LEARNING MODALITY PREFERENCES: ITS IMPLICATION TO LEARNING SYSTEM

OF GRADE 11 STUDENTS’ OF KING THOMAS LEARNING ACADEMY INC.

A Thesis

Presented to the faulty of

KING THOMAS LEARNING ACADEMY

Malubago, Sipocot, Camarines Sur

In partial fulfillment

Of the requirements for Accountancy, Business and Management

In Inquiries, Investigation, & Immersion

Researchers:

KATRINA LYRA BAUTISTA

MAEGAN CADAGDAGON

BENEDICK BEREDICO

JOHN JOSHUA CASTRO

UZZIEL BERIN

May 2022
 TABLE OF CONTENTS

CERTIFICATE OF APPROVAL I

ABSTRACT II

ACKNOWLEDGEMENT III

DEDICATION IV

LIST OF TABLES V

LIST OF FIGURES VI

CHAPTER I: INTRODUCTION 1

1.1 Background of the study 1

1.2 Statement of the Problem 3

1.3 Objectives of the Study 3

1.4 Scope and Limitation 4

1.5 Assumptions 5

1.6 Hypothesis 5

1.7 Definition of terms 7

1.8 Significance of the Study 8

1.9 Conceptual Framework 9

 1.10 Theoretical Framework 13

CHAPTER II: RELATED LITERATURE AND STUDY 14

2.1 Review of Related Studies 15

2.2 Review of Related Literature 17

2.3 Synthesis 18

CHAPTER III: METHODOLOGY 19

3.1 Research design 19

3.2 Research setting 20

3.3 Respondents 20

3.4 Data gathering procedures 20

3.5 Research instrument 21

3.6 Validity and Reliability 22

3.7 Statistical Tools 22

CHAPTER IV: RESULT AND DISCUSSION 23

CHAPTER V: SUMMARY, CONCLUSION AND RECOMMENDATION 27

5.1 Summary 27

5.2 Findings 32
 5.3 Conclusion 32

5.4 Recommendation 33

LETTERS 36

QUESTIONNAIRE FOR PARTICIPANTS OF THE STUDY 39

SAMPLED ANSWER OF THE RESPONDENTS 55

BIBLIOGRAPHY 59

CURRICULUM VITAE 69
 CERTIFICATE OF APPROVAL

As the list of researchers below finished and passed the title defense under our

supervision with the study entitled:

“Learning Modality Preferences: Its Implication to Learning System of Grade 11

Students’ of King Thomas Learning Academy Inc.”

STUDENT NAME: KATRINA LYRA BAUTISTA

STUDENT NAME: MAEGAN CADAGDAGON

STUDENT NAME: UZZIEL BERIN

STUDENT NAME: BENEDICK BEREDICK

STUDENT NAME: JOHN JOSHUA CASTRO

We, the undersigned, recommend that the research completed by the students listed

above in the partial fulfilment of the requirements of the Accountancy, Business and

Management and General Academic Strand, be accepted by the Senior High School

Department for deposit in the Library of King Thomas Learning Academy, Inc.

JAY LEONIL CAMO MARY JOYCE RAMOS

Panel Member Panel Member

FRANCIS SAN ANTONIO ANGELI P. MORADA

Research Adviser Senior High School OIC Principal

i
 ABSTRACT

This study was carried out to investigate students' learning modalities

preferences and their implications for the learning systems of grade 11 ABM students at

King Thomas Learning Academy Inc. This study specifically sought to answer the

following: 1.) what is the respondents' geographic profile in terms of age, sex, number of

people in the household and geographic location? 2.) What are the gadgets used in

order to attend online classes? 3.) What are the difficulties or obstacles that are faced by

the respondents during online classes? 4. Which mode of learning did the respondents

deem the most effective in raising their academic performance? The quantitative design

was used in this study to determine students' learning modalities preferences and their

implications for the learning system of grade 11 ABM students at King Thomas Learning

Academy Inc. The research study was held at King Thomas Learning Academy.

The respondents were Grade 11 ABM students, and they were randomly

selected. The research instrument used is an online survey questionnaire. The data

needed to support the present study has been created and validated. The statistical

treatments used were: frequency count, ranking technique, and weighted mean.

Findings showed that the overall weighted mean of the geographic profile of students in

terms of age and sex was 52.6%. The findings showed that most of the 30 respondents,

the majority of the students, used smartphones. Using the weighted mean, the difficulties

or obstacles that are faced by the respondents during online classes is unstable internet

connection, which has a value of 47.4%. The modular mode of learning is the one the

respondents deem the most effective in raising their academic performance, which has

an overall weighted mean of 78.9%. The hypothesis of this study was that there is no

agreement on the mode of learning that the respondents deem the most effective in

raising academic performance.

i
 ACKNOWLEDGEMENT

The researchers extended their deepest sincerest gratitude to all the

people who helped them in any manner, who have shared the effort and

knowledge in order to make this research a reality.

Whatever has been accomplished and whatever has been the product of

every endeavor, there is a great source of all effort, striving, guidance, and

gracious blessings without which this task would have been impossible.

The researchers wish to express their heartfelt gratitude to all those who

assisted them in whatever way, sharing their time and knowledge in order to

make this research a reality.

Whatever has been completed and the result of every effort, there is a

great source of all work, struggle, guidance, and gracious favors without whom

this task would have been impossible.

We'd like to thank Sir Francis San Antonio, our research teacher, for his

unwavering support, patience, encouragement, and excitement in our studies

and research. Throughout the research and writing of this thesis, his advice has

been invaluable. For our research project, we couldn't have asked for a better

advisor and mentor.

We are grateful to our panelists, Ms. Mary Joyce N. Ramos and Sir Jay

Leonil S. Camo, who were instrumental in the completion of this study. The

researchers deserve a standing ovation for their ability to overcome what

ii
appears to be an impossible task. Thank you for your time, suggestions, and

support. This allows us to obtain the information we require to complete this

thesis.

To our respondents who gave their contribution, support, and willingness

to answer our questionnaire for the success of our research, all of you are greatly

appreciated.

To all relatives, friends, and others who in one way or another shared their

support, either morally, financially, or physically, thank you.

Above all, thanks to the Great Almighty, the source of all knowledge and

wisdom, for his unending love and guidance.

We thank you.

The Researchers

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 DEDICATION

This work is the fruit of countless and arduous sacrifices. Through the

researchers’ efforts, this work is heartily and proudly dedicated to the people who serve

as inspiration. This study is wholeheartedly dedicated to our beloved parents, who have

been our source of inspiration and gave us strength when we thought of giving up, and

who continually provide their moral, spiritual, emotional, and financial support.

