i

WESLEYAN UNIVERSITY-PHILIPPINES
COLLEGE OF HOSPITALITY AND TOURISM MANAGEMENT
EFFECTS OF ONLINE CLASS ON THE ACADEMIC PERFORMANCE AND
MENTAL HEALTH OF WORKING STUDENTS

A Thesis Presented
to the Faculty of the College of Hospitality and Tourism Management
Wesleyan University-Philippines
Cabanatuan City

In Partial Fulfillment of the

Requirements for the Degree of
Bachelor of Science in Hotel and Tourism Management
Major in Culinary and Kitchen Operations

Authors
Dennis Edward T. Bote
Ace M. Lobo
Ian Jerome S. Rillion
2022
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WESLEYAN UNIVERSITY-PHILIPPINES

Mabini Street Extension, Cabanatuan City, Nueva Ecija

APPROVAL SHEET

This undergraduate research entitled ”Effects of Online Class on the Academic

Performance and Mental Health of Working Students” is prepared and submitted by
Dennis Edward T. Bote, Ace Lobo M. Lobo and Ian Jerome S. Rillion. In partial
fulfillment of the requirements for the Degree of Bachelor of Science in Hospitality and
Tourism Management Major in Culinary and Kitchen Operations which has been
examined and recommended for acceptance and approval.

Dr. ALI MAMACLAY

Research Adviser

Approved by the Committee on oral examination with a passing rating held

on January 10. 2022:

_________________________________________________
DR. CINDY GASTON VILLAROMAN, Ph. D. BA
CHAIRMAN
_______________________________ ___________________________________
PROF. GERLIE P. LAGASCA, MBA DR. DULCE AMOR PADILLA, PH.D.BA
MEMBER MEMBER

DR. GENER SUBIA Ph.D

Member

Accepted and approved as partial fulfillment of the requirements for the degree
of Bachelor of Science in Hospitality and Tourism Management major in Culinary and
Kitchen Operations.
_______________________________________________
DR. CINDY GASTON VILLAROMAN, Ph. D. BA
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Dean CHTM
ACKNOWLEDGEMENT

The completion of this research could not have been possible without the

participation and assistance of so many people whose names may not all be enumerated.

Their contributions are sincerely appreciated and gratefully acknowledge. However, the

group would like to express their deep appreciation and indebtedness particularly to the

following:

Dr. Gener Subia, their Research Professor, for giving pointers and ideas and

technique in completing the study;

Dr. Ali Mamaclay, their Thesis Adviser, for his constant advise, constructive

criticism, for time and effort, valuable suggestions and patient, in identifying the needs of

this study.

Dr. Cindy Gaston-Villaroman, their beloved Dean, College of Hospitality and

Tourism Management, for her faithful concern to the development of this study.

Foremost acknowledgement and affection to their Parents, for their unending

support.

Above all, to ALMIGHTY GOD who gives them strength and wisdom, to be

inspired for the realization of this paper, in spite of the hardship and obstacles they had

encountered.

The Researchers
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DEDICATION

We, the researchers, would want to extend our appreciation to everyone who

helped us complete this study. To our dear parents and teachers, who have supported us

through the ups and downs of our school years

Dr. Ali Mamaclay, our adviser, who is always willing to help us when we need it.

Dr. Gener Subia, our professor, for his patience and assistance.

. Dr. Cindy Gaston-Villaroman, our Dean, College of Hospitality and Tourism for

all of your thoughtfulness.

We would want to express our heartfelt appreciation and gratitude to everyone

who has helped us along the journey.

The Researchers
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TABLE OF CONTENTS

TITLE PAGE……………………………………………………………………………..i

APPROVAL SHEET…………………………………………………………………….ii

Acknowledgement…………………………………………………………………….…iii

Dedication………………………………………………………………..........................iv

Table of Contents………………………………………………………………………...v

Abstract…………………………………………………………………………………vii

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction…………………………………………………………………….…………1

Theoretical Framework……………………………………………………………………3

Conceptual Framework……………………………………………………………...……4

Research Paradigm …….………………………………………………………………….5

Statement of the Problem …………………………………………………………………6

Scope and Delimitation……………………………………………………………………7

Significance of the Study……………………………………………………………...….7

Definition of Terms………………………………………………………………………8

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Synthesis of Related Literature and Studies……………………………………………10

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Local Related Literatures and Studies ………………………………………………….14

CHAPTER 3

RESEARCH METHODOLOGY

Research Design…….……………………………………………………………...……17

Research Instrument……………………………………………………………………..17

Data Gathering Procedure….……………………………………………………………18

Respondents…...…………………………………………………………………………18

Statistical Treatment of Data…...………………………………………………………..19

Representative Distribution of Respondents ………………………………………..…..19

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

1. Profile of the Respondents……………………………………………...………..22

Relative Frequency Distribution of Respondents form different School ………………..22

Relative Frequency Distribution of Respondents form different Fast- foods ……...……23

Relative Frequency Distribution of Ages of the Respondents …………………….……24

Relative Frequency Distribution of the Gender of the Respondents ……………………25

2. Hours Spent by Working Students …………………………………………..…..26

3. Job Roles ………………………………………………………………………...27
4. Academic Performance ………………………………………………………….28
5. Mental Health ……………………………………………………………………29
6. Problems in Online Class That Affect Academic Performance and Mental
Health…………………………………………………………………………….30
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CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings………………………………………..…………………………..32

Virtual Training Performance of Hotel and Tourism …………………………………..32

1. Academic Performance ………………………………………………………….32

2. Metal Health ……………………………………………………………………..33
3. Problems in Online Class That Affect Academic Performance and Mental
Health…………………………………………………………………………….33

Conclusions………………………………………………………………………………34

Recommendations………………………………………………………………………..34

APPENDICES

References….……………………………………………………………………………36

Questionnaire…………………………………………………………………………….39

Data Gathering Tables …………………………………………………………………..45

Motivational Factors Affecting Students Learning during Online Class ……………….51

Curriculum Vitae……………………………………………………………………..…57
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ABSTRACT

EFFECTS OF ONLINE CLASS ON THE ACADEMIC PERFORMANCE AND

MENTAL HEALTH OF WORKING STUDENTS

The breakout of the COVID-19 pandemic has resulted in widespread school

closures, with many schools opting for education via online learning platforms. The goal
of this study is to identify the motivational factors that influence working students'
learning during online classes. The purpose of this study was to determine the effect of
online education on academic performance and mental health of working students. The
study's respondents were 50 working students from various schools in Cabanatuan City,
Nueva Ecija, who work for various fast food chains. The study of data acquired via
survey questionnaire reveals that the majority of working students are females between
the ages of 15 to 30, indicating that the bulk of them are of legal age. The majority of
working students' academic performance and mental health are satisfactory, according to
the findings. Working students' self-esteem is still high, despite the fact that some report
they get bored and stressed when taking online classes. According to the study, the
majority of respondents wanted to work longer hours despite their online education in
order to sustain their lives and financially assist their families. The findings also found
that the majority of working students are doing well in school. Despite having some
challenges with their mental health, some of them have been able to maintain their work
life while balancing student life and professional positions. The report also proposes that
future research be conducted on a larger scale to compare the results of the current study.

