EFFECTIVENESS OF DISCOUNTS AND VOUCHERS TO THE

PURCHASING DECISION OF TEENAGERS IN BARANGAY

BAGONG SILANGAN, QUEZON CITY

A Research Presented to the Faculty of

Senior High School Department of

South East-Asia Institute of Trade and Technology

In Partial Fulfillment of Requirement

for the Research Project

Researchers:

AVELINA M. LAVARIENTO

FRANCIS VICTOR A. ACUEZA

MARIAN GRACE TIGOYLO

JOVELYN B. PEÑAFLORIDA

RAYA KELLY F. SANTACERA

RICALYN ESTEBAN

1
 NEW NORMAL: EDUCATION

NEGATIVE AND POSITIVE EFFECTS OF DISTANCE LEARNING IN TERMS OF

ACADEMIC PERFORMANCE TO THE GRADE 12 STUDENTS IN

SEA-ITT, ACADEMIC YEAR 2021

A Research Presented to the Faculty of

Senior High School Department of

South East-Asia Trade and Technology

In Partial Fulfillment of Requirement for the

Research in Daily Life 1

Researchers:

ABAYON, PRINCESS JOANN GEMINO, REYMOR JOHN

2
ANTIDO, MARY CHRIZ ANNE LAGOY, SHANE

BERNALDEZ, LUIZA MACABINGKIL, DESIREE

BONAYOG, GERI MAE OGARDO, MA CRYZEL

CASTRO, MERRY CHRIS PAULAR, JANINE

COMARGO, RIGENNA PRE, SUNSHINE

DOYUGAN, ALDRIN TAGNIPEZ, JAYHAN

SCHOOL YEAR 2021

3
 APPROVAL SHEET

This qualitative research about (NEGATIVE AND POSITIVE EFFECTS OF DISTANCE

LEARNING IN TERMS OF ACADEMIC PERFORMANCE TO THE GRADE 12 STUDENTS IN
SEA-ITT, ACADEMIC YEAR 2021) prepared and submitted in partial fulfilment of the requirements for
Research in Daily Life 1by (ABAYON PRINCESS JO-ANN, ANTIDO MARY CHRIZ, BERNALDEZ
LUIZA, BONAYOG GERI MAE, CASTRO MERRY CHRIS, COMARGO RIGENNA, DOYUGAN
ALDRIN, GEMINO REYMOR JOHN, LAGOY SHANE, MACABINGKIL DESIREE, OGARDO MA.
CYRZEL, PAULAR JANINE, PRE SUNSHINE, TAGNIPEZ JAYHAN) had been examined by the
research adviser and hereby recommended for final presentation and oral defense.

Prepared by:

Lyra A. Almeria

Adviser/ Instructor

Research in Daily Life 1

ACKNOWLEDGEMENT

3
 First and foremost, praises and thanks to God, the Almighty, for His shower of blessing
throughout our research work to complete the research successfully. The researcher would like to express
their deep and sincere gratitude to our research teacher Ma'am Lyra Almeria, for giving us the opportunity
to do research ang providing invaluable guidance throughout this research. Her vision, sincerity and
motivation have deeply inspired us. She has taught us to carry out the research and to do the research
works as clearly as possible. It was a great privilege and honor to study under her guidance. The
researchers would like to thank Our Parents who are always there to support and give us a time to do the
research even there's a lot of things that we need to do at home.

The researchers would like to thank those people or respondents who answer our research
question, thank you for the time and trust you have given us, thank you for answering sincerely. We
would also like to thank every member who was part of the research work. We know that it is not easy
especially in this pandemic, it is not easy to communicate and it is very difficult to communicate with
each other. But because of perseverance, diligence and unity, we have made each chapter easier. Thank
you for all the effort you have given just so that we can overcome this, this research is one of the reasons
why we strengthen our group better. And now we successfully completed our research. And we are
grateful to everyone who has been a part of our research paper. Thank you and God bless.

DEDICATION
The researchers dedicate this research study for those sympathetic family and friends. A deep and
sincere gratitude for everyone's parents who supported us along those hardship days. This study was
dedicated to the teacher's and instructor's who have been a source of inspiration and gave the researchers
strength when they thought of giving up, who continually provide their moral, and spiritual support. This

4
research study is not only for us but also for the next generations who will be going to experience it.
Thanks to the teachers and parents who continue to support and believe in us even though we are all new
to this kind of setup. A special thanks for the parents who continue to work hard and believe in us and
continue to support us in whatever way of learning.

ABSTRACT
The negative and positive effects of distance learning on SEAITT grade 12 students are
investigated in this research study. It examines how a student copes with distance learning and shows the
various consequences of distance learning on students. The qualitative approach was chosen for the
investigation, which consisted of five interview questions. The findings of the study show how distance
learning affects a person’s psychological well-being. It raises their stress levels and makes them feel
drained. They rest, exercise, eat healthy food, and do other things to maintain their health.

5
TABLE OF CONTENTS

PRELIMINARIES

FLY PAGE -----------------------------------------------------------------------------------------------------

1

FRONT PAGE ------------------------------------------------------------------------------------------------ 2

APPROVAL SHEET -----------------------------------------------------------------------------------------

3

ACKNOWLEDGEMENT ----------------------------------------------------------------------------------- 4

DEDICATION ------------------------------------------------------------------------------------------------ 5

ABSTRACT --------------------------------------------------------------------------------------------------- 6

TABLE OF CONTENTS -------------------------------------------------------------------------------- 7 - 8

LIST OF FIGURES ------------------------------------------------------------------------------------------ 9

CHAPTER 1 (THE PROBLEM AND ITS BACKGROUND)

6
 INTRODUCTION ------------------------------------------------------------------------------------------
10

BACKGROUND OF THE STUDY ---------------------------------------------------------------- 10 - 12

STATEMENT OF THE PROBLEM ----------------------------------------------------------------------

12

SIGNIFICANCE OF THE STUDY ---------------------------------------------------------------------- 13

SCOPE AND DELIMITATION OF THE STUDY ----------------------------------------------- 13 -

14

ASSUMPTIONS OF THE STUDY ---------------------------------------------------------------------- 14

DEFINITION OF TERMS --------------------------------------------------------------------------- 14 - 16

CHAPTER 2 (REVIEW OF RELATED LITERATURE AND STUDIES)

FOREIGN LITERATURE --------------------------------------------------------------------------------- 17

LOCAL LITERATURE ------------------------------------------------------------------------------- 17 -18

FOREIGN STUDIES --------------------------------------------------------------------------------- 18 - 19

LOCAL STUDIES ------------------------------------------------------------------------------------------ 19

CONCEPTUAL FRAMEWORK ------------------------------------------------------------------------- 20

SYNTHESIS OF RELATED LITERATURE AND STUDIES ---------------------------------------

21

CHAPTER 3 (RESEARCH METHODOLOGY)

RESEARCH DESIGN --------------------------------------------------------------------------------------

22

PARTICIPANTS ---------------------------------------------------------------------------------------------
22

RESEARCH INSTRUMENTS ----------------------------------------------------------------------------

23

DATA GATHERING PROCEDURES -------------------------------------------------------------------

23

DATA ANALYSIS ------------------------------------------------------------------------------------------

23

ETHICAL STANDARDS ----------------------------------------------------------------------------------

24

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CHAPTER 4 (INTERPRETATION, ANALYSIS, AND PRESENTATION OF THE DATA)

LIST OF FIGURES

FIGURE 1 (DEMOGRAPHIC PROFILE OF THE RESPONDENTS: STRAND) ------ 25

FIGURE 2 (DEMOGRAPHIC PROFILE OF THE RESPONDENTS: GENDER) ----- 26

FIGURE 3 (QUESTION 1) ---------------------------------------------------------------------- 27

FIGURE 4 (QUESTION 2) ---------------------------------------------------------------------- 28

FIGURE 5 (QUESTION 3) ---------------------------------------------------------------------- 29

FIGURE 6 (QUESTION 4) -----------------------------------------------------------------------30

FIGURE 7 (QUESTION 5) ---------------------------------------------------------------------- 31

CHAPTER 5 (SUMMARY, CONCLUSION AND RECOMMENDATION)

