The​ ​Possible​ ​Impact​ ​of​ ​ICT​ ​on​ ​the​ ​Reasoning,​ ​Decision​ ​Making​ ​and​ ​Problem​ ​Solving​ ​Skills

of​ ​senior​ ​high​ ​school​ ​students:​ ​STEM​ ​students​ ​learning​ ​Literature

Viel​ ​Cerize​ ​Antazo

Arthea​ ​Arese​ ​Sunico​ ​Quesada
De​ ​La​ ​Salle​ ​University

​ ​ ​ ​ ​Abstract

ICT integration in ESL learning is being used by a majority of Filipino SHS teachers in
response to the needs of 21st Century-Pilot K-12 learners. While researchers worldwide have
shown ICT impact on self efficacy, self-direction, motivation, feedback and learner preference,
little is still known on how students and teachers themselves assess learning experiences
occurring inside classrooms(Kayumova & Sadykova, 2016). The present study compares
reasoning, decision making and problem solving formative assessment task performances of 34
STEM students, as they discuss Philippine Literary Gems in 2 kinds of lessons, with and
without the integration ICT. Students have shown great attention and interest in ICT related
lessons, and comparison of writing tasks show that indeed, ICT impacts reasoning and problem
solving positively. Gender differences in decision making were seen, as well, as corroborating
evidence from teacher notes and student evaluations of the lesson. While there are some
methodological and resource constraints, the study proves that ICT integration matches a
multitude of learning styles of today's learners, and would help them cope with the challenges of
the digital age. As it is a challenge in a third world country, implications of this established
relationship poses a challenge educators and stakeholders to provide technological access to
students​ ​to​ ​ensure​ ​learning​ ​inside​ ​today's​ ​classroom.

Keywords​:​ ​ICT,​ ​Cognition,​ ​Teaching​ ​Literature,​ ​Senior​ ​High​ ​School,​ ​Philippines

Introduction

ICT (Information and Communication Technology) is the present and future of

education. Truly, technology changed the way education takes place, and these innovations

permeated through all spheres of learning. Technological advancements are key steps that led to

modernized ELT practices (Mehta, 2016), and these advancements gave rise to different

approaches, techniques and strategies in teaching. Carter (n.d., as cited in Metha, 2016),

expounds that technology can be a good tool to present language as a holistic experience and to

support the integration of skills. Indeed, ICT and the Internet transformed the teaching and

learning experience as a whole (Yukiko, 2007). Worldwide, ICT has brought changes in
language education. Proliferation of technological initiatives in education has been substantial

for the past decade, and in Asia, the Internet is widely used in six nations/regions: Korea, China,

Hong Kong, the Philippines, and the UAE (Choi, Lee, 2008). Technology has been integrated in

high​ ​school​ ​ESL​ ​teaching​ ​(Stanley,​ ​2013).

As an innovative trend, learning with ICT has its benefits and drawbacks. Learning with

ICT is entirely different from traditional classroom learning that it requires adjustment in all

levels of implementing innovations. In a traditional collaborative learning activity, peers and

teachers are the source of scaffolding, but in an ICT collaborative learning environment, the

sources of scaffolding are greatly expanded to include a wide range of online resources (Hsieh,

2017). True enough, ICT has found to positively affect self-direction (Kim et al., 2017), student

preference (Murday, 2008), feedback (Bitchener & Knoch, 2008) , as well as self efficacy and

motivation (Simmering, Posey & Piccoli, 2009). ​Martin & Michele Notari (2014) explored the

experimental work to formulate relationships between cognition, successful learning, and

individual differences, and found patterns of assessing individual learning success when using

technology

Conversely, ICT use proposes challenges to educators and learners as well. Reliance on

technology has made language learners lose focus on the importance of face-to-face interaction

(Yukiko, 2007). ​Mishra, Anguer, Ziegler & Gazzaley (2013) investigated the negative impact

of ICT in achieving task goals. Petrina, Fen & Kim(2007) outlined different effects of ICT in

children,​ ​adolescents,​ ​teens​ ​and​ ​adults​ ​and​ ​found​ ​differences​ ​and​ ​lack​ ​of​ ​uniformity.

Youssef (2008) in his summative work in ICT and education, expounded on various steps

to ensure the benefits of ICT will outweigh the drawbacks. To him, it is a system wide change
that includes reallocations, substituting alternative, possibly more effective, forms of instruction.

He highlights the important interplay of the student-teacher-learning environment in an ICT

classroom. Citing Downes (2001), he differentiates four levels of use of ICT in the classroom

as: Level 1: ICT skills are added into the school program- me through a separate ICT subject,

while teacher practices in other subjects remain unchanged; Level 2: ICT skills are integrated

into teachers’ daily work with some teachers’ pedagogical practices and classroom behaviour

remaining the same, while the practices of others change more radically; Level 3: ICT is

transformative at the classroom level as it changes content as well as pedagogy (what students

learn as well as how they learn it); Level 4: ICT is transformative at the system level leading to

changes in the organisational and structural features of schooling. ICT seems to have a profound

impact on the process of learning in higher education by offering new possibilities for learners

and​ ​teachers.

Despite these major concerns, Sun (2014) stresses that the appropriate integration of

technology in the classroom encourages students to use language in many different ways and

bring​ ​world​ ​issues​ ​into​ ​the​ ​classroom.

While some studies agree that ICT positively affects learning outcomes little is still

known how students and teachers themselves assess the learning experiences. Furthermore,

ICT​ ​and​ ​cognition​ ​is​ ​yet​ ​to​ ​tackled​ ​in​ ​the​ ​Philippine​ ​Senior​ ​High​ ​School​ ​setting.

Cognition​ ​and​ ​Learning

The EBSCO Research starter brilliantly summarizes what happens inside the brain during

learning. They cite different authors (Draganski, 2004; Healy, 1990; Trachtenburg, 2002;
Zull,2004) who agree that neural activity in learning is an evidence of cognition. Their research

agree that during the process of learning, synapses work to organize neurons into a single

cohesive network, “neural nets” (Halford, Andrews & Phillips, 2015), thus individual and more

isolated neurons form networks which become the physical equivalent of knowledge. There are

noted changes in synapses and synaptic connections when learning is evident. Exposure to new

experiences and complex thinking actually increases synaptic connections and density between

neurons in specific parts of the brain and also increases dendrite growth and connections within

the brain. The creation of these paths are the grounding principles of brain based education

which most modern educators practice today. Current ideas in cognition put forth by researchers

are enhanced input and comprehension, output and interaction, feedback, affect and motivation,

metacognition,​ ​and​ ​metalinguistic​ ​knowledge.

Researches​ ​in​ ​Cognition,​ ​Education​ ​ ​and​ ​Technology

Gardenfors & Johansson (2005) pointed out the absence of a unifying theory of learning

and technology, despite the fact that throughout the evolution of educational practices,

Behaviorism, Cognitivism, Sociocultural and Situated Cognition, technology played a part. To

them, it is important to first and foremost, formulate a descriptive theory of the processes of

learning. From there, one must create a prescriptive theory of instruction derived from or

anchored at the descriptive level. From then, we can move and work on a theory of instructional

design​ ​including​ ​implementational​ ​recommendations​ ​for​ ​the​ ​use​ ​of​ ​lCT.

Doak (2009), as a graduate student, wrote the article “Emerging Theories That Support

The Use Of Technology And Help To Create More Authentic Learning Environments”. He cited
the theories of situated cognition, distributed cognition and shared cognition. Situated

Cognition is a learning theory which rests on the fact that learning occurs only when situated

within a specific context. Here, they link cognition to the action the learners in the community

take; the culture of the community at large, ergo, without action there is no learning. It support

Dale’s (1946) Cone of Experiences and the concept of multimodality. Thus, technology stands

as artifacts of the culture of the community as they produce, assist and motivate interactions

(Myers & Wilson, 2000; cited in Doak, 2009). Technology is the medium where students can

use skills like thinking critically, applying knowledge to new situations, analyzing information,

comprehending new ideas, communicating, collaborating, solving problems, and making

decisions- basically, 21st Century skills. Distributed Cognition is student centered, giving

students more power to construct knowledge. There is synergy between participants and the

environment. Artifacts help to scaffold new capabilities and offload amount of cognitive work.

In this theory, technology becomes important in interaction as it appends and maximizes what

students can do. Socially-Shared Cognition discusses the link between the learners, other

participants artifacts and the social institutions which learning occurs. While cognition is

distributed, the sharing between the participants actively learning and the learning community

(Bell & Winn, 2000; as cited in Doak, 2009) allows unique experiences that no two learners can

ever experience a situation in the exact same way as another learner. Technology is the bridge

that​ ​allows​ ​sharing​ ​of​ ​ ​cognition​ ​in​ ​the​ ​community​ ​of​ ​learning.

Koch (2009), as a contribution to the Wikibook Theories of Educational Technology,

compiled the most important cognitive theories to put forward the idea of cognition and the

important role of technology in schooling. He highlighted the social learning or the social
cognitive theory which draws on both cognitive and behavior influences and benefits from

technology. He cites Bandura (1989) who adheres to the idea that social cognitive theory thrives

on the advancement of new technologies and the constant use of modeling. Under the key

principle of determinative influence, Koch (2009) agrees with Bandura (2001) in the contention

that despite being a highly internal activity, cognition is affected and shaped by external forces.

Not discounting the principal internal forces of inner thoughts, forethought, self-efficiency and

self-regulation, students cognition is affected by an equal interplay of factors inside and outside

oneself. In this newfound stress on social influence and learning, Koch (2009) blends the ideas of

Vygotsky (1986) on embedding learning in social events, Jean Piaget (1986) on the transmission

of learning, occurring from teacher to student, then actively in the mind of the learner. At this

stage, Koch (2009) uses Sherman & Kurshan (2005) as they claim that technology is a good

medium for actively engaging students as it enables them to reflect, share, and construct meaning

in what they have learned. From this point forward, any form of technology, from the use of

social networking sites(Bowers-Campbell, 2008; as cited in Koch, 2009) to games inside the

classroom(Brown​ ​&​ ​Cole,​ ​2000;​ ​as​ ​cited​ ​in​ ​Koch,​ ​2009).

Adherence to social cognition in ICT is indeed beneficial, for the learners in the

tumultuous years of adolescence to adulthood (Tousignant, Sirois, Achim, Massicotte & Jackson,

2017). Truly, the best solution was proposed by Ziegler (2016) as he uses Robinson’s cognition

hypothesis, wherein the student’s cognitive complexity is determining factor for the sequencing

of simple and complex tasks in a lesson, particularly one that is using ICT. Student’s brains are

wired, and we must find the right experience to promote cognition (Bavelier, Green, Matthew &

Dye,​ ​2010)
Conceptual​ ​Framework

Revising Meyer’s (2006) Cognitive Theory of Multimedia Learning, we added the

assessment tasks which will measure cognition through reasoning, decision making and problem

solving. We will view the classroom into three components, the first, under instruction, the

presentation of the lesson through ICT/NON ICT, followed by the learning process that occurs

inside the brain of each student. The third component is the assessment task, the measures of

cognition​ ​which​ ​are​ ​reasoning,​ ​decision​ ​making​ ​and​ ​problem​ ​solving.

Research​ ​Questions

Given​ ​the​ ​background​ ​and​ ​utilizing​ ​the​ ​framework,​ ​ ​this​ ​paper​ ​would​ ​discuss​ ​these​ ​questions:

1. Is​ ​there​ ​any​ ​possible​ ​impact​ ​of​ ​ICT​ ​on​ ​student's​ ​cognitive​ ​skills​ ​in​ ​terms​ ​of:

a. Reasoning

b. Decision​ ​making

c. Problem​ ​solving

2. What​ ​are​ ​theoretical​ ​and​ ​practical​ ​reasons​ ​behind​ ​the​ ​observed/absence​ ​of​ ​impact?
Method

Research​ ​Design

A comparative design was used in this study. In order to explore the impact of ICT in

student’s cognitive skills, two teaching situations in one class were tailored, in all principles of

ethical educational research. Qualitative and quantitative analysis will be used in this study.

Purposeful and convenience sampling was done to select the class to hold the two lessons with.

While choosing the research setting and participants was primarily focused on ease of access and

availability, the specific class chosen met the characteristics of 1) heterogeneity; 2) diversity; 3)

access to ICT and 4) cognitive levels. Principles of confidentiality, objectivity and reliability

was​ ​assured​ ​in​ ​the​ ​entire​ ​conduct​ ​of​ ​the​ ​research.

Participants

The class of Our Lady of Good Health from the Science and Technology, Mathematics

and Engineering track (STEM) were the participants of the research containing 23 boys and 17

girls ages from (Mean age: 16-19 ) with a total of 39 students from a private school in Pasay.

However, for this task, four (4) were not able to complete one of the two components, as such

they have to be omitted. These students come from class C. They are diverse in interest,

capabilities and exposure to learning materials. The said class is currently enrolled to the course

subject 21st Century Literature of the Philippines and the World and the schedule of the class is

every Monday, Wednesday, and Friday for weekdays and one Saturday class allotted for the

online​ ​learning.
Setting

The research was conducted in a Private school in Pasay. St. Mary’s Academy offers

Senior High School with two specific strands: ABM and STEM, with two sections for each. One

of the researchers is affiliated with the school and handles two sections of the STEM track. Our

Lady of Good Health has a SMART TV with an internet connection inside that can access the

possible​ ​materials​ ​to​ ​better​ ​facilitate​ ​the​ ​teaching​ ​and​ ​learning​ ​process.

Data​ ​Gathering​ ​and​ ​Analysis

Upon approval of the proposal, the researchers obtained permission to conduct the study

in the chosen school. Informed consent were given to students participating in the study. Prior

to implementation meticulous planning of the lessons was important. Careful matching of topics

was performed, to accommodate class schedule and equipment availability. This also ensured

that instruction and assessment tasks in NON-ICT and ICT lessons are of same complexity and

allotment of academic time. After preparation of parallel lesson plans, assessment tasks as well

as the rubrics were formulated. Upon agreement of the researchers, the lessons were

implemented. The breakdown of each lesson is stated below. Immediately after each lesson, the

assessment responses were graded. Upon completion of the two lessons, the results will be

compared. Ten participants with significant changes in scores will then be selected. Their

essays will be broken down for qualitative analysis. Furthermore, one tailed t tests of all 34

participants will be used to establish/deny the relationship of ICT to cognition in terms of

reasoning,​ ​decision​ ​making​ ​and​ ​problem​ ​solving.

Lesson​ ​1:​ ​Teaching​ ​without​ ​ICT

The researcher facilitated the class discussion on the literary piece entitled “The Chieftest

Mourner” by Aida Rivera-Ford last July 24, 2017 from 8:15-9:15 am. In order to discuss the

lesson, a powerpoint presentation was used as a tool. Traditional teaching set up was observed.

To introduce the topic, a question was first relayed to the participants to stimulate schema on the

feeling of losing someone. Then followed a recitation technique to know if the students read the

story before the discussion. Next was the thorough discussion of the literary piece using a

powerpoint presentation containing plain texts only. After the whole discussion, the participants

were grouped and asked to answer a question through a concept map. Assessment through a pen

and​ ​paper​ ​short​ ​response​ ​essay​ ​was​ ​given​ ​to​ ​participants.

Lesson​ ​2:​ ​Teaching​ ​with​ ​ICT

ICT class discussion was facilitated on July 26, 2017 with the same schedule (teacher and

students) but with a different piece to be discussed. “Footnote to Youth” by Jose Garcia Villa

was facilitated through the Marian Learning Management System. This is the school’s

educational portal that uses internet connection where classes are given access to authentic

materials in facilitating learning e.g movie clips, lesson packages, videos, and tutorials. The

discussion began with a question on the usual things that teenagers do in asking permission to

their parents. Next was the viewing of a short music video of the song “Father and Son” that

initiates the first scenario of the main characters in the story. After viewing, a reading activity

was introduced through a blog which contains the summary of the piece. After reading, the

researcher asked the elements of a narrative to start the whole learning process. Teleconferencing
was the next task through a group interview which discusses their common concerns as STEM

students​ ​in​ ​relation​ ​to​ ​the​ ​story.​ ​Assessment​ ​followed​ ​through​ ​the​ ​class’​ ​Facebook​ ​group.

The​ ​Assessment​ ​Tasks

Both lessons were assessed through a short response essay. Three questions were

presented to elicit answers that would tap three cognitive skills: Reasoning, Decision Making and

Problem Solving. A set rubric was prepared to check responses. The same rubric (see

Appendices) was used for both lessons to ensure reliability of results. Consensual valuation of

researchers​ ​were​ ​used​ ​to​ ​ensure​ ​that​ ​checking​ ​of​ ​each​ ​response​ ​was​ ​objective.

The assessment with the Non-ICT class was done traditionally, through pen and paper.

Students were given a homework to be submitted the following day. Students were asked to

answer three questions to examine their cognitive skills in terms of : reasoning, problem-solving,

and​ ​decision​ ​making.​ ​Each​ ​question​ ​covers​ ​a​ ​specific​ ​cognitive​ ​skill.

1. Who​ ​is​ ​the​ ​Chieftest​ ​Mourner​ ​then?​ ​Justify​ ​your​ ​answer​ ​(Reasoning)
2. If​ ​you​ w
​ ere​ ​the​ o​ ther​ ​woman,​ ​would​ ​you​ ​fight​ ​for​ ​your​ ​relationship?​ ​(Decision-making)
3. What​ ​societal​ ​and​ ​cultural​ ​problems​ ​were​ ​shown?​ ​What​ ​are​ ​your​ ​suggestions​ ​to​ ​solve​ ​it?
(Problem-Solving)

The assessment with the ICT class was done through the class facebook groups. At a

specified time after class, the teacher posted 3 questions requiring three short responses. Students

were​ ​given​ ​a​ ​set​ ​time​ ​limit​ ​to​ ​answer​ ​(1​ ​hour)​ ​.​ ​ ​Each​ ​question​ ​covers​ ​a​ ​specific​ ​cognitive​ ​skill.

