take on related topic, this

research may be used as one of their related sources and may even be improved using

broader scopes and more complex analysis.

Scope and Delimitation of the Study

This study is limited to the Grades 7-12 students of Balugo National High School

(BNHS). The study will be conducted only within the BNHS campus. It will be done in a

month time in school year 2022-2023 from the construction of the proposal, making the

instrument, gathering of data, and analyzing the results.

Definition of Terms

To facilitate the better understanding of the terms used in this study, the following

were operationally defined:

 Socio-Demographic Profile - refers to the respondent's gender, age, and grade

level.

 Socioeconomic Profile - describes the socioeconomic status of the respondents in

terms of family size, existing assets, source of income, average monthly family

income, average monthly expenses, existing liabilities, and provision of basic

needs.

 Reading Comprehension Performance - refers to the respondent's ability in

understanding text selections analyzed across four levels namely: literal,

interpretive, creative, and critical

 CHAPTER 2
REVIEW OF RELATED LITERATURE

This study that aimed to determine the significant relationship between the socio-

economic profile and reading comprehension performance in English of High School

students, is founded on various literature read and explored by the researcher. All these

ideas were converged to come up with a meaningful research instrument and the research

body itself. This review of related literature include socioeconomic profile, poverty,

poverty and education, reading comprehension and related studies.

Conceptual Literature

Socioeconomic Profile

Socioeconomic status is the social standing or class of an individual or group. It is

often measured as a combination of education, income and occupation. Examinations of

socioeconomic status often reveal inequities in access to resources, plus issues related to

privilege, power and control (American Psychological Association,2022).

This is also defined as a way of describing people based on their education,

income, and type of job. Socioeconomic status is usually described as low, medium, and

high. People with a lower socioeconomic status usually have less access to financial,

educational, social, and health resources than those with a higher socioeconomic status

(NCI Dictionaries,2022).
Poverty

One of the descriptions of socioeconomic status that greatly poses a problem is

poverty. Socioeconomic status can encompass quality of life attributes as well as the

opportunities and privileges afforded to people within society. Poverty, specifically, is

not a single factor but rather is characterized by multiple physical and psychosocial

stressors (American Psychological Association, 2022).

In the Philippines, as reported by the Philippine Statistics Authority (PSA) today,

the poverty incidence among the population increased to 23.7 percent during the first half

of 2021 from 21.1 percent in the same period of 2018. This translates to 3.9 million more

Filipinos living in poverty (Chua,2021).

Poverty encompass various effects especially to school children. Poverty is linked

with negative conditions such as substandard housing, homelessness, inadequate nutrition

and food insecurity, inadequate child care, lack of access to health care, unsafe

neighborhoods, and underresourced schools which adversely impact our nation’s

children. Poorer children and teens are also at greater risk for several negative outcomes

such as poor academic achievement, school dropout, abuse and neglect, behavioral and

socioemotional problems, physical health problems, and developmental delays (American

Psychology Association,2022).

Poverty and Education

One of the most evident effects of poverty to children is in education. Children

from lower-income families do much worse on measures of their vocabulary,

communication abilities, and assessments of their knowledge of numbers and their ability
to focus. In addition, they perform worse than their colleagues in households with higher

incomes in terms of academics, athletics, and cooperative play. Students from low-

income homes are more likely to drop out of school before receiving their diploma

(Kudroli Foundation, 2022).

The world faces significant challenges related to poverty and education, but low-

income families often choose not to enroll their children in school. They cannot attend

formal schools, even if they wanted to. Children that attend government schools wind up

working in menial jobs since these schools do not offer high-quality education. Low-

income families are less likely to be able to purchase a healthy diet and occasionally lack

basic household essentials. Due to their poor incomes and lack of financial literacy, many

families may be forced to send their kids to school without lunch or breakfast. According

to a study, eating insufficiently lowers the brain's potential for learning, and kids who are

undernourished do not perform as well as their peers (Kudroli Foundation, 2022).

Because their parents are less likely to read to them, students from poor family

units typically have lower linguistic and mental aptitude levels than their friends. Such

parents are unable to provide their children the same level of attention because of their

longer work hours, lesser levels of education, and fewer literary resources; as a result,

these youngsters have a limited vocabulary. Additionally, prior to starting school, kids

from low-income households are never given counsel on how to handle challenging

circumstances or urged to come up with solutions to difficulties (Kudroli Foundation,

2022).