Keywords: investments pattern, employees, savings and financial management practices

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CHAPTER 1

PROBLEM AND ITS BACKGROUND

INTRODUCTION

Pandemic changed the education system from all over the earth, from face-to-face

education to modular distance learning, online classes or even blended learning.

According to Li & Lalani (2020), the COVID-19 has resulted in schools shut all across

the world. Globally, over 1.2 billion children are out of the classroom. As a result,

education has undergone significant transformations, with the rise of e-learning, in which

instruction is done remotely and via digital platforms. According to research, online

learning increases information retention and takes less time, implying that the alterations

created by the coronavirus are here to stay (Li & Lalani , 2020).

Regular students have been affected by the drastic change in the education

system, what more are the working students who need to divide their time for their

education and for their work. Working students are those students who work outside the

school and having a school responsibility too. Students who are engaged in a job have to

carry out their duties and responsibilities as both students and worker in order to maintain

school and company relationships. According to Jones (2020), student who had stayed at

home with their parents were often eager to get any job. Some really needed extra income

and others wanted to re-establish communication skills with adults and have something to

make them busy. The successful working students have examined their goals and

priorities before they entered into the field of work.

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Everyone, from young children to young people, instructors, and professors, are

affected by online learning. Virtual classrooms may exacerbate existing mental health

issues for many students. Others may experience new changes in mental health and mood

because of the pandemic and online learning are new to students thus they need a time

for adjustment especially the working students (Jones, 2020).

With these adjustments from the old normal to a new normal, mental health of

individual is being affected. In fact, numerous research has demonstrated that social

isolation has a higher rate of harmful effects on people's mental and physical health.

Face-to-face contacts have also been shown to help alleviate depression and anxiety in

other research. Social anxieties and tensions may be exacerbated by a lack of social

connection. Teenagers, for example, may be concerned about changes in friendships

because of extended solitude. (Loyola et. al 2020). Since during pandemic, students need

to stay at home and study, this really adds to the depression and loneliness of the students

because they have to study by themselves.

These are some of the negative effects of the sudden change in the education

system. However, according to high focus center (2020), despite the potential for virtual

classes to impact a teen’s mental health negatively, there are still some positive benefits.

For some students, being home and around family, particularly during the COVID-19

pandemic, can offer feelings of safety and reassurance. For these students, their home can

become a safe learning environment where they feel more productive. This may be true

to some, yet still most of the students have seen this pandemic in a negative aspect.
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On the contrary, one finding from research in Dakshina Kannada and Udupi

District suggests that, students are comfortable with online classes and are getting enough

support from teachers but they do not believe that online classes will replace traditional

classroom teaching. It also finds that teachers are facing difficulties in conducting online

classes due to a lack of proper training and development for doing online classes.

Technical issues are the major problem for the effectiveness of the online classes.” (Kulal

et al 2020).

In this situation, working students should know how they can manage to cope up

and adapt with online class and their job as working students. According to Kulal et al

(2020), most of the colleges think of implementing online classes in their courses. Hence,

it becomes essential to obtain the opinions of participants of online classes before

applying for it.

All these ideas paved way for the researchers find out the pros and cons about

the impacts of online class to working students regarding their academic performance and

mental health. The study also aims to analyze the perception of working students about

online classes. The researchers also aimed to determine the effects of online classes on

the academic performance and mental health of working students compared to their

academic performance and mental health before wherein there is face-to-face learning.

THEORETICAL FRAMEWORK

With increasing adaption of online learning and teaching around the world, a very

dynamic educational environment has spawned immense interest among researchers and
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other stakeholders . Researchers, in particular, have addressed various issues pertaining to

e-education and this is reflected in the abundance of research available related to online

learning and teaching. The facets of e-learning that have been extensively studied

include, among others, acceptance of e-learning , attitudes towards e-learning ,

behavioural intention and actual usage of e-learning , problem and challenges for

implementing e-leaning , etc. Moreover, numerous theoretical models have been

developed in the domains of psychology, sociology, and information systems to identify

the factors leading to the actual usage of e-leaning. Initially, the Theory of Reason Action

(TRA) were widely used in predicting users’ behaviour and explaining the e-learning

adoption process

While e-leaning provides many benefits for students and teachers, such benefits

can only be realized when students actually use it. For this reason, increasing attention

has been paid to uncover critical factors that determine the actual use of e-leaning. And

the most affected ones are the working students.

CONCEPTUAL FRAMEWORK

The major categories of the framework were fine-tuned by conducting a review of

research in online education. To examine a complex construct, such as interaction,

researchers should carefully examine the context within which interaction takes place,

whether if the working students were on their house, in workplace or where the internet is

usable. Several studies were conducted to examine the learner-interface interaction and

the impact of technology on communication, but few studies examined the impact of
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usability on learning. Tselios et al (2001) evaluated the usability of an online learning

environment and examined the impact of usability on student performance.

Research Paradigm

Figure 1 shows the paradigm of the research study. The focus of this study is to

determine the effects of online class on the academic performance and mental health of

working students. The data needed included the profile of the respondents consisting of

their age, sex and academic performance. For the data gathering, questionnaire was

administered and were gathered , analyzed and interpreted. Results of the study paved

way for the intervention strategy.

Profile of the Respondents

 Age
 Sex
Level of Performance of
 Year level
Working Students

 Intellectual capacity
 task performance
Hours spent by Working  class participation
Students

 participation in online class

 involvement in work/job

Problems
Mental Health of Respondents
Encountered
 self-esteem
 stress level
 thoughts
 happiness
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STATEMENT OF THE PROBLEM

This study aimed to determine the Effects of Online Class on the Academic

Performance and Mental Health of Working Students.