SUMMARY OF FINDINGS ------------------------------------------------------------------------- 32 -

33

CONCLUSION ----------------------------------------------------------------------------------------------
33

RECOMMENDATION ------------------------------------------------------------------------------------ 33

BIBLIOGRAPHY ---------------------------------------------------------------------------------------------------- 34

APPENDICES

INTERVIEW QUESTIONS ------------------------------------------------------------------------------- 35

LETTER OF PERMISSION -------------------------------------------------------------------------------

36

CONSENT LETTER --------------------------------------------------------------------------------------- 37

PHOTOS ------------------------------------------------------------------------------------------------ 38 - 40

CURRICULUM VITAE ----------------------------------------------------------------------------- 41 – 54

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 CHAPTER 1
PROBLEM AND ITS BACKGROUND
This Chapter includes the Introduction, Background of the Study, Statement of the Problem, Significance
of the Study, Scope and Delimitations and Definition of Terms

INTRODUCTION

Since Covid-19 pandemic has caused widespread disruptions in the environment, the education
system has also caused severe impact to the students and educators. Everyone had experienced plenty of
difficulties, the abrupt switch to fully online learning has been particularly stressful to numerous
individual sufferings from the challenges brought by pandemic. In some factors there are numerous
people who find it hard to use online learning materials such as cell phones, laptops, computers, internet
and any technological devices particularly in urban areas even though modular learning is an optional for
students, it can't be avoided for their research. However, due to pandemic people are saving money and
spending less, it will be helpful for everyone since there is no need to use the fare to get to school and
transportation fee will be used in other necessities. Meanwhile, COVID-19 itself can lead to mental health
complications; students are quickly approached by negative thoughts especially when alone studying at
home.

In this research you will be learning about the broad impacts on students as a result of schools
being closed, physically distancing and isolated, and other unexpected changes to their lives. The new
normal adjustment's flexibility enables individuals to learn at their own pace as to ensure that learners will
be able to continue their educational journey at home. There is no doubt that time-management skills
affect learning. The research aims to elaborate the positive and negative effects in the new education
system in students from South East Asian Institute of Trade and Technology under the grade 12 students.
It is to acquire people the will to cultivate the process and to change their perspective in studying amidst
of COVID-19.

BACKGROUND OF THE STUDY

The new normal is challenge for the teachers, students and even parents. Blended learning is a
combination of both online and offline learning methodologies with the use of technology. Education in
the Philippines is offered through formal and non- formal systems. Formal education typically spans 16
years and is structured in a 6+6+4 systems: 6 years of primary school education,6 years of secondary
school education and 4 years of higher education, leading to a bachelor’s degree. Its flexibility enables
individual to learn at their own pace as they prepare for their future. It is fit in the time of COVID-19
pandemic as it ensures the learners will be able to continue their educational journey at home. But in our
country, it’s really hard to face online learning especially to the students, teachers, and parents. And it has
a lot of disadvantage and advantage. (BEN DEVIS,2021)
Disadvantages are the negative factors that may affect the students, and advantages are those
factors that have a positive effect on the students. Open and Distance Learning (ODL) is a general term
for the use of telecommunication to provide or enhance learning. The acquisition of knowledge and skills

10
through mediated information and instruction, encompassing all technologies and other forms of learning
at a distance. Distance education refers to all forms of education which take place through communication
means like online learning or correspondence, for which you don’t have to be present in a particular
location for classes whereas Open education usually refers to education which is available to anyone,
regardless of students. The concept of open learning and distance education system focuses on open
access to education and training to make the learners free from the constraints of time and place, and
offering flexible learning opportunities to individuals and groups of learners. With open and distance
education, you’ll be guided and instructed about how you can improve your learning style, rather than
simply read and memorize a text. If you find this fitting to your way of learning, don’t wait any longer
and find an open or distance course that meets your study goals or personal interests. (Ben Davis, 2021)

With the availability of a sea of platforms and online educational tools, the users both educators
and learners face frequent hiccups while using it or referring to these tools. Broadly identified challenges
with e-learning are accessibility, affordability, flexibility, learning pedagogy, life-long learning and
educational policy (Murgatrotd, 2020). Many countries have substantial issues with a reliable Internet
connection and access to digital devices. While, in many developing countries, the economically
backward children are unable to afford online learning devices, the online education poses a risk of
exposure to increased screen time for the learners. Therefore, it has become essential for students to
engage in offline activities and self-exploratory learning. Lack of parental guidance, especially for young
learners, is another challenge, as both parents are working. (Murgatord, 2020)

There are practical issues around physical workspaces conducive to different ways of learning.
Over 24 million Filipino students went back to school during the pandemic. Students without gadgets, and
teachers who lack training in technology, pose challenges for the Philippines as virtual classes begin no
long lines at the school gates. No excited students wearing colorful backpacks. No children crying as
parents leave them in classrooms. But the school bells are ringing – through unprecedented means.
Classes resume in the Philippines on Monday, October 5, even as campuses stay closed and face-to-face
lessons remain suspended due to the COVID-19 pandemic. Distance learning is when teachers and
students are geographically remote from each other during their classes. This means lessons are delivered
outside the traditional face-to-face setup, through a mix of modular learning, online learning, and TV and
radio broadcasts. Enrollment this year is 3 million lower than last year's 27.7 million students. Majority of
the unenrolled students are from private schools, while over 400,000 of them have transferred to public
schools. School opening issues and various issues have also hounded the preparations for the school year.
A week before the school opening, the DepEd was still training its teachers for distance learning. This
posed a problem as some teachers found it difficult to adapt to the revamped education system due to lack
of knowledge in technology. (MAGSAMBOL, 2020)

Here in the Philippines a lot of students say that there’s a lot of benefits of distance learning and
some of it are, Students who work have more flexible scheduling opportunities. Some kids need to work
to help provide for their family. However, they still need to make sure they finish school. With distance
learning, being able to balance both is a little easier. While education is important, every family’s
financial situation is different, and distance learning helps to accommodate that reality. Distance learning
helps students stay healthy and keep others safe. The COVID-19 pandemic taught us the importance of
wearing masks and maintaining social distance as a way of protecting public health. With distance
learning, children can stay home when sick without missing out on too many lessons. Not only is this a
more comfortable way to learn when they’re under the weather, but it also shows the teacher that you
value the wellbeing of the entire class. (MAGSAMBOL,2020)

The main goal of the researcher's is to know the negative and positive effect of distance learning
on the academic achievements of the students, so that researchers can know what are the things that can

11
affect the student learning, whether it can be good for them or bad. And the purpose of distance learning
allows student to enter college with credits and obtain a higher education degree in less time. Learners
already enrolled on a campus may seek specialized courses not available on that campus. The concept of
open learning and distance education system focuses on the open access to education and training to make
learners free from the constraints of time and place and offering flexible learning opportunities to
individuals and groups of learners.

STATEMENT OF THE PROBLEM

The study aimed to determine the negative and positive effects of distance learning to the
Grade12 students of South-East Asia Institute of Trade and Technology, this Academic Year of 2021.

Specifically, the researchers sought answers to the following questions:

1. Demographic profile of the respondents:
1.1 Name (optional)
1.2 Age
1.3 Gender

2. What is the possible effect of distance learning towards students?

2.1 Mental Health
2.2 Financial Status
2.3 Physical Health

3. Does distance learning have a significant impact on the student's academic performance?

4. What would be the possible solutions to solve the effects of distance learning?

SIGNIFICANCE OF THE STUDY

This research will benefit anyone interested in learning about the negative and positive impacts of
distance education on Grade 12 students at the South East Asia Institute of Trade and Technology.

