Western Colleges, Inc.

High School Department

Naic, Cavite

THE IMPACT OF TECHNOLOGY ON GRADE 11 STEM STUDENTS’

PROBLEM SOLVING AND MATHEMATICAL LEARNING: BASIS FOR
LEARNING ACTION CELL

A thesis
Proposal
Presented
to the faculty of the
Senior High School Department

In partial fulfillment
of the requirements for
Practical Research 1

BY:
KRISTALAINE D. MILLAR
MARIEJUN JR. J PADAO
ROSE ANN F. PENIS
JUSTINE M. SAMBITAN

2022

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RECOMMENDATION FOR PROPOSAL DEFENSE

This thesis entitled THE IMPACT OF TECHNOLOGY ON GRADE 11

STEM STUDENTS’ PROBLEM SOLVING AND MATHEMATICAL
LEARNING: BASIS FOR LEARNING ACTION CELL was prepared and submitted
by SHIEANN P. PEREA, KRISTALAINE D. MILLAR, MATTHEW E. OLAVE,
MARIEJUN JR. J PADAO, ROSE ANN F. PENIS, and JUSTINE M. SAMBITAN,
in partial fulfillment of the requirements in Practical Research I have been examined and
is hereby recommended for Proposal Defense.

RONNIE E. PASIGUI, Ph.D.

Research Adviser

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TABLE OF CONTENTS

Title Page i
Recommendation Page ii
Table of Contents iii
List of Tables v
List of Figures v

Chapter Page
1. The Problem and Its Background 6
Introduction 6
Background 8
Theoretical Framework 9
Conceptual Framework 10
Statement of the Problem 11
Hypothesis 11
Scope and Delimitation of the Study 12
Significance of the Study 12
Definition of Terms 13

2. Review of Related Literature and Studies 17

3. Research Methodology 21
Research Design 21
Research Locale 22
Population, Sample and Sampling Techniques 24
Research Instrument 25
Data Gathering Procedures 27
Statistical Treatment of Data 29

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4. Presentation, Analysis, and Interpretation of Data 31

5. Summary of Findings, Conclusions, Recommendations and Output 40
Summary of Findings 40
Conclusions 41
Recommendations and Output 41
References 42
Appendices
Appendix A (Letter Consent) 45
Appendix B (Proposed Research Instrument) 47
Appendix C (Computation of Pearson R) 50
Appendix D (Curriculum Vitae) 58

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LIST OF FIGURES

Number TITLE Page

1 Geographic Location of Western Colleges Inc. 23

LIST OF TABLES

Number TITLE Page

1 Table of Specification of Respondents 25
1.1 Table of Specification of Part One of Proposed Research 26
Instrument
1.2 Table of Specification of Part Two of the Proposed Research 27
Instrument
2 Schedule for Research Procedures 28
3 Likert Scale for statement of the problem 1 30
3.1 Likert Scale for statement of the problem 2 30
4 Weighted mean of The Commonly Used Technologies in the 31
Teaching of Mathematics in Grade 11 STEM-Mathematics
Classes in terms of Synchronous
4.1 Weighted mean of The Commonly Used Technologies in the 33
Teaching of Mathematics in Grade 11 STEM-Mathematics
Classes in terms of Asynchronous
4.2 Weighted mean of The Impact of Technology on Grade 11 35
STEM students in terms of Problem-Solving
4.3 Weighted mean of The Impact of Technology on Grade 11 36
STEM students in terms of Mathematical Learning
5 Test of the Relationship between Commonly Used Technologies 38
in Teaching Mathematics and the Impact of Technology

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CHAPTER I

The Problem and its Background

The problem consists of the introduction about the impact of technologies on

students, the background of the study. Theoretical framework, conceptual
framework, problem, and hypothesis are also included. In addition, the scope and
delimitation, the significance of the study, and the definition shall be included.

1.1 Introduction
For many years, technologies have become an essential part of mathematics
education. Students have used different technologies such as analysis devices,
mathematical software, scientific calculator, spreadsheets, etc. have become
commonly used for their learning processes in mathematics effectively. In the area of
technology in the 21st century affects education as well as our daily lives.
Technology has been a huge help to cope with the hard aspects of teaching
mathematics. Moreover, technology has the potential to play a significant role in
mathematical teaching. It assists students in better learning and mastering
mathematical subjects by better capturing their attention (Dick & Hollebrands,
2011).
In the Philippines, due to the COVID 19 pandemic, significant changes have
been taken to the Philippines regarding the education of all the students. The lives of
students and teachers outside the school are increasingly integrated with technology
and it is impossible for schools not to be affected by this situation. Technologies are
now more affordable, efficient, and accessible in terms of time and place in the time
of pandemic because the students will be safe at home and still learn new things. And
due to all the students being born in the era of technology it’s not hard to them in
coping the learnings in problem-solving with the use of technology nowadays
(Serrano, 2019). The majority of students in the Philippines are likely to use
technology in the classes in order to help them in their education, strengthening the