Specifically, it sought answers to the following questions:

1. How may the profile of the respondents be described in terms of:

1.1 Age;

1.2 Sex; and

1.3Year level

2. How may the hours spent by a working students be described in terms of:

2.1 Participation in online class; and

2.2 Job roles

3. What is the level of performance of the working students as perceived by themselves in

terms of:

3.1 Intellectual capacity;

3.2 Task performance; and

3.3 Class participation

4. How may the mental health of the students be described?

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5. What are the problems encountered by the respondents that affect their academic

performance?

SCOPE AND DELIMITATION OF THE STUDY

This research aimed to determine the effects of online class to the academic

performance and mental health of working students in Cabanatuan Nueva Ecija.

This study is limited to the randomly selected working students in Cabanatuan

Nueva Ecija. There are 50 working student-respondents on the said school who answered

the questionnaire made by the researchers. The researchers used questionnaires that based

on the descriptive analysis type of questionnaire. The researcher focused on the academic

performance and mental health being affected by online class while they are working.

SIGNIFICANCE OF THE STUDY

Determining the effects of online class to the academic performance and mental

health of the students is necessary for the working students to be aware on the possible

impact of having a job while studying. Specifically, findings of this research is beneficial

to the following:

Working Students. This study will serve as guide to the working students on

how they manage online class and their job simultaneously and on preventing the

negative effects of online class on their mental health and academic performance.
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Teachers, Faculties and Principals. It will guide them to come up with the

scheme to help students who have difficulty on adapting online class especially on the

working students.

Parents. It is important to the parent, especially to those parents who work

outside the home for they will be able to know the effects it may bring on having a son or

daughter having a part time job.

Future Researchers. The proposed study will benefit and help the future

researcher as their guide. The study can also open in development of this study.

DEFINITION OF TERMS

Academic Performance. The measurement of student achievement across various

academic subjects. Teachers and education officials typically measure achievement using

classroom performance, graduation rates and results from standardized tests.

Coping Mechanism. The strategies people often use in the face of stress and/or trauma

to help manage painful or difficult emotions. Coping mechanisms can help people adjust

to stressful events while helping them maintain their emotional well-being.

Education. The act or process of imparting or acquiring general knowledge, developing

the powers of reasoning and judgment, and generally of preparing oneself or others

intellectually for mature life.

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Intellectual Capacity. The students’ ability to think, learn, plan and execute an action or

task with discipline

Mental Health. Mental health includes our emotional, psychological, and social well-

being. It affects how we think, feel, and act. It also helps determine how we handle stress,

relate to others, and make choices.

Online class. A study conducted over the Internet. They are generally conducted through

a learning management system, in which students can view their course syllabus and

academic progress, as well as communicate with fellow students and their course

instructor.

Strategy. An action that managers take to attain one or more of the organization's goals.

Strategy can also be defined as “A general direction set for the company and its various

components to achieve a desired state in the future”.

Stress Level. Mental or emotional state of the students caused by some circumstances. In

this study, the cause of mental or emotional state of the students was the online classes.

Task Performance. Activities that teachers give to their students to test their skills,

intellectual capacities and abilities.

Working student. A working student is a person who has work and at the same time

goes to school as a student. Being a working student needs a lot of effort not only to his

work but also in their studies. They know how hard to handle a job while they need to go

to school after their work.

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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Related Literature and Studies

1. Pandemic and Institutions

On March 2020, the World Health Organization declared SARS-CoV-2 (COVID-

19) Corona virus outbreak as a worldwide pandemic. As a result of this situation,

employees from various companies and labor sectors around the world are working from

home, and students are taking online classes. In Mexico, one of the main sectors in which

their employees have been forced to work from home is the education sector. In the

country, there are 149,000 institutions that offer educational service to 34,409,883

students and hire 2,047,998 teachers. Since this year, the education sector has been forced

to teach online classes; therefore, students have been required to take online classes from

a different location instead of their classrooms on a school campus.

This fact has led students to adapt to new conditions to take online classes and

study. These conditions include environmental, technological, and psychosocial aspects.

Regarding psychosocial factors, online classes can increase mental workload or

intellectual fatigue. This increment is presented because the speed in which classes are

taught online is fast. Another example is the learning and use of new and unfamiliar

technological applications (such as Classroom, Google Meet, Teams, Zoom, and Drive,

among others) to fulfill their work in class or to complete tasks that teachers assign them

(Douglas et al., 2020).

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On a global scale, UNICEF (2020) reported that more than 1.5 billion learners of

all ages are affected because of the school and university closures. Shutdowns have put

youth in a disproportionate state. With utmost consideration to provide education as a

fundamental human right, educational systems around the globe were once again

challenged to produce different measures to immediately sustain education efforts

(UNESCO, 2020), but this does not consider giving solutions to the problems of every

particular student. Generally, the education system seems unprepared and may transpire

unpredicted consequences during and beyond the crisis (Bozkurt & Sharma, 2020).

2.Working Students

According to the research conducted by Watts & Pickering (2000), while working

part-time and studying full-time has a variety of positive outcomes, respondents generally

viewed part-time employment as a necessity to survive in the contemporary higher

education sphere. Higher education institutions should identify opportunities to increase

the extent to which students could be more familiar with work and expose them to

educational, part-time vocational and career experiences.

3.Working Students and Academic Performance

Based on the study of Adnan & Anwar, (2020), students’ perspectives revealed

that in underdeveloped countries like Pakistan, online classes cannot produce desired

academic performance, since most students are unable to access the Internet. Moreover,

they discovered that during the COVID-19 pandemic, students face other problems, such
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as response time, absence of traditional classroom socialization, and lack of face-to-face

interaction with the instructor (Adnan & Anwar, 2020).

Some studies about student performance of working students suggesting that 0-9

hrs part-time work/week can result in minimal negative effect while longer hours can

show greater negative effects on study and academic performance. Part-time work can

result in work-based benefits. Allen (2015) contends that “going out and finding a job

and finding a way to successfully combine it with college work and life shows great

initiative, true grit, and multitasking ability”. The need to be disciplined, organized and

efficient at time management, in addition to gaining enhanced problem solving skills and

the opportunity to develop social skills, while becoming more financially solvent are

some of the many advantages to working part time during college.

4.Working Students and Mental Health

COVID-19 pandemic has led to high levels of psychological distress, depression,

anxiety, and panic behaviors. Liang et al, (2020) reported that nearly 40.4% of the youths

in their sample were prone to psychological problems and that 14.4% showed post-

traumatic symptoms (Liang et al, 2020). Another study by Cuschieri and Calleja found

that students were concerned about their education, examinations, progression to the next

academic year, and well-being and that they showed symptoms of anxiety (Cuschieri &

Calleja, 2020).