When the research is completed, the findings may help the following:

PARENTS

This study aims to inform the Parents what are the positive and negative effects of distance
learning to the study of their childrens. And also, for Parents to know how they can help their children in
case they have a problem.

STUDENTS

This study is for students. This study will help them to know the possible effects of distance
learning on their study if it has a positive effect and will help them so that they do not have difficulty in
the new education system.

TEACHERS

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 This research will help to make teachers aware of the positive and negative effects of distance
learning on students. and they will pay attention to and help the students who are struggling today in the
modern education system so the students will have good learning.

SCHOOL

Researchers at the South East Asia Institute of Trade and Technology may benefit from the
results of this study since they will assist to increase awareness among professionals at the institute that
distance learning has two different impacts, both POSITIVE and NEGATIVE.

FUTURE RESEARCHERS

This study may provide information to future researcher/s on how distance learning impacts the
lives of Grade 12 students at the South East Asia Institute of Trade and Technology. This may serve as a
starting point for future researcher/s who want to do further study on the subject matter.

SCOPE AND DELIMITATIONS

The General intent of this study will focus on the negative and positive effects of Distance
learning to the Grade 12 students in SEA-ITT, year 2021-2022. The research study will consist of the 17
respondents in Grade 12 students enrolled in the academic year 2021.

The above Literature is in touch with the study. The importance of this research study is
to find out and resolve whether the online class is really effective for students this school year 2021-
2022. The reasons for the acceptance of online learning may be due to a variety of reasons ranging from
lack of time to sit in a physical classroom, transportation courses, family, work, obligation, commitments
and others.

This study will be conducted with limited attention to all Grade 12 students who are studying
using distance learning of Academic Senior High School of SEA-ITT in Metro Manila.

ASSUMPTIONS
The expected outcome in this research is peaceful and good flow of learning by the students. Give
students the opportunity to think about what they want to take so that next year they will be better
prepared for their journey in life. In addition, we also hope that the outcome of this research is the
awareness of students about their mental state. It is important to keep our minds healthy, so we must all
be aware of this matter. Students can have anxiety especially in this stage, students nowadays are prone to
have depression. So, they must be free to do what they want to do with a guide and help from others.

DEFINITION OF TERMS  
● Amidst - in or into the middle of: surrounded by: among amid the crowd.

● Anonymous - (of a person) not identified by name; of unknown name.

● Bulky - taking up much space, typically inconveniently; large and unwieldy.

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● Compulsive - resulting from or relating to an irresistible urge, especially one that is against one's

conscious wishes.

● Conductive - having the property of conducting something (especially heat or electricity).

● Constraints - a limitation or restriction.

● Crocheting - needlework consisting of the interlocking of looped stitches formed with a single

thread and a hooked needle. crochet. verb. crocheted; crocheting; crochets.

● Decisive - settling an issue; producing a definite result.

● Dedicate - devote (time, effort, or oneself) to a particular task or purpose.

● Diligence - careful and persistent work or effort.

● Disruption - disturbance or problems which interrupt an event, activity, or process.

● Distinctive - characteristic of one person or thing, and so serving to distinguish it from others.

● Distinguishing - characteristic of one thing or person, so serving to identify it; distinctive.

● Entrenched - (of an attitude, habit, or belief) firmly established and difficult or unlikely to

change; ingrained.

● Existence - the fact or state of living or having objective reality.

● Foremost - most prominent in rank, importance, or position.

● Frequent - occurring or done on many occasions, in many cases, or in quick succession.

● Hounded - harass, persecute, or pursue relentlessly.

● Intensified - become or make more intense.

● Methodologies - a system of methods used in a particular area of study or activity.

● Necessities - the fact of being required or indispensable.

● Numerous - great in number; many.

● Pedagogy - the method and practice of teaching, especially as an academic subject or theoretical

concept.

● Perseverance - persistence in doing something despite difficulty or delay in achieving success.

● Pertinent - relevant or applicable to a particular matter; apposite.

14
● Phenomenology - the science of phenomena as distinct from that of the nature of being.

● Precipitating - cause (an event or situation, typically one that is bad or undesirable) to happen

suddenly, unexpectedly, or prematurely.

● Privilege - a special right, advantage, or immunity granted or available only to a particular person

or group.

● Prone - likely to or liable to suffer from, do, or experience something, typically something

regrettable or unwelcome.

● Qualitative - relating to, measuring, or measured by the quality of something rather than its

quantity.

● Relevance - the quality or state of being closely connected or appropriate.

● Revamped - give new and improved form, structure, or appearance to.

● Roughly - in a manner lacking gentleness; harshly or violently.

● Severe - of something bad or undesirable) very great; intense.

● Sincere - free from pretense or deceit; proceeding from genuine feelings.

● Statistician - an expert in the preparation and analysis of statistics.

● Subsequently - after a particular thing has happened; afterward.

● Sympathetic - feeling, showing, or expressing sympathy.

● Synchronize - cause to occur or operate at the same time or rate.

● Unprecedented - never done or known before.

● Yielded - produce or provide (a natural, agricultural, or industrial product).

15
 CHAPTER 2
Review Of Related Literature and Study this Chapter Includes the Review of Related Literature
and Studies by Themes Local and Foreign Literature and Studies.

FOREIGN LITERATURE
To inhibit the spread of the COVID-19 pandemic, a large share of schools around the globe were
closed for in-person teaching for several months (e.g., UNESCO 2021a). These schooling disruptions
yielded substantial learning losses around the world (see, for instance, Engzell et al. (2021); Maldonado
and de Witte (2020), and Chetty et al. (2020), for evidence from the Netherlands, Belgium and the U.S.,
respectively). In Germany, the learning time of school children was reduced dramatically as a
consequence of the school closures: During the first COVID-19-related school closures in spring 2020,
they only spent an average of 3.6 h per day on learning activities, compared 7.4 h before the closures
(Grewenig et al. 2020). Education policy did not succeed in compensating these large learning losses,
since teachers and schools only carried out a fraction of their usual teaching operations during the school
closures.
Nicola et al., (2020). The socio-economic implications of the coronavirus and COVID-19
pandemic: COVID-19 has had an impact on social mobility whereby schools are no longer able to
provide free school meals for children from low-income families, social isolation, and school dropout
rates. It has also had a significant impact on childcare costs for families with young children.
Additionally, there exists a wide disparity amongst populations with a higher income who can access
technology that can ensure education continues digitally during social isolation. In Dubai, 13,900 people
have signed a petition to decrease independent school fees by 30% as parents struggle to source these
funds amidst recent pay cuts reaching as high as 50%, and high costs of living. Furthermore, parents are
being asked to provide schools with confidential information such as bank statements and profit and loss
company statements.

LOCAL LITERATURE
The Coronavirus Disease 2019 (COVID-19) pandemic has dramatically changed the higher
education system in the Philippines with a distinctive shift in online instruction as an effort to limit further
transmission of the virus. This sudden change to online instruction raised concern among many teachers
and students because a large segment of the population have unstable internet access and limited
electronic devices (Pastor, 2020; Mirandilla-Santos, 2016).
An online survey conducted by the multisectoral group Movement for Safe, Equitable, Quality
and Relevant Education (SEQuRE) found that 86.7% of students under modular learning, 66% under
online learning, and 74% under blended learning said they "learned less" under the alternative modes of
learning compared with the traditional face-to-face setup. The survey also found that only 5.4% under
blended learning, 5.7% under modular learning, and 9.1% under online learning "learned more." The
survey was conducted from June 25 to July 12 among 1,278 teachers, 1,299 Grades 4 to 12 students, and
3,172 parents.

16
 While the teachers would always do their best to teach students under any circumstance, they
didn’t have any control on how students would respond. Either of those modalities, whether online or
modular, was difficult to learn. It’s difficult for the students. It’s also difficult for the teachers because
they’re not trained for this system (Basas, 2021).