The majority of the impoverished receive scholarships and child education

allowances. But not everyone can get a scholarship. Most pupils who are born into
poverty live in unfavorable conditions, which has an impact on their ability to learn. One

of the things that shapes attitude is the environment, and a bad attitude would hinder

learning. People from more affluent backgrounds would have easier access to school,

wouldn't have to worry about money, and could receive more education by hiring tutors

or purchasing books to learn on their own (Kudroli Foundation, 2022).

Reading Comprehension

Reading comprehension is the ability to read text, process it and understand its

meaning. It relies on two, interconnected abilities: word reading (being able to decode the

symbols on the page) and language comprehension (being able to understand the meaning

of the words and sentences) (Oxford Owl, 2022).

Reading comprehension involves reading the words, but understanding their

meaning. In addition, recognizing the differences between characters, the timeline of a

story, and the intricacies of a plot are all key elements of reading comprehension

(Lumiere Children Therapy,2022).

There are various levels of reading comprehension, including literal, interpretive,

creative, and critical. First is literal. Understanding literal information contained within

the text, such as instructions or directions. Students should be able to answer basic, fact-

based questions about the material after reading. In interpretive, seeking a deeper

meaning from the material and asking questions to determine things such as the main idea

of the story, the author’s purpose, its point-of-view, and the summary of the plot. In

creative, one use their own judgment or perspective based upon the author’s writing, or

coming up with opinions or solutions based on the material read. Lastly, in critical level,
fact-checking information or questioning the veracity of a source or statement. Critical

comprehension involves reading, thinking, and drawing your own conclusions on the

merit of the material (Lumiere Children Therapy,2022).

Related Literature

There are already various studies around the world and in the Philippines that

cover the concepts related to this study. Here are a few studies conducted both locally and

internationally that are deemed to be related to this research.

First is the study of Agullana et. al. (2017) entitled "Socio-Economic Factors and

Academic Performance of Senior High School Students". The quantitative study, which

made use of the descriptive correlational design, focused on the relationship of the socio-

economic factors and academic performance of Senior High School students. It utilized

the checklist method to gather relevant data from respondents wherein they were chosen

using the stratified random sampling technique. After the Regression Analysis, it was

found out that Socio-Economic Factors significantly correlate with the academic

performance of Senior High School students however each factor varies from its

predicting value. Hence, it is recommended that the school as a learning human

institution must cater a socio-economic friendly atmosphere to provide students with high

socio-economic profile an opportunity to earn a satisfactory or an outstanding academic

performance.

Next is the study of Bach et. al. (2018) entitled, "Poverty, Literacy, and Social

Transformation: An Interdisciplinary Exploration of the Digital Divide". According to

this study, harnessing scholarship focused on literacy and poverty, in this article we aim
to complicate the common understanding of the digital divide. First, we argue that the

dominant literature on the digital divide misses broader connections between

technological exclusion and broader forms of economic and social exclusion.

Accordingly, and following recent qualitative research on the digital divide, we believe

future scholarship must examine the complicated relationships between poverty,

inequality, and the digital divide and we look to poverty scholarship to understand the

complicated and shifting nature of poverty. Finally, we make the case that scholars and

practitioners focused on digital literacy programs should pay attention to historical and

critical scholarship on education and its role in mediating poverty and fostering social

mobility, as it serves digital divide and broadband adoption scholars to understand the

ways education processes can either reproduce or set the stage to alter entrenched social

realities.

Then, there's the study of Baker et. al. entitled, "Poverty, Parent Involvement, and

Children’s Reading Skills: Testing the Compensatory Effect of the Amount of Classroom

Reading Instruction". According to them, parent involvement is a critical way for

children to learn about the importance of education and develop reading skills.

Unfortunately, not all low-income parents are able to be involved in their children’s

education, which can have negative implications for children’s reading development. The

present study tested if the strength of the relation between low-income parents’

involvement and children’s reading skills in first grade varied by the amount of

classroom reading instruction that children received at school. This study used data from

the Early Childhood Longitudinal Study – Kindergarten: 2010–2011 (ECLS-K: 2011) to

examine the relations between low-income parent involvement in education, amount of

classroom reading instruction, and first-grade children’s reading skills. Parent

involvement was significantly more impactful for children who received less than 2 hours

of classroom reading instruction. Additionally, children from poor households scored

lower, on average, on reading assessments than children from near-poor households.