Overloaded lesson activities were also expressed by the students. As mentioned

by them, a teacher would require them almost three activities in a subject, thus giving
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them less time to carefully answer them all. This difficulty in remote learning has been

confirmed in the study of Sundarasen et al., (2020) where university students in Malaysia

expressed stress about the overwhelming number of assignments required by the teachers.

Their findings also revealed that this difficulty had a huge impact on the stress and

anxiety levels of the students. The same experience was also reported by Sarvestani et al.,

(2019) where students complain about the extensive volume and the large number of

modules that they need to answer.

According to Fang et al, (2020) the psychological impact of the COVID-19

pandemic on approximately 25% of college students, who showed anxiety of different

severity levels that were significantly correlated with negative effects on daily life and

delays in academic activities. Residence in urban areas, family income stability, and

residence with parents to be protective factors and infection of relatives or acquaintances

with COVID-19 to be a risk factor. The stability of family income was a significant factor

in students' anxiety during the COVID-19 crisis, which caused them to become working

students, which could be explained by increased psychological and economic pressure

(Fang et al, 2020). 

There is a wide variety of studies that examined the impacts of part-time

employment on full-time students. Based on the research of Manthei and Gilmore (2005),

for instance, considered that working part-time leaves less desired time to study Also,

Jogaratnam and Buchanan (2004), specified that new students who choose to do a part-

time job while having full-time academic load were most likely to suffer from stress and

sleep deprivation. As many studies suggested, indeed a combination of full-time studying

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and part-time working can cause a damaging effect on the physical and mental health of

students. It can create a negative impact on academic performance (Hovdhaugen, 2015;

Creed, French & Hood, 2015; Darolia, 2014).

Local Related Literatures and Studies

Truly, year 2020 has not been good for the Filipinos. The global pandemic of

COVID-19 pandemic has fundamentally affected nearly every area of life, including

education, and Philippines has not been an exception. The persistent rise of COVID-19

cases, the restriction of movement and social interactions, the negative effects on the

economy and daily living, and the instability of the political environment has been

suggested to affect the mental wellbeing of the population (Rajkumar, 2020).

Meanwhile, after the “no vaccine, no face to face classes” declaration by

President Rodrigo Duterte in the Philippines, the Commission on Higher Education

(CHEd) issued directives to universities to start preparing for distance learning. Thus,

universities across the country are forced to close indefinitely. Classes in various

universities already opened just these past few months and remote learning are faced with

multiple challenges (Mateo, 2020) which later became difficult to handle by Filipino

university students. Complicating this picture even is the fact that, not every student can

provide and adapt to the rapid advances of technology in today’s digital age especially for

developing countries like the Philippines in which education is plagued by problems even

before the pandemic (Alvarez, 2020).

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It is typical nowadays for students to work while studying to pursue their dreams

in life. Expenses for college education are never cheaper as generation passes by. Some

families can afford tuition fees; however, of the families cannot afford to send their

children to pursue a college degree. Hence, one of the best ways to earn a degree and to

fulfill dreams is to work while studying. Some working students are employed in the fast

food chain as service crew. Some, especially those with capital, invest in small

businesses. Some serve as students assistants in colleges and universities, and this a

common strategy (Villahermosa, 2015).

According to the Commission on Higher Education (CHED), around 216,000

students in the country are currently misrepresenting school and work and this figure is

about 8% of the total number of college students in the country. CHED said that working

students today are mostly into food service, entertainment and sales, apart from their

usual stints as librarians and research assistants.

In the study of Fjortoft (1995), reported "the student who devotes more time to

employment, the less he or she has for either academic or social activities.” Some studies

have looked at the effects of working on social and academic integration or student

engagement. This concept is an important component in student’s behavior theory (Bean,

1985; Pascarella & Staver, 1985; Tinto, 1975) that has been long linked with

perseverance (Kuh, 1995; Pascarella & Terrenzini, 1983)

For college students, the effects of the pandemic and other eventualities in 2020

may have profound impacts on their transition to adulthood. The usual youth-related

experiences of attending school in physical classrooms, interacting with peers, engaging

 16

in enjoyable social activities and preparing for future careers have been disrupted or

modified because of the social distancing rules and fear of contagion. Their psycho-

emotional development may be affected by the “new normal” characterized by online

classes and extra-curricular school events, restricted movement and socializing,

interruptions of key social functions and leisure events, and an unclear perspective for the

future (Cao et al., 2020; Power et al., 2020).

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CHAPTER 3

RESEARCH METHODOLOGY

This chapter covers the methods of research used, respondents, instruments and

techniques, validation of the instrument and statistical treatment.

Research Design

The researchers used the descriptive research design in analyzing and interpreting

the data. Descriptive research aims to accurately and systematically describe a

population, situation or phenomenon. It can answer what, where, when and how question,

but not why question. (May 15, 2019 by Shona MacCombes). This method was used to

this study to determine the problems encountered by online class on working student and

how it can affect the academic performance and mental health of the students.

Research Instrument

Survey questionnaire was the main instrument that has been used and developed

by the researchers to gather and collect data for this study. The survey questionnaire

contained closed-ended questions in checklist type.

The survey questionnaire was divided into three parts. The first part covered the

profile of the respondents, age, gender, length of service and grade or year level taught in

the school. The second part was about academic performance and mental health of the

students. The third part pertained on how the problems affect the academic performances

and mental health of the students. The second and the third part were composed of five
 19

options to choose from. Five (5) means always / very good, four (4) means often / good,

three (3) means sometimes / satisfactory, two (2) seldom / fair and one (1) means never /

poor.

Data Gathering Procedure

The researchers conducted survey to randomly selected students from Cabanatuan

City, Nueva Ecija, who works in different fast food chains while attending an online

class. Then started gathering information and data on the last week of November.

The researchers used quota-sampling procedure of picking the respondents for

which the researchers chose the group of working students. The respondents mostly came

from the province of Nueva Ecija in Cabanatuan City, among the Fast-food chains, which

are Mcdonald, Jollibee, Mang Inasal, Chowking etc. that consists of 50 working students.

Respondents

The respondents of this study were the all students who work the fast-food

selected McDo, Jollibee, Chowking, Chicken Inasal, and etc. The numbers of respondents

in school were 10%.