Furthermore, “adding more workload for the students increases their burden and contradicts the
purpose of the lockdown, which is to help their families prepare and adjust to the situation at hand.”
Finally, there is an issue about the “lack of environments conducive to learning at home and the
effectiveness of the online lectures” (Bagayas, 2020). Social media hashtags like, #NoStudentLeftBehind,
#NoSchoolLeftBehind, #EndOnlineClasses, #EndTheSem, and #NoToOnlineClasses strengthen these
sentiments further.

Moreover, Regina Sibal, lead convenor of education advocacy group Aral Pilipinas, said that,
aside from the slow response, the government's top-down approach in its policy making was another
barrier in the reopening of schools. She said that the government should not be implementing a "blanket
rule" across the country. "Our remote learning now is for all schools and no provision is given to other
areas that are able to do face-to-face classes. Disparity in education access has been more pronounced
now, especially in marginalized areas that lack resources," (Sibal, 2021). What the government should be
doing now is to provide local communities with guidelines on finding solutions specific to their areas and
situations.

FOREIGN STUDIES
Park & Bonk (2007) conducted a study where eight students and four residential students were
interviewed to identify the benefits and challenges of online learning using the web-based collaboration
system as the conference medium. It was noted that learners valued feedback, meaningful interactions
with their peers, and interactions with instructors, but time constraints and language barriers were
perceived as challenges. However, there are students who feel they want to connect with their peers and
establish some sense of social presence, hence they perceive online learning as a disadvantage.
Additionally, the study done by Porter, Graham, Kristian and Spring (2014) needs to be addressed
by the universities by implementing the process of online learning. The study showed a cost matrix
tool where the cost of online education was compared to the cost of conventional face-to-face
learning methods. The findings were that online education was found to be cost efficient because it breaks
down geographical barriers to access and minimises time constraints (Porter, Graham,
Kristian and Spring & Welch, 2014).
In society, education, and specifically in the curriculum, the pandemic has brought nothing new
but rather has accelerated already existing trends that can be summarized as technologization. Those who
can work “remotely'' exercise their privilege, since they can exploit an increasingly digital society. They
themselves are changed in the process, as their own subjectivities are digitized, thus predisposing them to
a “curriculum of things'' (a term coined by Laist (2016) to describe an object-oriented pedagogical
approach), which is organized not around knowledge but information (Koopman 2019; Couldry and
Mejias 2019). This (old) “new normal” was advanced by the OECD, among other international
organizations, thus precipitating what some see as “a dynamic and transformative articulation of
collective expectations of the purpose, quality, and relevance of education and learning to holistic,
inclusive, just, peaceful, and sustainable development, and to the well-being and fulfilment of current and
future generations” (Marope 2017). Covid-19, illiberal democracy, economic nationalism, and inaction on
climate change, all upend this promise.

17
LOCAL STUDIES
The COVID-19 pandemic led educators to online education readiness. According to Phan &
Dang (2017), factors such as training, attitude, technical competence, time constraints, pedagogy, and
methodology were among the major distance learning education elements. In a study conducted by
Ventayin (2018) on the readiness of DepEd Teachers to online teaching, showed that despite the limited
experience in distance education such as technical skills, time management, knowledge and attitude in
online education, they were still able to cope with the trends in distance learning.
“Education and training have become the new mantra for social democratic politicians'' Giddens
(1998). The idea that this mantra will shatter social inequalities is not without its problems. Education, it
may be noted, is as well a cause as it is an effect of disparities. In democratic, developed countries, the
new demands in terms of sustaining their compulsive development cultures are founded and entrenched in
education and training. “Not only does each rising generation have to be equipped to compete in the new
‘hi-tech’ world, but they also have to be instilled with the values of compulsive development so that they
are always seeking, or at least compliant with, change and development.” (Evans 2000) These values of
modern societies are swiftly infecting developing societies so that, in the era of rapid globalization and
knowledge based economies, the dependence on responsive educational innovations has largely
intensified. Thus, a decisive comprehension of the political and economic drivers of compulsive
development values is essential to good educational management and policy.
As the teachers facilitate what was written, it has opened realities to some of the students’
difficulties, as described by Fatulan and Mamhot (2018). In their paper, they have explained that
whenever a student is faced with numerous and bulky workloads, they experienced anxiety and performed
less. Also, it was not only students who are affected by the current K-12 curriculum. The teachers also
have challenges in the implementation of curriculum policies (Bongco & David, 2020). In their paper,
they have made mention that education is demanding but still needs to comply with its call for socio-
political, economic, technological, and academic facets.

CONCEPTUAL FRAMEWORK
INPUT PROCESS OUTPUT/OUTCOME

PROFILE
∙ AGE ∙ Interview
∙ SEX ∙ Good Performance and
∙ Opinion Grade 12
∙ GRADE LEVEL health of Grade-12
student of SEA-ITT
∙ STRAND students of
We want a good and smooth SEA-ITT
flow of learning of students this
We prioritize the health of each We gathered this process based
year, we want the safety of each
student of grade 12 and their on researchers’ experience, we

18
 performance in school, we
learned that being unhealthy and
mentally unstable will affect the
performance of the students
other, peaceful mind and great will interview every Grade 12
performance of each student student and ask for their
studying and also the good opinions.
feedback about distance learning
in this school, we also want to
know the thoughts of each and
every Grade 12 student so as to
be given a solution so that they'll
focus on their performance.

The key advantages of distance education are that they allow students to use minimal financial
resources to access various learning tools. And the effects of academic performances... Distance
education however limits social interaction, requires the use of complex technology, and some employers
perceive it negatively. The disadvantages of the distance aspect include: lack of personal contacts
between the teacher and students, lack of contacts between students, problems with cheating and
identification of students, lack of direct control, lack of students’ individual characteristics.
The Researcher will conduct an interview of impact of the new normal education, Negative and
positive effect of distance learning in term of academic performance of the Grade -12 student in
Southeast- Asia Institute Trade and Technology Academic year 2021 after that subsequently the
respondent, the researcher organizes the concluded by responses

SYNTHESIS OF RELATED LITERATURE AND STUDIES

Base in our studies advantages of distance education is that they allow students to use minimal
financial resources to access various learning tools. And the effects of academic performances... Distance
education however limits social interaction, requires the use of complex technology, and some employers
perceive it negatively. The disadvantages of the distance aspect include lack of personal contacts between
the teacher and students, lack of contacts between students, problems with cheating and identification of
students, lack of direct control and lack of students’ individual characteristics.

19
 CHAPTER 3
RESEARCH METHODOLOGY
This chapter includes the Research Design, Participants and Research Instruments, Data gathering
procedures, Data analysis, and Ethical standards.

RESEARCH DESIGN 
This study will determine the negative and positive effects of the new normal specifically, the
impact of distance learning to the Grade 12 students of South East-Asia Institute of Trade and
Technology. Phenomenology is an approach to qualitative research that focuses on the commonality of a
lived experience within a particular group. Phenomenology helped the researchers understand the
meaning of people's lived experience. A phenomenological study explores what people experienced and
focuses on their experience of a phenomena. Just like Covid-19 Pandemic, the researchers are able to
gather information based on the respondents’ experiences.
This qualitative approach is used to gather information using in depth-interviews. Qualitative
research involves asking participants about their experiences of things that happen in their lives. It
enables researchers to obtain insights into what it feels like to be another person and to understand the
world as others experience it, in which this approach uses interviews conducted with a group of
individuals who have first-hand knowledge of an event situation or event.

PARTICIPANTS
The overall objective of this study is to explore the negative and positive effect of distance
learning to Grade 12 students. A non-probability method was used in this study, specifically, the
purposive sampling technique, for the selection of the respondents. A total number of 17 grade 12
students from South East Asia – Institute of Trade and Technology were chosen as the participants in

20
order to obtain the proportionate sample. The researchers developed a total sample by carefully selecting
the proper proportion of participants in the said year level. The Grade 12 students were chosen for the
reason that the researchers desire to understand what affects distance learning has on the respondents.