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claim that technology helps to the enhancement of classroom learning-related activities

(Bhati & Gorra, 2016).
Western Colleges Inc. is one of the schools in Naic, Cavite. Due to the pandemic, most
of the learning of the students in WCI is through modular and online learning, this proves
that the technology is now more useful especially in 11 STEM mathematics classes.
Mathematics is a major subject that needs the guidance of the teachers to learn.
Moreover, it is one of the most hardcore subject that many students can’t understand but
with the help of technology, it makes the learnings of the student more understandable
and interesting to learn.
In the previous study entitled, “Effects of Technology in the Level of Performance of
Senior High School Students in STI College Meycauayan”, conclude that overall,
technology has a positive impact on education. The integration of various learning
resources, the infusion of creative ideas and practices, and the movement for change and
development through upgrades have all enhanced student achievement, openness, and
learning (Micael, et al., 2019). Also, another previous study entitled, “The Effects of
Mobile Application in Teaching High School Mathematics”, conclude that the use of
technology like mobile application in teaching mathematics in grade 8 have given a
positive impact on their education, learnings, and have improved their achievements
(Etcuban & Pantinople, 2018) . These previous studies similar to our study that is about
the impact of technology but it differences is that it is about a specific subject that is
mathematics learning and problem-solving with our respondents that are senior high
school students while the other studies respondents are senior students and junior high
school students. And there is a law about technology in education that is technology
literacy and fluency in RCW 28A.150.210, stated that “Other K-12 basic courses that
children must know and be able to complete can benefit greatly from the use of
technology. Integrating technology literacy and fluency knowledge and skills into other
subjects will engage and motivate students to pursue high-demand careers in fields like
engineering, mathematics,

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computer science, communication, art, entrepreneurship, and others; fields in which

skilled individuals will create future ideas, products, and industries; and fields that
require digital

citizens' collaborative information skills and technological fluency.” which means that
technology in terms of education in different field enhance the learnings of every student.

1.2 Background of the Study

The way mathematics helps the life of many encouraged us to know how
everything works specifically with the use of technology. Mathematics and
Technology comes in handy in every occasion and event. These concepts are widely
used and are relevant in maintaining the better life we want to have in the future. The
technology in enhancing the mathematical education of every student gives various
help to the teachers and students in making instructional materials to enable the people
in coping to the new ways of learning and working together. Studying became more
convenient with the use of different variety of devices such as cellphones and laptops
which aids students to make or create better and quality wise projects and
presentations.
The purpose of this study is to determine the commonly used technologies and
the impact of technology on 11 STEM students at WCI, Inc. Moreover, to identify the
most applicable technology that helps the student to excel in mathematical learning
and problem solving. In addition, the results of the study served as the basis for
learning action cell.

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1.3 Theoretical Framework

The theories that support our study are:

Critical Theory of Technology by Andrew Feenberg (1991)

Technology is dangerous, especially because of its positive and harmful

implications for human life and the environment in which we live. Technological power
is the most widespread type of power in our culture, especially now that we are in the
modern era when technological understanding is required. As a result, we can deduce
that our concerns about technology's regular operation arise from our faith in its ability
to advance or evolve. Having a variety of online learning websites gives and takes away
from the learners' interests and knowledge.

Technology Integration and Learning Theory of Nada Aldoobie (2015)

Constructivism Theory

Constructivism Theory is an effective theory that helps to construct and learn new
things. John Dewey believes that learners need to have experience and prior knowledge
with the help of other people or be more socialized to construct and learn new things and
lessons He also added that learners should be socialized and have groups with each other
to construct more applicable knowledge about the learnings due to when the students and
people work together like having group activities they will enhance and build a learning
knowledge. Nada concluded a theory that this can be made more useful and applicable for
the students when it was engaged with technology. The learners will be more engaged
and active with what they will learn which helps the teachers in changing their way of

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teaching styles to be more fun and understanding way like giving more features and
pictures about the learnings they will teach.