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Table 1

Representative Distribution of Respondents

Name Fast-food Frequency Percentage

McDonald 20 40%

Jollibee 11 22%

Mang Inasal 10 20%

Chowking 9 18%

TOTAL N=50 100%

Based on the table, McDonald has the highest number of working students which

comprise of 20 working students which is 40% of the respondents therefore McDonald’s

needed many students can work in this fast food. While there were only 9 working

students working at Chowking which is only 18% of the respondents.

This could be implied that McDonald has more consideration for working

students.

Statistical Treatment of the data

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The researchers tallied, tabulated, grouped, and organized the data in

accordance with the objectives of the study. These were presented, analyzed and

interpreted with the use of frequency counts, percentage and weighted mean.

The weighted mean was used for the qualification of the data which utilized four

point scales.

P = (F/N) x 100

Where P = Percentage

F = Frequency

N = Total Number of Respondents

WM = TWF/N

Where WM = Weighted Mean

TMW = Total Weighted Frequency

N = Total Number of Respondents

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Table 2

The Numerical Equivalent. Weighted and Verbal Interpretation used in the

Questionnaire

Numerical Equivalent Weight Verbal Interpretation

4.25-5.00 5 Strongly Agree

3.26-4.00 4 Agree

2.51-3.25 3 Moderately agree

1.75-2.50 2 disagree

1.00-1.75 1 Strong disagree

The table shows the corresponding verbal interpretation equivalent to the

weighted mean internal as result of analyzed data.

 24

CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the processed data which were organized, classified, and

examined for their interpretation.

1. Profile of the Respondents

Table 3

Relative frequency distribution of respondents from different schools

School Frequency Percentage

NEUST SUMACAB 12 24%

NEUST – MGT 11 22%

ST. ELIZABETH COLLEGE 11 22%

MIDWAY COLLEGES INC. 6 12%

NEHS 4 8%

WESLEYAN UNIVERSITY 3 6%

PHINMA ARAULLO UNIV. 2 4%

OLFU UNIVERSITY 1 2%

Total N=50 100%

 25

Based on the table, NEUST-Sumacab campus has the highest number of working

students which comprise of 12 and 22% of the respondents therefore any student in their

university can work the near fast food in their school. While there was only 1 working

students studying at OLFU University.

This means that there are more students in NEUST has more economic problem

so there are more working students considering NEUST is public school.

 Through their job, theyl become better acquainted with faculty, staff, and other

students. Part-time work allows respondents to: Perfect time-management skills

necessary for academic success.

 26

Table 4

Relative frequency Distribution of respondents from different Fast-foods

Name Fast-food Frequency Percentage

McDonald 20 40%

Jollibee 11 22%

Mang Inasal 10 20%

Chowking 9 18%

Total
N=50 100%

According to the table, McDonald's has the most working students, with 20

students, accounting for 40% of the respondents therefore McDonald’s needed many

students can work in this fast food. While 9 students worked at Chowking, accounting for

18% of the respondents,

 27

Table 5

Relative frequency Distribution of the Age of the Respondents

Age Frequency Percentage

15-20 22 44%

21-25 27 54%

26-30 1 2%

Total
N=50 100%

Table 5 shows that the majority of the students are between the ages of 21-25,

with a frequency of 27 accounting for 54% of the respondents, therefore many students

can work in their age, and there is only one student between the ages of 26–30.
 28

According to the findings, students who are 21–25 years old are already working

in a range of jobs to augment their income..

Table 6

Relative frequency Distribution of the Gender of the Respondents

Gender Frequency Percentage

Male 20 40%

Female 30 60%

TOTAL N= 50 100%

Table 6 depicts the gender breakdown of working students. The majority of

student-respondents are female, with a frequency of 30 (60%) therefore female usually

hired and males, with a frequency of 20 (40% ).

According to the table, female respondents outnumbered male student-

respondents. It is understandable given the nature of working students.

According to the data, female students do find ways to work while studying.
29
 30

2 . Hours Spent by Working Students

Table 7

Hours Frequency Percentage

1-2 Hours 10 20%

3-4 Hours 20 40%

5-6 Hours 20 40%

TOTAL
Table 7 reveals N= 50work 5-6 hours per
that the majority of students 100%
day with a

frequency of 20, accounting for 40% of the respondents, while 10 students work 1-2

hours per day with a frequency of 10, accounting for 20% of the respondents.

According to the data, the majority of the students worked 5 to 6 hours every day

to meet their demands.

 31

3 Job roles
 32

Table 8

Job roles Frequency Percentage

Crew 27 54%

Cashier 13 26%

Janitor 10 20%

Total
N=50 100%

Table 8 demonstrates that the majority of working students are in service roles,

with a frequency of 27 students accounting for 54% of respondents therefore fast food

needed a working students fitted as crew, while janitorial positions have a frequency of

10 students accounting for 20% of respondents.

 33

According to the report, the majority of crew members are working students.

4. Academic Performance

Table 9

Academic Performance

Verbal
Mean
Interpretation
I can memorize each lesson and every subject with
4.14 Agree
ease.
I can decide what information in our lesson is
2.46 Moderately agree
important
I can memorize each lesson and every subject with
4.3 Agree
ease.
I can do our task performance that our teacher gave
3.08 Agree
to us easily.
I always participate in online classes and can answer
4.02 Agree
all the questions given to me.
General Weighted Mean Mental 3.06 AGREE
 34

The table shows the best practices use by the working student during online class

and the status of their mental health. Working students said that their performance in

academic is Agree.

When it comes to academic performance, working students said that they are

good in the following: can memorize each lesson and every subject with ease with a

mean of 4.14, always participate in online classes and can answer all the questions given

to them with a mean of 4.02. On the other hand, working students said that they are fair

to decide what information in our lesson is important with a mean of 2.46. But they are

agreed with their task performance that their teacher gave to them with a mean of 3.08.

5.Mental Health

Table 10

Mental Health

Verbal
Mean
Interpretation
I have high self-esteem 4.28 Strongly Agree
I can handle stress 4.20 Agree
I can cope-up and adapt to change using my positive
4.06 Agree
thoughts
Lessons can’t interfere my happiness 4.18 Agree
Pessimistic person can’t affect my optimistic thoughts 4.06 Agree
General Weighted Mean Mental 4.16 STRONGLY
AGREE
 35

The table shows the best practices use by the working student during online class

and the status of their mental health. Working students said that their mental status is

Strongly Agree.

When it comes to mental health , working students said that they are good in the

following: have high self-esteem with a mean of 4.28, can cope-up and adapt to change

using positive thoughts with a mean of 4.06. On the other hand, working students said

that they are fair to can handle stress with a mean of 4.20. But they are Agreed with their

lessons can’t interfere with happiness with a mean of 4.18.