1. Why​ ​is​ ​decision​ ​making​ ​important​ ​on​ ​one's​ ​life?​​ ​(Reasoning)

2. If​ ​you​ w
​ ere​ ​Dodong,​ ​what​ ​plan​ ​of​ ​action​ ​would​ ​you​ ​have?​ ​ ​Give​ ​an​ ​advice
(Decision-making)
3. ​ ​What​ ​are​ ​the​ ​possible​ ​solutions​ ​to​ ​everyday​ ​problems​ ​of​ ​the​ ​youth?​ ​(Problem​ ​solving)
Results

QUALITATIVE

Of the 34 students, nine samples were randomly selected to show the patterns in

answering reasoning, decision making, and problem solving questions. Qualitative analysis will

be done for this purpose. Cases of each student will be viewed by putting their ICT and NON

ICT​ ​responses​ ​side​ ​by​ ​side.

Student​ ​1:

Reasoning

NON​ ​ICT ICT

The chieftest mourner is Aunt Sophia because Decision making is important in one’s life in
she dealt with the person with all her life and order​ ​to​ ​be​ ​certain
she​ ​has​ ​the​ ​right​ ​to​ ​mourn.

In this comparison, it is evident that S1’s reasoning is more directly stated in the ICT

task. The NON-ICT task however, included proof apart from the main reason, thus giving a

longer,​ ​more​ ​complete​ ​and​ ​thorough​ ​answer.

Decision​ ​Making

NON​ ​ICT ICT

No, because I know that I am wrong in the I will tell him to go with the flow and just
first​ ​place​ ​and​ ​I​ ​would​ ​rather​ ​leave​ ​than​ ​fight wait for the exact right moment, when he is
mature​ ​and​ ​is​ ​stable
 The reverse happened to decision making in S1 where the student placed more support on

the​ ​ICT​ ​task,​ ​in​ ​a​ ​logical​ ​and​ ​detailed​ ​manner.

Problem​ ​Solving

NON​ ​ICT ICT

The society depicts how it respects who the Youth formation, and youth enlightenment is
legal​ ​wife​ ​is​ ​and​ ​who​ ​is​ ​not​ ​loved needed.​ ​`

While both are insightful and formal in tone, the ICT response proved to be more direct

and more solution focused, rather than the NON ICT response. With one sentence answers, there

isn’t​ ​much​ ​thought​ ​processes​ ​to​ ​be​ ​seen.

Student​ ​2:

Reasoning

NON​ ​ICT ICT

It is the woman. Sophia did not wish the We should think about our decisions
Uncle well. She felt joy when she heard about carefully.​ ​Our​ ​choices​ ​can​ ​make​ ​or​ ​break​ ​us.
his​ ​failing​ ​health​ ​and​ ​that​ ​he​ ​was​ ​miserable.

Reasoning for student 2 was overtly stated. The word “because’ or distinct markers were

not used to signal the reasons. The student also gave more opinions and interpretations rather

than evidence in the ICT task, but gave text based evidence and support on the NON ICT task.

Reasons were stated in listing sentences rather than coordinated and cohesive ideas. This lessons
the evidence of deep thought process and simple appeared to scratch the surface. Answers were

lacking​ ​a​ ​few​ ​elements.

Decision​ ​Making

NON​ ​ICT ICT

Yes, because I stayed for him during hard I will ask him to reconsider and give himself
times. more​ ​time​ ​to​ ​think.

Both answers are simple and direct, but did not give support for the decision made.

While it shows ability to discern and weigh options, the clues that would show how the decision

was made were omitted in both instances. Both answers are lacking significant cognitive

processes​ ​and​ ​therefore​ ​show​ ​no​ ​improvement,​ ​decline​ ​or​ ​any​ ​significant​ ​change.

Problem​ ​Solving

NON​ ​ICT ICT

That there are some things that happen that is Proper​ ​education​ ​and​ ​instruction​ ​from​ ​adults.
against​ ​common​ ​sense

Both problem solution responses did not come in sentence form. NON ICT response was

a relative clause and the ICT response was a noun phrase. If one considers the question, only the

ICT response answered the questions raised and merits a grade. The ICT response was a concrete

solution to a given problem while the NON ICT response was more of an opinionated evaluation

of​ ​the​ ​problem​ ​rather​ ​than​ ​a​ ​problem​ ​and​ ​a​ ​solution.
Student​ ​3

Reasoning

NON​ ​ICT ICT

The real chieftest mourner for me is Aunt Decision making is important because it's like
Sophia because she is the first one whom the planning for your future, once you've made it,
poet​ ​loved​ ​first​ ​and​ ​has​ ​the​ ​right​ ​for​ ​anything. you​ ​can't​ ​erase​ ​it.

S3 gave well defined answers for this part. The student gave the answers, reasons and

enough proof, for both ICT and NON ICT responses. Sentences were well worded, cohesive and

showed evidence of deeper thinking. NON ICT showed text based evidence while these ICT

response​ ​showed​ ​opinion.

Decision​ ​Making

NON​ ​ICT ICT

If I were the women, I will fight for my love Life is not what you think it was, there so
to someone because if you truly love much more to life than love. Think of your
someone, you will do everything for the sake decisions​ ​carefully,​ ​consider​ ​other​ ​factors.
of love even though it affects your ego and
dignity​ ​and​ ​humanity.

While the NON ICT showed technical errors, the content of the response was well

thought of, situational, personal and emphatic. The ICT response again showed good thought

process,​ ​but​ ​was​ ​rather​ ​formulaic​ ​and​ ​prescriptive/mandatory,​ ​if​ ​not​ ​impersonal.
Problem​ ​Solving

NON​ ​ICT ICT

The issue that is depicted in the story is Think of your actions and be careful in
“delicadeza” because in the story, the mistress making​ y​ our​ ​decisions
is at the corner and the legal wife is in front
which​ ​means​ ​the​ ​mistress​ ​has​ ​no​ ​rights​ ​at​ ​all.

The NON ICT response is longer, more comprehensive, provided the problem gave a

good reason, and then gave a possible action to resolve the issue. The ICT response was rather

concise. It was short and direct. It did not make mention of the problem and went straight to a

very​ ​appropriate​ ​and​ ​concrete​ ​solution.

Student​ ​4:

Reasoning

NON​ ​ICT ICT

Esa is still the chieftest mourner because she Decision making is important in one's life
has experienced hardships together with the because it dictates the things that will happen
poet ever since the start. She did not do to​ ​you​ ​in​ ​the​ ​future.
anything to inflict pain to the poet’s fuming
and she was there, quietly grieving for the
man​ ​he​ ​loves

This student shows remarkable change from NON ICT to ICT in terms length and

complexity. There was sufficient evidence taken from the reading text that would serve as

further support that would validate the reason given. In the ICT lesson, conversely, there is only

one​ ​support​ ​to​ ​the​ ​reason.

Decision​ ​Making

NON​ ​ICT ICT

If I were the other woman, I will fight for my
love because I did everything when the legal
wife was nowhere to be found. The poet came
to me after getting tired of Sophia’s treatment
to​ ​him
He is still young and he should still enjoy his
youth. He should wait until he is really ready
to commit and he is already mature before
marrying​ ​Teang.

The​ ​decision​ ​making​ ​task​ ​of S4 is highly commendable because the student gave

answers which showed consideration of different facets. For the NON ICT response, aside from

choosing an option, the student was also able to empathize and put himself in the persona’s shoe.

Conversely, the ICT response was generic and still on the third person. The student did not

explicitly​ ​state​ ​the​ ​choice​ ​and​ ​just​ ​proceeded​ ​with​ ​the​ ​option.

Problem​ ​Solving

NON​ ​ICT ICT

The society was depicted an enemy of the
mistress. They saw Esa as a lowly person
even though she was the one who supported
the poet through his hardships. Together,
society and culture was against Esa, even
though she was the one who really supported
the poet. Delicadeza was also shown becau.se
the​ ​woman​ ​comforted​ ​the​ ​legal​ ​wife.
Possible solutions to everyday problems of
the youth ate proper guidance from parents
and their teachers, making them realize the
inflictions of the things that they do and
making them realize and helping then fulfill
their​ ​duties.

One of the most consistent high scores in this category, the student showed mastery in

identifying the problem, showing how these problems can be addressed, and giving more than
one alternative solution. Furthermore, in both lesson types, the solutions suggested were simple,

practical,​ ​and​ ​ ​of​ ​great​ ​effect.​ ​ ​Truly​ ​marked​ ​by​ ​serious​ ​thought​ ​processes.

Student​ ​5

Reasoning

NON​ ​ICT ICT

Esa because she experienced the poet's ups Decision making is important because your
and​ ​downs future varies on the decisions that you made
today, but first of all you should know the
difference between right from wrong. So that
you'll know the consequences of your
decision. Right choices leads to great success
while wrong choices leads to poor outcomes.
So think wisely and always remember "what
ever​ ​you​ ​sow,​ s​ o​ ​shall​ ​you​ ​reap"

As a standout example, S5, in his NON ICT response, gave a sentence response with a

plain reason. The ICT task, however, showed a lot of gusto. The first part of the answer gave the

reason and added a converse example. He then gave a result of the reason, then gave further

explanations. He ended with a very good message which was a exceeding expectations set in the

rubric.

Decision​ ​Making

NON​ ​ICT ICT

I will not because I have no right because I'm If I were Dodong I would advice my son Blas
just​ ​a​ ​mistress to enjoy his youth his youth while he still can
and I will tell him not to do what I did so that
he will not suffer the same fate that I had once
suffered.
 Even in the decision making task, the student used a one sentence response in the NON

ICT LESSON. The answer was complete in itself. However, the ICT response was more

elaborate. The decision was expressed as a possibility, and then it was backed by two

explanations​ ​and​ ​a​ ​possible​ ​scenario.​ ​It​ ​was​ ​again,​ ​exceeding​ ​expectations.

Problem​ ​Solving

NON​ ​ICT ICT

Society is biased and they still value The youth of today should seek counsel from
delicadeza. their parents. They should be guided at all
times so that they won't stumble upon the
wrong path. Communication and proper
education is key to solving their everyday
problems.

The problem solving response in the NON ICT Task was incomplete and unfinished.

Considering this was a take home writing assignment, it merited a low score and was expected to

have been completed. The ICT response, however, gave a brilliant solution to a pressing

problem. The solution provided has an explanation and an effect, brilliantly articulated and well

said.

Student​ ​6

Reasoning

NON​ ​ICT ICT

I still think that Esa is still the chieftest Decision making on one's life makes a whole
mourner. She was able to see it all-the pain lot of difference.Thinking about something
and suffering. The struggles of the poet-his before doing it can make you realize the
journey. Even through the hard times , she
 stayed. Esa even sacrificed her things just to things we need to consider when we choose to
provide for the two of them when the poet do​ ​something.
was still struggling. She was there when he
finally succeeded. She was with the poet his
last waking day, she didn’t give up and
supported​ ​him​ ​all​ ​the​ ​way.

Student 6 showed the best responses in the NON ICT tasks, as the reasoning response

showed different supporting evidence, giving five supporting instances and which are effective

and valid. Though shorter and not as elaborate, the ICT response was also complete. The answer

was​ ​given,​ ​the​ ​reason​ ​was​ ​supported​ ​by​ ​sufficient​ ​back​ ​up.

Decision​ ​Making

NON​ ​ICT ICT

If I am the other woman, I would not fight. I ​ ​Please​ ​reconsider​ ​your​ ​decision.
know that I am fighting a losing battle. There
are some things that I cannot touch or cross. I
should’ve realized that even the very
beginning, our relationship started the wrong
way.

The NON ICT response showed completeness of formulating a choice. There was clear

evidence of though process from giving a scenario, making a decision, giving a reason, and

further explanation that would explain the circumstances the choice was made. HOwever, on the

ICT response, it was a plain decision without any further explanation. It was a one sentence

decision,​ ​plain​ ​and​ ​incomplete.

Problem​ ​Solving

NON​ ​ICT ICT

In my opinion, the society / culture in the Think​ ​clearly,​ ​rationally,​ ​and​ ​wisely.
story is very messed up. The people let the
society dictate what they should not do. They
let the standards of the “messed up” society
run their lives. They let society decide their
fate. Let's say the society is telling us the right
thing. However, what they say doesn’t always
speaks the right things. Moreover, what they
say does not matter. They are caught up too
much with the ideals of the society that they
cannot​ ​decide​ ​on​ ​what​ ​they​ ​really​ ​want.

One of the best NON ICT responses to problem solving, S6 gave a detailed response.

There was a clarification that the answer will be opinionated, then the problem was stated. The

problem was thoroughly explained then three possible solutions to the problem was given. The

ICT​ ​response,​ ​however,​ ​was​ ​a​ ​sentence​ ​containing​ ​the​ ​solution​ ​thought​ ​of.

Student​ ​7

Reasoning

NON​ ​ICT ICT

My chieftest mourner is Aunt Sophia because It is very important. Because the decisions
aunt Sophia endured all the pain she felt when that we make will be the one will guide us.
she was with uncle. The uncle was an And it will also affect our future. So we must
alcoholic but aunt Sophia did her best to think it through and think of the pros and cons
control the uncle’s intake of alcohol because of​ ​our​ ​decision.
she cares for his health. But unfortunately the
uncle did not see and left her instead. Imagine
the loss and hurt aunt Sophia felt when her
husband lived with her mistress. Aunt Sophia
did everything to help her husband. And until
the last moment she still wanted the best for
 her husband which is a peaceful wake to
remember​ ​him.

The reasoning response of S7 was complete, detailed and had four evidences to support

the reason. Evidences were different scenario from the story that supported the first sentence.

The ICT response, however, was not as detailed. The answer and the reason was given, but, and

two​ ​evidence​ ​was​ ​used​ ​for​ ​support.

Decision​ ​Making

NON​ ​ICT ICT

I will not fight for my love with the poet. Think things through and don't be
Because it started in the wrong way. And I spontaneous. And be mature and responsible
don’t have the right because I am not the legal in making decisions. Be sure that the
wife. I will not fight for my love because it is decisions that you will make will benefit you
wrong and I respect the sanctity of marriage, and​ ​your​ ​future.
their marriage and also respect the first wife.
Because if I am going to be in a marriage and
put myself in her situation I will be hurt as
well. Also I believe as a woman that to be the
first and only choice. I deserve to be love
justly,​ ​to​ ​be​ ​loved​ ​without​ ​hurting​ ​anybody.

Student 7’s NON ICT response answered the question thoroughly, completely and with

best efforts. There were seven different instances given to support the choice, three of them were

reasons, while four were very deep personal opinions that further explain the motivations for

making the decision. The ICT response however, was vague and safe. It was an answer about
the effects of the decision and not a decision itself. Though well said, it did not meet the

objective.

Problem​ ​Solving

NON​ ​ICT ICT

Society dictates our judgements. All of our
actions are based on what society sees as
acceptable. We are never free to do what we
want because society is always there to judge
us and tell us what is wrong and right in our
actions. We are always afraid to take a stand
because we are afraid on how the society will
react.
The possible solutions to the problems of the
youth is to acknowledge the problem first.
The youth also need proper guidance from at
home. They also need to be enlightened to the
reality of life so school guidance and proper
education will help them too. And also be
cautious of the consequences that you may
face.

Only in the problem solving task did S7 give equal effort in responding. Both were

perfectly written, backed by support, opinion and solutions that identify and target the common

features​ ​of​ ​the​ ​problem.

Student​ ​8:

Reasoning

NON​ ​ICT ICT

Esa should be the chieftest mourner, because It is very important because decisions will
she was the one with most struggle. Esa produce​ ​the​ ​outcomes​ ​in​ ​one's​ ​life.
sacrificed more than Sophia to support and
love​ ​the​ ​poet.
 Both responses consisted of the answer and the reason. Only in the NON ICT response

did​ ​the​ ​student​ ​provide​ ​evidence.

Decision​ ​Making

NON​ ​ICT ICT

If I were the woman, I wouldn’t fight for my I would advice to never follow my steps. I
love and relationship. I would not because I would advice that he should take a different
know that I am wrong, that I am only a path that will lead him into a better life than
mistress. I have no right to anything except to what​ ​he​ ​has​ ​now
be​ ​the​ ​chieftest​ ​mourner.

Among the students who highlighted the importance of the first person in making a

decision, S8 gave well thought of decisions coupled with more than one support that backs the

decision. The NON ICT response consisted of adequate explanations while the ICT response

gave​ ​two​ ​alternative​ ​decisions.

Problem​ ​Solving

NON​ ​ICT ICT

Society is depicted as the one that influences To never stop thinking and always ask those
the decisions of people and which person has who are older. Ask those who have been
won​ ​power​ ​over​ ​the​ ​other. through the situations that you're thinking
about.

The NON ICT response illustrated the problem while only the ICT response provided the

solution.
Student​ ​9:

Reasoning

NON​ ​ICT ICT

The chieftest mourner is sophia because the Decisions making can define what your
poet cheated on his wife for Essa, there we future will hold or be, one decision can ruin or
could see that she is only a decision to the change​ y​ our​ ​life​ ​in​ ​a​ ​snap
poet, and if the poet did not cheat maybe they
could​ ​be​ ​happy

The thought process involved in making the response showed variation in the two types

of task. The ICT task was complete. There was a reason with two evidences to back up the

claim.​ ​ ​The​ ​ICT​ ​response,​ ​however,​ ​was​ ​more​ ​of​ ​a​ ​scenario​ ​that​ ​a​ ​reason.