1.4 Conceptual Framework

Figure 1.1

Conceptual Framework

INPUT PROCESS OUTPUT

The following are
needed for conducting
this research study:

1. What are the Learning Action

commonly used
technologies in the The process that Cell
teaching of will be involved in
mathematics in Grade
11 STEM- pursuing this study
Mathematics Classes in are:
terms of:
Data Collection
1.1 Synchronous Data Analysis and
1.2 Asynchronous Interpretation
2. What is the impact
of Technology on
Grade 11 STEM
Students in terms of:

2.1 Problem Solving

2.2 Mathematical
Learning

FEEDBACK

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This conceptual framework contains the input, process, and output that will be

used in the research. The input includes problem statements one, two, and three,

hypotheses that will be used to inform the overall study, and a review of related

literature

and studies that will serve as the researchers' reference. The process by which all of the

data for the analysis would be collected. The output represents the study's conclusion.

1.5 Statement of the Problem

Generally, this study aims to determine the impact of technology on STEM

Students’ Problem Solving and Mathematical Learning

Specifically, the study aims to answer the following questions.

1. What are the commonly used technologies in the teaching of mathematics in Grade 11
STEM- Mathematics Classes in terms of:
1.1 Synchronous
1.2 Asynchronous
2. What is the impact of Technology on Grade 11 STEM Students in terms of:
2.1 Problem Solving
2.2 Mathematical Learning
3. What is the relation between the commonly used technologies in the teaching of
mathematics and the impact of technology in problem-solving and mathematical learning
when grouped accordingly?
4. Based on the findings of the study, what technologies shall be recommended to be
integrated into the Learning Action Cell?

1.6 Hypothesis

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This study aims to test the hypothesis below:

Ho: There is no significant relationship between the commonly used technologies in the
teaching of mathematics and the impact of problem-solving and mathematical learning
when grouped accordingly.

1.7 Scope and Delimitation

The research study aims to identify the effects of technology on STEM students'
mathematical capabilities. The study will focus mainly on students and only applies to a
specific strand which is STEM. It is essential for teachers, students, and future
researchers who will conduct the same studies.

Therefore, in this study, it does not deal with other strands.

The study will be conducted in this school year 2021-2022. Any changes or
progress in details and updated information beyond the said point are not covered by the
framework of this study.

1.8 Significance of the Study

The findings of this research are essential to the following:

School/Administrators
The significance of this study to the school/administrators is that they can assess the
methods that can greatly affect the performance of the students in their mathematical
abilities. This assessment could help them to address different concerns regarding the use
of technology and other variables involve.

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Administrators of schools can get a lot of ideas on how they can create and issue various
policies that would help the performance of the teachers and specially the students. This
would create opportunities and will help in attracting investors and students.

Math Teachers
The main purpose of teachers is to teach students lessons. This research will be important
for math teachers for them to know the effects of technology on students' mathematical

capabilities. Also, for them to know how to improve their teaching skills with the use of
technologies.

Parents
This study aims in identifying what could help the students to perform better in school.
This is basically a chance for the parents to assess their children and know the reasons
behind their academic performance.

Students
Students are the reason why the school exists, the more comfortable and motivated they
get the higher their achievements will be. This research would make it beneficial for
students like us to know the impacts of technology on our mathematical learning and
how it helps the students to easily learn and answer every problem-solving.

Researchers
This study is significant for researchers as it would be able to provide a deep
understanding of the technological effects on STEM students. This study will assist all
researchers in becoming aware and educated about all the variables in technology that
affect students' capabilities in Mathematics subject. It will assist them as potential
guides for their studies.

1.9 Definition of Terms

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For common understanding and to void ambiguity in the use of terms,

language, the following terms shall be defined:

Asynchronous
It refers to a learning events in which students are engaging in learning doesn’t happen
at the same time. Asynchronous narrates the relationship between two or more

events/objects that do interact within the same system but do not occur at fixed intervals
and do not depend on each other’s experience.

Cellphone
Any portable phone that makes and receives calls over a cellular network is referred to
as a cellphone. These networks contain a cell-like structure, which gives them their
name.

Device
It is mechanical or electronic hardware like smartphones, tablets, and laptops designed
to do a specific task. Within a computer system, a device is a piece of physical hardware
or software that performs one or more computing functions.

Laptop
A hardware device that is sometimes called or known as a notebook computer that is a
more evolved type of computer that you can easily take everywhere and in any type of
environment. And it is designed to be more portable than traditional desktop computers
while yet performing many of the same tasks.

Learning Action Cell

Based on DepEd Order No. 35. S. 2016, a session led by a group of instructors who use
collaborative learning to overcome common difficulties in the classroom. Examples of

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such issues include learner diversity and student inclusion, curriculum and pedagogy,
assessment and reporting, and 21st-century skills and ICT integration.