To our brothers and sisters, relatives, mentors, friends, and classmates who

shared their words of advice and encouragement to finish this study.

To Mr. Francis San Antonio, our research adviser, for his amazing work and

patience in guiding us through the research and assisting us in better understanding the

main topics. Furthermore, we thank our classmates for their words of advice and

inspiration, which inspired us to complete this project.

To the faculty and staff of King Thomas Learning Academy, Inc. for supporting

and encouraging us throughout the process of writing this study.

Lastly, we humbly dedicate this case study to the enhancement of senior high

school students in making this study. Hence, the contents of this study should be able to

provide data for future researchers and studies in the area covered.

And, most importantly, to our greatest creator, Almighty God, who has showered

us with His blessings in our daily lives, particularly for the strength, courage, patience,

wisdom, and guidance in carrying out this work.

The Researcher

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 LIST OF TABLES

Table Page Number

Table 1 Perception of respondents’ in socio-demographic 23-24

profile and their modality preferences.

Table 2 Perception of respondents’ effective, convenient modality 24-25

and devices to attend online classes.

Table 3 Educational difficulties of the respondents 25-26

v
 LIST OF FIGURES

PAGE

1. Conceptual Framework 9

2. Theoretical Framework 10

vi
 CHAPTER I

INTRODUCTION

Digital and online delivery modes, mixed or versatile delivery modes,

synchronous or asynchronous delivery modes, or a mixture of all these

alternative delivery modes of teaching have largely replaced conventional face-

to-face training. The issues surfaced about a year after it was introduced. The

students became aware of the financial costs associated with the holding of

online or virtual classes, such as the need to purchase a laptop, desktop, or an

Android phone that is WIFI compatible, as well as a good internet connection, in

order to fulfill the requirements for virtual or online classes. It’s also evident that

the pandemic had an effect on students’ learning practices.

This study was conducted in the hopes of making a clear distinction. It

focused on identifying students' preferred learning modalities in the New Normal.

This was thought to be a reaction to the students' difficulties with learning

modalities. Similarly, after establishing learning patterns, even if a pandemic

occurs, the most important subjects for students to understand are those that are

well-known. The methods or techniques used by teachers should also reflect the

students' learning styles and preferred learning modalities.

In general, the purpose of this study was to determine the various learning

styles and preferred learning modalities of grade 11 students.

1
 Statement of the Problem

This study aims to determine and seek to answer the following questions:

1. What is the respondents' geographic profile in terms of:

a.) Age

b.) Sex

c.) Number of people in the household

d.) Geographic location

2. What are the gadgets used in order to attend online classes?

a.) Smartphone

b.) Laptop

c.) Computer

d.) Tablet/iPad

3. What are the difficulties or obstacles that are faced by the respondents

during online classes?

a.) Noise

b.) Power Interruption

c.) Household chores

d.) Broken mic or camera

4. Which mode of learning did the respondents deem the most effective in

raising their academic performance?

2
 a.) Traditional

b.) Online

Objectives of the Study

The following are the objectives of the study entitled "Learning Modality

Preferences: Its Implications for the Learning System of Grade 11 SHS Students

of King Thomas Learning Academy Inc."

1. To identify the learning modality preferences of the students in order to

improve their academic performance during the new learning system.

2. To study the implications of learning modality preferences on the

learning systems of grade 11 students at King Thomas Learning

Academy Inc.

3. To determine the technologies used by the students and whether they

have sufficient internet access to attend online classes and meetings

so that they can keep updated and continues learning from their

homes.

3
 Scope and Delimitation

This study concentrates on the impact of this new mode of learning, which

the learning modality preferences call "its implications for the learning systems of

grade 11 students of King Thomas Learning Academy Inc. as its respondents.

Since both teachers and students are all groping with a new style of learning, the

efficiency of this study will indicate the effectiveness of the said mode of learning.

The findings of this study cannot be generalized to all students. The

research will not include all strands at King Thomas Learning Academy Inc.’s

Senior High School, including STEM, GAS, HUMMS, and TVL pupils.

Additionally, it will be restricted to the professors and facilitators only.

ASSUMPTIONS

This study is guided primarily by the following assumptions:

1. The respondent's geographic profile can be determined in terms of age,

gender, number of people in the household and geographic location.

2. The gadgets used in order to attend online classes include smartphones,

laptops, computers, tablets, and iPads.

3. The difficulties or obstacles faced by the respondents during online

classes are noise, power interruptions, household chores, and broken

mics or cameras.

4
 4. The mode of learning that the respondents seem the most effective in

raising academic performance.

HYPOTHESIS

This study is premised on the hypothesis that there is no agreement on

the mode of learning that the respondents deem the most effective in raising

academic performance.

Definition of Terms

The following words used in the study are defined operationally by the

researchers for much easy understanding:

LEARNING. The acquisition of knowledge or skills through experience, study, or

by being taught. In this study, it refers to the skills of students to have knowledge

through modules or online classes during a new learning system.

MODALITY. A way or mode in which something exists or is done. In this study, it

refers to the mode of learning of students in order to raise their academic

performance during the new normal.

PREFERENCE. A preference for one alternative over another or a group of

alternatives. In this study, it refers to the likes or choices of students as to which

mode of learning they prefer in order to learn comfortably based on their choice.

5
IMPLICATIONS. The effect that an action or decision will have on something

else in the future. In this study, it refers to the effect of learning modality on the

learning systems of grade 11 SHS students at King Thomas Learning Academy,

Inc.

SYSTEM. A set of things working together as part of a mechanism or an

interconnecting network. In this study, it refers to the mechanics of the educators

in order to teach their students during the new learning system.

STUDENTS. The definition of a student is someone who is learning or in any

teaching environment. In this study, it is students at King Thomas Learning

Academy who are the respondents in the survey questionnaire.

MODULAR. Employing or involving a module or modules as the basis of design

or construction. In this study, it refers to the basic needs of students in order to

learn without using an internet connection.

DIGITAL. Digital is about using data to make better and faster decisions. In this

study, it refers to the data that is used by students to be able to access lessons

from their teachers online.

DELIVERY. The action of delivering letters, packages, or ordered goods. In this

study, it refers to the actions of the educators in terms of how the lesson reaches

every student.

6
OBTACLES. Something that blocks one's way or prevents or hinders progress.

In this study, it refers to the hindrances that prevent students from learning better

during a new learning system.

Significance of the Study

This study is made relevant to students, interviewers, researchers, and

readers in order to gain a better understanding of students' academic

performance and their situation in the midst of a pandemic. This study increases

the students' broad knowledge and keeps them motivated.

Furthermore, this study is deemed by the researcher as beneficial to:

TEACHERS. They would be capable of gathering information about students'

difficulties and preferences in terms of improving their academic performance.