Decision​ ​Making

NON​ ​ICT ICT

Yes, I would fight for my wife, you cannot let Dont Marry, finish school, get a job, be stable
go​ ​of​ ​our​ ​love​ ​ ​easily. then Marry thats how it works, love is never
enough, love cant satisfy your childrens
hunger​ ​and​ ​thirst

While explicitly stating the decision in both tasks, the NON ICT response gave 1 valid

support, while the ICT task consisted of one choice with resultative solutions and a personal

opinion explaining the choice. Despite being done on a technology that could detect errors,

punctuation​ ​and​ ​minor​ ​errors​ ​were​ ​seen​ ​in​ ​the​ ​second​ ​type​ ​of​ ​response.
Problem​ ​Solving

NON​ ​ICT ICT

Society is depicted as the superior to follow Possible solutions are guidance of the parents,
because what society decides is what you teachers and friends, they are the most
should​ ​follow. important and close persons in their life,so the
y can help them do the right thing and guide
them.
The NON ICT task was more of a reasoning response which described the problem rather

than offering a solution. The ICT task, however, was complete with a choice followed by

evidence​ ​that​ ​could​ ​support​ ​the​ ​proposed​ ​solution.

Analysis​ ​of​ ​Qualitative​ ​Findings

Looking closely at the differences and progression of answers, the responses gave varied

levels of knowledge acquisition, storage, retrieval and use. Reasoning, apart from justification

involves extracting new information based on an established process of knowledge (Gilhooly,

Lyddy & Pollick, 2014). Whether the reasons are deductive, propositional, syllogistic, or

inductive, reasoning will always be affected by bias, memory and interpretation. Gilhooly et. al

(2014) cites Mynatt et. al’s (1977) study that shows how real life authenticity positively affects

the cognitive processes involving reasoning. Moreover, for decision making, psychological

factors affect a person’s decision (Gilhooly et. al, 2014) and one cannot rely on sole cognitive

processes. The rise of creative problem solving processes (Gilhooly et. al, 2014) is a trend for

learners​ ​today.
QUANTITATIVE

Given two parallel lessons and two assessment tasks, under different modes of lesson and

assessment​ ​presentation,​ ​the​ ​students​ ​were​ ​able​ ​to​ ​get​ ​the​ ​following​ ​scores:

Table​ ​2:​ ​Frequency​ ​Distribution​ ​of​ ​NON-ICT​ ​and​ ​ICT​ ​Scores

NON​ ​ICT ICT

Decision Problem Decision Problem
Reasoning Reasoning
SCORE Making Solving Making Solving
0 0 2 1 0 0 0
1 5 4 6 1 1 0
2 12 9 6 11 5 11
3 11 11 15 13 16 11
4 1 5 3 5 5 7
5 6 4 4 5 6 6

Through visual inspection, majority of the students are average/passing when it comes to

all skills. There are a few who were able to exhibit mastery, and these were the students who

were already excelling in class, at the end of the first quarter. It is important to note that some

were not able to answer the decision making task because they could not decide on which to

choose.

Looking at the second half of the data, there is a general slight increase of scores, still

with majority reaching average performance. Bulk of the students are in the average

performance when it comes to the three cognitive tasks. While a more students were able to

reach above average performance, it is important to point out that one was not able to complete

all​ ​three​ ​tasks​ ​because​ ​the​ ​student​ ​did​ ​not​ ​see​ ​the​ ​last​ ​question​ ​“and​ ​forgot​ ​to​ ​answer​ ​it.”
Table​ ​3:​ ​Descriptive​ ​Statistics​ ​of​ ​NON​ ​ICT​ ​and​ ​ICT​ ​Scores

NON​ ​ICT ICT

SKILL R DM PS R DM PS
MEAN 2.8235 2.8235 2.7205 3.2058 3.455 3.2941
SD 1.2827 1.2711 1.37835 1.0786 0.9729 1.0786

Mean scores denote below average performance in the cognitive tasks. While in

frequency distribution is was seen that there were students who were average and above average,

the means scores of the students showed a greater tendency to show below average performance

in all three tasks: reasoning, decision making and problem solving. Though numbers, when

rounded can result to 3, it is important to note that grading was very specific, with rubric scores

gaining .5 point difference per criteria. There is a slight but significant increase in mean scores,

as the students’ means were able to reach the passing mark of 3, when looking at the resultative

values from the ICT lesson. Possible explanations and proof of other researches will be

discussed​ ​later.

Moreover, it is highly important to point out the measure of variance as seen through the

SD. It could be seen that in a traditional lesson, using a traditional pen and paper test, scores are

more spread through the sample. Variance within tasks under the non-ICT lesson has values

which are almost similar as well. In contrast, ICT lessons have lower SD values, showing scores

which are closer, thus lessening the gap between performing and non performing students.

Decision making is highly notable as the value is below 1, showing that in an ICT lesson,
students tend to have similar decision making scores. Reasoning and Problems Solving scores

are​ ​almost​ ​equal,​ ​also​ ​approaching​ ​(through​ ​lower​ ​rounding​ ​off)​ ​to​ ​ ​1.

Table​ ​4:T-test​ ​of​ ​Reasoning,​ ​Decision​ ​Making​ ​and​ ​Problem​ ​Solving​ ​Scores.
R DM PS

Pearson 0.45141 0.42771 0.203641

Correlation

P(T<=t)​ ​one-tail 0.043946 0.002818 0.021655

t​ ​Critical​ ​one-tail 1.69236 1.69236 1.69236

Pearson coefficients show weak positive correlations of ICT and the tasks of reasoning,

decision making, and problem solving. Using a one tail t-test , we can conclude that a​mong 12th

graders (​N = 35), there was a statistically significant difference between the two Lessons,

NON-ICT and NON ICT in terms of reasoning (​t​=1.69236, ​p ≤ .05, ​CI​.95),

​ decision making

(​t​=1.69236, ​p ≤ .05, ​CI​.95),

​ and problem solving(​t​=1.69236, ​p ≤ .05, ​CI​.95).
​ Therefore, we reject

the null hypothesis that there is no difference cognitive scores between NON ICT and ICT

lessons.​ ​ ​There​ ​is​ ​sufficient​ ​to​ ​establish​ ​the​ ​relationship​ ​between​ ​ICT​ ​and​ ​cognition.

Discussion

Reasoning

Reasoning is a cognitive ability. Halford, Andrews, & Phillips, S. (2015) showed,

through neurological mapping, that reasoning, as evidenced by operation on relations, is part and

parcel of cognition. The ability to create relational representations show ability to evaluate,

implement, strategize, as well as reason. Tousignanta et. al (2017) cites Eisenberg (2005) and
associates as they solidify the relationship of reasoning to higher cognition, particularly moral

reasoning. Gardenfors & Johansson (2005) gave evidence that constructivists always saw

reasoning skills, coupled with critical thinking, and self-regulated learning, as abilities of an

independent learning. They used De Jong et al.'s concept of discovery learning, a process in

which the learner uses inductive reasoning to generate hypotheses that can be tested and

evaluated by evidence. True enough, as students are responsible for the construction of their own

knowledge​ ​and​ ​understanding,​ ​the​ ​learn​ ​to​ ​explore​ ​more​ ​through​ ​ICT.

Numerous studies support our results. Cartelli (2007) claims that the web supports

thinking as it has “didactical materials” for reasoning. True enough, it was exemplified in the

paper, as the Marian Learning Management System provides that. Dessimoz (2017) has always

seen the huge potential of ICT in developing cognition, as for him, it it exclusively supports

reasoning, as well as control and communication about past, future and virtual worlds.

Wajszczyk (2017) cites evidence of ICT impact in condition as he used Boyd's (2013) claim that

ICT tools can affect student’s achievements positively because it can enrich student learning to

simplify and augment higher-order thinking and reasoning. Wajszczyk (2017) explains that ICT

involves a myriad of tools that are intended to engage students in higher-order thinking- like

reasoning rather than mere information collection. Tousignanta et. al (2017) further expounded

that adolescence to adulthood is the age of showing the highest level of reasoning. True enough,

it makes SHS students, the perfect participants of our study. Martin et. al, (2014) concurs as he

explains pre adolescent reasoning as mere hypothetical observations where children still have

problems with deductive reasoning, which makes it impossible to predict the outcome of an

event. Martin (2014) and associates state that formal reasoning begins after the age of 14.
Furthermore, the FB game allowed for interaction, compared to a highly individual and non

interactive pen and paper test. Martin et al (2014) explains the socio-cultural perspective of

cognition where reasoning is based on the knowledge not only of individuals, but also

knowledge and interaction that occurs among individuals. Learning in real-time dynamic

decision making tasks allow students to activate more brain regions, enabling him/her to perform

well. Kim et. al (2017), used Henri's reasoning skill divisions in examining blended learning

outcome. Online conferences, like one used in the study, was found to be highly interactive.

Both our study participants and Kim et. al (2017)'s showed reasoning skills which are above

average, where the elaborate thinking can be related to judgment more frequently than the other

skills. Our study result for reasoning is parallel to Kim et. al (2017)'s findings that as for the

content of comments and reasoning skills, the students in the flipped classroom produced

significantly more cognitive comments and showed significantly more use of reasoning skills

involving deeper information processing than did the traditional classroom students, who were

more likely to use interactive comments and reasoning skills involving shallow information

processing. However, Petrina et. al (2008) contradicts positive acceptance of all ICT tools in

reasoning, for in some violent games, users are desensitised to violence through intense

engagement with technologies such as console and online video games, and abandon moral

reasoning​ ​while​ ​in​ ​the​ ​process​ ​of​ ​playing.

Decision​ ​Making

Dessimoz (2017) classifies decision making as the ultimate and key ability of a thinking

brain. Bavelier et al (2010) gave neurologic evidence of dynamically re-tuned connectivity

across and within different brain areas to when adjusting to make informed, and perceptually

driven decisions in online gaming. To them, decision making and learning in fast-paced

environments will certainly require new developments in neural networks, making it assumptive

that ICT has neurologic evidence for impact on decision making. Petrina et. al, (2008) gives

importance to the development of decision making. To them, children generally rely on the

authority of their teacher to guide them through ethical decisions. Younger students, like

teenagers on the other hand, demonstrate simple, one-dimensional decision-making. More

mature pre adult students typically recognize unethical behaviour, but make decisions relative to

their desires. Gardenfors et al (2005) connects ICT and problem based learning (PBL) where

students are supposed to address a real and relevant problem of their own choosing, work in

groups, and make a decision. This taps skills that include the review of background materials as

well​ ​as​ ​accounting​ ​for​ ​multiple​ ​perspectives.

In a our study's set-up it was indeed evident that students get to decide better through ICT

and interaction. While Martin (2014) gives a possibility that in any situation, students might or

might not decide given a task, Wajszczyk, (2014) explains that a 21st century student uses ways

of thinking (like decision making) to use different tools for working (ICT) in any situation

possible. Martin (2014) stresses the diversity students as individuals with low cognitive abilities

also appear to be more sensitive to workload compared to those with high cognitive abilities, and

there is an apparent link between intelligence and learning in real-time dynamic decision making

tasks. Zhang (2010) comprehensively explains that learners make their decisions regarding

whether to use technology in their English learning, what to use, and how to use them.

Contrasting Wajszczyk, and supporting Martin, he stresses that learners are not longer viewed as
passive recipients of teachers' decisions about language environments or users of the language

learning environment that is traditionally created by instructors. Learners make decisions of

whether and how to use multiple technology applications in their second language learning, they

are, in fact, designing and creating their own language learning environment.True enough, as our

assessment task utilized social media through Facebook, the realm of participants, it was noted

that they chose to use the tool (ICT) to facilitate their learning. Furthermore, Ziegler (2016)

noted that decision making is task and environment based. In computer mediated

communication, learners also completed one-way information-gap tasks and decision-making

tasks,through more evident negotiation. Kim et al. (2017), in the use of a highly interactive

online conference , elicited different levels judgement (which was the term used to describe

decision​ ​making​ ​)​ ​more​ ​frequently​ ​than​ ​the​ ​other​ ​skills.​ ​reasoning​ ​comes​ ​second.

Problem​ ​Solving

Wajszczyk (2014) categorizes problem solving as a higher order cognitive skill of recent

importance. Tousignant et al (2017), further delimits problem solving as the last higher order

non-social cognitive functions, including working memory, selective attention, flexibility,

inhibition, and planning. Martin (2014), in his quest to give concrete neurologic evidence of

cognitive skills, cited Whelan ( 2007) who used neuroscience to study brain function during

problem solving and learning. Through the use of event-related functional magnetic resonance

(fMRI), oxygen saturation and blood flow was found highly active in regions within the brain

during learning. Petrina et al (2008), in a developmental study found empirical evidence of

technological problem solving skills in children. Younger students however, showed

problem-solving strategies through robotic. Post-secondary students showed creativity, problem

solving and the social nature of learning at a very advanced state. Wajszczyk (2014) sees the

need to merge the issues of ICT in education and creativity, problem solving and playful uses of

technology. Gardenfors et al (2005) and Tousignant et al (2017) put forward the idea of the

social link of problem solving. They cite Vygotsky (1960/1981), who claim that "any higher

mental function necessarily goes through an external stage in its development because it is

initially a social function" (p. 162). In collaboration the student can reach further in

understanding and problem solving than could be done on her or his own. The teacher functions

by giving forms of scaffolding, supporting ZPD. In our set-up, the lesson structure was given by

the teacher, and evidently in the analysis of the blog post, scaffolds were used, and students were

free to interact with each other. Working on and solving problems slightly ahead of their present

capabilities​ ​increases​ ​the​ ​pace​ ​of​ ​the​ ​student's​ ​cognitive​ ​development.

Petrina et. al (2008) gave insights that support our study. For them, learning textbook

methods for problem solving, is misleading. Ziegler (2016) gives further proof as she says that

there is a "high potential for dynamic technologies to provide an engaging learning context

grounded in problem solving, collaboration, and social interaction, rather than the format of

information presentation found in more traditional instruction, thereby providing support for

learners’ motivation, autonomy, confidence, and willingness to communicate." Kim et al

(2017)'s findings agree as the flipped classroom gave a substantial amount of content knowledge

in​ ​advance​ ​and​ ​worked​ ​on​ ​new​ ​knowledge​ ​acquisition​ ​and​ ​problem​ ​resolution.

However, Youssef(2008) worries that ICT-based instruction could restrict the creativity,

making learners act on a predefined way with limited interactive possibilities. To him this might
reduce the students’ abilities to independently come up with creative solutions on their own.

Martin (2014) also shows special concern on content retention as technology replaces our

schema.

Conclusion

This paper was able to provide sufficient evidence to support the claim that ​ICT

implementation in a lesson as well as in assessment, has an impact on student's cognitive skills in

terms​ ​of:​ ​Reasoning,​ ​Decision​ ​making,​ ​and​ ​Problem​ ​solving.

While there are researches that concur with our results and ratify the claim that ICT

positively affects Reasoning, Decision making, and Problem solving, as they present

neurological, developmental, and scientific reasons; there are studies which tend to say

otherwise, showing the negative effects of ICT to student thinking. In the context of our study,

Senior High School students taking up STEM are indeed into technology, from being the pioneer

batch for the implementation of the Learning system this year, to the game in their favorite site:

Facebook. The real time response, availability of resources, and the interactive environment,

compared​ ​to​ ​individual​ ​pen​ ​and​ ​paper​ ​tests,​ ​yield​ ​generally​ ​better​ ​results.

While there is absence of other evidence to triangulate with our findings apart from

student and teacher comments, practical reasons given by the students include the time consumed

in answering, ability to be able to research, and being focused on the task at hand, without

distractions. The teacher in charge saw great effort in 21st Century learners with regards to

anything​ ​with​ ​technology.​ ​As​ ​ICT​ ​ ​was​ ​applied​ ​in​ ​all​ ​parts​ ​of​ ​the​ ​lesson,​ ​teachers​ ​are​ ​at​ ​a​ ​liberty.
 Lastly, since learning is beyond mere cognition, there is an interplay of other factors like

motivation and self efficacy. In as much as this study tried to meet objectivity and reliability, the

fact that there are many extraneous variables that could have affected student short response

performance cannot be discounted. Future research could test other cognitive tasks. Different

well​ ​as​ ​forms​ ​of​ ​assessment,​ ​across​ ​all​ ​levels​ ​of​ ​students,​ ​could​ ​be​ ​done​ ​as​ ​well.

Acknowledgement

​To God, our almighty father, for the love, guidance, and all gifts for the accomplishment of
this endeavor. To the administration and students of St. Mary’s Academy, Pasay. To our
families and friends. To Dr. Cecilia Genuino, for giving direction to this paper, our thanks, our
gratitude.

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APPENDICES
 APPENDIX​ ​A:
RUBRIC​ ​FOR​ ​CHECKING​ ​ESSAY​ ​REPONSES​ ​ICT​ ​and​ ​NON​ ​ICT​ ​LESSON

Reasoning
1.25 .75 .5 .25

Synthesis Thorough​ ​synthesis,​ ​insightful​ ​and Synthesis​ ​present,​ ​correct Synthesis​ ​poo,​ ​Incorrect
and thorough​ ​evaluation evaluation evaluation​ ​r The​ ​student
evaluation does​ ​not
reason​ ​with
Analysis ​ ​makes​ ​several​ ​connections​ ​between make​ ​connections​ ​to​ ​other makes​ ​inappropriate the​ ​assigned
and relevant​ ​topics,​ ​Integrates​ ​the​ ​connection topics​ ​,Discusses​ ​the connections​ ​to​ ​other​ ​topics, materials​ ​or
Integration with​ ​other​ ​Prior​ ​knowledge connection​ ​with​ ​other​ ​Prior Does​ ​not​ ​see​ ​ ​the​ ​ ​connection solve​ ​the
knowledge with​ ​other​ ​Prior​ ​knowledge given
problem.
Rationale solves​ ​the​ ​problem​ ​with​ ​rationale(s) possible​ ​solution weak​ ​solution

Evidence chooses,​ ​creates​ ​&​ ​uses​ ​relevant​ ​support ​ ​use​ ​relevant​ ​support does​ ​not​ ​use​ ​relevant​ ​support

Problem​ ​Solving
1.25 .75 .5 .25

Solution The​ ​solution​ ​is​ ​stated​ ​in​ ​clear The​ ​solution​ ​is​ ​stated,​ ​but​ ​it​ ​is The​ ​solution​ ​is​ ​stated​ ​but The​ ​statement​ ​of​ ​the
language.​ ​It​ ​is​ ​easy​ ​to a​ ​little​ ​difficult​ ​to​ ​understand. is​ ​difficult​ ​to​ ​find​ ​and solution​ ​cannot​ ​be​ ​found.
recognize​ ​and​ ​understand. difficult​ ​to​ ​understand.