Mathematics
It is an abstract science of numbers, quantities, and space. Mathematics is also a field of
knowledge that includes the study of subjects such as numbers, mathematical formulas,
related structures, shapes and spaces containing them, sets, and their modifications.

Mathematical Software
Deals with the software designs that are for the application of mathematics such as
Fortran, CADRE, SQUARS, and DESUB. Also, it is the collection of scientific
calculations of computer programs that can solve equations or perform mathematical
manipulations and software that is used to model, analyze or calculate numeric,
symbolic, or geometric data (e.g., Microsoft mathematics, Photomath, advanced sheet).

Problem-Solving
A way of finding solutions to a specific problem and a process of interpreting a
problem; determining the cause of the problem; idea picking, prioritizing, and selecting
alternatives for a solution; and executing a solution. And a process of solving any kind
of problem with the help of some steps involves the solving of every problem called the
problem-solving process.

Scientific Calculator
A scientific, electronic, or digital calculator or device that processes trigonometric
functions, exponential functions, and often other advanced functions, displaying their
output in scientific notation, and in some cases in hexadecimal, octal, or binary notation.
Also, it is designed to calculate in an advanced way that can handle basic functions and
exponents, square roots, logarithms, etc.

Spreadsheets

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It is a type of computer software that helps users to perform mathematical calculations.

It is also used to analyze, organize, manipulate, and store data in tabular form. Also, a
file that exists of a cell in rows helps in arranging, sorting, and collecting data more
commonly in mathematics that involves data collection.

STEM
Is a strand for seniors in high school that deals with the study of Science, Technology,
Engineering, and Mathematics. It is also an approach of interdisciplinary learning
strategy in which students remove the traditional barriers of learning that separate the
four

disciplines of Science, Technology, Engineering, and Mathematics and apply them in

situations that connect school, community, work, and the global economy, allowing
STEM to develop and evolve.

Synchronous
It refers to a learning events in which students are engaging in learning at the same time.
The term synchronous is to describe an ongoing and consistent time transfer data
blocks. This infers to exact correspondence in time and especially in periodic intervals

Technology
It is the body of skills and knowledge that controls and modifies the world with the
influence of scientific knowledge that aims to change and manipulate human life,
resources, and the environment. Technology also satisfies the needs and gives an impact
on the well-being, structure, and health in the whole life of every people and their
community that helping the evolution of human life and the environment.

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CHAPTER 2

Review of Related Literature and Studies

In this chapter, review of related literature and studies will be discussed.

Related studies will be used to guide the overall research study. This chapter will
contain related literature and studies about the topics that the research is all about.

Technology
Integrating technology early in the educational process may assist students have
a better understanding of not only how to use technology, but also of their own strengths
in the subject, particularly mathematics. According to another study, students felt more
comfortable using technology since it helped them be more precise in math. Despite the
fact that not all children are comfortable with technology, the majority of students in
one study said it helped them overcome some of their worries about math and taking
examinations (Meagher, 2012)

According to (Aldoobie, 2015) from her article Technology Integration and

Learning Theory, Modern Learning is one of the most important technologies that is
used to encourage learning in educational settings and the form of modern technology

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and communication. It carries out by every people anywhere and everywhere using
different technologies and mobiles to support, guide, and enhance the expansion of
teaching and learning scopes. Technologies such as cellphones, laptops, Ipad, etc. give
features to every student and teacher to have other tools and ways to teach and explain
the lessons in every subject that they teach. It makes the lesson and learning more
enjoyable, fun, and easy to carry out.

According to (Marcial, 2012) in his study Teaching and Learning with

Technology in Higher Education Institutions in the Philippine, it shows that in
Philippine higher education institutions, IT has an impact on the teaching and learning

process. His philosophical perspective validates the impact of information technology

on the teaching and learning process in every higher education institution. It's been put
into action not only have instructors and students had their responsibilities changed, but
so have school officials. Higher education institutions are referred to as HEIs. The
Philippines is straining to stay up with the latest technology that improves the teaching-
learning process in order to provide quality education. IT, on the other hand, isn't a
necessary a method of teaching and learning that enables the creation and acquisition of
knowledge.

According to (Bawaneh, 2011) in his article of The Effects Of Blended

Learning Approach On Students' Performance: Evidence From A Computerized
Accounting Course , he stated that "Because of the rapid rate at which technology is
being incorporated into the educational process, computer technology will continue to
be significant," according to a study, which found that using and publishing PowerPoint
tutorials improves student performance on the final exam when compared to mid-
semester exam performance. All of these factors have the potential to improve the
study's external validity and benefit future research.