This finding demonstrates that working students still have a high level of self-

esteem, implying that they can overcome weaknesses, stress, and problems in their

education and work.

5. Problems in Online Class That Affect Academic Performance and

Mental Health

Table 11

Verbal
Mean
Interpretation

I have lower grades in online class compare to face-to-face 4.08 Agree

class
Strongly
I can get higher grades in face-to-face class than online class 4.46
Agree
It affects my academic performance when I can’t attend
4.10 Agree
online class due to work
I can perform well both in school and workplace 3.86 Agree
I have a lower task performance grades when I missed an
4.20 Agree
activity due to work
I feel that face-to-face contact with my instructor is 4.38 Strongly
 36

necessary to improve my academic performance Agree

Strongly
Learning is the same in class and at home on the Internet. 4.32
Agree
I can do task performance alone than when I interact my Strongly
4.38
classmate face-to-face Agree
I prefer participating in online class than in face-to-face
4.24 Agree
learning
I feel like my academic performance is affected negatively Strongly
4.34
by COVID and online class Agree
General Weighted Mean 4.20 AGREE

Mental Health

I find it very hard to adapt in changes from face-to-face to

4.16 Agree
online class
Strongly
I feel very stress over online class 4.62
Agree
I feel that my self-esteem got lower when my grades falls
3.88 Agree
down due to online class
Strongly
I get irritated easily when I attend online class 4.38
Agree
Online class makes me feel uncomfortable 3.82 Agree
I get stress when doing performance task online 4.08 Agree
Strongly
Many lessons and activities overwhelm me 4.28
Agree
I have trouble relaxing and being on focused when attending Strongly
4.38
online class Agree
I feel shy when I attend class at fast food chain I work 3.68 Agree
Strongly
I focused more face-to-face class than in online class 4.28
Agree
General Weighted Mean 4.15 AGREE

Based on the table the working students said that they are good in handling

problems in the new normal situation in the education set up with general weighted mean

of 4.20 and verbally interpreted as agree

 37

Specifically they said that they get higher grades in face-to-face class than online

class; Learning is the same in class and at home on the Internet; they can do task

performance alone than when they interact with classmate face-to-face; and they feel like

their academic performance is affected negatively by COVID and online class but still

they continue schooling.

When it comes to mental health problems, working students said that they are good in

handling it with a weighted mean of 4.15 and verbally interpreted as Agree. Moreover,

the most problem they encountered in mental health are they get irritated easily when

they attend online class and they focused more face-to-face class than online class.
 38

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary of Findings

This study present the summary of finding, conclusions and recommendations of

the study conducted.

Profile of the respondents in terms of age.

Most of the working students are between the age of 15-20 with a frequency of

11 and the only 1 student are in the ages-bracket of 26-30.

Profile of the respondents in terms of gender.

Most of the working students are females.

Virtual training performance of hotel and tourism in:

1. Academic Performance

Most of the working students said that their performance in academic is

Satisfactory.

When it comes to academic performance, working students said that they are

agreed in the following: can memorize each lesson and every subject with ease with a

mean of 4.14, always participate in online classes and can answer all the questions given

to them with a mean of 4.02. On the other hand, working students said that they are fair
 39

to decide what information in our lesson is important with a mean of 2.46. But they are

satisfied with their task performance that their teacher gave to them with a mean of 3.08

2. Mental Health

When it comes to Mental Health of the working students, they said that they are in

very good condition. In fact, they said that they have self esteem with a weighted mean of

4.28.

3. Problems in Online Class That Affect Academic Performance and Mental

Health

Academic Performance

The working students said that they are good in handling problems in the new

normal situation in the education set up with general weighted mean of 4.20 and verbally

interpreted as strong agree . Specifically they said that they said that get higher grades in

face-to-face class than online class; Learning is the same in class and at home on the

Internet; they can do task performance alone than when they interact with their classmate

face-to-face.

Mental Health

When it comes to mental health problems, working students said that they are

good in handling it with a weighted mean of 4.15 and verbally interpreted as agreed.

Moreover, the most problem they encountered in mental health are they I get irritated
 40

easily when I attend online class and I focused more face-to-face class than in online

class.

Conclusions

With the data gathered, the following conclusions were made.

1. Because their ages range from 21 to 25, the majority of working students are of legal

age to work while still in school.

2. Majority of the working students are female. Thus female can manage to continue their

study while they are working.

3. According to the study, the majority of respondents wanted to work longer hours

despite their online education in order to sustain their lives and financially assist their

families.

4. Majority of the respondents said that they are still performing satisfactorily in their

academic performance and still they are in good condition when it comes to mental

health.

Recommendations

Based from the result and conclusion of the study, the following

recommendations are as follows:

1. To achieve higher level of academic performance, the students may continue the

work life between academic life and job roles.

 41

2. The students may continue following job related health protocols and AITF

guidelines.

3. The students may consult/visit guidance counsellor for securing advice and

counselling.

4.  To enhance students' coping responses to the pandemic, working students

Should be provided with special psychological support and therapy through

digital technology

5.  The universities should pay careful attention to fostering peer communication in

online learning (e.g., by promoting group work and collaborative learning) and

developing social support structures (e.g., by fostering online discussion groups

allowing students to share experiences with peers, or online social activities

attenuating the sense of adjustment) as these enhance academic adjustment.

6. The government should have provisions for such students like working students

for education, provision of required platform for online learning will lead to

reduction in mental stress of these students and eventually improvement in their

academic performance.

7. Similar study maybe conducted in a wider scope to compare the result of the

present study.
42
 43

References

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 46

Questionnaire

(SURVEY QUESTIONNAIRE)

Researcher-Made Questionnaire on the Motivation Factors Affecting

Students Learning during Online Class of Wesleyan University Philippines

PART I: Socio-Demographic Profile of the Respondents. Provide pertinent information

on the items below by checking the appropriate blanks and supplying the answer on the

blanks.

Name

(Optional):_____________________________________________Age:______________

Gender:

☐ Male

☐ Female

Year Level:

☐ First Year

☐ Second Year

☐ Third Year

☐ Fourth Year
 47

Direction: Below is the list of the questions the researchers want to seek information.

Please put a checkmark on the space provided that corresponds to your answer.

How many hours did you spend working at a fast food chain per day?