Evidence Good​ ​support​ ​was​ ​given​ ​to Some​ ​evidence​ ​was​ ​given​ ​to Only​ ​a​ ​little​ ​evidence​ ​was No​ ​evidence​ ​was​ ​given​ ​to
the​ ​main​ ​idea.​ ​Facts​ ​and support​ ​the​ ​main​ ​idea​ ​but​ ​not provided.​ ​It​ ​does​ ​not support​ ​the​ ​main​ ​idea.
statistics​ ​were​ ​supplied​ ​from enough. support​ ​the​ ​main​ ​idea
credible​ ​resources.

Call​ ​to​ ​Action The​ ​call​ ​to​ ​action​ ​is​ ​stated The​ ​call​ ​to​ ​action​ ​is​ ​not​ ​very The​ ​call​ ​to​ ​action​ ​is​ ​very No​ ​call​ ​to​ ​action​ ​was
explicitly recognizable. weak. given

Organization The​ ​essay​ ​is​ ​written​ ​in​ ​a The​ ​essay​ ​is​ ​somewhat The​ ​essay​ ​is​ ​only The​ ​essay​ ​is​ ​very​ ​messy.
logical​ ​order​ ​that​ ​the​ ​reader organized.​ ​Most​ ​parts​ ​are​ ​in​ ​a somewhat​ ​organized.​ ​It​ ​is There​ ​is​ ​no​ ​clear​ ​order​ ​to
can​ ​easily​ ​follow​ ​and logical​ ​order. a​ ​little​ ​difficult​ ​to​ ​read the​ ​writing.
understand. from​ ​one​ ​part​ ​to​ ​the​ ​next.

Decision​ ​Making
1.25 .75 .5 .25

Problem problem​ ​identified​ ​correctly​ ​with​ ​added problem​ ​identified​ ​correctly ​ ​problem​ ​identified problem​ ​incorrectly
imaginative​ ​details​ ​to​ ​add​ ​interest​ ​and and​ ​clearly correctly,​ ​but​ ​needs​ ​more identified.
background​ ​information. detail.

Alternative Cited​ ​1​ ​advantage​ ​and​ ​1​ ​disadvantage​ ​or Cited​ ​only​ ​one​ ​ ​1​ ​advantage Unclear​ ​support​ ​given No​ ​support​ ​given
2​ ​advantages.​ ​is​ ​unique​ ​and​ ​thoughtful. or​ ​1​ ​disadvantage.​ ​is​ ​unique
and​ ​thoughtful.

Decision Decision​ ​is​ ​clear.​ ​Includes​ ​supporting One​ ​alternative​ ​is​ ​clearly Decision​ ​is​ ​not​ ​obvious​ ​-. No​ ​clear​ ​decision
reasons chosen. was​ ​made

PLan Plan​ ​of​ ​specific​ ​steps​ ​included, Plan​ ​of​ ​specific​ ​steps​ ​listed Plan​ ​of​ ​steps​ ​to​ ​carry​ ​out Decision​ ​is​ ​made
supported​ ​by​ ​several​ ​details.​ ​Plan​ ​is to​ ​carry​ ​out​ ​decision. decision​ ​is​ ​included,​ ​but​ ​it but​ ​is​ ​not​ ​one​ ​of​ ​the
clear,​ ​concise,​ ​and​ ​easy​ ​to​ ​follow. may​ ​be​ ​vague alternatives
 APPENDIX​ ​B:
CLASS​ ​RAW​ ​SCORES

NON​ ​ICT ICT

Reasoning Decision​ ​Making Problem​ ​Solving Reasoning Decision​ ​Making Problem​ ​Solving

a 2 2 2 3 3 4

b 3 4 3 3 3 3

c 1 1 2 3 3 4

d 3 2.5 3 2 2 2

e 5 5 5 5 5 5

f 1.5 1.5 2 3 3 3

g 2 3 3 2 3 2

h 2 3 2 2 3 2

i 5 4 5 4 5 5

j 3 4 4 3 3 3

k 2 2 1 3 3 3

l 2 2 1 3 3 3

m 5 5 5 5 5 5

n 2 4 3.5 2 2 2

o 3.5 3.5 3.5 3 3.5 3.5

p 3.5 3.5 3.5 4 4 4.5

q 3 2 3 3 3 2

r 4 3 3 4 4 4

s 2 2 3 3 3 3

t 3 3 3 2 4 2

u 5 5 3.5 4 4 2

v 2 3 2 2 3 2

w 5 5 3 5 5 5

x 3 3 4 3 4 3

y 3.5 4 3.5 4 4 4

z 1 1 0 2 2 3

aa 3 3 3 3 4 4

ab 1 1 1 3 3 3

ac 1 2 1 5 5 5

ad 2 1 1 1 1 2

ae 5 3 5 2 4 2

af 1 2 1 3 3 3

ag 3 0 0 5 5 4

ah 3 3 4 5 3 5
 APPENDIX​ ​C:
NON-ICT​ ​RESPONSES

Questions:

1. Why​ ​is​ ​society/culture​ ​negatively​ ​depicted​ ​in​ ​the​ ​story?

2. If​ ​you​ ​were​ ​the​ ​other​ ​woman,​ ​would​ ​you​ ​fight​ ​for​ ​your​ ​love​ ​and​ ​relationship​ ​with​ ​the​ ​poet?
3. Who​ ​is​ ​the​ ​chieftest​ ​mourner​ ​then?​ ​Justify​ ​your​ ​answer.

Answers:

Mary​ ​Gabrielle​ ​Caluya

1. In​ ​this​ ​story,​ ​society​ ​dictates​ ​the​ ​system​ ​of​ ​‘delicadeza’.​ ​This​ ​system​ ​was​ ​observed​ ​during​ ​the​ ​wake
of​ ​the​ ​poet​ ​wherein​ ​the​ ​presence​ ​of​ ​the​ ​legal​ ​wife​ ​was​ ​more​ ​valued​ ​than​ ​the​ ​presence​ ​of​ ​the
mistress.​ ​Even​ ​though​ ​the​ ​mistress​ ​did​ ​everything​ ​for​ ​the​ ​poet,​ ​for​ ​the​ ​society​ ​she​ ​doesn’t​ ​have​ ​any
right​ ​at​ ​all.
2. If​ ​I​ ​were​ ​the​ ​other​ ​woman,​ ​I​ ​would​ ​not​ ​fight​ ​anymore​ ​because​ ​I​ ​have​ ​nothing​ ​to​ ​defend​ ​anymore.
And​ ​if​ ​I​ ​were​ ​to​ ​fight,​ ​I​ ​am​ ​only​ ​fighting​ ​in​ ​the​ ​losing​ ​side​ ​because​ ​in​ ​the​ ​first​ ​place,​ ​I​ ​have​ ​no​ ​right
at​ ​all.
3. ​ ​The​ ​chieftest​ ​mourner​ ​should​ ​be​ ​Esa​ ​because​ ​she​ ​have​ ​done​ ​so​ ​much​ ​for​ ​the​ ​poet,​ ​even​ ​though
in​ ​the​ ​eyes​ ​of​ ​the​ ​public​ ​she​ ​have​ ​no​ ​right.​ ​Contradicting​ ​to​ ​this,​ ​she​ ​knows​ ​to​ ​herself​ ​that​ ​she​ ​has
more​ ​right​ ​with​ ​the​ ​poet​ ​because​ ​she​ ​is​ ​the​ ​one​ ​who​ ​stayed​ ​through​ ​hardships​ ​of​ ​the​ ​poet
compared​ ​to​ ​what​ ​the​ ​legal​ ​wife​ ​has​ ​ever​ ​did​ ​for​ ​the​ ​poet.

Gabriel​ ​Cedrick​ ​P.​ ​Avincula

1. It​ ​is​ ​depicted​ ​that​ ​no​ ​matter​ ​the​ ​efforts​ ​you​ ​do,​ ​if​ ​you’re​ ​just​ ​a​ ​mistress​ ​or​ ​legally​ ​in​ ​a​ ​relationship,
society​ ​lets​ ​you​ ​lose​ ​on​ ​the​ ​legally​ ​one.
2. As​ ​love​ ​is​ ​concern,​ ​yes,​ ​but​ ​unlike​ ​the​ ​other​ ​woman​ ​that​ ​is​ ​depicted​ ​in​ ​the​ ​story,​ ​I’ll​ ​just​ ​keep​ ​quiet
instead​ ​for​ ​the​ ​legally​ ​one​ ​to​ ​respect​ ​on​ ​what​ ​she​ ​hasn’t​ ​done​ ​to​ ​the​ ​poet.
3. In​ ​most​ ​case​ ​Esa​ ​even​ ​though​ ​she​ ​helped​ ​the​ ​poet​ ​at​ ​his​ ​hardest​ ​time,​ ​she​ ​was​ ​an​ ​outcast​ ​in​ ​the
poet’s​ ​family.

Fritz​ ​Reyes

1. The​ ​society​ ​depicts​ ​how​ ​it​ ​respects​ ​who​ ​the​ ​legal​ ​wife​ ​is​ ​and​ ​who​ ​is​ ​not
2. No,​ ​because​ ​I​ ​know​ ​that​ ​I​ ​am​ ​wrong​ ​in​ ​the​ ​first​ ​place​ ​and​ ​I​ ​would​ ​rather​ ​leave​ ​than​ ​fight
3. The​ ​chieftest​ ​mourner​ ​is​ ​Aunt​ ​Sophia​ ​because​ ​she​ ​dealt​ ​with​ ​the​ ​person​ ​with​ ​all​ ​her​ ​life​ ​and​ ​she​ ​has​ ​the
right​ ​to​ ​mourn.

Dennis​ ​Vergel

1. That​ ​there​ ​are​ ​some​ ​things​ ​that​ ​happen​ ​that​ ​is​ ​against​ ​common​ ​sense
2. Yes,​ ​because​ ​I​ ​stayed​ ​for​ ​him​ ​during​ ​hard​ ​times.
3. It​ ​is​ ​the​ ​woman.​ ​Sophia​ ​did​ ​not​ ​wish​ ​the​ ​Uncle​ ​well.​ ​She​ ​felt​ ​joy​ ​when​ ​she​ ​heard​ ​about​ ​his​ ​failing​ ​health
and​ ​that​ ​he​ ​was​ ​miserable.

Kristine​ ​Gayle​ ​D.​ ​Delos​ ​Reyes

1. Society​ ​culture​ ​affects​ ​our​ ​way​ ​of​ ​living,​ ​our​ ​thoughts​ ​and​ ​opinions​ ​even​ ​our​ ​actions.​ ​Due​ ​to​ ​society​ ​and
culture,​ ​our​ ​decision​ ​were​ ​affected.​ ​Because​ ​we​ ​are​ ​bordered​ ​by​ ​the​ ​norms​ ​and​ ​standards​ ​by​ ​the
society,​ ​we​ ​tend​ ​to​ ​follow​ ​that​ ​norm​ ​that​ ​sometimes​ ​create​ ​a​ ​stigma​ ​or​ ​stereotypes.​ ​We​ ​are​ ​bound​ ​to
follow​ ​what​ ​society​ ​thinks​ ​or​ ​says​ ​since​ ​it​ ​is​ ​already​ ​part​ ​of​ ​our​ ​being​ ​and​ ​culture.
2. No​ ​because​ ​even​ ​though​ ​I​ ​have​ ​done​ ​so​ ​much​ ​for​ ​the​ ​poet,​ ​I​ ​know​ ​and​ ​in​ ​my​ ​conscience,​ ​I​ ​am​ ​still
wrong.​ ​Considering​ ​the​ ​laws​ ​and​ ​culture,​ ​it​ ​is​ ​wrong​ ​to​ ​love​ ​someone​ ​who​ ​is​ ​already​ ​married.​ ​It​ ​may​ ​be
not​ ​because​ ​out​ ​of​ ​culture​ ​basis​ ​but​ ​it​ ​is​ ​out​ ​of​ ​respect.​ ​And​ ​to​ ​be​ ​there​ ​amidst​ ​all​ ​his​ ​trials​ ​is​ ​definitely
my​ ​choice​ ​even​ ​if​ ​I​ ​know​ ​ ​it’s​ ​wrong​ ​that’s​ ​why​ ​there​ ​is​ ​no​ ​one​ ​to​ ​blame​ ​than​ ​myself.​ ​I​ ​may​ ​be​ ​given
credits​ ​for​ ​the​ ​things​ ​that​ ​I​ ​have​ ​done​ ​but​ ​that​ ​still​ ​doesn’t​ ​change​ ​the​ ​fact​ ​that​ ​I’ve​ ​done​ ​it​ ​a​ ​wrong​ ​way.
3. The​ ​chieftest​ ​mourner​ ​is​ ​the​ ​mistress​ ​or​ ​Essa​ ​because​ ​of​ ​what​ ​she​ ​has​ ​done​ ​for​ ​the​ ​poet​ ​but​ ​although
she​ ​has​ ​done​ ​many​ ​things,​ ​for​ ​me,​ ​the​ ​one​ ​who​ ​should​ ​mourn​ ​the​ ​greatest​ ​is​ ​Aunt​ ​Sophia.​ ​Aunt​ ​Sophia
besides​ ​that​ ​she​ ​has​ ​every​ ​right​ ​for​ ​her​ ​husband​ ​or​ ​the​ ​poet,​ ​she​ ​too​ ​has​ ​undergone​ ​hardships​ ​with
 him.​ ​Although​ ​she​ ​has​ ​done​ ​things,​ ​we​ ​cannot​ ​deny​ ​the​ ​fact​ ​that​ ​is​ ​it​ ​out​ ​of​ ​concern​ ​and​ ​a​ ​responsibility
as​ ​a​ ​wife.

Elbert​ ​Louis​ ​A.​ ​Bautista

1. Yes​ ​this​ ​can​ ​happen​ ​is​ ​real​ ​life​ ​and​ ​many​ ​are​ ​victims.
2. Yes,​ ​because​ ​have​ ​in​ ​always​ ​right​ ​and​ ​you​ ​should​ ​fight​ ​for​ ​your​ ​feelings
3. The​ ​other​ ​woman,​ ​because​ ​in​ ​the​ ​end​ ​she​ ​is​ ​still​ ​the​ ​one​ ​wrong​ ​and​ ​she​ ​has​ ​no​ ​right.

Evynne​ ​Janel​ ​Cornejo

1. The​ ​mistress​ ​have​ ​no​ ​rights​ ​according​ ​to​ ​the​ ​society

2. Yes​ ​I​ ​would​ ​fight​ ​for​ ​my​ ​love​ ​because,​ ​they​ ​will​ ​not​ ​fight​ ​if​ ​the​ ​girls​ ​fault​ ​like​ ​an-sophia​ ​did​ ​to​ ​the​ ​poet,
and​ ​love​ ​conquers​ ​all.
3. Esa​ ​the​ ​2nd​
​ ​ ​wife​ ​because​ ​she​ ​sacrifices​ ​her​ ​jewelries​ ​just​ ​to​ ​feed​ ​and​ ​stay​ ​alive​ ​the​ ​poet.

Gayle​ ​Ivy​ ​C.​ ​Delos​ ​Santos

1. The​ ​story​ ​shows​ ​the​ ​system​ ​of​ ​delicadeza.​ ​It​ ​is​ ​shown​ ​with​ ​the​ ​situation​ ​between​ ​Esa​ ​and​ ​Aunt​ ​Sophia.
Even​ ​though​ ​Esa​ ​was​ ​the​ ​one​ ​who​ ​provided​ ​for​ ​the​ ​poet​ ​and​ ​was​ ​his​ ​constant​ ​companion,​ ​because​ ​of
the​ ​delicadeza​ ​system,​ ​she​ ​has​ ​no​ ​right​ ​to​ ​mourn​ ​for​ ​the​ ​poet​ ​and​ ​to​ ​become​ ​the​ ​official​ ​widower.​ ​All
rights​ ​go​ ​to​ ​Aunt​ ​Sophia​ ​as​ ​the​ ​legal​ ​wife.
2. If​ ​he​ ​were​ ​alive,​ ​yes.​ ​But​ ​if​ ​he​ ​was​ ​dead,​ ​I​ ​wouldn’t,​ ​as​ ​not​ ​to​ ​create​ ​a​ ​scandal/a​ ​scene​ ​during​ ​his
funeral.
3. The​ ​chieftest​ ​mourner​ ​is​ ​Aunt​ ​Sophia,​ ​if​ ​you​ ​look​ ​at​ ​it​ ​in​ ​society’s​ ​point​ ​of​ ​view.​ ​But​ ​if​ ​you​ ​look​ ​at​ ​it
through​ ​the​ ​eyes​ ​of​ ​someone​ ​who​ ​knows​ ​the​ ​entire​ ​story​ ​of​ ​what​ ​happened,​ ​you​ ​could​ ​say​ ​it​ ​is​ ​Esang
because​ ​she​ ​was​ ​the​ ​one​ ​who​ ​was​ ​by​ ​his​ ​side​ ​always​ ​and​ ​who​ ​sacrificed​ ​just​ ​to​ ​provide​ ​for​ ​him.