Problem-Solving and Mathematical Learning

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According to (Voyer, 2011) in the study of performance in mathematical

problem-solving as a function of comprehension and arithmetic skills, he stated that
students who give greater importance to situational information in a problem have
greater success in solving the problem. (Behare, 2009) has revealed that who can state
the process of solution are better at solving problems.

In the article of “Enhancing achievement and interest in mathematics learning

trough Math-Island” (Schraw, 2001), stated that students with constantly low
performance in mathematics may ultimately lose their interest and decline to learn
further. He also said to students that it has low achievement to have more opportunity to
learn mathematics at their own pace.

Students are more likely to excel in math beyond high school and into college if
they are exposed to a school-wide curriculum from elementary to high school that
emphasizes the core subject of mathematics while also infusing technology into all
areas. (Capraro & Nite, 2014).

According to Nelson et al (2019) and (Buss, Wetzel, Foulger, & Lindsey, 2015)
in their study Preparing Teachers to Integrate Technology into K–12 Instruction:
Comparing a Stand-Alone Technology Course with a Technology-Infused Approach.,
the studies for technology integration that regard subject culture should be completed to
have the information on how to improve success for teaching, which is it is being
contextually subject-specific. Teachers can use technology to guide the students to see
how concepts they are learning in math or stem education can also be applicable in a
real situation rather than giving tons of problem-solving worksheets. Technology gives
an additional or gives alternative ways of learning and interacting with different
mathematical concepts.

Synchronous
Based on the research conducted by (Naughton, 2020) “Effects of Synchronous
Group Work on learning and Community in Online Mathematics at Community

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Colleges”, it shows that synchronous learning requires real-time interaction. As a result,

it can be useful for the students and teachers to have interactions where they can discuss
the lessons.
According to (Park & Bonk, 2007) synchronous learning had a major benefit to
technology type of learning. It is necessary in virtual teaching “to provide feedback to
learners”, encourage them to communicate, maximizing the interactions between the
learners, and minimizing the confusion to every lessons.
Based on the study of (McBrien, Jones, & Cheng, 2009), synchronous enhanced
the students class participation, confidence and interactions. McBrien, et al. (2009)
stated that students felt more comfortable with synchronous learning.

Asynchronous
In the study of creativity in asynchronous online discussions by (Corfman &
Beck , 2019), Many researchers considered that asynchronous can be the best plan to
use for student's success. There are four ways using asynchronous to use in online
discussion. In the first instance using asynchronous is constrained environment, this
structure the teachers can give students a sentences starter or we can call frames, it is
the phrases or word that can introduce the meaning of the whole sentence. Second
ways are Visualize environment, it provide the software to use while discussing by
the teacher. The third way is anchored environment, the teacher gives a text to get
some annotate from the students and to turn it for the end of discussion. Lastly is
combined environment, it is the two or more types of discussion that had been
combine in the discussion.

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CHAPTER 3

METHODOLOGY

This chapter presents the different aspects of research methodology such as the
research design, the respondents of the study, the research local and instruments, the
data gathering procedure and statistical treatment.

3.1 Research Design

This study uses quantitative-descriptive research study. According to (Aliaga &

Gunderson, 2000) Quantitative research is "Explaining phenomena by collecting
numerical data that are analyzed using mathematically based methods” (in particular
statistics). When we think of quantitative methods, we will probably have specific
things in mind. We will probably be thinking of statistics, numbers, and all these
thoughts capture some of the essence of quantitative methods. The methodology of a
quantitative research maintains the assumption of an empiricist paradigm (Cresswell J. ,
2003).

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According to (Nassaji, 2015) stated that the descriptive method of research is the
research design in which data is collected through qualitative manner and analyzed
using quantitative procedures. The aim of descriptive research is to verify formulated
hypotheses that refer to the present situation in order to elucidate it. On the other hand,
descriptive is mainly concerned with describing the nature or condition. This
methodology focuses more on the “what” of the research subject rather than “why” of
the research subject.

The study is quantitative-descriptive since it intends to gather information from

WCI 11 STEM students. The study seeks to collect measurable data for a population
sample’s statistical analysis. This research will quantify the most effective technology in

problem-solving and mathematical learning and will be able to describe the impact of
technology.

3.2 Research Locale

The research will be conducted at Western, Colleges, Inc.

The belief that the future of the poor like in education and the way to escape to
be called "Tagabundok" are the main reasons why Western Colleges was established.
Formerly known as "Western Cavite Institute", the school was founder on 17, 1945, led
by Atty. Mariano B. Villanueva of Maragondon, Cavite. The school have been started in
Maragondon, Cavite in the school year 1945 but did not materialize due to the outbreak
of the Second World War on December 8, 1941.