STUDENTS. During this e-learning, they may be able to gain motivation, more

inspiration, and an understanding of the teacher’s situation too.

PARENTS. They may be able to see their child (student) struggling with keeping

up with the new mode of learning and be able to provide the necessary support.

SCHOOL. They may be able to get more information regarding the student’s

position and how to resolve the situation to their benefit and the student’s benefit.

7
COMMUNITY. They may be capable of acquiring information on the impacts of

the new way of learning on the student’s academic performance and be able to

help realize the situation better.

FUTURE RESEACHERS. They will benefit from the study because they can

gather ideas, information, and knowledge for their studies through this present

study.

8
 CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

T

 Demographic profile  Interview  Identify the learning

of the respondents:
modality preferences

- Age  Questionnaire of the students in

- Sex order to improve
- Number of
 Survey their academic
people in the
household performance during
- Geographic the new learning
location system.
 Explore the
• Statement of the
problem difficulties
encountered by
Grade 11 students in
King Thomas
Learning Academy.
 Review grade 11
students' learning
modality preferences
in King Thomas
Learning Academy.

FEEDBACK

Theoretical Framework

Figure 2. Conceptual Framework

9
 THEORETICAL FRAMEWORK

Theory of Distance Theory of Multiple

Education Intelligences

Simonson et all, (2015) Gardner (2013)

LEARNING MODALITY
PREFERENCES: ITS
IMPLICATION TO LEARNING
SYSTEM OF GRADE 11
STUDENTS’ OF KING THOMAS
LEARNING ACADEMY INC.

Theory Community of
Inquiry

Garrison, Anderson,
and Archer (2000)

Figure 1 Theoretical Framework

10
 THEORETICAL FRAMEWORK

According to Theory of Distance Education, Simonson has provided a

theory on which to center this expanding field of distance education. Simonson

theorized that if distance learning is to be successful, then the learning must be

equivalent to learning in a traditional setting (Simonson et all, 2015). Learning will

always vary by individuals, whether they are physically sitting next to each other,

or communicating solely through the internet because everyone integrates new

knowledge into their existing schema differently. Simonson’s basic premise is

that if the learning experiences are not identical, because that is not possible for

unique humans, but instead equivalent, then a student should be able to transfer

from a distance learning course midway into a traditional course with little if any

lacking knowledge. But, this does not mean that the two courses themselves

should be identical.

Instead, the distance course needs to be specially designed so that the

learning experience is in fact equivalent to the traditional course. For example, a

distance learning course for an elementary child should designed differently from

the traditional version, taking the child’s mental development level and technical

skills into consideration. “Identical traditional and distance-delivered courses are

not likely to be effective; rather, a variety of equivalent instructional approaches

should be provided for students – local and distant – to learn from” (Simonson et

all, 2015, p 50). So in other words, thoughtfully design the courses so that the

learning outcome is the same, whether through distance or traditional courses.

The theory is related to the researcher's present study, which is to concentrate

11
on the impact of learning modality preference and its implications for the learning

system of grade. 11 students in the King Thomas Learning Academy Inc. and

improved student understanding of blended learning. Learning briefly and then to

establish the practical challenges of implementing a blended learning approach

in higher education

In the Theory of Multiple Intelligences, Gardner’s MI has been conflated

with “learning styles,” Gardner himself denies that they are one in the same. The

problem Gardner has expressed with the idea of “learning styles” is that the

concept is ill defined and there “is not persuasive evidence that the learning style

analysis produces more effective outcomes than a ‘one size fits all approach’” (as

cited in Strauss, 2013). As former Assistant Director of Vanderbilt University’s

Center for Teaching Nancy Chick (n.d.) pointed out, “Despite the popularity of

learning styles and inventories such as the VARK, it’s important to know that

there is no evidence to support the idea that matching activities to one’s learning

style improves learning.” One tip Gardner offers educators is to “pluralize your

teaching,” in other words to teach in multiple ways to help students learn, to

“convey what it means to understand something well,” and to demonstrate your

own understanding. He also recommends we “drop the term ‘styles.’ It will

confuse others and it won’t help either you or your students” (as cited in Strauss,

2013). The theory is related to the researcher's present study. Some students

learn best through one modality and worse through others. Many students use

multiple different modalities to learn effectively. It empowers children to learn in

12
new ways that are the most accessible and easiest for their learning. King

Thomas Learning Academy, Inc.

According to Community of Inquiry Theory, Model for online learning

environments developed by Garrison, Anderson, and Archer (2000) is based on

the concept of three distinct “presences”: cognitive, social, and teaching (see

Figure 5.4). While recognizing the overlap and relationship among the three

components, Anderson, Rourke, Garrison, and Archer (2001) advise further

research on each component. Their model supports the design of online and

blended courses as active learning environments or communities dependent on

instructors and students sharing ideas, information, and opinions. Of particular

note is that “presence” is a social phenomenon and manifests itself through

interactions among students and instructors. The community of inquiry has

become one of the more popular models for online and blended courses that are

designed to be highly interactive among students and faculty using discussion

boards, blogs, wikis, and videoconferencing.

The theory that underpins the researcher's approach in this study differs

from the theory that underpins the researcher's approach in previous studies.

Learning styles refer to a range of theories that aim to account for differences in

individuals’ learning. Many theories share the proposition that humans can be

classified according to their "style" of learning, but differ in how the proposed

styles should be defined, categorized, and assessed. 8 A common concept is

that individuals differ in how they learn.

13
 CHAPTER II

REVIEW OF RELATED STUDIES AND LITERATURE

REVIEW OF RELATED LITERATURE

According to Vernadakis, Giannousi, Derri, Michalopoulos, and

Kioumourtzoglou (2011). A blended learning environment combines the

advantages of both classroom and online learning by incorporating some of the

convenience of online courses without completely eliminating the benefits of

face-to-face learning. The goal of this research was to see how traditional and

blended instruction affected students' performance in an early childhood physical

education course. It was a fascinating course. Developed and built to fulfill the

course's objectives and students' learning needs, Students' performances were

statistically significant in the t test analysis on independent samples. According to

the research, blended instruction looks to be an alternate teaching strategy that

teachers should embrace in order to help students improve their performance.

According to Bolton (2002). Piaget helps us to understand that learning

should be holistic, authentic, and realistic. Less emphasis should be placed on

isolated skills aimed at teaching individual concepts. Students are more likely to

learn skills while engaged in authentic, meaningful activities. Authentic activities

are inherently interesting and meaningful to the student. Web-based technology

offers a vast array of opportunities to help expand the student's conceptual and

experiential background.