_____1 - 2 hours _____5 hours and above

_____3 - 4 hours

1. How many hours did you participate in online class per day?

_____1 - 2 hours _____5 hours and above

_____3 - 4 hours

PART II: Academic Performance and Mental Health

Direction: Please put a checkmark on the most appropriate answer for each statement

that corresponds most closely to your desired response.

5 – Strongly Agree 4 - Agree 3 - Satisfactory 2 - Fair 1 - Poor

a. Academic Performance 5 4 3 2 1

I can memorize each lesson and every subject

with ease.
 48

I can decide what information in our lesson is

important

I can analyze information that is presented to

me at any time.

I can do our task performance that our teacher

gave to us easily.

I always participate in online classes and can

answer all the questions given to me.

b. Mental Health 5 4 3 2 1

I have high self-esteem

I can handle stress

I can cope-up and adapt to change using my

positive thoughts

Lessons can’t interfere my happiness

 49

Pessimistic person can’t affect my optimistic

thoughts

PART III: Problems in Online Class That Affect Academic Performance and

Mental Health

Direction: Please put a checkmark on the most appropriate answer for each statement

that corresponds most closely to your desired response.

5 – Strongly Agree 4 - Agree 3 - Satisfactory 2 - Fair 1 - Poor

a. Academic Performance 5 4 3 2 1

I have lower grades in online class compare to

face-to-face class

I can get higher grades in face-to-face class

than online class

It affects my academic performance when I

can’t attend online class due to work
 50

I can perform well both in school and

workplace

I have a lower task performance grades when I

missed an activity due to work

I feel that face-to-face contact with my

instructor is necessary to improve my
academic performance

Learning is the same in class and at home on

the Internet.

I can do task performance alone than when I

interact my classmate face-to-face

I prefer participating in online class than in

face-to-face learning

I feel like my academic performance is

affected negatively by COVID and online
class

a. Mental Health
 51

I find it very hard to adapt in changes from

face-to-face to online class

I feel very stress over online class

I feel that my self-esteem got lower when my

grades falls down due to online class

I get irritated easily when I attend online class

Online class makes me feel uncomfortable

I get stress when doing performance task

online

Many lessons and activities overwhelm me

I have trouble relaxing and being on focused

when attending online class

I feel shy when I attend class at fast food chain

I work
 52

I focused more face-to-face class than in

online class

PART 1

Relative frequency distribution of respondents from different school

School Frequency Percentage

NEUST SUMACAB 12 24%

NEUST – MGT 11 22%

WESLEYAN 3 6%

PHINMA ARAULLO 2 4%

ST. ELIZABETH COLLEGE 11 22%

NEHS 4 8%

OLFU UNIVERSITY 1 2%

MIDWAY COLLEGES INC. 6 12%

Total N=50 100%

 53

Students

Percentage = F/N X 100

=12/50 X 100

=0.24 X 100

= 24%

Relative frequency Distribution of the Age of the Respondents

Age Frequency Percentage

15-20 22 44%

21-25 27 54%

26-30 1 2%

Total
N=50 100%

Percentage = F/N X 100

= 27/50 X 100

= 0.54 X 100

= 54%
 54

Relative frequency Distribution of the Gender of the Respondents

Gender Frequency Percentage

Female 20 40%

Male 30 60%

TOTAL N= 50 100%

Percentage = F/N X 100

= 30/50 X 100

= 0.6 X 100

= 60%

Verbal
Academic Performance Mean
interpretation
 55

I can memorize each lesson and every subject with ease. 4.14 Agree

I can decide what information in our lesson is important 2.46 Fair

I can memorize each lesson and every subject with ease. 4.3 Agree

I can do our task performance that our teacher gave to us

3.08 Satisfactory
easily.

I always participate in online classes and can answer all the

4.02 Agree
questions given to me.

Mental Health

Strongly
I have high self-esteem 4.28
Agree

I can handle stress 4.2 Agree

I can cope-up and adapt to change using my positive

4.06 Agree
thoughts

Lessons can’t interfere my happiness 4.18 Agree

Pessimistic person can’t affect my optimistic thoughts 4.06 Agree

PART 11 Academic Performance

Problems in Online Class That Affect Academic Performance and Mental Health
 56

Verbal
Academic Performance Mean
interpretation

I have lower grades in online class compare to face-to-

4.08 Agree
face class

I can get higher grades in face-to-face class than online Strongly

4.46
class Agree

It affects my academic performance when I can’t attend

4.1 Agree
online class due to work

I can perform well both in school and workplace 3.86 Agree

I have a lower task performance grades when I missed an

4.2 Agree
activity due to work

I feel that face-to-face contact with my instructor is Strongly

4.38
necessary to improve my academic performance Agree

Strongly
Learning is the same in class and at home on the Internet. 4.32
Agree

I can do task performance alone than when I interact my Strongly

4.38
classmate face-to-face Agree

I prefer participating in online class than in face-to-face

4.24 Agree
learning

I feel like my academic performance is affected Strongly

4.34
negatively by COVID and online class Agree
 57

Mental Health

I find it very hard to adapt in changes from face-to-face

4.16 Agree
to online class

Strongly
I feel very stress over online class 4.62
Agree

I feel that my self-esteem got lower when my grades falls

3.88 Agree
down due to online class

Strongly
I get irritated easily when I attend online class 4.38
Agree

Online class makes me feel uncomfortable 3.82 Agree

I get stress when doing performance task online 4.08 Agree

Strongly
Many lessons and activities overwhelm me 4.28
Agree

I have trouble relaxing and being on focused when Strongly

4.38
attending online class Agree

I feel shy when I attend class at fast food chain I work 3.68 Agree

Strongly
I focused more face-to-face class than in online class 4.28
Agree
 58

PART 3

MOTIVATIONAL FACTORS AFFECTING SUDENTS

LEARNING DURING ONLINE CLASS

Academic Performance
 a. Academic Performance 5 4 3 2 1 TWF WM
59

I can memorize each lesson and 11(55) 35(140) 4(12) 0(0) 0(0) 207/50 4.14
every subject with ease.

I can decide what information in 26(30) 21(84) 3(9) 0(0) 0(0) 123/50 2.46
our lesson is important

I can analyze information that is 22(110) 21(84) 7(21) 0(0) 0(0) 215/50 4.3
presented to me at any time.

I can do our task performance that 20(10) 18(72) 12(36) 0(0) 0(0) 154/50 3.08
our teacher gave to us easily.