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As the second year was to open on the first Monday of June 1945, the first high
school building was at the house of parents of Dr. Angel Poblete, a located at Balsahan
St. Naic Cavite. For the record, this was considered the first high school open in the
Philippines after the 2nd World War. The pioneer members of the faculty included Mr.
Ernesto Manghars as principal, Mrs. Enriqueta Mangatus as librarian Mrs. Purification o
celitial-music/English, Mr. Eusebio Nazareno, Mr. and Ms. Gatchalian and others. The
original members of the board of trustees we're Atty. Alfredo A. Guevarra-Secretary,
Mr. Gabriel Nazareno- Treasurer and Mr. Simeon Tanega, Mr. Pio T. Capili, Dr.
Sevieno Rillo, Dr. Antonio Manab, Mr. Maximo Nazareno and Mr. Adulfo Valenzuela
as members.

The meeting the selection of the concript area (the site of the presult main
building) against the place of tableia of Mr. Tua a Chinese business man (site of the
presult CCA). The concript then was owned by a corporation led by Demetrio metrio,
Anastacio Haili, Fidel Bustamante and others. This was purchased at the Kicardo
Arenas and Vicente diosomito. The first graduation in March 1946, the first guest of
honor was Atty. Dewitt

an American Teacher. The graduation site was held at the Rof garden of major Gregorio
after the holy week of 1946, college education and college f liberal arts. The first Dean
of the College was Mr. Ernesto, most qualified with the degree requirements.

On June 21, 1947 the second Commencement Exercises was held with 19 High
School Graduates. WCI continued to expand school population and started it's program
in establishing high school and collegiate branches in the town of Tanza, Cavite. The
second branch was late established in Amadeo under the central and supervision of Mr.
Macario, then district supervisor of Amadeo Elementary School. The population of the
main branch and its branches increased and band as it registered a record of 397 High
School in 1982.

Present Prinicipal Mr. Darniel C. Balbuena, Assistant Principal Mr.William Baula.

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Figure 3.1
Geographic Location of Western Colleges Inc.

3.3 Population, Sample & Sampling Technique

In this research, the total number of Grade 12 STEM of Western Colleges Inc. is
190. The grade 12 STEM students are consisting of 5 sections, Arsenic, Barium,
Carbon, Dysprosium, and Einsteinium. Arsenic has 32 total of population, Barium has
39, Carbon has 41, Dysprosium has 38 and Einsteinium has 40 total of population.
Researchers uses Slovin’s formula to get the sample from the population.

A sample refers to a smaller, manageable version of a larger group. It is a subset

containing the characteristics of a larger population (Kenton, 2021). This shall be taken
simple random sampling, it ensures that results obtained from sample should
approximate what would have been obtained if the entire population had been measured
(Shadish, Cook, & Campbell, 2002).

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For sampling technique, we use the fish-bowl technique. According to

(Wulandri, 2015), using fish-bowl technique is an efficient way to use for the student to
make progress students skill and mental capabilities, students can give their own
opinion and can improve their confidence. Fish-bowl sampling technique is the simplest
and fairest way to make a survey and it is also called lottery methods, begin with
preparing the list of the names each of the given population, after that write their names
on the strip of paper and fold it to make it sure it will always fair, furthermore put all the
strips of papers into one big bowl or container and lastly draw a sample on it.

Table of Specification of Respondents

WESTERN, INC. POPULATION SAMPLE
STEM A 32
30

STEM B 39
36

STEM C 41
37

STEM D 38
35

STEM E 40
36

Total 190 174

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3.4 Research Instrument

This research employs a non-standard instrument. The researcher

constructed a survey questionnaire as a data collection instrument for this study. This
was used because it gathered data faster than any other methods.

According to (Middleton, 2019) reliability and validity are used to evaluate the
quality of a research. They also indicate that reliability is about the consistency, and
validity is about the accuracy of a research.

The researcher prepared their own questionnaire. The draft of the questionnaire
was drawn out based on their readings, reviewed published and unpublished theses
relevant to the study. The researcher saw that there were enough items to collect data to
cover all aspects of the problem and to answer all the specific questions under the
statement of the problem. Then, the researcher submitted the questionnaire to the
adviser for correction after which it was finalized.