RESEARCH INSTRUMENTS
The instrument that the Researchers used for the Research is Messenger and Google Form. The
Researchers conducted an interview using Google Forms. To gather pieces of information the researchers
created a group chat in messenger and they invited all the respondents to join the group so they can easily
communicate and easily collect all the information. The Researchers sent a link for the google form and
they answered the interview questions. Before we give the questions to the respondents our group makes
sure that the questions are related to the topic. The interview questions are about the effects of distance
learning on grade 12 students in SEA-ITT. The interview is composed of five questions that the
researchers prepared. The respondents answered all the questions and all their answers were based on the
topic of the research. When the respondents finished answering all the questions, they took a screenshot
and sent it to the researchers. The Researchers collected all the screenshots for the documentation.

DATA GATHERING PROCEDURES

After approving the questionnaires researchers made, researchers thought carefully about
how to distribute the questionnaire to the 17 grade 12 students in South East-Asia Institute of
Trade and Technology. Researchers created a Group chat to conduct a survey, the researchers
formally suggested to the Superintendent of the School that researchers distribute the
questionnaire to the respondents using Google form. After collecting all data, the researcher,
with the help of a statistician organized and arranged the interview. The result would
optimistically be the basis for intensifying the result for grade 12 student interviews.

DATA ANALYSIS
In order to collect data, the researchers created an online survey through Google Forms for
participants to answer and provide their honest opinions on the topic. To analyze and interpret the data,
the researchers used a narrative analysis approach to the seventeen grade 12 students from South East-
Asia Institute of Trade and Technology.
The study sought to ascertain the possible effects of distance learning on students. It has a
positive effect in that it teaches students how to effectively manage their time and provides them with
easy access to information via the internet. Distance learning has a negative impact as well. As a result,
many students suffer from mental health problems, making it difficult for them to study and concentrate
in class. As can be seen from their responses, even if they are having trouble adapting to the new way of
learning, the students are capable of doing so and understand what they need to do to balance their
education with being a child who helps with home chores and also takes care of their health.

21
ETHICAL STANDARDS
The researchers secure the respondents information by making assurance to those participants
regarding how their personal information will be protected. This includes protecting participants' privacy,
keeping information confidential and allowing the participants to remain anonymous. In the case of
compilation of personal data from the respondents, data only be gathered to further the study and will not
be used for any other purposes. No personal extra data will be gathered that is not immediately pertinent
to the study. The personal data of the respondents will be carefully and organized and managed to ensure
that no unauthorized information is made of them. The researchers have a total of 17 respondents from
different strands of grade 12 students in South East Asia - Institute of Trade and Technology.
The researchers ensured that the interview would not affect the work or time of the respondents.
The researchers also made sure that no one else could know the answers of the respondents in the
interview but the researchers only. Despite the pandemic facing our country today, interviewing an
individual is not a barrier but it is necessary to safeguard and protect all personal information received
from respondents. And the researcher's highly respect all the information provided by the respondents.
The respondent's answer was used by the researchers as the basis of their researches conducted and all
this will remain protected as long as necessary. And the researcher's make sure that they will be held
accountable for it.

CHAPTER 4
INTERPRETATION, ANALYSIS AND PRESENTATION OF DATA

22
This chapter is concerned with data presentation of the findings obtained through the study. The findings
are presented in tabular form after being analyzed with SPSS version 20 to facilitate readings and
understanding.

FIGURE 1

5.9%
29.4%
23.5% ABM
HUMMS
STEM
COOKERY

41.2%

FIGURE 1 (STRAND OF RESPONDENTS)

The sections of the respondents who participated in answering the interview questionnaires. Out
of 17 respondents, 5 (29.4%) is from ABM (Accountancy, Business and Management) strand, 4 (23.5%)
is from STEM or Science and Technology Engineering and Mathematics, students from HUMMS
(Humanities and Social Science) are 7 (41.2%) and students who participated from Cookery is 1 (5.9%).
This implies that the majority of the respondents is from HUMSS strand.

23
 FIGURE 2

41% FEMALE
MALE
59%

FIGURE 2 (GENDER)
The gender of respondents who participated in answering the interview questionnaires. Out of 17
respondents, students who are female were 10 (58.8%) and students who are male were 7 (41.2%). This
analysis implies that the majority of female students responded to the interview questionnaire than male
respondents.

24
 FIGURE 3

7%
7%
Time Management
7%
Relax
Lowering Expectation
Uses App
20% 60% Others

FIGURE 3 (QUESTION NO.1)

Do you have any coping strategy that you are currently using to balance your studies? Can you
give one and further elaborate?
According to the majority of 9 out of 17 students (52.94%) in South East Asia Institute of Trade
and Technology who participated in survey, time management actually helps them to balance their
studies. The students organize their time by distinguishing their priorities, usually they start to write the
'to-do list' by arranging their primacy in selecting the time for school works, to house chores, to spending
time with family, as well as time for themselves to freshen their mind and enjoy life. Out of 17 students, 3
student (17.64%) thinks they have to relax themselves whenever they feel pressure towards to their work.
It is to pull themselves together and to stay positive. Based from the 2 students (11.76%) out of 17
respondents, they used to lower their expectations at anytime. They are the one's requesting for help with
others to attain their maximum capability, taking their actions and responsibilities intacs for them to
handle their studies.
One out of 17 participants (5.89%) said as to balancing the studies he/she must establish to finish
all studies before going to bed, it is to ensure that he/she wouldn't have to stress himself/herself overnight,
it was similar to good rest. As stated by 1 student from 17 participants (5.89%), he/she uses an app named
Quillbot to help him/herself in paraphrasing his/her studies. The Quillbot helps him/her minimize the
workload. The last 1 participant (5.89%) didn't state any words. The respondent must be lost for words.

25
 FIGURE 4

17% Positive Thinking

Physical Activity
17% 51% Online Communication
Others
17%

FIGURE 4 (QUESTION NO.2)

Since the teaching method has been changed into online learning, there are definitely some
adjustments. In particular, the mental aspect is one of the struggles to deal with. How are you protecting
your mental well-being from those struggles you are dealing with nowadays?
Eight out of 17 students (50.5%) in Southeast Asia Institute of trade and technology who
participated in the survey said that they protect their mental well-being by THINKING POSITIVE things
and good events that they can do with their friends, family and other loved ones. By doing this they keep
themselves happy and they avoid themselves in stress .3 out of 17 students (16.5%) who participated in
the survey said that they protect their mental well-being through EXERCISING or doing physical
activities, it helps them expand their minds to work more efficiently. It also helps with physical health.
And they gain more self -confidence because of it. 3 out of 17 students (16.5%) who participated in the
survey said that they protect their mental well-being Through ONLINE COMMUNICATION. Here they
think less because they can talk to friends, family and loved ones and somehow, they feel better because
they know they have someone to turn to whenever they have a problem. And also, through this they can
express their thoughts and regrets in life which is more conducive to their mental health to be healthy. 3
out of 17 students (16.5%) who participated in the survey said that by protecting their mental well-being
by TAKING PORTRAITS, the respondent was able to expand his mind and avoid the stress caused by
the online class. The other is that by READING, the respondent is more able to forget his problems and
he is better able to think clearly. Reading also makes him happy somehow.
And others DO NOT KNOW what to do because they already feel depressed because of the
online class, they have difficulty balancing time with work and study. It says that everyone has their own
problems that they now face with an online class. Different problems of course have different solutions,
there is a problem with connection, family and many others that can affect our mental health. But we
know that we can also think of a solution to avoid its existence. As mentioned in the survey they each
have their own solution on how they keep their mind healthy. And that way we will be able to face all the
problems that come into our lives.