Janice​ ​B.​ ​Armamento

1. Society​ ​is​ ​depicted​ ​as​ ​the​ ​borderline​ ​or​ ​guideline​ ​of​ ​what​ ​is​ ​right​ ​and​ ​wrong.​ ​The​ ​society​ ​dictates​ ​what
should​ ​be​ ​done,​ ​and​ ​if​ ​anything​ ​goes​ ​against​ ​the​ ​norm​ ​it​ ​is​ ​considered​ ​improper.
2. If​ ​I​ ​was​ ​the​ ​other​ ​woman,​ ​I​ ​wouldn’t​ ​fight​ ​for​ ​m​ ​love​ ​anymore,​ ​because​ ​it​ ​was​ ​wrong​ ​for​ ​me​ ​to​ ​love​ ​a
committed​ ​person​ ​already​ ​so​ ​that​ ​makes​ ​me​ ​lose​ ​all​ ​the​ ​right​ ​I​ ​have​ ​on​ ​fighting​ ​for​ ​love.
3. I​ ​would​ ​consider​ ​Aunt​ ​Sophia​ ​as​ ​the​ ​chieftest​ ​mourner​ ​because​ ​she​ ​did​ ​not​ ​only​ ​lose​ ​the​ ​love​ ​of​ ​her​ ​life
but​ ​she​ ​also​ ​seemed​ ​to​ ​lose​ ​self-respect​ ​because​ ​she​ ​was​ ​replaced​ ​that​ ​easily.

Roberto​ ​Gellegani

1. Society​ ​is​ ​biased​ ​and​ ​doesn’t​ ​respect​ ​much

2. No,​ ​because​ ​I​ ​know​ ​I’m​ ​wrong​ ​for​ ​loving​ ​someone​ ​who​ ​has​ ​a​ ​wife​ ​but​ ​I​ ​will​ ​still​ ​love​ ​him.
3. The​ ​other​ ​woman​ ​because​ ​she​ ​is​ ​wrong​ ​and​ ​have​ ​no​ ​right.

Juliusiver​ ​A.​ ​Reyes

1. The​ ​society​ ​or​ ​culture​ ​depicts​ ​from​ ​the​ ​legal​ ​wife,​ ​that​ ​Sophia​ ​shouldn’t​ ​stayed​ ​ ​quiet​ ​to​ ​avoid​ ​inclusion,
the​ ​mistress​ ​has​ ​no​ ​rights​ ​from​ ​entering​ ​the​ ​relationship,​ ​even​ ​though​ ​that​ ​he​ ​is​ ​more​ ​loved​ ​than​ ​the
second​ ​wife(mistress)​ ​_​ ​_​ ​_following​ ​the​ ​marriage​ ​the​ ​mistress​ ​has​ ​no​ ​power.
2. If​ ​I​ ​were​ ​Esa​ ​I​ ​will​ ​still​ ​fight​ ​for​ ​my​ ​dearest​ ​love​ ​because​ ​the​ ​poet​ ​doesn’t​ ​feel​ ​loved​ ​by​ ​his​ ​legal​ ​wife​ ​and
let​ ​the​ ​poet​ ​choose​ ​whom​ ​he​ ​loves​ ​the​ ​most.
3. Esa​ ​because​ ​she​ ​is​ ​the​ ​second​ ​wife​ ​made​ ​Sophia​ ​the​ ​first​ ​wife.

Sophia​ ​Ysles​ ​Ebro

1. The​ ​issue​ ​that​ ​is​ ​depicted​ ​in​ ​the​ ​story​ ​is​ ​“delicadeza”​ ​because​ ​in​ ​the​ ​story,​ ​the​ ​mistress​ ​is​ ​at​ ​the​ ​corner
and​ ​the​ ​legal​ ​wife​ ​is​ ​in​ ​front​ ​which​ ​means​ ​the​ ​mistress​ ​has​ ​no​ ​rights​ ​at​ ​all.
2. If​ ​I​ ​were​ ​the​ ​women,​ ​I​ ​will​ ​fight​ ​for​ ​my​ ​love​ ​to​ ​someone​ ​because​ ​if​ ​you​ ​truly​ ​love​ ​someone,​ ​you​ ​will​ ​do
everything​ ​for​ ​the​ ​sake​ ​of​ ​love​ ​even​ ​though​ ​it​ ​affects​ ​your​ ​ego​ ​and​ ​dignity​ ​and​ ​humanity.
3. The​ ​real​ ​chieftest​ ​mourner​ ​for​ ​me​ ​is​ ​Aunt​ ​Sophia​ ​because​ ​she​ ​is​ ​the​ ​first​ ​one​ ​whom​ ​the​ ​poet​ ​loved​ ​first
and​ ​has​ ​the​ ​right​ ​for​ ​anything.

Sophia​ ​Alcazaren

1. The​ ​society​ ​was​ ​depicted​ ​an​ ​enemy​ ​of​ ​the​ ​mistress.​ ​They​ ​raw​ ​Esa​ ​as​ ​a​ ​lowly​ ​person​ ​even​ ​though​ ​she
was​ ​the​ ​one​ ​who​ ​supported​ ​the​ ​poet​ ​through​ ​his​ ​hardships.​ ​Together,​ ​society​ ​and​ ​culture​ ​was​ ​against
 Esa,​ ​even​ ​though​ ​she​ ​was​ ​the​ ​one​ ​who​ ​really​ ​supported​ ​the​ ​poet.​ ​Delicadeza​ ​was​ ​also​ ​shown​ ​because
the​ ​woman​ ​comforted​ ​the​ ​legal​ ​wifw.
2. If​ ​I​ ​were​ ​the​ ​other​ ​woman,​ ​I​ ​will​ ​fight​ ​for​ ​my​ ​love​ ​because​ ​I​ ​did​ ​everything​ ​when​ ​the​ ​legal​ ​wife​ ​was
nowhere​ ​to​ ​be​ ​found.​ ​The​ ​poet​ ​came​ ​to​ ​me​ ​after​ ​getting​ ​tired​ ​of​ ​Sophia’s​ ​treatment​ ​to​ ​him
3. Esa​ ​is​ ​still​ ​the​ ​chiefest​ ​mourner​ ​because​ ​she​ ​has​ ​experienced​ ​hardsipis​ ​together​ ​with​ ​the​ ​poet​ ​ever
since​ ​the​ ​start.​ ​She​ ​did​ ​not​ ​do​ ​anything​ ​to​ ​inflict​ ​pain​ ​to​ ​the​ ​poet’s​ ​faming​ ​and​ ​she​ ​was​ ​there,​ ​quietly
grieving​ ​for​ ​the​ ​man​ ​he​ ​lover.

Renzel​ ​P.​ ​Rey

1. ​ ​The​ ​story​ ​depicts,​ ​the​ ​mistress​ ​have​ ​no​ ​right​ ​I​ ​our​ ​society​ ​or​ ​in​ ​the​ ​story​ ​Esa​ ​have​ ​no​ ​rights​ ​in​ ​the​ ​society
even​ ​she​ ​was​ ​there​ ​for​ ​poet.
2. If​ ​I​ ​am​ ​esa​ ​I​ ​will​ ​fight​ ​for​ ​my​ ​love​ ​even​ ​if​ ​it​ ​is​ ​not​ ​right​ ​because​ ​if​ ​I​ ​love​ ​someone​ ​I​ ​fight​ ​for​ ​it​ ​even​ ​it​ ​is​ ​wrong
or​ ​not​ ​right
3. Esa​ ​because​ ​she​ ​is​ ​the​ ​second​ ​wife​ ​and​ ​the​ ​Sophia​ ​is​ ​the​ ​real​ ​wife

Gabriel​ ​Santos

1. ​ ​The​ ​story​ ​is​ ​all​ ​about​ ​the​ ​poet​ ​living​ ​the​ ​original​ ​wife​ ​and​ ​having​ ​a​ ​wife.
2. If​ ​I​ ​were​ ​the​ ​second​ ​wife,​ ​I​ ​will​ ​not​ ​defend​ ​the​ ​reasons​ ​if​ ​the​ ​last​ ​moment​ ​are​ ​at​ ​my​ ​hands,​ ​I​ ​will​ ​just​ ​stay
away​ ​of​ ​their​ ​place.
3. I​ ​choose​ ​the​ ​side​ ​of​ ​the​ ​second​ ​wife,​ ​because​ ​she​ ​spend​ ​quality​ ​time​ ​and​ ​care​ ​for​ ​the​ ​poet​ ​of​ ​the​ ​story.

Angelo​ ​A.​ ​Casaclang

1. ​ ​The​ ​delidadeza​ ​system​ ​is​ ​the​ ​main​ ​system​ ​that​ ​is​ ​shown​ ​in​ ​the​ ​story.​ ​Wherein​ ​the​ ​mistress​ ​has​ ​no​ ​power
over​ ​the​ ​legal​ ​wife.
2. Yes,​ ​I​ ​shared​ ​my​ ​hardships​ ​and​ ​pains​ ​with​ ​the​ ​poet​ ​and​ ​he​ ​shared​ ​his​ ​hardships​ ​and​ ​pains​ ​with​ ​me.
3. Esa,​ ​because​ ​he​ ​took​ ​care​ ​of​ ​the​ ​poet​ ​during​ ​his​ ​depressive​ ​days.

John​ ​Adam​ ​E.​ ​Ciera

1. ​ ​There​ ​was​ ​a​ ​mistress​ ​and​ ​unfaithful,

2. Yes​ ​because​ ​if​ ​you​ ​were​ ​a​ ​wife​ ​and​ ​you​ ​love​ ​your​ ​husband.​ ​You​ ​will​ ​fight​ ​from​ ​your​ ​love​ ​and​ ​obligation.
3. The​ ​real​ ​wife​ ​because​ ​she’s​ ​the​ ​wife​ ​legally.

Lorie​ ​Chris​ ​C.​ ​Morales

1. ​ ​The​ ​society​ ​or​ ​culture​ ​that​ ​Sophia​ ​should​ ​have​ ​the​ ​right​ ​to​ ​the​ ​poet​ ​than​ ​the​ ​mistress​ ​because​ ​Sophia​ ​and
the​ ​poet​ ​are​ ​legally​ ​married.​ ​Also​ ​the​ ​delicadeza​ ​system.
2. I​ ​have​ ​no​ ​right​ ​and​ ​no​ ​place​ ​because​ ​I’m​ ​not​ ​the​ ​first​ ​and​ ​legal​ ​wife​ ​but​ ​if​ ​I​ ​know​ ​the​ ​first​ ​wife​ ​did​ ​something
wrong​ ​behind​ ​why​ ​the​ ​man​ ​leave​ ​the​ ​first​ ​wife,​ ​I​ ​will​ ​fight​ ​for​ ​him.
3. Esa​ ​is​ ​the​ ​chieftest​ ​mourner,​ ​because​ ​Esa​ ​is​ ​there​ ​when​ ​the​ ​poet​ ​is​ ​down.she​ ​pawn​ ​her​ ​jewelry​ ​just​ ​to
support​ ​the​ ​poet.​ ​She​ ​do​ ​everything​ ​to​ ​live​ ​the​ ​poet​ ​or​ ​survive.

Val​ ​Kenneth​ ​M.​ ​Manalo

1. ​ ​Society​ ​is​ ​biased​ ​and​ ​doesn’t​ ​respect​ ​much​ ​about​ ​the​ ​mistress,​ ​because​ ​she’s​ ​a​ ​mistress​ ​by​ ​the​ ​label
thinking​ ​she​ ​has​ ​no​ ​right.
2. Yes,​ ​but​ ​not​ ​inside​ ​the​ ​church,​ ​for​ ​the​ ​sake​ ​of​ ​the​ ​loss​ ​loved​ ​ones.
3. Esa​ ​because​ ​she’s​ ​the​ ​one​ ​humiliated​ ​even​ ​though​ ​she​ ​didn’t​ ​deserve​ ​that.

Jose​ ​Raymundo​ ​A.​ ​De​ ​Guzman

1. ​ ​Society​ ​has​ ​a​ ​respect​ ​to​ ​the​ ​original​ ​wife​ ​because​ ​some​ ​of​ ​them​ ​goes​ ​to​ ​the​ ​side​ ​of​ ​aunt​ ​Sophia.
2. No,​ ​because​ ​I​ ​know​ ​that​ ​I​ ​don’t​ ​have​ ​the​ ​right​ ​for​ ​the​ ​poet​ ​even​ ​I​ ​stayed​ ​at​ ​his​ ​side​ ​in​ ​times​ ​that​ ​he​ ​is​ ​down.
3. The​ ​chieftest​ ​mourner​ ​for​ ​me​ ​is​ ​aunt​ ​Sophia​ ​because​ ​some​ ​part​ ​of​ ​her​ ​heart​ ​or​ ​the​ ​whole​ ​life​ ​of​ ​hers​ ​will​ ​be
sad​ ​and​ ​because​ ​she​ ​don’t​ ​gave​ ​her​ ​best​ ​as​ ​a​ ​wife.​ ​There​ ​is​ ​the​ ​what​ ​so​ ​called​ ​“conscience”.
Ma.​ ​Cezel​ ​Joy​ ​Q.​ ​Reyes

1. ​ ​In​ ​my​ ​side,​ ​I’ll​ ​say​ ​that​ ​we​ ​people​ ​depend​ ​on​ ​society’s​ ​see,​ ​and​ ​think​ ​whether​ ​we​ ​see​ ​that,​ ​that​ ​is​ ​right​ ​for
us​ ​to​ ​the​ ​society​ ​,​ ​it​ ​is​ ​till​ ​wrong​ ​for​ ​that​ ​is​ ​the​ ​law.
2. If​ ​that​ ​was​ ​me,​ ​I​ ​wont​ ​fight​ ​for​ ​it,​ ​for​ ​what​ ​I​ ​fight​ ​for​ ​is​ ​a​ ​dead​ ​battle.​ ​Even​ ​she​ ​have​ ​“katwiran”​ ​that​ ​is​ ​right
she​ ​is​ ​only​ ​one​ ​and​ ​all​ ​or​ ​the​ ​community​ ​is​ ​against.​ ​She​ ​and​ ​the​ ​poet​ ​against​ ​the​ ​world.
3. The​ ​Chieftest​ ​Mourner​ ​for​ ​she​ ​sacrifice​ ​all​ ​her​ ​property,​ ​love,​ ​time,​ ​understanding​ ​and​ ​self​ ​to​ ​the​ ​poet.

Adriane​ ​Prestoza

1. ​ ​Society​ ​is​ ​depicted​ ​as​ ​the​ ​one​ ​that​ ​influences​ ​the​ ​decisions​ ​of​ ​people​ ​and​ ​which​ ​person​ ​has​ ​won​ ​power
over​ ​the​ ​other.
2. If​ ​I​ ​were​ ​the​ ​woman,​ ​I​ ​wouldn’t​ ​fight​ ​for​ ​my​ ​love​ ​and​ ​relationship.​ ​I​ ​would​ ​not​ ​because​ ​I​ ​know​ ​that​ ​I​ ​am
wrong,​ ​that​ ​I​ ​am​ ​only​ ​a​ ​mistress.​ ​I​ ​have​ ​no​ ​right​ ​to​ ​anything​ ​except​ ​to​ ​be​ ​the​ ​chieftest​ ​mourner.
3. Esa​ ​should​ ​be​ ​the​ ​chieftest​ ​mourner,​ ​because​ ​she​ ​was​ ​the​ ​one​ ​with​ ​most​ ​struggle.​ ​Esa​ ​sacrificed​ ​more​ ​than
Sophia​ ​to​ ​support​ ​and​ ​love​ ​the​ ​poet.

Jose​ ​Cedrick​ ​V.​ ​Bravo

1. ​ ​Stupid.​ ​The​ ​mistress​ ​did​ ​all​ ​she​ ​have​ ​but​ ​this​ ​moron​ ​legal​ ​wife​ ​has​ ​the​ ​authority​ ​to​ ​the​ ​uncle,​ ​because​ ​she
is​ ​the​ ​legal​ ​and​ ​the​ ​mistress​ ​is​ ​the​ ​loser​ ​illegal;​ ​and​ ​I​ ​hate​ ​it.​ ​UGLY​ ​CULTURE.
2. Yes,​ ​but​ ​I​ ​will​ ​not​ ​give​ ​all​ ​the​ ​things​ ​that​ ​I​ ​have​ ​because​ ​in​ ​the​ ​end​ ​I​ ​know​ ​that​ ​I​ ​am​ ​the​ ​loser.
3. Esa,​ ​because​ ​she​ ​is​ ​the​ ​one​ ​who​ ​helped​ ​the​ ​uncle​ ​to​ ​gain​ ​more​ ​strength​ ​in​ ​his​ ​life​ ​and​ ​helped​ ​him​ ​to​ ​move
on​ ​to​ ​the​ ​past​ ​and​ ​support​ ​everthing​ ​to​ ​him.​ ​Esa​ ​gave​ ​all​ ​she​ ​have​ ​to​ ​make​ ​the​ ​poet​ ​happy.