Following is the study of Galman et. al. (2021) entitled, "The Perceived

Challenges in Reading of Learners: Basis for School Reading Programs". This mixed

method research study was conducted to investigate the English and Filipino reading

profile of learners, challenges, difficulties and lessons, the schools’ agenda and initiatives

for the enrichment of reading programs to eliminate these reading challenges and

difficulties; and stakeholders’ support and commitment. A total 4056 Filipino reading

profiles and 4216 English reading profiles of Grade 1 to Grade 7 students and responses

from the interviews done with school heads and teachers were described using descriptive

measures and analyzed using thematic analysis. Results showed that majority of the

learners were at the frustration level. Also, the perceived causes, origins and attendant

variables of the students’ reading level were non-mastery of the elements of reading,

presence of learners-at-risk, and no culture of reading. The suggested reading programs

and activities may form part in the creation of contextualized reading curricula and be

used as reading literacy initiatives in the schools. These initiatives are categorized as

Literacy Program, Individual Reading Recovery Program and Enrichment/Enhancement

Program.

Next is the study of Claudia T. Watts (2022) entitled, "The Correlation between

Poverty and Reading Success in Children's Early Years". It is important tha t young

children from lowincome families, and who are also categorized as being from a low
socioeconomic status, acquire the early literacy skills that support their development.

These skills should enable them to transfer their learning as they progress through

succeeding grades. Research indicates that young children will be more successful at

reading if they have access to quality learning materials and enriching literacy programs.

The purpose of this article is to better understand and briefly discu reading success.

Children from lowss how poverty negatively influences early income families often have

significantly lower preacademic skills, infrequent interactions with learning materials,

and experience less parental involvement. This article disc usses some of the research

that has explored how poverty affects reading success in children’s early years. The

greater the degree of poverty, the less likely students are to meet acceptable reading

standards. The most recent studies on the correlation b etween poverty and reading

success still indicate that the cycle of disadvantage is yet to be broken. Implications and

limitations for these students’ literacy skills and overall academic success are discussed.

Finally, there is the study of Velma Labad (2022) entitled, "Students'

Socioeconomic Status, Depth of Vocabulary Knowledge and Reading Comprehension".

According to this study, poverty is one of the important factors related to the level

ofliteracy. PISA (Programme for International Student Assessment)research shows that

the socioeconomic status of families has astatistically significant impact on the academic

achievement of pupilsliving in poverty. It is on this premise thatthis study was conducted.

The Philippine government system has poured billions of pesos to improve its quality of

education. The 4Ps PantawidPampamilyang Pilipino Program) has been institutionalized.

But afteralmost 8 years of 4Ps implementation, how did it go along with

students’ academic performances. This study aimed to find out whethersocioeconomic

characteristics of students would affect their performances in reading comprehension and

depth of vocabularyknowledge tests. Specifically, the study determined to uncover

whethersignificant differences existed on students’ reading comprehension and depth of

vocabulary knowledge when these students are groupedaccording to their socioeconomic

characteristics. It made use ofdescriptive correlation research design involving 3035

secondarystudents. Three research instruments were utilized. The data gathered were

treated using Pearson product moment correlation and analysis ofvariance. Results

revealed that those students’ whose monthly income isquite low, whose parents are

professionals, or who have earned units incollege, and have less number of siblings in the

family performed betterin the two tests. Future researcher should replicate this study

improvingthe statistical treatment or using other research design to uncover thefinding s’

depart ure from existing body of knowledge that the more affluent the family is the better

is their children’s academic performance.

 CHAPTER 3
METHODOLOGY

Research Design

This study will utilize the quantitative descriptive correlation design. It describes

the relationship between the socioeconomic status and reading comprehension

performance in English of Junior High School students of Balugo National High School

in SY 2022-2023.

Research Environment

This study will be conducted at Balugo National High School. It is an integrated

High School that offers Gade 7 to Grade 12. The Senior High School Department opens

only one strand which is the General Academic Strand. The school is located in Brgy.

Balugo 1, Albuera, Leyte. This can be found in the Municipality of Albuera, Leyte,

Philippines. This can be accessed through any forms of land transportation.

Research Respondents

The research respondents of this study are selected from the Grade 7-12 students

of Balugo National High School. These include those enrolled in SY 2021-2022. Grade

7-10 have three sections each while Grade 11-12 have two sections each. This gives a

total of 16 sections.

This study will utilize the stratified random sampling method. From a total

population of 480 students, a sample of 160 students will be randomly chosen. Ten

students will be taken from each section.