26
 FIGURE 5

24%
DOESN'T HAVE INTERNET
41% CONNECTION
HAVE INTERNET CONNECTION
STUDENTS WHO USED DATA
CONNECTION

35%

FIGURE 5 (QUESTION NO.3)

How do you manage your online class if you don't have money for your load and you don't have
internet?
According to the grade 12 students of SouthEast Asia Institute of Trade And Technology 6 out of
17 students (35%) have internet connection on their home so it's not hard to them to attend on their online
class and most of them have also a part time job so they can pay their bills including WI-FI internet.While
7 out of 17 students (41%) Don't have internet connection sometimes they go to their neighbors and
friends to connect on their internet connection and usually they rely on the modules given by the school
and keep track of the lessons.Lastly 4 out of 17 students (24%) use data connection to attend their online
class and to pass their requirements either late or not.As mentioned 17 grade 12 students of South East
Asia Institute of Trade and Technology most of them doesn't have internet connection on their home.

27
 FIGURE 6

5%
15%
Positive Thinking
Negative Thinking
Others

80%

FIGURE 6 (QUESTION NO.4)

How effective has remote learning been for you? Does it affect your academic status? In what
ways?
This study determines whether the new method of learning is effective and whether it affects the
academic standing of the students or our respondents.The majority of our respondents said that the new
way of learning had a positive effect on their learning and that it had no effect on their learning because
most of them knew how to handle it.80% of our respondents said that the new way of learning had a
positive effect on them.And 15% stated that the new method of learning had a negative effect on them
due to the poor quality of the internet connection or signal here, that they learned more face to face than
through the new method of learning, and that it affected their mental health.And 5% said that remote
learning had both negative and positive effects on them. To summarize, the new way of learning has both
negative and positive effects on us, but we must face it because it is what we have now and we must
survive in order to finish school.

28
 FIGURE 7

23.8% 28.6% Eating Healthy Food

Resting
Exercising
4.8% Being Productive
Others
9.5%

33.3%

FIGURE 7 (QUESTION NO.5)

Since new distance learning has been implemented, a lot of changes have happened. How can you
maintain your health when you have to spend nearly a quarter of your day staring at the device you used
for online class?
(What can be said about this data?)
This study looks at how respondents keep their health when they have to spend roughly a quarter
of their day staring at the gadget they use for online classes. Rest is how the vast majority of respondents
maintain their health. When the class is over, 33.3% of the 17 respondents say they wish to rest. 28.6% of
the respondents eat healthy food to maintain their health. There are also others who engage in physical
activity. 9.5% of them exercise first thing in the morning to avoid health problems. While others use their
time to be productive. 4.8% of respondents prefer to be productive by making artwork, crocheting, and
other activities. And 23.8% of respondents said they keep their health by doing certain things. To
summarize, the findings show that we all maintain our health in different ways and that keeping our
bodies healthy is one of the most important things we can do.

CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS

29
SUMMARY OF FINDINGS
The purpose of this research is to solve the problems we are facing nowadays, to know the
opinions of each student about the modern way of learning. To find out if the Distance Learning method
is really good and effective or if it's really useful for students. and as we see the flow of this modern
method is effectively and smooth, many agreed with it because they are given enough time to do the
responsibilities that lie ahead of them, they are given the opportunity to work while studying, we know
that being a working student is not new to us even when we’re in a normal state but because of our
modern way now it is easier for those students to work.
1. Do you have any coping strategy that you are currently using to balance your studies? Can you give
one and further elaborate?
-Time management is what I am currently using to balance my studies. It is important to have time
management for school, house chores and me time. One of my coping strategies to maintain my study in
balance is to lower my expectations about myself but still remain to my goal which is to attain my
maximum level.

2. Since the teaching method has been changed into online learning there are definitely some adjustments
in particular, mental aspects is one of the struggles to deal with. How are you protecting your mental
wellbeing from those struggles you are dealing with nowadays?
-Well, it depends on your way on how you handle a struggle but for me I always think a positive thought
in my mind to handle my struggle especially nowadays during this pandemic and also, I always smile
because when you always smile all your problems in your life will be lightened.

3. How do you manage your online class if you don't have money for your load and you don't have
internet?
-Sometimes, I experience this. Have not enough money for my load to attend my classes. But the first
thing I'll do is to tell my teachers so they are aware why I can't attend the meeting, and ask for something
I can do to at least get along with the lesson they were teaching.
4. How effective has remote learning been for you? Does it affect your academic status? In what way?
-For me it is still the same. I don't really see any difference. It's just a virtual meeting but when it comes
to teaching and learning, it's still the same. As for students who love studying like me, it doesn't affect
what I already have. Still doing my best to at least be better.

5.since new distance learning has been implemented a lot of changes have happened. How can you
maintain your health when you have to spend nearly a quarter of your day starting at the device you used
for online class?
- Have enough rest, and I don't think deeply. Usually, I rest my mind and not think about difficult things
around me. I only focus on what I'm doing, yes, it is hard but I don't look for the hard side but looking for
the good side. My mental health is not really good but it's not because of this distance learning more time
for myself and family is the reason why I still think for a good side.

30
CONCLUSION
After Analyzing the results, many students agreed and said that our modern way of learning is
applicable to them. Distance learning helped them because they were given enough time. Many students
said that today's way of learning is effective for them, students were given the opportunity to synchronize
studying and working.
More than 50% of Grade 12 students in the South East said they still do not agree with the
modern way of learning or Distance learning. And 50% of the students in the South East Asia Institute of
Trade and Technology (SEAITT) agreed with the modern way of learning.
However, this finding cannot be generalized to other Senior High Students. The same Study
needs to be conducted with students from other schools to see if their resemblance with other factors that
impact student situation in new normal education.

RECOMMENDATIONS
If you're a researcher student, an academic, or a future researcher, the resources below have been
compiled with you all in mind. The researchers recommended the Academic Search Engine,
ResearchGate, Google Scholar, Education Resources Information Center, Mendeley, Zotero, Evernote
and Endnote. These sites will help to speed up and get more ideas when you do your research.
Student attendance at seminars is strongly encouraged, as is limiting their daily exposure to social
media sites, and encouraging them to substitute reading novels and relevant academic books to broaden
their knowledge and understanding.

BIBLIOGRAPHY
-e. g, UNESCO 2021
-Engzell etc all. (2021)
-Maldonado and de Witte (2020)
-Grewenig et al. 2020
-(Ben Devis 2021)
-(Dolores Christensen 2017)
- (Vibe Team July 27)
-(Mvorganizing.org, 2021)
-(united nation 2020)
-(Murgatrodt, 2020)
-(Math bawer, Barney Dalgarno, Gregor kennedy, 2014)

31
-(a term of coins by Laist 2016)
-(Koopman,2019 Couldry and Mejias 2019)
-(Porter, Graham, Kristian and Spring & Welch, 2014)
-(Park & Bonk 2007)
-(Adarlo & Jackson, 2017)
-(Bongco & David, 2020)
-Phan & Dang (2017)
-Giddens (1998)
-(Evans 2000)
-Fatulan and Mamhot (2018)
-(Pastor, 2020; Mirandilla-Santos, 2016)
-(Basas, 2021)
-(Bagayas, 2020)
-(Sibal, 2021)

APPENDICES

INTERVIEW QUESTIONS
1. Do you have any coping strategy that you are currently using to balance your studies? Can you
give one and further elaborate?
2. Since the teaching method has been changed into online learning there are definitely some
adjustments in particular, mental aspects is one of the struggles to deal with. How are you protecting your
mental wellbeing from those struggles you are dealing with nowadays?
3. How do you manage your online class if you don't have money for your load and you don't
have internet?
4. How effective has remote learning been for you? Does it affect your academic status? In what
way?
5.since new distance learning has been implemented a lot of changes have happened. How can
you maintain your health when you have to spend nearly a quarter of your day staring at the device you
used for online class?