I always participate in online 14(70) 28(112) 5(15) 1(2) 2(2) 201/50 4.02
classes and can answer all the
questions given to me.

b. Mental Health 5 4 3 2 1 TWF WM

I have high self-esteem 21(105) 22(88) 7(21) 0(0) 0(0) 214/50 4.28

I can handle stress 13(65) 34(136) 3(9) 0(0) 0(0) 210/50 4.2

I can cope-up and adapt to change 13(65) 27(108) 10(30) 0(0) 0(0) 203/50 4.06
using my positive thoughts

Lessons can’t interfere my 15(75) 29(116) 6(18) 0(0) 0(0) 209/50 4.18
happiness

Pessimistic person can’t affect my 13(65) 31(124) 4(12) 1(1) 1(1) 203/50 4.06
 60

Problems in Online Class That Affect Academic Performance and Mental Health

b. Academic Performance 5 4 3 2 1 TWF WM

I have lower grades in online class 22(110) 20(80) 3(9) 0(0) 5(5) 204/50 4.08
compare to face-to-face class

I can get higher grades in face-to- 23(115) 27(108) 0(0) 0(0) 0(0) 223/50 4.46
face class than online class

It affects my academic 14(70) 27(108) 9(27) 0(0) 0(0) 205/50 4.1

performance when I can’t attend
online class due to work
 61

I can perform well both in school 11(55) 23(92) 14(42) 2(4) 0(0) 193/50 3.86
and workplace

I have a lower task performance 17(85) 26(104) 7(21) 0(0) 0(0) 210/50 4.2
grades when I missed an activity
due to work

I feel that face-to-face contact 21(105) 27(108) 2(6) 0(0) 0(0) 219/50 4.38
with my instructor is necessary to
improve my academic
performance

Learning is the same in class and 21(105) 24(96) 5(15) 0(0) 0(0) 216/50 4.32
at home on the Internet.

I can do task performance alone 24(120) 21(84) 5(15) 0(0) 0(0) 219/50 4.38
than when I interact my classmate
face-to-face

I prefer participating in online 19(95) 24(96) 7(21) 0(0) 0(0) 212/50 4.24
class than in face-to-face learning

I feel like my academic 22(110) 23(92) 5(15) 0(0) 0(0) 217/50 4.34
performance is affected negatively
by COVID and online class
 62

b. Mental Health 5 4 3 2 1 TWF WM

I find it very hard to adapt in 12(60) 34(136) 4(12) 0(0) 0(0) 208/50 4.16
changes from face-to-face to
online class

I feel very stress over online class 33(165) 15(60) 2(6) 0(0) 0(0) 231/50 4.62

I feel that my self-esteem got 4(20) 36(144) 10(30) 0(0) 0(0) 194/50 3.88
lower when my grades falls down
due to online class

I get irritated easily when I attend 23(115) 23(92) 4(12) 0(0) 0(0) 219/50 4.38
online class

Online class makes me feel 9(45) 26(104) 12(36) 3(6) 0(0) 191/50 3.82
uncomfortable

I get stress when doing 18(90) 21(84) 8(24) 3(6) 0(0) 204/50 4.08
performance task online

Many lessons and activities 17(85) 30(120) 3(9) 0(0) 0(0) 214/50 4.28
overwhelm me
 63

I have trouble relaxing and being 25(125) 19(76) 6(18) 0(0) 0(0) 219/50 4.38
on focused when attending online
class

I feel shy when I attend class at 9(45) 28(112) 6(18) 2(4) 5(5) 184/50 3.68
fast food chain I work

I focused more face-to-face class 23(115) 18(72) 9(27) 0(0) 0(0) 214/50 4.28
than in online class

Weighted Mean = TWF/N

W F TWF

5 11 55

4 35 140

3 4 12

0 0 0

N=50 207

WM = TWF/N

= 207/50

= 4.14
 64

Curriculum Vitae
Dennis Edward T. Bote
Zone 1 Maestrang Kikay District, Talavera
Nueva Ecija, Philippines
________________________________________________________________________

PERSONAL INFORMATION
Birth Date : July 4, 2000
Birth Place : Nueva Ecija
Age : 21
Gender : Male
Civil Status : Single
Religion : Roman Catholic
Father’s Name : Dennis W. Bote
Mother’s Name : Romelia T. Bote

EDUCATIONAL BACKGRUOND
 65

Tertiary Wesleyan University-Philippines

Mabini St. Extention, Cabanatuan
City, Nueva Ecija
BSHTM (Culinary and Kitchen
Operations) (2018-present)
Senior High : St. Elizabeth Global Collage
Talavera, Nueva Ecija
(2017-2018)
Secondary : Sto. Domingo National Trade School
Sto, Domingo Nueva Ecija (2014-
2017)
Primary : Talavera Central Elementary School
Talavera, Nueva Ecija
Curriculum Vitae
Ace M. Lobo
Caimito Palayan City
Nueva Ecija, Philippines
______________________________________________________________________

PERSONAL INFORMATION
Birth Date : May 6, 2000
Birth Place : Mandaluyonng City, Manila
Age : 21
Gender : Male
Civil Status : Single
Religion : Roman Catholic
Father’s Name : Ariel Jumuad
Mother’s Name : Lerio Lobo

EDUCATIONAL BACKGRUOND
 66

Tertiary Wesleyan University-Philippines

Mabini St. Extention, Cabanatuan
City, Nueva Ecija
BSHTM (Culinary and Kitchen
Operations) (2018-present)
Senior High : Wesleyan University
Mabini St. Extention, Cabanatuan
City, Nueva Ecija
Secondary : Roxy Lefordge Foundation
Palayan City, Nueva Ecija (2012-
2016)
Primary : Caimito Elementary School
Palayan City, Nueva Ecija

Curriculum Vitae
Ian Jerome S. Rillon
Cabucbucan Rizal
Nueva Ecija, Philippines
_______________________________________________________________________

PERSONAL INFORMATION
Birth Date : October 12, 1999
Birth Place : Nueva Ecija
Age : 22
Gender : Male
Civil Status : Single
Religion : Roman Catholic
Father’s Name : Francisco C. Rillon
Mother’s Name : Nedy S. Rillon

EDUCATIONAL BACKGRUOND
 67

Tertiary Wesleyan University-Philippines

Mabini St. Extention, Cabanatuan
City, Nueva Ecija
BSHTM (Culinary and Kitchen
Operations) (2018-present)
Senior High : Midway College Inc.
Cabanatuan City, Nueva Ecija
(2017-2018)
Secondary : Cabucbucan National High School
Rizal, Nueva Ecija (2012-2016)
Primary : Cabucbucan Elementary School
Rizal, Nueva Ecija