Trismia​ ​Claris​ ​G.​ ​Guiyab

1. ​ ​Society​ ​dictates​ ​our​ ​judgements.​ ​All​ ​of​ ​our​ ​actions​ ​are​ ​based​ ​on​ ​what​ ​society​ ​sees​ ​as​ ​acceptable.​ ​We​ ​are
never​ ​free​ ​to​ ​do​ ​what​ ​we​ ​want​ ​because​ ​society​ ​is​ ​always​ ​there​ ​to​ ​judge​ ​us​ ​and​ ​tell​ ​us​ ​what​ ​is​ ​wrong​ ​and
right​ ​in​ ​our​ ​actions.​ ​We​ ​are​ ​always​ ​afraid​ ​to​ ​take​ ​a​ ​stand​ ​because​ ​we​ ​are​ ​afraid​ ​on​ ​how​ ​the​ ​society​ ​will
react.
2. I​ ​will​ ​not​ ​fight​ ​for​ ​my​ ​love​ ​with​ ​the​ ​poet.​ ​Because​ ​it​ ​started​ ​in​ ​the​ ​wrong​ ​way.​ ​And​ ​I​ ​don’t​ ​have​ ​the​ ​right
because​ ​I​ ​am​ ​not​ ​the​ ​legal​ ​wife.​ ​I​ ​will​ ​not​ ​fight​ ​for​ ​my​ ​love​ ​because​ ​it​ ​is​ ​wrong​ ​and​ ​I​ ​respect​ ​the​ ​sanctity​ ​of
marriage,​ ​their​ ​marriage​ ​and​ ​also​ ​respect​ ​the​ ​first​ ​wife.​ ​Because​ ​if​ ​I​ ​am​ ​going​ ​to​ ​be​ ​in​ ​a​ ​marriage​ ​and​ ​put
myself​ ​in​ ​her​ ​situation​ ​I​ ​will​ ​be​ ​hurt​ ​as​ ​well.​ ​Also​ ​I​ ​believe​ ​as​ ​a​ ​woman​ ​that​ ​to​ ​be​ ​the​ ​first​ ​and​ ​only​ ​choice.​ ​I
deserve​ ​to​ ​be​ ​love​ ​justly,​ ​to​ ​be​ ​loved​ ​without​ ​hurting​ ​anybody.
3. My​ ​chieftest​ ​mourner​ ​is​ ​Aunt​ ​Sophia​ ​because​ ​aunt​ ​Sophia​ ​endured​ ​all​ ​the​ ​pain​ ​she​ ​felt​ ​when​ ​she​ ​was​ ​with
uncle.​ ​The​ ​uncle​ ​was​ ​an​ ​alcoholic​ ​but​ ​aunt​ ​Sophia​ ​did​ ​her​ ​best​ ​to​ ​control​ ​the​ ​uncle’s​ ​intake​ ​of​ ​alcohol
because​ ​she​ ​cares​ ​for​ ​his​ ​health.​ ​But​ ​unfortunately​ ​the​ ​uncle​ ​did​ ​not​ ​see​ ​and​ ​left​ ​her​ ​instead.​ ​Imagine​ ​the
loss​ ​and​ ​hurt​ ​aunt​ ​Sophia​ ​felt​ ​when​ ​her​ ​husband​ ​lived​ ​with​ ​her​ ​mistress.​ ​Aunt​ ​Sophia​ ​did​ ​everything​ ​to​ ​help
her​ ​husband.​ ​And​ ​until​ ​the​ ​last​ ​moment​ ​she​ ​still​ ​wanted​ ​the​ ​best​ ​for​ ​her​ ​husband​ ​which​ ​is​ ​a​ ​peaceful​ ​wake
to​ ​remember​ ​him.

Hyron​ ​S.​ ​Tejada

1. ​ ​The​ ​society​ ​dictates​ ​the​ ​judgement​ ​of​ ​many​ ​lower​ ​people​ ​due​ ​to​ ​that​ ​even​ ​if​ ​it​ ​is​ ​right,​ ​if​ ​the​ ​society​ ​says​ ​it​ ​is
wrong,​ ​the​ ​lower​ ​people​ ​believe​ ​it​ ​is​ ​wrong.
2. Yes​ ​because​ ​at​ ​the​ ​end,​ ​the​ ​legal​ ​wife​ ​left​ ​him​ ​broken​ ​in​ ​to​ ​pieces​ ​,​ ​while​ ​I​ ​am​ ​the​ ​one​ ​who​ ​put​ ​him​ ​together.
3. Its​ ​Esa,​ ​cause​ ​she​ ​loves​ ​the​ ​poet​ ​the​ ​most​ ​and​ ​she​ ​stay​ ​with​ ​her​ ​through​ ​all​ ​the​ ​suffering​ ​even​ ​though​ ​she​ ​is
the​ ​only​ ​one​ ​working​ ​for​ ​it.

Erynne​ ​Janel​ ​Cornejo

1. ​ ​The​ ​mistress​ ​have​ ​no​ ​right​ ​according​ ​to​ ​the​ ​society.

2. Yes​ ​I​ ​would​ ​fight​ ​for​ ​my​ ​love​ ​because,​ ​they​ ​will​ ​not​ ​fight​ ​if​ ​the​ ​girls​ ​fault​ ​like​ ​an-sophia​ ​did​ ​to​ ​the​ ​poet,​ ​and
love​ ​counquers​ ​all.
 3. Esa​ ​and​ ​the​ ​second​ ​wife​ ​because​ ​she​ ​sacrifices​ ​her​ ​jewelries​ ​just​ ​to​ ​feed​ ​and​ ​stay​ ​alive​ ​the​ ​poet.

Janice​ ​B.​ ​Armamento

1. ​ ​Society​ ​is​ ​depicted​ ​as​ ​the​ ​borderline​ ​or​ ​guideline​ ​of​ ​what​ ​is​ ​right​ ​and​ ​wrong.​ ​The​ ​society​ ​dictates​ ​what
should​ ​be​ ​done,​ ​and​ ​if​ ​anything​ ​goes​ ​against​ ​the​ ​norm​ ​it​ ​is​ ​considered​ ​improper.
2. If​ ​I​ ​was​ ​the​ ​other​ ​woman,​ ​I​ ​wouldn’t​ ​fight​ ​for​ ​my​ ​love​ ​anymore.​ ​Because​ ​it​ ​was​ ​wrong​ ​for​ ​me​ ​to​ ​love​ ​a
committed​ ​person​ ​already​ ​so​ ​that​ ​makes​ ​me​ ​lose​ ​all​ ​the​ ​right​ ​I​ ​have​ ​on​ ​fighting​ ​for​ ​love.
3. I​ ​would​ ​consider​ ​Aunt​ ​Sophia​ ​as​ ​chieftest​ ​mourner​ ​because​ ​she​ ​did​ ​not​ ​only​ ​lose​ ​the​ ​love​ ​of​ ​her​ ​life​ ​but​ ​she
also​ ​seemed​ ​to​ ​lose​ ​self​ ​respect​ ​because​ ​she​ ​was​ ​replaces​ ​that​ ​easily.

Sophia​ ​Ysles​ ​d.​ ​Ebro

1. ​ ​The​ ​issue​ ​that​ ​depicted​ ​in​ ​the​ ​story​ ​is​ ​“delicadeza”​ ​because​ ​in​ ​the​ ​story,​ ​the​ ​mistress​ ​is​ ​at​ ​the​ ​corner​ ​and
the​ ​legal​ ​wife​ ​is​ ​in​ ​front​ ​which​ ​means​ ​the​ ​mistress​ ​has​ ​no​ ​rights​ ​at​ ​all.
2. If​ ​I​ ​were​ ​the​ ​women,​ ​I​ ​will​ ​fight​ ​for​ ​my​ ​love​ ​to​ ​someone​ ​because​ ​if​ ​you​ ​truly​ ​love​ ​someone,​ ​you​ ​will​ ​do
everything​ ​for​ ​the​ ​sake​ ​of​ ​love​ ​even​ ​thought​ ​it​ ​affects​ ​your​ ​ego​ ​and​ ​dignity​ ​and​ ​humanity.
3. The​ ​real​ ​chieftest​ ​mourner​ ​for​ ​me​ ​is​ ​aunt​ ​Sophia​ ​because​ ​she​ ​is​ ​the​ ​first​ ​one​ ​whom​ ​the​ ​poet​ ​loved​ ​first​ ​and
has​ ​the​ ​right​ ​for​ ​anything.

Babielle​ ​Chua​ ​Benitez

1. ​ ​In​ ​my​ ​opinion,​ ​the​ ​society​ ​/​ ​culture​ ​in​ ​the​ ​story​ ​is​ ​very​ ​messed​ ​up.​ ​The​ ​people​ ​let​ ​the​ ​society​ ​dictate​ ​what
they​ ​should​ ​not​ ​do.​ ​They​ ​let​ ​the​ ​standards​ ​of​ ​the​ ​“messed​ ​up”​ ​society​ ​run​ ​their​ ​lives.​ ​They​ ​let​ ​society​ ​decide
their​ ​fate.​ ​Lets​ ​say​ ​the​ ​society​ ​is​ ​telling​ ​us​ ​the​ ​right​ ​thing.​ ​However,​ ​what​ ​they​ ​say​ ​doesn’t​ ​always​ ​speaks​ ​the
right​ ​things.​ ​Moreover,​ ​what​ ​they​ ​say​ ​does​ ​not​ ​matter.​ ​They​ ​are​ ​caught​ ​up​ ​too​ ​much​ ​with​ ​the​ ​ideals​ ​of​ ​the
society​ ​that​ ​they​ ​cannot​ ​decide​ ​on​ ​what​ ​they​ ​really​ ​want.
2. If​ ​I​ ​am​ ​the​ ​other​ ​woman,​ ​I​ ​would​ ​not​ ​fight.​ ​I​ ​know​ ​that​ ​I​ ​am​ ​fighting​ ​a​ ​losing​ ​battle.​ ​There​ ​are​ ​some​ ​things
that​ ​I​ ​cannot​ ​touch​ ​or​ ​cross.​ ​I​ ​should’ve​ ​realized​ ​that​ ​even​ ​the​ ​very​ ​beginning,​ ​our​ ​relationship​ ​started​ ​the
wrong​ ​way.
3. Even​ ​though​ ​my​ ​decision​ ​in​ ​question​ ​#2​ ​is​ ​to​ ​let​ ​go,​ ​I​ ​still​ ​think​ ​that​ ​Esa​ ​is​ ​still​ ​the​ ​chieftest​ ​mourner.​ ​She
was​ ​able​ ​to​ ​see​ ​it​ ​all-the​ ​pain​ ​and​ ​suffering.​ ​The​ ​struggles​ ​of​ ​the​ ​poet-his​ ​journey.​ ​Even​ ​through​ ​the​ ​hard
times​ ​,​ ​she​ ​stayed.​ ​Esa​ ​even​ ​sacrificed​ ​her​ ​things​ ​just​ ​to​ ​provide​ ​for​ ​the​ ​two​ ​of​ ​them​ ​when​ ​the​ ​poet​ ​was​ ​still
struggling.​ ​She​ ​was​ ​there​ ​when​ ​he​ ​finally​ ​succeeded.​ ​She​ ​was​ ​with​ ​the​ ​poet​ ​his​ ​last​ ​waking​ ​day,​ ​she​ ​didn’t
give​ ​up​ ​and​ ​supported​ ​him​ ​all​ ​the​ ​way.

Ana​ ​Mikaela​ ​E.​ ​Alegre

1. ​ ​The​ ​society​ ​dictates​ ​the​ ​right​ ​and​ ​the​ ​wrong.​ ​In​ ​the​ ​story,​ ​the​ ​poet​ ​had​ ​to​ ​wives.​ ​Aunt​ ​Sophia​ ​was​ ​the​ ​first
wife​ ​and​ ​the​ ​second​ ​wife​ ​was​ ​Esa.​ ​The​ ​first​ ​wife​ ​is​ ​considered​ ​the​ ​legal​ ​wife​ ​even​ ​if​ ​the​ ​second​ ​wife​ ​done​ ​a
lot​ ​of​ ​things​ ​to​ ​the​ ​poet.​ ​The​ ​society​ ​sides​ ​on​ ​the​ ​first​ ​the​ ​first​ ​wife​ ​because​ ​of​ ​legality.
2. If​ ​I​ ​were​ ​Esa​ ​the​ ​other​ ​woman,​ ​I​ ​would​ ​fight​ ​for​ ​my​ ​love​ ​to​ ​my​ ​husband​ ​but​ ​not​ ​in​ ​a​ ​way​ ​that​ ​I​ ​will​ ​make​ ​a
scene​ ​at​ ​the​ ​funeral.​ ​I​ ​will​ ​pay​ ​my​ ​respect​ ​to​ ​him​ ​even​ ​though​ ​I​ ​know​ ​to​ ​myself​ ​that​ ​I’ve​ ​done​ ​the​ ​most​ ​to
him.
3. The​ ​chieftest​ ​mourner​ ​in​ ​the​ ​story​ ​is​ ​esa​ ​because​ ​if​ ​we​ ​are​ ​going​ ​to​ ​talk​ ​about​ ​how​ ​she​ ​was​ ​always​ ​beside
the​ ​poet’s​ ​side,​ ​she​ ​provided​ ​him​ ​almost​ ​everything​ ​even​ ​sacrificed​ ​her​ ​own​ ​things​ ​unlike​ ​Aunt​ ​Sophia.

Henry​ ​O​ ​Eson

1. ​ ​It’s​ ​all​ ​about​ ​the​ ​wife​ ​and​ ​the​ ​mistress​ ​that​ ​fights​ ​for​ ​the​ ​right​ ​of​ ​owners​ ​husband​ ​poetry​ ​but​ ​the​ ​society
dictates​ ​that​ ​the​ ​wife​ ​Sophia​ ​is​ ​married​ ​to​ ​his​ ​husband​ ​although​ ​Esa​ ​afford​ ​to​ ​help​ ​the​ ​husband​ ​of​ ​Sophia.
And​ ​in​ ​culture​ ​it​ ​is​ ​easy​ ​to​ ​brain​ ​wash​ ​others​ ​in​ ​reality​ ​by​ ​nit​ ​accepting​ ​the​ ​fact​ ​of​ ​esa​ ​being​ ​a​ ​mistress​ ​where
she​ ​can​ ​just​ ​love​ ​and​ ​show​ ​respect​ ​to​ ​the​ ​husband.
2. Yes​ ​but​ ​it​ ​will​ ​be​ ​hard​ ​because​ ​as​ ​the​ ​other​ ​woman​ ​or​ ​mistress​ ​all​ ​you​ ​can​ ​show​ ​is​ ​to​ ​love​ ​but​ ​it​ ​will​ ​tougher
to​ ​the​ ​end.
3. Wife​ ​b,​ ​she​ ​done​ ​a​ ​lot​ ​of​ ​effort​ ​although​ ​society​ ​decides​ ​their​ ​future.

Eliaquim​ ​Anne​ ​E.​ ​Magtuus

 1. ​ ​Society​ ​can​ ​be​ ​the​ ​depicted​ ​in​ ​the​ ​story,​ ​in​ ​the​ ​time​ ​of​ ​the​ ​burial​ ​when​ ​the​ ​women​ ​in​ ​place​ ​in​ ​the​ ​right​ ​and
with​ ​the​ ​first​ ​wife,​ ​because​ ​in​ ​the​ ​society​ ​the​ ​legal​ ​will​ ​be​ ​always​ ​right.​ ​It’s​ ​like​ ​the​ ​society​ ​dictates​ ​us​ ​what​ ​to
do.
2. No​ ​because​ ​in​ ​the​ ​first​ ​place​ ​I​ ​did​ ​that​ ​with​ ​all​ ​of​ ​my​ ​heart​ ​and​ ​I​ ​don’t​ ​need​ ​to​ ​shout​ ​it​ ​or​ ​to​ ​tell​ ​it​ ​to​ ​anybody.
Also​ ​to​ ​give​ ​respect​ ​to​ ​the​ ​legal​ ​wife.
3. For​ ​me​ ​the​ ​chieftest​ ​mourner​ ​is​ ​Esa,​ ​because​ ​she​ ​had​ ​nothing​ ​left​ ​no​ ​rights​ ​at​ ​anything.​ ​The​ ​only​ ​thing​ ​that
you​ ​can​ ​hold​ ​on​ ​and​ ​the​ ​only​ ​edge​ ​of​ ​Esa​ ​is​ ​that​ ​she​ ​had​ ​the​ ​poet​ ​at​ ​his​ ​worst​ ​not​ ​only​ ​in​ ​joy.

Vera​ ​LInsie​ ​P.​ ​Leonon

1. ​ ​Delicadeza-​ ​Even​ ​though​ ​Esa​ ​took​ ​care​ ​of​ ​the​ ​poet​ ​during​ ​in​ ​his​ ​hard​ ​times,​ ​she​ ​still​ ​doesn’t​ ​have​ ​the​ ​rights
to​ ​fight​ ​for​ ​her​ ​position,​ ​because​ ​she​ ​is​ ​a​ ​mistress.
2. If​ ​I​ ​was​ ​in​ ​the​ ​position​ ​of​ ​ESa,​ ​I​ ​wouldn’t​ ​fight​ ​for​ ​my​ ​love​ ​and​ ​my​ ​relationship,​ ​because​ ​in​ ​the​ ​first​ ​place​ ​I’m
not​ ​the​ ​legal​ ​wife.
3. For​ ​me​ ​it​ ​should​ ​be​ ​Esa,​ ​because​ ​she’s​ ​the​ ​one​ ​who​ ​took​ ​care​ ​of​ ​the​ ​poet.​ ​Besides​ ​that,​ ​during​ ​the​ ​wake​ ​of
the​ ​poet,​ ​the​ ​people​ ​sided​ ​with​ ​Aunt​ ​Sophia.

Catherine​ ​Marie​ ​D.​ ​Munoz

1. ​ ​Bias​ ​because​ ​they​ ​practice​ ​“Delicadesa”​ ​because​ ​if​ ​you​ ​are​ ​the​ ​mistress​ ​you​ ​have​ ​no​ ​authority​ ​because
you​ ​are​ ​not​ ​the​ ​legal​ ​wife.
2. Yes​ ​but​ ​somehow​ ​not,​ ​because​ ​I​ ​have​ ​no​ ​right​ ​to​ ​fight​ ​because​ ​the​ ​society​ ​dictate​ ​my​ ​place.
3. Esa​ ​because​ ​she​ ​is​ ​there​ ​in​ ​the​ ​lonest​ ​point​ ​of​ ​the​ ​poet.​ ​She​ ​even​ ​sell​ ​her​ ​properties​ ​just​ ​to​ ​give​ ​life​ ​to​ ​the
poet.

Neemms​ ​Baldemoro

1. ​ ​It​ ​shows​ ​that​ ​society​ ​is​ ​unforgiving​ ​and​ ​brutal.​ ​It​ ​makes​ ​people​ ​bind​ ​to​ ​what​ ​really​ ​happened.
2. Yes,​ ​because​ ​we​ ​should​ ​not​ ​let​ ​society​ ​dictate​ ​our​ ​role​ ​in​ ​society.
3. Based​ ​on​ ​legality​ ​Sophia​ ​is​ ​right​ ​but​ ​Esa​ ​is​ ​the​ ​rightful​ ​widow​ ​based​ ​on​ ​her​ ​actions​ ​and​ ​that​ ​things​ ​she​ ​done
for​ ​the​ ​poet.