14
 According to Fleming and Baume (2006), behavior and learning have a

significant influence on the students' preferred learning styles, and the preferred

learning modalities should be associated with appropriate learning strategies.

The information accessed through students’ use of their modality preferences

shows an increase in their levels of comprehension, motivation, and

metacognition.

In the article of Jun Sun (2009). Learning and Individual Differences,

attitude formation in human learning affected individual learners’ experiences

with various learning objects in particular learning contexts. It hypothesizes that

the learner’s object-related perceptions, personality traits, and situational

perceptions may have different relationships with the general attitudes towards

the learning objects and the specific attitude

REVIEW OF RELATED STUDIES

According to Brodersen (2017). The 14 all in blended learning programs.

The sorts of online differentiation used by each of the 14 online and blended

learning programs were used to characterize them. offered. Ten different learning

alternatives were available through ten separate programs. Teachers could

choose from many available programs or modify the material and difficulty level

within a program to match a student's learning needs in nine of the programs

(figure 2). Nine of the programs used adaptive software for differentiation, which

tracks a student's progress through the program and tailors the content, speed,

and difficulty of the material to meet the student's specific needs. Six of the

15
programs used both teacher-led and computer-assisted differentiation. Students

in ten programs were able to continue at their own pace, allowing them to take

the time they needed to grasp the online content.

Mkonto (2015) wrote "students' learning preferences" with the purpose of

identifying students' individual learning styles. It says there that higher education

institutions try to improve the quality of teaching and learning in order to relieve

the problem of high failure and dropout rates. Students who are aware of their

learning styles may be better able to comprehend how they learn and take

charge of their education, allowing them to endure and achieve in higher school.

According to research, understanding learning styles improves academic

performance. Also, talk aboutThe learning styles assessment tool revealed the

major and minor learning styles of each student. According to both the learning

styles questionnaire and the writing exercise, students in diverse faculties have

dominant learning styles that they use in preference to others. In general, the

study's findings revealed that, whereas individual students in faculties

According to Cherry (2019). Students are hands-on learners and learn

best by figuring things out by hand. This model identifies students' learning

styles, and allows students to access the information they are comfortable with,

which will increase their academic confidence. The teacher gains a better

perspective on implementing these learning styles into lesson plans and study

techniques.

16
 According to Benbunan-Fich and Hiltz (2003), it is necessary to conduct

research into the relationship between learning styles, the chosen mode of

delivery, and student success. In addition, conducting research on learning styles

and modes of delivery can assist in determining what type of learning style and

mode of delivery each student prefers in order to feel comfortable while learning

and improving themselves.

SYNTHESIS

Why do we need to study the learning modality preferences of Grade 11

students of King Thomas Learning Academy Inc?

The information is accessed through students' use of comprehension,

motivation, and metacognition. Learning Modality

Intelligence and a student's learning style may vary depending on their

skills, abilities, and preferences.

Cherry (2019) claims that students are hands-on learners and learn best

by figuring things out by hand.This model identifies student learning styles and

allows students to access the information they are comfortable with, which will

increase their academic confidence. The teacher gains a better perspective on

implementing these learning styles into lesson plans and study techniques.

According to Benbunan-Fich and Hiltz (2003), it is necessary to conduct

research into the relationship between learning styles and modes of delivery can

17
assist in determining. What type of learning style and modes of delivery does

each student prefer in order to feel comfortable while learning and improving

themselves.

18
 CHAPTER III

METHODOLOGY

This chapter describes how the researcher conducted the study on

learning modality preferences and its implications for the learning systems of

grade 11 students at King Thomas Learning Academy Inc. It demonstrates how

the data was gathered, processed, and interpreted to tackle the concerns raised

in the preceding chapters. This chapter covers research design, research

instruments, research settings, participants, participant recruitment, validity, and

data collection.

Research Design

In this chapter, the researchers will outline the techniques that will be use

to finish the study as well as the strategy that will be use. The primary goal of this

study is to provide answers to research questions. It will be presented with an

overview of the techniques utilized for data collection, the process, the outcomes,

and the analysis.

Research Setting

The survey was undertaken for this study at the King Thomas Learning

Academy Inc., utilizing the internet. Grade 11 ABM students used e-mail,

messenger, and text messaging to comply with COVID-19 safety rules. The

19
survey questionnaire will conclude with the 20 respondents who were selected

randomly to answer the survey.

Respondents

The respondents of this study are the grade 11 ABM students of King

Thomas Learning Academy, with a population of at least 20. 10 respondents

from ABM 1 and 10 respondents from ABM 2 will be randomly chosen by the

researchers. The respondents will answer a questionnaire prepared by

researchers to evaluate their learning preferences and the implications for their

learning system.

Data Gathering Procedures

To gather data for this study, the researchers used an online survey

questionnaire to represent the population of selected random students in grade

11 ABM students at King Thomas Learning Academy. The online survey

questionnaire prepared by researchers will be focused on learning modality

preferences and their implications for the learning systems of grade 11 SHS

students at King Thomas Learning Academy, Inc.

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 Research Instrument

This study aims to know, understand, and assess the learning modality

preferences and their implications for the learning systems of grade 11

students in this study. The instrument that will be used in collecting and analyzing

data is an online survey questionnaire. The researcher will use a questionnaire

structure to gather the data from the participants. Before performing and

delivering the final surveys to the official respondents, the teacher in Inquiries,

Investigation, and Immersion will examine this.

The researcher will also write an appreciation note to those who will

participate as formal respondents. A group of grade 11-ABM students will be

given the survey to complete and test. After acquiring and revising the

questionnaire, the researchers will deliver it to actual respondents

Validity and Reliability

The precision and relevance of deductions based on the findings

determine the validity of the conclusion. The use of survey questionnaires

improved the validity of the research results in this study. The findings of the

interviewer were corroborated by questionnaires, particularly in terms of learning

modality preferences, which are said to be common among King Thomas

Learning Academy, Inc. grade 11 students. By gathering information from the

respondents, the researchers will also learn a lot about this study and help

develop formulas and data analysis that will improve the study's final product.

21
Furthermore, the data was double-checked in a different study as a reference for

the researcher. This improves the data's reliability when compared to relying on a

single metric. Finally, we asked grade 11 students in KTLA to help us lighten the

study by focusing on their preferred learning modality.

Statistical Tool

The statistical tools used in this study were frequency count, ranking

technique, and weighted mean. The Frequency Count and Ranking Technique

were used to determine the respondent's geographic profile in terms of age, sex,

number of people in the household and geographic location, and the gadgets

used in order to attend online classes like smart phones, laptops, computers, and

tablets/ipads. A weighted mean was used to determine the difficulties or

obstacles that are faced by the respondents during online classes, such as noise,

power interruption, household chores, broken mics or cameras, and the mode of

learning that respondents deem the most effective in raising their academic

performance.