32
 LETTER OF PERMISSION

This qualitative research about (NEGATIVE AND POSITIVE EFFECTS OF DISTANCE

LEARNING IN TERMS OF ACADEMIC PERFORMANCE TO THE GRADE 12 STUDENTS IN
SEA-ITT, ACADEMIC YEAR 2021) prepared and submitted in partial fulfilment of the requirements for
Research in Daily Life 1by (ABAYON PRINCESS JO-ANN, ANTIDO MARY CHRIZ, BERNALDEZ
LUIZA, BONAYOG GERI MAE, CASTRO MERRY CHRIS, COMARGO RIGENNA, DOYUGAN
ALDRIN, GEMINO REYMOR JOHN, LAGOY SHANE, MACABINGKIL DESIREE, OGARDO MA.
CYRZEL, PAULAR JANINE, PRE SUNSHINE, TAGNIPEZ JAYHAN) had been examined by the
research adviser and hereby recommended for final presentation and oral defense.

Prepared by:

Lyra A. Almeria

Adviser/ Instructor

Research in Daily Life 1

33
 CONSENT LETTER

NOVEMBER 6, 2021

To whom it may concern,

Good day!
We have the honor to inform you that we are writing research about the (NEGATIVE AND
POSITIVE EFFECTS OF DISTANCE LEARNING IN TERMS OF ACADEMIC PERFORMANCE TO
THE GRADE 12 STUDENTS IN SEA-ITT, ACADEMIC YEAR 2021) which is a partial requirement
for the subject RD1- Research in Daily Life 1. In this regard, we would like to request that we be
permitted to administer unstructured interview (GRADE 12 STUDENTS IN SEA-ITT, ACADEMIC
YEAR 2021) of the school who are the target participants of our study.

We hope that this request will merit your approval. Thank you so much.

Regards,
(RESEARCHERS NAME)

Noted by:
Lyra A. Almeria
Adviser/ Instructor

34
Research in Daily Life 1

PHOTOS

35
36
CURRICULUM VITAE

PRINCESS JO-ANN E. ABAYON 

#16 ILANG-ILANG ST. BRGY.CAPRI NOVALICHES Q.C 
CELL NUMBER: 09153025672

37
E-MAIL: princessjoannabayon@gmail.com

INFORMATION:

NICKNAME: PRINCESS
BIRTH DAY: JUNE 30, 2003
BIRTHPLACE: QUEZON CITY 
AGE: 18 YRS OLD
NATIONALITY: FILIPINO 
RELIGION: CATHOLIC 
CIVIL STATUES: SINGLE 
FATHER’S NAME: ANTERO A. ABAYON JR.
MOTHER’S NAME: JOY E. ABAYON 

EDUCATIONAL BACKGROUND:

PRIMARY 
SCHOOL: NAGKAISANG NAYON ELEMENTARY SCHOOL
GRADUATED YEAR: 2016
JUNIOR HIGH
   SCHOOL: DONA ROSARIO HIGH SCHOOL
GRADUATED YEAR: 2020
MARY CHRIZ ANN ANTIDO 
BLOCK6 LOT 4 NINADA ST, BRGY COMMONWEALTH Q.C
CELL NUMBER: 09152491549
E-MAIL: antidobosque@gmail.com

INFORMATION:

NICKNAME: PIANGGING
BIRTH DAY: DECEMBER 06,2003

38
BIRTHPLACE: QUEZON CITY 
AGE: 17 YRS OLD
NATIONALITY: FILIPINO 
RELIGION: CATHOLIC 
CIVIL STATUES: SINGLE 
FATHER’S NAME: HILARIO B. REYES JR.
MOTHER’S NAME: ESMERALDA ANTIDO 

EDUCATIONAL BACKGROUND:

PRIMARY 
SCHOOL: COMMONWEALTH ELEMENTARY SCHOOL
GRADUATED YEAR: 2016
JUNIOR HIGH
SCHOOL: COMMONWEALTH HIGH SCHOOL 
GRADUATED YEAR: 2020

LUIZA B. BERNALDEZ
#32 PANGASINAN ST, BATASAN HILLS Q.C 
CELL NUMBER: 09478836339
E-MAIL: luizabernaldez862@gmail.com

INFORMATION:

NICKNAME: LUIZA 
BIRTH DAY: FEBRUARY 10,2004
BIRTHPLACE: QUIRINO MEMORIAL MEDICAL HOSPITAL 
AGE: 17 YRS OLD
NATIONALITY: FILIPINO 
RELIGION: CATHOLIC 

39
CIVIL STATUES: SINGLE 
FATHER’S NAME: BALTAZAR B. BERNALDEZ
MOTHER’S NAME: LORNA B. BERNALDEZ

EDUCATIONAL BACKGROUND:

PRIMARY 
SCHOOL: SAN DIEGO ELEMENTARY SCHOOL 
GRADUATED YEAR: 2016
JUNIOR HIGH
SCHOOL: BATASAN HILLS NATIONAL HIGH SCHOOL 
GRADUATED YEAR: 2020

GERI MAE F. BONAYOG 

#133 AREA 6-B GALILIE ST. REPUBLIC AVENUE BRGY HOLY
SPIRIT Q.C 
CELL NUMBER: 09459973679
E-MAIL: maebonayog0@gmail.com

INFORMATION:

NICKNAME: MAE
BIRTH DAY:  MAY 13, 2004
BIRTHPLACE: MCDASHCOMP.STO.NINO HOLY SPIRIT QC
AGE: 17 YRS OLD
NATIONALITY: FILIPINO 
RELIGION: PROTESTANT
CIVIL STATUES: SINGLE 
FATHER’S NAME: GERRY B. BONAYOG
MOTHER’S NAME: FELICIDAD F. BONAYOG 

40
EDUCATIONAL BACKGROUND:

PRIMARY 
SCHOOL: A.S.L.E LEARNING SCHOOL OF Q.C
GRADUATED YEAR:  2016
JUNIOR HIGH
SCHOOL: SAN JOSE TAGAPAGTANGGOL PAROCHIAL SCHOOL
GRADUATED YEAR: 2020

MERRY CHRIS A. CASTRO 

#6 SAGING ST, TALANAY AREA B BATASAN HILLS Q.C 
CELL NUMBER: 09531746281
E-MAIL: merrychriscastro765@gmail.com

INFORMATION:

NICKNAME: KAKAY, MONICA

BIRTH DAY: DECEMBER 25,2001
BIRTHPLACE: QUEZON CITY 
AGE: 19 YRS OLD
NATIONALITY: FILIPINO 
RELIGION: CATHOLIC 
CIVIL STATUES: SINGLE 
FATHER’S NAME: JESSIE B. CASTRO 
MOTHER’S NAME: MARITESS A. CASTRO

EDUCATIONAL BACKGROUND:

PRIMARY 
SCHOOL: PRES.CORAZON C. AQUINO ELEMENTARY SCHOOL 

41
 GRADUATED YEAR:  2016
JUNIOR HIGH
SCHOOL: BATASAN HILLS NATIONAK HIGH SCHOOL 
GRADUATED YEAR: 2020

RIGENNA COMARGO 
320 EAGLE ST. BATASAN HILLS Q.C
CELL NUMBER: 09455543891
E-MAIL: rigenncomargo06@gmail.com

INFORMATION:

NICKNAME: RAIN
BIRTH DAY: AUGUST 26,2003
BIRTHPLACE: FABELLA HOSPITAL 
AGE: 18 YRS OLD
NATIONALITY: FILIPINO 
RELIGION: CATHOLIC 
CIVIL STATUES: SINGLE 
FATHER’S NAME: FELICIANO COMARGO
MOTHER’S NAME: CARINA COMARGO

EDUCATIONAL BACKGROUND:

PRIMARY 
   SCHOOL: PRES.CORAZON C. AQUINO ELEMENTARY SCHOOL 
GRADUATED YEAR:  2016
JUNIOR HIGH
   SCHOOL: BATASAN HILLS NATIONAL HIGH SCHOOL 