Dan​ ​Emmanuel​ ​B.​ ​Anonuevo

1. Society​ ​is​ ​depicted​ ​as​ ​the​ ​superior​ ​to​ ​follow​ ​because​ ​what​ ​society​ ​decides​ ​is​ ​what​ ​you​ ​should​ ​follow.
2. Yes,​ ​I​ ​would​ ​fight​ ​for​ ​my​ ​wife,​ ​you​ ​cannot​ ​let​ ​go​ ​of​ ​our​ ​love​ ​ ​easily.
3. The​ ​chieftest​ ​mourner​ ​is​ ​sophia​ ​because​ ​ ​the​ ​poet​ ​cheated​ ​on​ ​his​ ​wife​ ​fir​ ​Essa,​ ​there​ ​we​ ​could​ ​see​ ​that​ ​she
is​ ​only​ ​a​ ​decision​ ​to​ ​the​ ​poet,​ ​and​ ​if​ ​the​ ​poet​ ​did​ ​not​ ​cheat​ ​maybe​ ​they​ ​could​ ​be​ ​happy

Raphael​ ​Reman​ ​D.​ ​Manzano

1. Society​ ​is​ ​biased​ ​and​ ​they​ ​still​ ​value​ ​delicadeza.

2. I​ ​will​ ​not​ ​because​ ​I​ ​have​ ​no​ ​right​ ​because​ ​I'm​ ​just​ ​a​ ​mistress
3. Esa​ ​because​ ​she​ ​experienced​ ​the​ ​poet's​ ​ups​ ​and​ ​downs

Shamie​ ​Albano

1. Delicadeza​ ​when​ ​the​ ​day​ ​of​ ​the​ ​week,​ ​the​ ​legal​ ​wife​ ​is​ ​at​ ​the​ ​right​ ​front​ ​seated​ ​while​ ​the​ ​mistress​ ​is​ ​seated
at​ ​the​ ​corner.
2. No
3. Because​ ​in​ ​the​ ​first​ ​place​ ​having​ ​a​ ​mistress​ ​is​ ​wrong.

Jonas​ ​Rafael​ ​S.​ ​Vergara

1. Delicadeza
2. No.​ ​Because​ ​having/being​ ​a​ ​mistress​ ​is​ ​wrong.
3. Aunt​ ​Sophia.​ ​Because​ ​she​ ​was​ ​the​ ​original​ ​wife.
 APPENDIX​ ​D:
ICT​ ​RESPONSES
Fritz​ ​Reyes​​ ​1.​ ​Youth​ ​formation,​ ​and​ ​youth​ ​enlightenment​ ​is​ ​needed.​ ​`
2.​ ​Decision​ ​making​ ​is​ ​importance​ ​in​ ​one’s​ ​life​ ​in​ ​order​ ​to​ ​be​ ​certain
3.​ ​I​ ​will​ ​tell​ ​him​ ​to​ ​go​ ​with​ ​the​ ​flow​ ​and​ ​just​ ​wait​ ​for​ ​the​ ​exact​ ​right​ ​moment,​ ​when​ ​he​ ​is​ ​mature​ ​and​ ​is​ ​stable.

Dan​ ​Anonuevo​​ ​1.​ ​Possible​ ​solutions​ ​are​ ​guidance​ ​of​ ​the​ ​parents,​ ​teachers​ ​and​ ​friends,​ ​they​ ​are​ ​the​ ​most
important​ ​and​ ​close​ ​persons​ ​in​ ​their​ ​life,so​ ​the​ ​y​ ​can​ ​help​ ​them​ ​do​ ​the​ ​right​ ​thing​ ​and​ ​guide​ ​them.
2.​ ​Decisions​ ​making​ ​can​ ​define​ ​what​ ​your​ ​future​ ​will​ ​hold​ ​or​ ​be,​ ​one​ ​decision​ ​can​ ​ruin​ ​or​ ​change​ ​your​ ​life​ ​in​ ​a
snap
3.Dont​ ​Marry,​ ​finish​ ​school,​ ​get​ ​a​ ​job,​ ​be​ ​stable​ ​then​ ​Marry​ ​thats​ ​how​ ​it​ ​works,​ ​love​ ​is​ ​never​ ​enough,​ ​love​ ​cant
satisfy​ ​your​ ​childrens​ ​hunger​ ​and​ ​thirst
Jonas​ ​Rafael​ ​Vergara​​ ​1.​ ​Proper​ ​guidance​ ​to​ ​the​ ​youth.
2.​ ​Decision​ ​making​ ​is​ ​essential​ ​to​ ​moving​ ​forward​ ​in​ ​one's​ ​life.
3.​ ​Wait​ ​until​ ​you​ ​know​ ​you​ ​are​ ​ready,​ ​not​ ​when​ ​you​ ​think​ ​you're​ ​ready.

Adriane​ ​Gil​ ​Javier​ ​Prestoza​​ ​1.​ ​To​ ​never​ ​stop​ ​thinking​ ​and​ ​always​ ​ask​ ​those​ ​who​ ​are​ ​older.​ ​Ask​ ​those​ ​who​ ​have
been​ ​through​ ​the​ ​situations​ ​that​ ​you're​ ​thinking​ ​about.

2.​ ​It​ ​is​ ​very​ ​important​ ​because​ ​decisions​ ​will​ ​produce​ ​the​ ​outcomes​ ​in​ ​one's​ ​life.

3.​ ​I​ ​would​ ​advice​ ​to​ ​never​ ​follow​ ​my​ ​steps.​ ​I​ ​would​ ​advice​ ​that​ ​he​ ​should​ ​take​ ​a​ ​different​ ​path​ ​that​ ​will​ ​lead​ ​him
into​ ​a​ ​better​ ​life​ ​than​ ​what​ ​he​ ​has​ ​now
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Dennis​ ​Capistrano​ ​Vergel​​ ​1.​ ​Proper​ ​education​ ​and​ ​instruction​ ​from​ ​adults.
2.​ ​We​ ​should​ ​think​ ​about​ ​our​ ​decisions​ ​carefully.​ ​Our​ ​choices​ ​can​ ​make​ ​or​ ​break​ ​us.
3.​ ​I​ ​will​ ​ask​ ​him​ ​to​ ​reconsider​ ​and​ ​give​ ​himself​ ​more​ ​time​ ​to​ ​think.
Viel​ ​Antazo​​ ​1.​ ​Dont​ ​do​ ​anything​ ​that​ ​cant​ ​help​ ​you​ ​in​ ​your​ ​life,​ ​follow​ ​your​ ​dreams,​ ​not​ ​your​ ​wet​ ​dreams.
2.​ ​We​ ​need​ ​to​ ​have​ ​a​ ​good​ ​decision​ ​in​ ​order​ ​to​ ​be​ ​a​ ​good​ ​child​ ​of​ ​God.
3.​ ​"Dont​ ​be​ ​like​ ​me,​ ​my​ ​son.​ ​I​ ​dont​ ​have​ ​anything​ ​only​ ​my​ ​family​ ​and​ ​I​ ​cant​ ​give​ ​you​ ​everything​ ​you​ ​need.​ ​Dont
follow​ ​my​ ​steps,​ ​do​ ​your​ ​own."

-Jade​ ​Cedrick​ ​Bravo

G12-​ ​Our​ ​Lady​ ​of​ ​Goof​ ​health
Kristine​ ​Delos​ ​Reyes​​ ​1.​ ​Think​ ​clearly​ ​and​ ​remind​ ​yourself​ ​with​ ​your​ ​purpose.​ ​The​ ​youth​ ​must​ ​think​ ​of​ ​the​ ​future
as​ ​well​ ​as​ ​enable​ ​themselves​ ​to​ ​go​ ​through​ ​the​ ​hardships​ ​and​ ​think​ ​of​ ​it​ ​as​ ​a​ ​lesson.​ ​Have​ ​a​ ​sense​ ​of
responsibility​ ​and​ ​self-discipline
2.​ ​Decision​ ​making​ ​is​ ​important​ ​in​ ​one's​ ​life​ ​because​ ​making​ ​a​ ​decision​ ​greatly​ ​affects​ ​one's​ ​future.​ ​One​ ​decision
has​ ​its​ ​corresponding​ ​consequence​ ​that's​ ​why​ ​we​ ​must​ ​think​ ​a​ ​lot​ ​before​ ​we​ ​decide​ ​for​ ​this​ ​decision​ ​doesn't​ ​only
affect​ ​our​ ​own​ ​life​ ​but​ ​it​ ​may​ ​also​ ​affect​ ​others.
3.​ ​If​ ​I​ ​were​ ​Dodong,​ ​I​ ​will​ ​tell​ ​Blas​ ​that​ ​he​ ​should​ ​take​ ​things​ ​easy​ ​for​ ​he​ ​will​ ​have​ ​the​ ​right​ ​time,​ ​in​ ​a​ ​right​ ​place,
right​ ​moment​ ​and​ ​with​ ​the​ ​right​ ​person.​ ​He​ ​will​ ​go​ ​through​ ​it​ ​as​ ​well​ ​but​ ​not​ ​yet​ ​now.​ ​I​ ​will​ ​explain​ ​everything​ ​I
have​ ​gone​ ​through​ ​and​ ​make​ ​him​ ​understand​ ​the​ ​consequences​ ​of​ ​my​ ​decision.​ ​I​ ​will​ ​tell​ ​him​ ​that​ ​one​ ​decision
affects​ ​his​ ​future​ ​and​ ​his​ ​future​ ​family.​ ​One's​ ​decision​ ​may​ ​affect​ ​not​ ​only​ ​his​ ​own​ ​but​ ​also​ ​others'​ ​life.​ ​Take​ ​it
easy​ ​and​ ​let​ ​life​ ​take​ ​you​ ​there.
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 Louie​ ​Bautista​​ ​1.​ ​The​ ​possible​ ​solutions​ ​is​ ​always​ ​do​ ​the​ ​right​ ​thing​ ​and​ ​never​ ​do​ ​bad​ ​things​ ​in​ ​life​ ​and​ ​always
think​ ​before​ ​you​ ​act.
2.​ ​Decision​ ​making​ ​is​ ​very​ ​important​ ​in​ ​life​ ​because​ ​it​ ​will​ ​decide​ ​your​ ​destiny​ ​and​ ​your​ ​future​ ​so​ ​always​ ​do​ ​right.
3.​ ​I​ ​will​ ​tell​ ​him​ ​to​ ​wait​ ​for​ ​the​ ​right​ ​moment​ ​and​ ​when​ ​he​ ​can​ ​spend​ ​money​ ​for​ ​the​ ​family.
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Erynne​ ​Cornejo​​ ​1.​ ​parent's​ ​guidance
2.the​ ​importance​ ​of​ ​decision​ ​making​ ​is​ ​that​ ​every​ ​decision​ ​you​ ​make​ ​it​ ​can​ ​affect​ ​to​ ​your​ ​life​ ​and​ ​it​ ​can​ ​change
the​ ​way​ ​how​ ​you​ ​live​ ​like​ ​what​ ​dodong​ ​decides​ ​to​ ​do.
3.​ ​If​ ​i​ ​were​ ​dodong,​ ​i​ ​will​ ​think​ ​many​ ​times​ ​and​ ​think​ ​if​ ​it​ ​can​ ​affect​ ​to​ ​my​ ​life.
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Fritz​ ​Reyes​​ ​1.​ ​Being​ ​straight​ ​forward​ ​in​ ​advicing.
2.​ ​Very​ ​Importan​ ​because​ ​it​ ​will​ ​affect​ ​the​ ​future.
3.​ ​Being​ ​straight​ ​forward​ ​for​ ​Blas​ ​or​ ​else​ ​he​ ​will​ ​repeat​ ​what​ ​he​ ​have​ ​done....​See​ ​More
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Christian​ ​Murillo​​ ​1.​ ​Think​ ​about​ ​your​ ​actions,​ ​Think​ ​a​ ​lot