Where: WM is the weighted mean

Ex is the rating given by respondents

N is the total number of respondents

WM=__EX__ N

22
 CHAPTER IV

This chapter presents and discusses the data analysis and results in great

depth of this research. The findings are organized into the following categories:

demographics, modality preferences, and educational difficulties. The main factor

of response was all about the difficulties in blended or online learning.

Table 1: Perception of respondents’ in socio-demographic profile and their

modality preferences.

The age and gender distribution is summarized in Table 4.1.

Variable Category Total

Frequency Percentage

Age 16-17 12 60%

18-19 8 40%

Total 20 100%

Gender Male 4 20%

Female 16 80%

Total 20 100%

Modality Online 5 25%

Modular 15 75%

Total 20 100%

23
As shown in Table 1, respondents of all ages (16 through to over 19) were

represented, with slightly larger numbers in the lowest age bracket (16-17)

categories, accounting for 2 (10%) and 10 (50%) of the respondents, respectively

(Table 4.1). The oldest age bracket was the 18–19 age bracket, accounting for 7

(35%) and 1 (5%) of the respondents. The proportion of the ages of males to

females was about 20% to 80% in all age groups. According to the result, 75%

say they prefer modular (digital/printed), and 25% prefer online (google

meet/zoom).

Table 2: Perception of respondents’ effective, convenient modality and

devices to attend online classes.

Variable Category Total

Frequency Percentage

Modality Online 7 35%

Modular 13 65%

Total 20 100%

Modality Online 4 20%

Modular 16 80%

Total 20 100%

Devices Laptop 5 25%

Computer 0 0%

24
 Tablet/Ipad 2 10%

Smartphone 15 75%

Total 20 100%

As shown in Table 2, the result is that 65% of the respondents say modular is

effective for them, and 35% say online learning is effective for them. In the

survey, they have an option which is "online (Google meet/zoom)" or "modular

(digital/printed)". The table shows the result of the findings. According to the

result, 80% say modular is more convenient for them, and 20% choose online as

more convenient for them. Also, as shown in Table 2, the result is that the

smartphone is the most used device among the respondents; it accumulates 15

(75%), followed by the laptop, 5 (25%), and the tablet/Ipad, 2 (10%).

Table 3: Educational difficulties of the respondents

Variable Category Total

Frequency Percentage

Difficulties Noise 4 20%

Power Interruption 1 5%

Household Chores 0 0%

Unstable Internet 10 50%

Connection

Broken mic or camera 0 0%

All of the mentioned above 5 25%

25
Total 20 100%

Time Yes 13 65%

No 7 35%

Total 20 100%

Health Yes 4 20%

No 10 50%

Maybe 6 30%

Total 20 100%

As shown in Table 3, the survey indicates the main difficulty of students' is

unstable Internet connections (100%). followed by all of the above 5 (25%), then

noise (4 (20%), power interruption (1 (5%). The difficulties of the students are

summarized in table 4.2. It shows in the result that 13 (65%) can handle school

activities and household responsibilities, while 7 (35%) say they can't handle

them both. In general, the findings showed that 10 (50%) don't have any health

issues at all. Although there are 4 (20%) who experienced health issues and 6

(30%) who said MAYBE. The high level of health issues can cause a student a

lack of motivation and make them unable to pursue education.

26
 CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

The study's summary, conclusion, and recommendations are all found in

this chapter. The summary covers the main results on which the conclusions and

recommendations were founded.

SUMMARY

The main purpose of this study is to determine the learning preferences of

the students, their difficulties, and their implications for the learning system.

Modality, as a part of an individual's learning style, has strong implications

for reading instructions. Kaley (1979) found that reading achievement

significantly predicts learning style better than IQ. Her studies also reported that

the better the child reads, the more independent the learning style is, conversely.

She found the lower the child's reading, the more dependent he is on the style of

learning.

Cardo (1980) found that her research supported the significance of

modality-based instruction for reading when she analyzed the relationship

between the modality preference of kindergartners and reading methods as they

affected the learning of basic sight word vocabulary.

27
 Wheeler (1983) used second grade learning disabled students and also

achieved favorable results by matching the students' perceptual preference with

methods of beginning reading instruction.

Problem No. 1

What type of learning modalities did the students prefer?

FINDINGS

The result of the student’s responses revealed that 73.7% of students

preferred online. The other type of learning modality is modular, which is

preferred by 26.3% of students.

CONCLUSION

The researchers concluded that the most preferred types of learning

modalities of students in King Thomas Learning Academy, Inc. are online

learning and modular learning.

According to Mkonto (2015), "students' learning preferences" with the

purpose of identifying students' individual learning styles. It says there that higher

education institutions try to improve the quality of teaching and learning in order

to relieve the problem of high failure and dropout rates. Students who are aware

of their learning styles may be better able to comprehend how they learn and

take charge of their education, allowing them to endure and achieve in higher

school.

RECOMMENDATION

28
 The results of this study are more efficient for the students' online learning

than modular learning to identify the student individually and their higher

education mind set.

Problem No.2

What are the devices used by students to attend online class?

FINDINGS

Based on the result of students' responses, it’s revealed that 0% of

students didn’t use computers, 10.5% of students used tablets or iPads, 26.3% of

students used laptops, and most of the students who used smartphones was

84.2%.

CONCLUSION

It is concluded that devices such as laptops, computers, tablets, iPads,

and smartphones. Smartphones are the most commonly used by students to

attend online classes.

According to Brodersen (2017), The 14 are all in blended learning

programs. Nine of the programs used adaptive software for differentiation, which

tracks a student's progress through the program and tailors the content, speed,

and difficulty of the material to meet the student's specific needs.

RECOMMENDATION

29
Based on the result of the study, the students who cannot have gadgets to use in

online learning, the school must provide printed modules that cover all the

lessons, so that the students will be able to learn even without using

smartphones or any gadgets.

Problem No.3

What are the difficulties experienced by the students?

FINDINGS:

Based on the results of a questionnaire answered by students, it was

revealed that 21.1% of students experienced noise only. 26.3% of students

experienced noise, power interruptions, household chores, unstable internet

connection, and broken mic/camera. And 47.4% of students experienced

unstable internet connections only.

CONCLUSION

Among the other difficulties, it has been determined that the most

commonly encountered difficulty among students at King Thomas Learning

Academy is an unstable internet connection.

According to Brodersen (2017), teachers could choose from many

available programs or modify the material and difficulty level within a program to

match a student's learning needs. Students in ten programs were able to

continue at their own pace, allowing them to take the time they needed to grasp

the online content.