42
 GRADUATED YEAR: 2020

ALDRIN B. DOYUGAN
#242 EVERLASTING ST. PAYATAS A. Q.C
CELL NUMBER: 09636604717
E-MAIL: aldrindoyugan@gmail.com

INFORMATION:

NICKNAME: ADEN
BIRTH DAY: FEBRUARY 21,2004
BIRTHPLACE: QUEZON CITY 
AGE: 17 YRS OLD
NATIONALITY: FILIPINO 
RELIGION: CATHOLIC 
CIVIL STATUES: SINGLE 
FATHER’S NAME: ALFIE A. DOYUGAN
MOTHER’S NAME: REMY B. DOYUGAN

EDUCATIONAL BACKGROUND:

PRIMARY 
   SCHOOL: MELENCIO M. CASTELO ELEMENTARY SCHOOL
GRADUATED YEAR:  2016
JUNIOR HIGH
   SCHOOL: BATASAN HILLS NATIONAL HIGH SCHOOL 
GRADUATED YEAR: 2020

REYMOR JOHN GEMINO

B4 L4 NORTH TRIANGLE, BRGY 177 CALOOCAN CITY 

43
CELL NUMBER: 09054548099
E-MAIL: @reymonjohnGemino.com

INFORMATION:

NICKNAME: RJ
BIRTH DAY: JANUARY 2,2004
BIRTHPLACE: QUEZON CITY 
AGE: 17 YRS OLD
NATIONALITY: FILIPINO 
RELIGION: CATHOLIC 
CIVIL STATUES: SINGLE 
FATHER’S NAME: ERWIN C. GEMINO
MOTHER’S NAME: AMOR G. GEMINO

EDUCATIONAL BACKGROUND:

PRIMARY 
   SCHOOL: LIBAS ELEMENTARY SCHOOL 
GRADUATED YEAR: 2016
JUNIOR HIGH
   SCHOOL: CIELITO ZAMORA JUNIOR HIGH SCHOOL
GRADUATED YEAR: 2020

SHANE NICOLE T. LAGOY 

17 B SAINT VINCENT ST, BRGY HOLY SPIRIT Q.C
CELL NUMBER: 09091923165
E-MAIL: Ishanenicole@gmail.com

44
INFORMATION:

NICKNAME: SHANE OR NICOLE 

BIRTH DAY: DECEMBER 30,2003
BIRTHPLACE: QUEZON CITY 
AGE: 17 YRS OLD
NATIONALITY: FILIPINO 
RELIGION: CATHOLIC 
CIVIL STATUES: SINGLE 
FATHER’S NAME: ROBERTO M. LAGOY JR.
MOTHER’S NAME: RUBIE HILDAT. LAGOY 

EDUCATIONAL BACKGROUND:

PRIMARY 
   SCHOOL: DONA JUANA ELEMENTARY SCHOOL
GRADUATED YEAR: 2015
JUNIOR HIGH
   SCHOOL: BATASAN HILLS NATIONAL HIGH SCHOOL 
GRADUATED YEAR: 2019

DESIREE MACABINGKIL
BLK 19 LOT2 AREA 6 SITIO VETERANS BRGY.SILANGAN Q.C
 CELL NUMBER: 09459370368
E-MAIL: iamdedireemacabingkil@gmail.com

INFORMATION:

NICKNAME: DESSY 
BIRTH DAY: FEBRUARY 12,2003

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BIRTHPLACE: QUEZON CITY 
AGE: 18 YRS OLD
NATIONALITY: FILIPINO 
RELIGION: CATHOLIC 
CIVIL STATUES: SINGLE 
FATHER’S NAME: DENNIS MACABINGKIL
MOTHER’S NAME: VERONICA MACABINGKIL

EDUCATIONAL BACKGROUND:

PRIMARY 
   SCHOOL: PRES.CORAZON C. AQUINO ELEMENTARY SCHOOL 
GRADUATED YEAR: 2016
JUNIOR HIGH
   SCHOOL: BATASAN HILLS NATIONAK HIGH SCHOOL 
GRADUATED YEAR: 2020

Ma. CRYZEL F. OGARDO 

2G UPPER EVERLASTING PAYATAS A. Q.C
CELL NUMBER: 09496632028
E-MAIL: clyzelogardo1218@gmail.com

INFORMATION:

NICKNAME: ZEL
BIRTH DAY: JUNE 30,2003
BIRTHPALCE: QUEZON CITY 
AGE: 18 YRS OLD
NATIONALITY: FILIPINO 

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RELIGION: CATHOLIC 
CIVIL STATUES: SINGLE 
FATHER’S NAME: CHARLIE OGARDO
MOTHER’S NAME: MARY JANE OGARDO

EDUCATIONAL BACKGROUNDD:

PRIMARY 
   SCHOOL: COMMONWEALTH ELEMENTARY SCHOOL
GRADUATED YEAR: 2016
JUNIOR HIGH
SCHOOL: BATASAN HILLS NATIONAL HIGH SCHOOL 
GRADUATED YEAR: 2020

JANINE P. PAULAR 
BLK5 LOT 4 SOUTH ZUZUARREGUI ST. BRGY MATANDANG
BALARA Q.C
CELL NUMBER: 09650449159
E-MAIL: janinepaular22@gmail.com

INFORMATION:

NICKNAME: JANINE
BIRTH DAY: AUGUST 22, 2003
BIRTHPLACE: QUEZON CITY 
AGE: 18 YRS OLD
NATIONALITY: FILIPINO 
RELIGION: CATHOLIC 
CIVIL STATUES: SINGLE 
FATHER’S NAME: GEORGE A. PAULAR
MOTHER’S NAME: LEONY P. PAULAR 

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EDUCATIONAL BACKGROUND:

PRIMARY 
   SCHOOL: OLD BALARA QUEZON CITY 
GRADUATED YEAR: 2016
JUNIOR HIGH
SCHOOL: NORTH FAIRVIEW HIGH SCHOL 
GRADUATED YEAR: 2020

SUNSHINE B. PRE 
B2 LT20 KENT ST. PH .4 VICTORIAN HEIGHTS SUBD.BRGY.
SAUYO Q.C
CELL NUMBER: 09357435697
E-MAIL: sunshine.pre25@gmail.com

INFORMATION:

NICKNAME: SHIN
BIRTH DAY: JULY 25, 2003
BIRTHPLACE: QUEZON CITY 
AGE: 18 YRS OLD
NATIONALITY: FILIPINO 
RELIGION: CATHOLIC 
CIVIL STATUES: SINGLE 
FATHER’S NAME: CHRISTOPHER H. PRE
MOTHER’S NAME: JONALYN F. BALCOBERO

EDUCATIONAL BACKGROUND:

PRIMARY 

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   SCHOOL: WEST FAIRVIEW ELEMENTARY SCHOOL(WFES)
GRADUATED YEAR: 2016
JUNIOR HIGH
  SCHOOL: WEST FAIRVIEW HIGH SCHOOL
GRADUATRED YEAR: 2020

JAYHAN P. TAGNIPEZ 
109 CHERRYBLOSSOM ST. PAYATAS A.Q.C
CELL NUMBER: 09357559234
E-MAIL: jayhantagnipez07@gmail.com

INFORMATION:

NICKNAME: JAY OR HAN 

BIRTH DAY: SEPTEMBER 07,2003
BIRTHPLACE: QUEZON CITY 
AGE: 18 YRS OLD
NATIONALITY: FILIPINO 
RELIGION: CATHOLIC 
CIVIL STATUES: SINGLE 
FATHER’S NAME: BOB JONES ELARDO 
MOTHER’S NAME: LAILA TAGNIPEZ 

EDUCATIONAL BACKGROUND:

PRIMARY 
   SCHOOL: MELENCIO M. CASTELO ELEMENTARY SCHOOL
GRADUATED YEAR: 2016
JUNIOR HIGH
SCHOOL: BATASAN HILLS NATIONAL HIGH SCHOOL 
GRADUATED YEAR: 2020

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