For validation purposes, the copies of questionnaire were given to the adviser. The
adviser referred a person of authority to validate the self-made questionnaire. After he
had validated the copies, this person were interviewed by the researcher to find out their
assessments of the questionnaire. They were asked if all the items were clear and
unequivocal to them; if the number of items were adequate enough to collect data
pertinent to the study; if all the items were objective and not biased; and if all items
were relevant to the research problem. Afterwards, the items in the questionnaire were
revised for more clarity and definiteness.

The researchers were distributed the copies of survey questionnaire through social
media platforms to the respondents.

Table 3.2

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Table of Specification of Part One of Proposed Research Instrument

Number of
    Percentage
questions/statement
distribution
indicators

Synchronous 5 50%

Asynchronous 5 50%

Total 10 100%

Table 3.3
Table of Specification of Part Two of the Proposed Research Instrument
Number of
    Percentage
questions/statement
distribution
indicators

Problem-Solving 5 50%

Mathematical Learning 5 50%

Total 10 100%

3.5 Data Gathering Procedures

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After the validation the research instrument, the researcher will provide a written
permission to the administrators of Western Colleges Inc, the researcher will define the
purpose of the conducted study to the selected respondents and they made sure each of
the respondents will know the criteria. The researcher will give an online survey
questionnaire that include the commonly used technologies in their mathematics classes
and question about impact of technology on stem students in problem solving and
mathematical learning that was conducted of the researcher.

The letter of request will be delivered to the office of Western Colleges Inc.
personally into their office to get permission, the respondent will be acquainted to the
research objective. Once the request has been granted, the researcher will provide self-
made questionnaire to give for the respondents. The online survey questionnaire using
google form will be given to the grade 11 STEM students of Western Colleges Inc
(2021-2022). All the given data given to the questionnaire will be compiled and it will
base on the conducted study.

Table 3.4: Schedule for Research Procedures

Research J F M A M S O N D

Procedures A E A P A E C O E

N B R R Y P T V C

1. Choosing a

topic

2. Forming a

title

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3. Chapter 1 

4. Chapter 2

(including the

revisions)

5. Chapter 3

(including the

revisions)

6. Proposal

Defense

7. Data Gathering

8. Chapter 4

(including the

revisions)

9. Chapter 5

(including the

revisions)

10. Final

Research

Defense

3.6 Statistical Treatment

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This research will use weighted mean, and Pearson R to determine the effects of
technology among Grade 11 STEM Students’ problem-solving and mathematical
learning.
For the first problem statement, which is about the commonly used technologies
in the teaching of mathematics in 11 STEM-Mathematics classes in terms of
synchronous and asynchronous. The weighted mean will be employed.

The weighted mean involves multiplying each data point in a set by a value
which is determined by some characteristic of whatever contributed to the data point. It
is a statistical tool was used to compute for the weight of the responses in the
questionnaire assigned by the respondents during the actual data fathering produced
(Clark-Carter, 2010)

Table 3.5: Likert Scale

SCALE NUMERICAL VALUE VERBAL

INTERPRETATION

4 3.51-4.0 Always Use

3 2.51-3.5 Often Use

2 1.51-2.5 Sometimes Use

1 1.0-1.50 Never Use

For the second problem statement, which is about the impact of technology on
Grade 11 Stem students. The weighted mean will also be used.
The Likert scale is depicted in table below:

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Table 3.6: Likert Scale

SCALE NUMERICAL VERBAL

VALUE INTERPRETATION

4 3.51-4.0 Very Effective

3 2.51-3.5 Effective

2 1.51-2.5 Slightly Effective

1 1.0-1.50 Not Effective

The Pearson Correlation Coefficient (also known as the pearson product-moment

correlation coefficient r) is a measure of the degree to which quantitative variables
(interval/ratio) coincide that is, the amount to which changes in one variable correspond
to changes in the other (Allen, 2017). Finally, the formula that will be used in the test
for the statement of problem three, which is about the relation between the commonly
used technologies in the teaching of mathematics and the impact of problem-solving and
mathematical learning when grouped accordingly.

CHAPTER 4
Presentation, Analysis, and Interpretation of Data

This chapter present the finding, analysis and interpretation of the data being

gathered through an instrument. It aims to find out the impact of technology on grade 12

stem students’ problem-solving and mathematical learning.

Data obtained by making a survey questionnaire in online platform to grade 12

STEM students in Western Colleges Inc.