2.​ ​Very​ ​very​ ​important​ ​because​ ​it​ ​will​ ​be​ ​the​ ​outcome​ ​of​ ​your​ ​life​ ​so​ ​think​ ​a​ ​lot...​See​ ​More
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Gayle​ ​Ivy​​ ​1.​ ​Listen​ ​to​ ​the​ ​advice​ ​given​ ​by​ ​those​ ​who​ ​are​ ​older​ ​and​ ​have​ ​more​ ​experience
2.​ ​Decision​ ​making​ ​is​ ​very​ ​important​ ​because​ ​your​ ​decisions​ ​make​ ​up​ ​the​ ​path​ ​to​ ​your​ ​future
3.​ ​Don't​ ​do​ ​it.​ ​You'll​ ​regret​ ​it​ ​in​ ​the​ ​future.​ ​It​ ​will​ ​make​ ​you​ ​grow​ ​up​ ​too​ ​fast.​ ​Savor​ ​your​ ​youth​ ​because​ ​there​ ​are
many​ ​who​ ​wished​ ​they​ ​had​ ​savored​ ​theirs​ ​when​ ​they​ ​had​ ​the​ ​chance.
Kristine​ ​Delos​ ​Reyes​​ ​1.​ ​Self​ ​discipline​ ​is​ ​the​ ​only​ ​solution​ ​because​ ​you​ ​can​ ​listen​ ​to​ ​all​ ​the​ ​solution​ ​but​ ​if​ ​you​ ​do
not​ ​follow,​ ​nothing​ ​will​ ​happen.
2.​ ​It​ ​is​ ​very​ ​important​ ​because​ ​every​ ​decision​ ​you​ ​make​ ​dictates​ ​your​ ​future
3.​ ​Not​ ​to​ ​marry​ ​until​ ​you​ ​have​ ​a​ ​stable​ ​job.
-janice​ ​armamento
Roberto​ ​Gellegani​​ ​1.​ ​The​ ​youth​ ​shouldn't​ ​always​ ​be​ ​following​ ​the​ ​footsteps​ ​of​ ​others.​ ​Learn​ ​how​ ​to​ ​ask​ ​and
know​ ​what​ ​is​ ​right​ ​from​ ​wrong.
2.​ ​Decision​ ​making​ ​is​ ​important​ ​and​ ​it's​ ​going​ ​to​ ​affect​ ​your​ ​life,​ ​think​ ​wisely​ ​when​ ​deciding​ ​for​ ​yourself.
3.​ ​If​ ​I​ ​was​ ​Dodong,​ ​I​ ​would​ ​tell​ ​him​ ​to​ ​think​ ​wisely​ ​and​ ​also​ ​think​ ​for​ ​himself.​ ​He​ ​should​ ​make​ ​himself​ ​better
everyday​ ​in​ ​order​ ​to​ ​sustain​ ​his​ ​needs​ ​and​ ​wants.​ ​Be​ ​wise​ ​enough​ ​when​ ​making​ ​decisions.
Julius​ ​Reyes​​ ​1.​ ​Proper​ ​advice​ ​to​ ​the​ ​youth​ ​and​ ​proper​ ​tutelage
2.the​ ​importance​ ​of​ ​decision​ ​making​ ​,​ ​it​ ​makes​ ​you​ ​strong​ ​towards​ ​making​ ​your​ ​own​ ​decision​ ​and​ ​how​ ​you​ ​will
think​ ​maturely
3.​ ​If​ ​i​ ​were​ ​dodong​ ​,​ ​i​ ​would​ ​support​ ​any​ ​decisions​ ​of​ ​the​ ​child
Mary​ ​Gabrielle​ ​Caluya​​ ​Answers:
1.​ ​It​ ​is​ ​important​ ​that​ ​the​ ​youth​ ​will​ ​always​ ​be​ ​guided​ ​in​ ​what​ ​to​ ​do,​ ​and​ ​be​ ​aware​ ​of​ ​the​ ​possible​ ​circumstances
that​ ​may​ ​happen​ ​especially​ ​in​ ​their​ ​age.​ ​Guidance​ ​and​ ​advices​ ​may​ ​be​ ​coming​ ​from​ ​adults​ ​or​ ​those​ ​who
experienced​ ​certain​ ​situati...​See​ ​More
Ysles​ ​Diaz​ ​Ebro​​ ​1.​ ​Think​ ​of​ ​your​ ​actions​ ​and​ ​be​ ​careful​ ​in​ ​making​ ​your​ ​decisions.
2.​ ​Decision​ ​making​ ​is​ ​important​ ​because​ ​it's​ ​like​ ​planning​ ​for​ ​your​ ​future,​ ​once​ ​you've​ ​made​ ​it,​ ​you​ ​can't​ ​erase​ ​it.
3.​ ​Life​ ​is​ ​not​ ​what​ ​you​ ​think​ ​it​ ​was,​ ​there​ ​so​ ​much​ ​more​ ​to​ ​life​ ​than​ ​love.
les​ ​Diaz​ ​Ebro​​ ​...​ ​Think​ ​of​ ​your​ ​decisions​ ​carefully,​ ​consider​ ​other​ ​factors.
Gabriel​ ​Matchot​ ​Advincula​​ ​1.​ ​face​ ​the​ ​problem​ ​face​ ​on​ ​or​ ​ask​ ​for​ ​guidance​ ​.
2.​ ​Decisions​ ​of​ ​an​ ​individual​ ​can​ ​lead​ ​him/her​ ​somewhere​ ​in​ ​life​ ​that​ ​he/she​ ​may​ ​or​ ​may​ ​not​ ​expect.
3.​ ​Never​ ​be​ ​too​ ​quick​ ​to​ ​grow​ ​up.​ ​enjoy​ ​your​ ​youth​ ​while​ ​it​ ​last.
Sophia​ ​Alcazaren​​ ​1.​ ​Possible​ ​solutions​ ​to​ ​everyday​ ​problems​ ​of​ ​the​ ​youth​ ​ate​ ​proper​ ​guidance​ ​from​ ​parents
and​ ​their​ ​teachers,​ ​making​ ​them​ ​realize​ ​the​ ​inflictions​ ​of​ ​the​ ​things​ ​that​ ​they​ ​do​ ​and​ ​making​ ​them​ ​realize​ ​and
helping​ ​then​ ​fulfill​ ​their​ ​duties.
2.​ ​Decision​ ​making​ ​is​ ​important​ ​in​ ​one's​ ​life​ ​because​ ​it​ ​dictates​ ​the​ ​things​ ​that​ ​will​ ​happen​ ​to​ ​you​ ​in​ ​the​ ​future.
3.​ ​He​ ​is​ ​still​ ​young​ ​and​ ​he​ ​should​ ​still​ ​enjoy​ ​his​ ​youth.​ ​He​ ​should​ ​wait​ ​until​ ​he​ ​is​ ​really​ ​ready​ ​to​ ​commit​ ​and​ ​he​ ​is
already​ ​mature​ ​before​ ​marrying​ ​Teang.
Vera​ ​Leonen​​ ​1.​ ​Possible​ ​solutions:​ ​proper​ ​education​ ​ang​ ​guidance​ ​from​ ​parents
2.​ ​Decision​ ​making​ ​is​ ​very​ ​important​ ​because​ ​it​ ​will​ ​affect​ ​our​ ​future​ ​lives.
3.​ ​Think​ ​about​ ​your​ ​decisions​ ​logically.​ ​Be​ ​mature​ ​enough.
Henry​ ​Millan​​ ​1.Guidance​ ​from​ ​the​ ​parents,​ ​guidance​ ​from​ ​school​ ​or​ ​programs​ ​that​ ​support​ ​early​ ​pregnancy.
2.think​ ​a​ ​lot​ ​because​ ​it​ ​will​ ​affect​ ​your​ ​future​ ​to​ ​avoid​ ​the​ ​problems​ ​that​ ​arise​ ​due​ ​to​ ​poverty​ ​think​ ​more​ ​about
readiness​ ​to​ ​relationship​ ​to​ ​have​ ​a​ ​successfull​ ​in​ ​marriage.
3.think​ ​more​ ​about​ ​your​ ​future​ ​to​ ​study​ ​hard​ ​and​ ​achieve​ ​your​ ​goal​ ​to​ ​be​ ​successful​ ​in​ ​life​ ​that​ ​will​ ​help​ ​to​ ​be
easily​ ​ready​ ​for​ ​marriage.
Fritz​ ​Reyes​​ ​1.​ ​By​ ​simply​ ​observing​ ​and​ ​learning​ ​from​ ​the​ ​mistakes​ ​of​ ​others
2.​ ​Our​ ​decisions​ ​can​ ​dictate​ ​the​ ​outcome​ ​of​ ​our​ ​lives
3.​ ​Don’t​ ​make​ ​decisions​ ​on​ ​temporary​ ​feelings
-​ N​ eerom​ ​Baldemoro
Hyron​ ​Tejada​​ ​1.​ ​Proper​ ​education​ ​and​ ​Proper​ ​advice​ ​for​ ​their​ ​problems
2.​ ​It​ ​is​ ​very​ ​important​ ​due​ ​to​ ​every​ ​desicion​ ​makes​ ​a​ ​very​ ​big​ ​imapact​ ​to​ ​your​ ​life​ ​...​See​ ​More
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Ana​ ​Alegre​​ ​1.​ ​The​ ​youth​ ​today​ ​should​ ​listen​ ​to​ ​what​ ​the​ ​older​ ​people​ ​advice​ ​us.​ ​Also​ ​set​ ​priorities.
2.​ ​Decision​ ​making​ ​is​ ​very​ ​important​ ​in​ ​our​ ​lives​ ​because​ ​it​ ​will​ ​affect​ ​our​ ​future.​ ​Bad​ ​decisions​ ​will​ ​lead​ ​to​ ​bad
situations,​ ​while​ ​good​ ​decisions​ ​will​ ​lead​ ​to...​See​ ​More
Angelo​ ​Casaclang​​ ​1.​ ​Following​ ​our​ ​parents​ ​advice.
2.​ ​Our​ ​decisions​ ​dictates​ ​our​ ​future.
3.​ ​I​ ​will​ ​advice​ ​him​ ​to​ ​think​ ​logically​ ​about​ ​his​ ​decision​ ​to​ ​marry​ ​at​ ​such​ ​a​ ​young​ ​age.
Claris​ ​Guiyab​​ ​1.​ ​The​ ​possible​ ​solutions​ ​to​ ​the​ ​problems​ ​of​ ​the​ ​youth​ ​is​ ​to​ ​acknowledge​ ​the​ ​problem​ ​first.​ ​The
youth​ ​also​ ​need​ ​proper​ ​guidance​ ​from​ ​at​ ​home.​ ​They​ ​also​ ​need​ ​to​ ​be​ ​enlightened​ ​to​ ​the​ ​reality​ ​of​ ​life​ ​so​ ​school
guidance​ ​and​ ​proper​ ​education​ ​will​ ​help​ ​them​ ​too.​ ​And​ ​also​ ​be​ ​cautious​ ​of​ ​the​ ​consequences​ ​that​ ​you​ ​may​ ​face.
2.​ ​It​ ​is​ ​very​ ​important.​ ​Because​ ​the​ ​decisions​ ​that​ ​we​ ​make​ ​will​ ​be​ ​the​ ​one​ ​will​ ​guide​ ​us.​ ​And​ ​it​ ​will​ ​also​ ​affect​ ​our
future.​ ​So​ ​we​ ​must​ ​think​ ​it​ ​through​ ​and​ ​think​ ​of​ ​the​ ​pros​ ​and​ ​cons​ ​of​ ​our​ ​decision.
3.​ ​Think​ ​things​ ​through​ ​and​ ​don't​ ​be​ ​spontaneous.​ ​And​ ​be​ ​mature​ ​and​ ​responsible​ ​in​ ​making​ ​decisions.​ ​Be​ ​sure
that​ ​the​ ​decisions​ ​that​ ​you​ ​will​ ​make​ ​will​ ​benefit​ ​you​ ​and​ ​your​ ​future.
Fritz​ ​Reyes​​ ​1.thinking​ ​of​ ​the​ ​things​ ​that​ ​an​ ​every​ ​person​ ​would​ ​do...education​ ​and​ ​proper​ ​ethicis.
2.decision​ ​making​ ​has​ ​an​ ​important​ ​impact​ ​to​ ​our​ ​live​ ​as​ ​a​ ​person​ ​of​ ​the​ ​society​ ​because​ ​it​ ​will​ ​level​ ​our​ ​lives
3.think​ ​twice​ ​before​ ​you​ ​do​ ​things​ ​that​ ​will​ ​effect​ ​you​ ​live​ ​as​ ​a​ ​person...​See​ ​More
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Maxcine​ ​Zeeguie​ ​Oscare​ ​Reyes​​ ​We​ ​youth​ ​should​ ​have​ ​the​ ​knowledge​ ​when​ ​it​ ​comes​ ​to​ ​problems​ ​for​ ​this

affects​ ​our​ ​future​ ​when​ ​we​ ​decide​ ​so​ ​we​ ​should​ ​think​ ​first​ ​before​ ​doing​ ​it...​ ​ :)

Raj​ ​De​ ​Guzman​​ ​1.​ ​Education,​ ​parent's​ ​way​ ​of​ ​controling​ ​and​ ​maturity.
2.​ ​Decision​ ​making​ ​is​ ​importan​ ​in​ ​ones​ ​life​ ​in​ ​a​ ​way​ ​of​ ​you​ ​can​ ​think​ ​properly​ ​and​ ​you​ ​will​ ​have​ ​plan​ ​for
everything​ ​if​ ​you​ ​made​ ​you​ ​decisions​ ​wisely.​ ​...​See​ ​More
Lorie​ ​Chris​ ​Morales​​ ​1.​ ​The​ ​possible​ ​solutions​ ​can​ ​be​ ​addressed​ ​to​ ​the​ ​youth​ ​is​ ​by​ ​communicating​ ​and​ ​sharing
one's​ ​experience​ ​from​ ​older​ ​people​ ​to​ ​gain​ ​more​ ​knowledge​ ​about​ ​their​ ​lives​ ​and​ ​to​ ​help​ ​the​ ​youth​ ​to​ ​their
problems.​ ​They​ ​should​ ​be​ ​guided​ ​in​ ​whatever​ ​decision​ ​they...​See​ ​More
Shaznie​ ​Albano​​ ​1.​ ​Have​ ​a​ ​family​ ​planning​ ​first​ ​and​ ​seek​ ​advices​ ​from​ ​the​ ​parents.
2.​ ​Making​ ​decisions​ ​can​ ​affect​ ​our​ ​future.
3.​ ​Be​ ​mature​ ​and​ ​have​ ​a​ ​stable​ ​life​ ​first.
Kim​ ​Magtulis​​ ​1.​ ​The​ ​possible​ ​solutions​ ​is​ ​that​ ​dont​ ​hurry​ ​things​ ​just​ ​take​ ​it​ ​slow​ ​because​ ​you'll​ ​eventually
experience​ ​it​ ​at​ ​the​ ​right​ ​time.
2.​ ​Decision​ ​making​ ​is​ ​important​ ​because​ ​our​ ​future​ ​lies​ ​in​ ​what​ ​we​ ​do​ ​today.
3.​ ​I​ ​will​ ​tell​ ​him​ ​that​ ​i​ ​ve​ ​been​ ​there​ ​experience​ ​it​ ​all​ ​ready​ ​and​ ​i​ ​tell​ ​you​ ​this​ ​its​ ​not​ ​easy​ ​entering​ ​something​ ​that
you​ ​dont​ ​know​ ​what​ ​will​ ​happen​ ​tomorrow​ ​or​ ​in​ ​the​ ​future.
John​ ​Adamlica​ ​Cifra​​ ​1.​ ​Fighting​ ​spirit​ ​and​ ​patents​ ​guidance.
2.​ ​The​ ​importance​ ​of​ ​decision​ ​making​ ​is​ ​that​ ​every​ ​decision,​ ​you​ ​can​ ​do​ ​what​ ​is​ ​right​ ​and​ ​your​ ​gonna​ ​know​ ​what
is​ ​wrong.
3.​ ​If​ ​I​ ​were​ ​dodong,​ ​I​ ​will​ ​think​ ​first​ ​the​ ​right​ ​way.​ ​Example​ ​for​ ​that,​ ​I​ ​have​ ​to​ ​finish​ ​my​ ​studies​ ​first,​ ​get​ ​a​ ​job​ ​and
obligation.
Raphael​ ​Manzano​​ ​1.)​ ​The​ ​youth​ ​of​ ​today​ ​should​ ​seek​ ​counsel​ ​from​ ​their​ ​parents.​ ​They​ ​should​ ​be​ ​guided​ ​at​ ​all
times​ ​so​ ​that​ ​they​ ​won't​ ​stumble​ ​upon​ ​the​ ​wrong​ ​path.​ ​Communication​ ​and​ ​proper​ ​education​ ​is​ ​key​ ​to​ ​solving
their​ ​everyday​ ​problems.
2.)​ ​Decision​ ​making​ ​is​ ​important​ ​because​ ​your​ ​future​ ​varies​ ​on​ ​the​ ​decisions​ ​that​ ​you​ ​made​ ​today,​ ​but​ ​first​ ​of​ ​all
you​ ​should​ ​know​ ​the​ ​difference​ ​between​ ​right​ ​from​ ​wrong.​ ​So​ ​that​ ​you'll​ ​know​ ​the​ ​consequences​ ​of​ ​your
decision.​ ​Right​ ​choices​ ​leads​ ​to​ ​great​ ​success​ ​while​ ​wrong​ ​choices​ ​leads​ ​to​ ​poor​ ​outcomes.​ ​So​ ​think​ ​wisely​ ​and
always​ ​remember​ ​"what​ ​ever​ ​you​ ​sow,​ ​so​ ​shall​ ​you​ ​reap".
3.)​ ​If​ ​I​ ​were​ ​Dodong​ ​I​ ​would​ ​advice​ ​my​ ​son​ ​Blas​ ​to​ ​enjoy​ ​his​ ​youth​ ​his​ ​youth​ ​while​ ​he​ ​still​ ​can​ ​and​ ​I​ ​will​ ​tell​ ​him
not​ ​to​ ​do​ ​what​ ​I​ ​did​ ​so​ ​that​ ​he​ ​will​ ​not​ ​suffer​ ​the​ ​same​ ​fate​ ​that​ ​I​ ​had​ ​once​ ​suffered.
Val​ ​Kenneth​ ​Manalo​​ ​1​ ​dont​ ​give​ ​up
Babielle​ ​Chua​​ ​1.​ ​Think​ ​clearly,​ ​rationally,​ ​and​ ​wisely.
2.​ ​Decision​ ​making​ ​on​ ​one's​ ​life​ ​makes​ ​a​ ​whole​ ​lot​ ​of​ ​difference.Thinking​ ​about​ ​something​ ​before​ ​doing​ ​it​ ​can
make​ ​you​ ​realize​ ​the​ ​things​ ​we​ ​need​ ​to​ ​consider​ ​when​ ​we​ ​choose​ ​to​ ​do​ ​something.
3.​ ​Please​ ​reconsider​ ​your​ ​decision.
 APPENDIX​ ​E:
NON​ ​ICT​ ​LESSON
ST​ ​MARY’S​ ​ACADEMY
Pasay​ ​City
SUBJECT​ ​AREA​ ​OF​ ​ENGLISH
LESSON​ ​PLAN​ ​#​ ​1
1​ST​​ ​QUARTER​ ​SY​ ​2017-2018

Viel​ ​Cerize​ ​Antazo Date​ ​of​ ​Implementation:​ ​July​ ​24,​ ​2017

TOPIC
Chieftest​ ​mourner​ ​by​ ​Aida​ ​Rivera-Ford

TEACHING​ ​AIDS
1. Realia
2. Visual​ ​Aids
3. Powerpoint​ ​Presentation
4.​ ​ ​ ​Concept​ ​Mapping

TEACHING-LEARNING​ ​PROCESS​ ​MATRIX

ACADEMIC
LESSON​ ​PLAN KEY​ ​QUESTIONS MODES​ ​OF
STRATEGIES INSTRUCTIONAL
OBJECTIVES /​ ​IDEAS EVALUATION
TIME
1. Express​ ​one’s How​ ​does​ ​it​ ​feel​ ​to Realia Short​ ​Response 7
feelings​ ​as​ ​a​ ​person lose​ ​someone?
who​ ​lost​ ​someone
2. Read​ ​the​ ​story​ ​and What​ ​is​ ​the​ ​story​ ​all Visual​ ​Aids Recitation 8
understand​ ​its about?
elements
3. Enumerate What​ ​are​ ​the Powerpoint Socratic​ ​Pedia 15
significant​ ​themes implications​ ​of​ ​the Lesson
in​ ​the​ ​story story​ ​to​ ​the​ ​youth​ ​of
today?
4.​ ​ ​Discuss​ ​the What​ ​are​ ​common Concept Group​ ​Activity 15
importance​ ​of​ ​the concerns​ ​of​ ​young Mapping,
story STEM​ ​students? Newspaper
Clippings
5.​ ​ ​Exemplify​ ​problem What​ ​are​ ​possible Essay​ ​Writing Pen​ ​and​ ​Paper 15
solving,​ ​decision solutions​ ​to Test
making​ ​and problems​ ​of
reasoning​ ​skills families?
 APPENDIX​ ​F:
ICT​ ​LESSON

ST​ ​MARY’S​ ​ACADEMY

Pasay​ ​City
SUBJECT​ ​AREA​ ​OF​ ​ENGLISH
LESSON​ ​PLAN​ ​#​ ​1
1​ST​​ ​QUARTER​ ​SY​ ​2017-2018

Viel​ ​Cerize​ ​Antazo Date​ ​of​ ​Implementation:​ ​July​ ​26,​ ​2017

TOPIC
Footnote​ ​to​ ​Youth​ ​by​ ​Jose​ ​Garcia​ ​Villa

TEACHING​ ​AIDS
1. MTV​ ​Video
2. Blog
3. Powerpoint​ ​Presentation
4.​ ​ ​ICT​ ​Integration​ ​(Marian​ ​Learning​ ​Management​ ​System)

TEACHING-LEARNING​ ​PROCESS​ ​MATRIX

KEY ACADEMIC
LESSON​ ​PLAN MODES​ ​OF
QUESTIONS​ ​/ STRATEGIES INSTRUCTIONAL
OBJECTIVES EVALUATION
IDEAS TIME
1. Express​ ​one’s How​ ​does​ ​it​ ​feel MTV​ ​Video:​ ​Father Short​ ​Response 7​ ​minutes
feelings​ ​as​ ​a to​ ​be​ ​young? and​ ​Son
young​ ​person
2. Read​ ​the​ ​story What​ ​is​ ​the​ ​story Blog:​ ​Reading Recitation 10​ ​minutes
and​ ​understand all​ ​about? Activity
its​ ​elements
3. Enumerate What​ ​are​ ​the Interactive Socratic​ ​Paedia 13​ ​minutes
significant implications​ ​of Discussion
themes​ ​in​ ​the the​ ​story​ ​to​ ​the
story youth​ ​of​ ​today?
4.​ ​ ​Discuss​ ​the What​ ​are Teleconferencing Interview 20​ ​minutes
importance​ ​of common
the​ ​story concerns​ ​of
young​ ​STEM
students?
5.​ ​ ​Exemplify What​ ​are Real​ ​Time Facebook​ ​ ​Game 10​ ​minutes
problem possible Responses
solving, solutions​ ​to
decision everyday
making​ ​and problems​ ​of​ ​the
reasoning youth?
skills