30
RECOMMENDATION

Based on the results of this study, the school should provide printed

modules that have a clear discussion of the lesson, so that the students can

learn well, understand well, and complete their activities even without internet

connection.

Problem No. 4

What are the health issues experienced by the students as a result of too

much exposure to the device’s radiation?

FINDINGS

Based on the results of students' responses, 21.1% of students

experienced health issues, which they answered with 'yes'. They also specified

that they experienced stress, anxiety, myopia, and etc. Another 26.3% of

students answered‘maybe’. And 56.6% of students did not experience any health

issues at all, which was answered by ‘no’.

CONCLUSION

It is noted that most of the students in King Thomas Learning Academy

experience health issues. Students specify that they experience stress, anxiety,

myopia, and so on.

According to Jun Sun (2009), The learner's object-related perceptions,

personality traits, and situational perceptions may have different relationships

with the general attitudes towards the learning objects and the specific attitude.

31
RECOMMENDATION

Based on the results of this study, the school should motivate students by

giving them schoolwork one at a time to help students minimize pressure and

stress.

Problem No.5

Is online learning useful and effective to the students?

FINDINGS

Based on the result of students' responses, online learning is useful and

effective for some students, who answered ‘yes’. However, most students still

preferred face-to-face learning by answering "no".

CONCLUSION

It is concluded that online learning is useful and effective for the students

at King Thomas Learning Academy, Inc.

According to Cher (2019), Students are hands-on learners and learn best

by figuring things out by hand. This model identifies students' learning styles and

allows students to access the information they are comfortable with, which will

increase their academic confidence. The teacher gains a better perspective on

implementing these learning styles into lesson plans and study techniques.

RECOMMENDATION

32
 Some students do as well in online courses as in in-person courses; some

may actually do better; but, on average, students do worse in the online setting,

and this is particularly true for students with weaker academic backgrounds.

Students who struggle in in-person classes are likely to struggle even more

online.

33
 Department of Education

Region 5

King Thomas Learning Academy Inc.

Brgy. Malubago Sipocot Camarines Sur

Date: ______________

King Thomas Learning Academy Inc.

Malubago Sipocot Camarines Sur

Dear Madam:

Greetings!

We, John Joshua Castro, Benedick Beredico, Maegan Cadagdagon,

Uzziel Berin, and Katrina Lyra Bautista of King Thomas Learning Academy Inc.,

are researching "Learning Modality Preferences: Its Implications for Grade 11

Students of King Thomas Learning Academy Inc." as part of the ABM and TVL

strand requirements in Senior High School.

The purpose of this study is to learn about the problems and challenges

that respondents face, as well as to determine their preferred learning style

based on their experience. As a result, we'd like to request your permission to

34
collect the information we'll need for our study. Please rest assured that any

information you provide will be kept private and used purely for research

purposes.

Thank you very much!

Respectfully Yours,

JOHN JOSHUA CASTRO BENEDICK BEREDICO

MAEGAN CADAGDAGON UZZIEL BERIN

KATRINA LYRA BAUTISTA

Researchers

Recommending approval:

FLORENCE SUGAY FRANCIA BONGAT

Class Adviser Class Adviser

FRANCIS SAN ANTONIO ANGELI P. MORADA

Research Adviser OIC- Senior High School Department

35
 Department of Education

Region 5

King Thomas Learning Academy Inc.

Brgy. Malubago Sipocot Camarines Sur

Date: ______________

RESPONDENT CONSENT FORM

I am __________________________________________ hereby give my

approval to participate in the research survey entitled, "LEARNING MODALITY

PREFERENCES: ITS IMPLICATIONS TO THE LEARNING SYSTEM OF GRADE 11

STUDENTS OF KING THOMAS LEARNING ACADEMY INC."

I have been informed about the nature of this research. I gave my consent

knowing that all aspects of my participation would remain confidential and that I would

not be subject to any harm or deception.

Respondent

( Signature over printed name )

JOHN JOSHUA CASTRO BENEDICK BEREDICO

MAEGAN CADAGDAGON UZZIEL BERIN

KATRINA LYRA BAUTISTA

Researchers

36
 Department of Education

Region 5

King Thomas Learning Academy Inc.

Brgy. Malubago Sipocot Camarines Sur

SURVEY QUESTIONNAIRE

LEARNING MODALITY PREFERENCES: ITS IMPLICATION TO LEARNING

SYSTEM OF GRADE 11 STUDENTS’ OF KING THOMAS LEARNING

ACADEMY INC.

Name: Age:

Sex:

Direction: Kindly fill up the following and put a check (✓) on the following

information which implies to you.

1. What type of modality do you prefer?

Online (google meet/zoom)

Modular (digital/ printed)

2. Which type of modality is more effective for you?

Online

37
 Modular

3. Which modality allows you to learn more?

Online

Modular

4. Which type of learning modality is the most convenient for you?

Online

Modular

5. Choose which of these devices you use to attend the online class:

Laptop

Computer

Tablet/iPad

Smartphone

6. Choose which of these are the difficulties you encounter during

online class:

Noise

Power Interruption

Household chores

Unstable Internet Connection

38
 Broken mic or camera

All of the mentioned above

7. Can you handle your time between school activities and household

responsibilities?

Yes

No

8. Do you experience health issues as a result of too much exposure to

the device's radiation?

Yes

No

9. If you experience health issues, please specify below (skip if not)

10. Is online learning useful and effective to you? Explain your answer.

39
 Department of Education

Region 5

King Thomas Learning Academy Inc.

Brgy. Malubago Sipocot Camarines Sur

SAMPLE SURVEY QUESTIONNAIRE

LEARNING MODALITY PREFERENCES: ITS IMPLICATION TO LEARNING

SYSTEM OF GRADE 11 STUDENTS’ OF KING THOMAS LEARNING

ACADEMY INC.

Name: Bianca Ashley Dy Age: 17

Sex: Female

Direction: Kindly fill up the following and put a check (✓) on the following

information which implies to you.

1. What type of modality do you prefer?

Online (google meet/zoom)

Modular (digital/ printed)

2. Which type of modality is more effective for you?

Online

40
 Modular

3. Which modality allows you to learn more?

Online

Modular

4. Which type of learning modality is the most convenient for you?

Online

Modular

5. Choose which of these devices you use to attend the online class:

Laptop

Computer

Tablet/iPad

Smartphone

6. Choose which of these are the difficulties you encounter during

online class:

Noise

Power Interruption

Household chores

Unstable Internet Connection

41
 Broken mic or camera

All of the mentioned above

7. Can you handle your time between school activities and household

responsibilities?