Research Instrument

This study will use two research instruments: (1) researcher-made questionnaire

and (2) assessment guide for reading comprehension performance.

For the research-made survey questionnaire, it consists of two parts namely: Part

1- Socio-demographic Profile and Part 2-Questions on Socioeconomic Profile.

For the assessment guide for reading comprehension performance, there will be

different selections for each grade level. After each selection, there will be 12 questions

with three questions for each level of comprehension: literal, interpretive, creative, and

critical.

Data Gathering Procedure

The researcher will start by asking permission to conduct the study through a

transmittal letter addressed to the School Head. After approval, the researcher will

randomly choose the 160 respondents. Each section will then be scheduled for the

reading comprehension exam which will take 1 hour maximum per section. During their

schedule, survey questionnaires will also be distributed and collected. Data gathered will

be tallied, analyzed and interpreted. From these results, conclusions and

recommendations will be drawn.

Statistical Treatment of Data

This study will utilize the following statistical tools to accurately quantify and

analyze the data: frequency distribution tables, crosstabulation analysis, and pearson
correlation coefficient. For a more accurate result, a statistical application will be used

which is the Statistical Package for the Social Sciences or SPSS.

Frequency Tables

Frequencies indicate to us the amount of cases (respondents), which falls into

each of the available categories.

Crosstabulation Analysis

A crosstabulation or a contingency table shows the relationship between two or

more variables by recording the frequency of observations that have multiple

characteristics. Crosstabulation tables shows us a wealth of information on the

relationship between the included variables. No formula is needed for a crosstabulation,

since at a crosstabulation's core it is counts and percentages of observations.

Pearson-r Correlation Coefficient

Correlation coefficients are used in statistics to measure how strong a relationship

is between two variables. There are several types of correlation coefficient: Pearson’s

correlation or Pearson correlation is a correlation coefficient commonly used in linear

regression. To compute for correlation coefficient, the following formula is used:

 r = correlation coefficient

x = first variable or category; being correlated with y

y = second variable or category being correlated with x

Σx = summation of all frequencies under x

Σy = summation of all frequencies under y

Σxy = summation of all frequencies under x multiplied to all frequencies under y

n = the total number

Correlation coefficients whose magnitudes are between 0.9 and 1.0 indicate

variables which can be considered very highly correlated. Correlation coefficients whose

magnitudes are between 0.7 and 0.9 indicate variables which can be considered highly

correlated. Correlation coefficients whose magnitude are between 0.5 and 0.7 indicate

variables which can be considered moderately correlated. Correlation coefficients whose

magnitudes are between 0.3 and 0.5 indicate variables which have a low correlation.

Correlation coefficients whose magnitudes are less than 0.3 have little if any (linear)

correlation.
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 APPENDIX A
Transmittal Letter

August 2022

LLANE KHRIS G. SIALONGO

School Officer-in-Charge
Balugo National High School
Balugo, Albuera, Leyte

Ma’am:

In compliance with the fulfillment of the requirements for the Methods of Research
Subject in the Graduate Studies in Masters in Education, I would like to present the study
entitled "Relationship Between Socioeconomic Profile And Reading Comprehension
Performance In English".

The main purpose of the study is to determine the significant relationship between the
socio-economic profile and reading comprehension performance in English of Junior
High School students of Balugo National High School in SY 2022-2023.

To get the necessary data, scheduled sessions per section for the reading comprehension
exam will be conducted.

I will be more than happy to give you any feedback or report with regard to the results of
this study. I am hoping that this proposal will meet your approval.

Respecfully yours,

MARY ANN C. SANO-ABORDO

Researcher

Approved by:

LLANE KHRIS G. SIALONGO

School Officer-in-Charge
 CURRICULUM VITAE

Personal Information
Name :
Address :
Date of Birth :
Place of Birth :
Citizenship : Filipino
Gender : Female

Contact Information

Mobile Number :
E-mail Address :

Education
Name of School & School Year
Address

Elementary LIDE Learning Center, Inc. 1996 - 2003

Isabel, Leyte

High School LIDE Learning Center, Inc. 2003 - 2007

Isabel, Leyte

College Visayas State University-Isabel 2012 - 2016

(BSEd – Mathematics)
Isabel, Leyte

Post-Grad Western Leyte College – Ormoc 2017-Present

(MAEd – Administration & Supervision)
Ormoc City, Leyte