Yes

No

8. Do you experience health issues as a result of too much exposure to

the device's radiation?

Yes

No

9. If you experience health issues, please specify below (skip if not)

- NO ANSWER

10. Is online learning useful and effective to you? Explain your answer.

- Yes, perhaps, to those who have privilege, and no, perhaps, to

those who do not. Some students, such as those who are slow

learners, did not have the opportunity to learn. However, while

online lessons are not as successful as in-person classes, they are

clearly preferable to none at all.

42
 Department of Education

Region 5

King Thomas Learning Academy Inc.

Brgy. Malubago Sipocot Camarines Sur

SAMPLE SURVEY QUESTIONNAIRE

LEARNING MODALITY PREFERENCES: ITS IMPLICATION TO LEARNING

SYSTEM OF GRADE 11 STUDENTS’ OF KING THOMAS LEARNING

ACADEMY INC.

Name: Hannah E. Seguerra Age: 17

Sex: Female

Direction: Kindly fill up the following and put a check (✓) on the following

information which implies to you.

1. What type of modality do you prefer?

Online (google meet/zoom)

Modular (digital/ printed)

2. Which type of modality is more effective for you?

Online

43
 Modular

3. Which modality allows you to learn more?

Online

Modular

4. Which type of learning modality is the most convenient for you?

Online

Modular

5. Choose which of these devices you use to attend the online class:

Laptop

Computer

Tablet/iPad

Smartphone

6. Choose which of these are the difficulties you encounter during

online class:

Noise

Power Interruption

Household chores

Unstable Internet Connection

44
 Broken mic or camera

All of the mentioned above

7. Can you handle your time between school activities and household

responsibilities?

Yes

No

8. Do you experience health issues as a result of too much exposure to

the device's radiation?

Yes

No

9. If you experience health issues, please specify below (skip if not)

- Years since the pandemic began. Panic or worry over something I

can't control, and I'm always thinking about what I should be

looking forward to.

10. Is online learning useful and effective to you? Explain your answer.

- To others find it not, it's because they have unstable internet

access and resources, but for me, it's more effective, because

some students, like me, find it hard to self-study, though I can learn

by myself, but, still I need a guide of my teachers to learn more.

This set-up is also less of a hassle, and a cheaper way, u don't

need to use a transportation to go to school, you can also do some

other things while you’re studying, and more.

45
 Department of Education

Region 5

King Thomas Learning Academy Inc.

Brgy. Malubago Sipocot Camarines Sur

SAMPLE SURVEY QUESTIONNAIRE

LEARNING MODALITY PREFERENCES: ITS IMPLICATION TO LEARNING

SYSTEM OF GRADE 11 STUDENTS’ OF KING THOMAS LEARNING

ACADEMY INC.

Name: Katherine Orpila Abonita Age: 18

Sex: Female

Direction: Kindly fill up the following and put a check (✓) on the following

information which implies to you.

1. What type of modality do you prefer?

Online (google meet/zoom)

Modular (digital/ printed)

2. Which type of modality is more effective for you?

Online

46
 Modular

3. Which modality allows you to learn more?

Online

Modular

4. Which type of learning modality is the most convenient for you?

Online

Modular

5. Choose which of these devices you use to attend the online class:

Laptop

Computer

Tablet/iPad

Smartphone

6. Choose which of these are the difficulties you encounter during

online class:

Noise

Power Interruption

Household chores

Unstable Internet Connection

47
 Broken mic or camera

All of the mentioned above

7. Can you handle your time between school activities and household

responsibilities?

Yes

No

8. Do you experience health issues as a result of too much exposure to

the device's radiation?

Yes

No

9. If you experience health issues, please specify below (skip if not)

- No answer

10. Is online learning useful and effective to you? Explain your answer.

- Yes because we as an individual and a student we must adopt on

the new normal education as the world evolving we must adopt on

the new environment because it affords people a greater

opportunity to get what they want and what they need and the

online learning is essential as well because it ensures the safety of

the teachers the students and the school staffs as well because we

are suffering from pandemic as the world is healing from this crisis

we must be careful enough on what we are doing, and follow the

health protocols to lessen the spreading of the viruses for us to

48
comeback in the normal environment. Also for us students online

learning or the implications of new learning modality is a great

opportunity to continue our studies it's a great alternatives to those

students who wants to continue their studies but there's a side of

me that think that online learning is anti-poor because we all know

that not all students are given a privilege to have internet

connection and laptop or smartphone that is essential for online

learning but the Deped gives an alternatives to those students who

don't have such technologies at home they implement modular

learning as well for those students who cannot afford online

learning but for me the implementation of online learning is effective

for those students who wants to continue their studies in this time of

pandemic.

49
 Department of Education

Region 5

King Thomas Learning Academy Inc.

Brgy. Malubago Sipocot Camarines Sur

SAMPLE SURVEY QUESTIONNAIRE

LEARNING MODALITY PREFERENCES: ITS IMPLICATION TO LEARNING

SYSTEM OF GRADE 11 STUDENTS’ OF KING THOMAS LEARNING

ACADEMY INC.

Name: Ralph Lawrence Hernandez Age: 17

Sex: Male

Direction: Kindly fill up the following and put a check (✓) on the following

information which implies to you.

1. What type of modality do you prefer?

Online (google meet/zoom)

Modular (digital/ printed)

2. Which type of modality is more effective for you?

Online

50
 Modular

3. Which modality allows you to learn more?

Online

Modular

4. Which type of learning modality is the most convenient for you?

Online

Modular

5. Choose which of these devices you use to attend the online class:

Laptop

Computer

Tablet/iPad

Smartphone

6. Choose which of these are the difficulties you encounter during

online class:

Noise

Power Interruption

Household chores

Unstable Internet Connection

51
 Broken mic or camera

All of the mentioned above

7. Can you handle your time between school activities and household

responsibilities?

Yes

No

8. Do you experience health issues as a result of too much exposure to

the device's radiation?

Yes

No

9. If you experience health issues, please specify below (skip if not)

- Anxiety

10. Is online learning useful and effective to you? Explain your answer.

- Yes, because online learning makes it easier for me to learn and

understand the topic.

52
 Department of Education

Region 5

King Thomas Learning Academy Inc.

Brgy. Malubago Sipocot Camarines Sur

SAMPLE SURVEY QUESTIONNAIRE

LEARNING MODALITY PREFERENCES: ITS IMPLICATION TO LEARNING

SYSTEM OF GRADE 11 STUDENTS’ OF KING THOMAS LEARNING

ACADEMY INC.

Name: Jorge Manuel Soriano Age: 18

Sex: Male

Direction: Kindly fill up the following and put a check (✓) on the following

information which implies to you.

1. What type of modality do you prefer?

Online (google meet/zoom)

Modular (digital/ printed)

2. Which type of modality is more effective for you?

Online

53
 Modular

3. Which modality allows you to learn more?

Online

Modular

4. Which type of learning modality is the most convenient for you?

Online

Modular

5. Choose which of these devices you use to attend the online class:

Laptop

Computer

Tablet/iPad

Smartphone

6. Choose which of these are the difficulties you encounter during

online class:

Noise

Power Interruption

Household chores

Unstable Internet Connection

54
 Broken mic or camera

All of the mentioned above

7. Can you handle your time between school activities and household

responsibilities?

Yes

No

8. Do you experience health issues as a result of too much exposure to

the device's radiation?

Yes

No

9. If you experience health issues, please specify below (skip if not)

- No answer

10. Is online learning useful and effective to you? Explain your answer.

- I can't say that this method is very useful and effective because

there are still problems that are often encountered and hindrance

like gadgets available and especially with weak signals. And

honestly nothing much has been learned either.

55
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59
 CURRICULUM VITAE

KATRINA LYRA S. BAUTISTA

North Centro, Sipocot Camarines Sur

katbautista1019@gmail.com

+639953634924

PERSONAL DATA

AGE: 18 years old

DATE OF BIRTH: October 19, 2003

PLACE OF BIRTH: Sipocot District Hospital

SEX: Female

CIVIL STATUS: Single

CITIZENSHIP: Filipino

RELIGION: Roman Catholic

HEIGHT: 5’5

WEIGHT: 55 kg

FATHER: Eriberto Bautista

MOTHER: Hyjelyn Bautista

PERSON TO BE CONTACTED:

IN CASE OF EMERGENCY: Hyjelyn Bautista

HIS/HER PHONE NUMBER: +639278706992

60
EDUCATIONAL BACKGROUND

Secondary Education

Senior High School: King Thomas Learning Academy Inc.

Malubago, Sipocot, Camarines Sur

2020-Present

Junior High School: Sipocot National High School

Tara, Sipocot, Camarines Sur

2016-2020

Elementary Education: Sipocot South Central School

South Centro, Sipocot, Camarines Sur

2010-2016

61
MAEGAN M. CADAGDAGON

Sto.Santo Cristo Sipocot Camarines Sur

maegancadagdagon10@gmail.com

+639674164040

PERSONAL DATA

AGE: 17 years old

DATE OF BIRTH: November 5, 2004

PLACE OF BIRTH: Pasig City

SEX: Female

CIVIL STATUS: Single

CITIZENSHIP: Filipino

RELIGION: Roman Catholic

HEIGHT: 5’6

WEIGHT: 45 kg

FATHER: Jerry Cadagdagon

MOTHER: Amalia Cadagdagon

PERSON TO BE CONTACTED:

IN CASE OF EMERGENCY: Amalia Cadagdagon

HIS/HER PHONE NUMBER: +639385166437

62
EDUCATIONAL BACKGROUND

Secondary Education

Senior High School: King Thomas Learning Academy Inc.

Malubago, Sipocot, Camarines Sur

2020-Present

Junior High School: Sipocot National High School

Tara, Sipocot, Camarines Sur

2016-2020

Elementary Education: Sipocot South Central School

South Centro, Sipocot, Camarines Sur

2010-2016

63
UZZIEL B. BERIN

Brgy. Tula-Tula Sipocot Camarines Sur

Uzzielberin07@gmail.com

+639518732043

PERSONAL DATA

AGE: 19 years old

DATE OF BIRTH: April 17, 2003

PLACE OF BIRTH: Quezon City

SEX: Female

CIVIL STATUS: Single

CITIZENSHIP: Filipino

RELIGION: Roman Catholic

HEIGHT: 5’6

WEIGHT: 47 kg

FATHER: Dominador Berin

MOTHER: Erlinda Berin

PERSON TO BE CONTACTED:

IN CASE OF EMERGENCY: Erlinda Berin

HIS/HER PHONE NUMBER: +639518732043

64
EDUCATIONAL BACKGROUND

Secondary Education

Senior High School: King Thomas Learning Academy Inc.

Malubago, Sipocot, Camarines Sur

2020-Present

Junior High School: Sacred Heart Highschool

Calagbangan, Sipocot Camarines Sur

2016-2020

Elementary Education: Tula-Tula Elementary School

Tula-Tula, Sipocot Camarines Sur

2010-2016

65
BENEDICK A. BEREDICO

Mangapo, Sipocot Camarines Sur

benedickberedico1@gmail.com

+639488692470

PERSONAL DATA

AGE: 17 years old

DATE OF BIRTH: May 27, 2004

PLACE OF BIRTH: Sipocot District Hospital

SEX: Male

CIVIL STATUS: Single

CITIZENSHIP: Filipino

RELIGION: Roman Catholic

HEIGHT: 5’7

WEIGHT: 60 kg

FATHER: Bernardo Beredico

MOTHER: Irene Beredico

PERSON TO BE CONTACTED:

IN CASE OF EMERGENCY: Bernardo Beredico

HIS/HER PHONE NUMBER: +639508988752

66
EDUCATIONAL BACKGROUND

Secondary Education

Senior High School: King Thomas Learning Academy Inc.

Malubago, Sipocot, Camarines Sur

2020-Present

Junior High School: Sipocot National High School

Tara, Sipocot, Camarines Sur

2016-2020

Elementary Education: Sipocot North Central School

Impig, Sipocot, Camarines Sur

2010-2016

67
JOHN JOSHUA G. CASTRO

Brgy. San Isidro, Sipocot Camarines Sur

johnjoshuacastro5@gmail.com

+639706681104

PERSONAL DATA

AGE: 19 years old

DATE OF BIRTH: April 20, 2003

PLACE OF BIRTH: San Isidro

SEX: Male

CIVIL STATUS: Single

CITIZENSHIP: Filipino

RELIGION: Roman Catholic

HEIGHT: 5’8

WEIGHT: 60 kg

FATHER: Elvis L. Castro

MOTHER: Menecia G. Castro

PERSON TO BE CONTACTED:

IN CASE OF EMERGENCY: Menecia G. Castro

HIS/HER PHONE NUMBER: +639706681104

68
EDUCATIONAL BACKGROUND

Secondary Education

Senior High School: King Thomas Learning Academy Inc.

Malubago, Sipocot, Camarines Sur

2020-Present

Junior High School: Felix O. Alfelor Sr. Foundation College Inc.

South Centro, Sipocot, Camarines Sur

2016-2020

Elementary Education: San Isidro Elementary School

San Isidro Sipocot Camarines Sur

2010-2016

69