Table 4.1
The Commonly Used Technologies in the
Teaching of Mathematics in Grade 11 STEM-Mathematics Classes

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in terms of Synchronous
NO. INDICATORS WEIGHTED MEANVERBAL INTERPRETATION

1 We use web conferencing app as 3.32 Often Use

teaching material in mathematics
classes (ex: zoom, google meet, etc.)
2 We use televisions in school as 3.48 Often Use
teaching material in mathematics
3 We use smartboards via face-to-face 3.23 Often Use
as teaching material in mathematics classes
4 We use projectors in schools as 1.75 Sometimes Use
teaching material in mathematics
classes
5 We use computers as teaching material 3.13 Often Use
in mathematics classes
AVERAGE OF WEIGHTED MEAN 2.98 Often Use

Table 4.1 shows the average of weighted mean of the commonly used

technologies in the teaching of mathematics in grade 11 STEM students in terms of

synchronous is 2.98, which say it is often use.

It was found out that out of the different technologies, projectors has marked as

the lowest weighted mean of 1.75 which means that projectors were sometimes used,

while televisions has the highest weighted mean of 3.48, which means that televisions

was often used.

Projectors were sometimes use in classrooms in the teaching of mathematics in

grade 11 STEM students and this figure was supported by the study of (Morales, 2008)

which answers the minimal use of projectors in mathematics classes due to the fact that

projectors have more limitations compared to televisions. It was also pointed out by

(Holmes, 2019) that one of the reasons why televisions are always used in the teaching

of mathematics classes in grade 11 STEM students, this is because televisions are

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common nowadays because it has the ability to improve student comprehension,

maximize and encourage learning, and increase knowledge of mathematics.

Table 4.2
The Commonly Used Technologies in the
Teaching of Mathematics in Grade 11 STEM-Mathematics Classes
in terms of Asynchronous
NO INDICATORS WEIGHTED VERBAL
MEAN INTERPRETATION
1 We use non-live 3.30 Often Use
video as teaching
material in
mathematics (e.g.,
youtube, etc...)
2 We use scientific 3.61 Always Use
calculator as
teaching material in
mathematics
3 We use discussion 3.48 Often Use
boards as teaching
material in
mathematics classes
4 We use microsoft 3.48 Often Use
office as teaching
material in
mathematics classes
(e.g., PowerPoint,
Word, Excel, etc...)
5 We use social 2.94 Often Use

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networks as teaching
material in
mathematics classes
AVERAGE 3.36 Often Use
WEIGHTED
MEAN

Table 4.2 shows that the average of weighted mean of the commonly used

technologies in the teaching of mathematics in grade 11 STEM students in terms of

asynchronous is 3.36, which say it is often use.

It was found out that out of the different technologies, social networks has marked

as the lowest weighted mean of 2.94 which means that social networks was often use,

while scientific calculators has the highest weighted mean of 3.61, which say it is

always use.

Social networks has marked as the lowest average of weighted mean and this was

supported of the research conducted by the study of (Ambuko, 2008), social networks

are not always used by students in their classrooms this is because social networks may

present challenges to the teachers and students in the teaching process in mathematics,

such as accessibility, negative attitudes and lack of training. While scientific calculators

are always use in the teaching of mathematics and it was supported by the study of

(Bennison, 2008), this is because that the majority of teachers concur that using

scientific calculators speeds up student’s understanding in mathematics and allows for

tackling ‘real life’ mathematics.

According to (Torres, 2021) he pointed out that the most frequently use in

teaching of mathematics is scientific calculators, this is because it helps students

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interact more when they participate in group activities in class. Karen Greenhaus

(2020) also stated that because scientific calculators are cheaper.

Table 4.3
The Impact of Technology on Grade 11 STEM students
in terms of Problem-Solving
NO INDICATORS WEIGHTED VERBAL
MEAN INTERPRETATION
1 Browsing on the internet 3.44 Effective
different ways to answer
specific equation.
2 Using scientific calculators to 3.69 Very Effective
solve equations easily.
3 Using graphing calculators for 3.15 Effective
problem-solving in mathematics
classes
4 Using applications to solve 3.56 Very Effective
mathematical equations faster
5 Using gadgets like cellphones 3.61 Very Effective
to gather information on how
to solve equations.
AVERAGE WEIGHTED 3.49 Effective
MEAN

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Table 4.3 shows that the average of weighted mean of the impact of technologies

on Grade 11 STEM students in terms of problem-solving is 3.49which say it is

effective.

It was found out that out of the different impact of technologies in problem-

solving, graphing calculators has marked as the lowest weighted mean of 3.15 which

means that graphing calculators was effective, while scientific calculators has the

highest weighted mean of 3.69, which say it is very effective.

Although, has the lowest mean, graphing calculators remained effective as

supported by (Greenhaus, 2020) it is pointed out that graphing calculator is effective

because of its graphing capabilities but students have more access in scientific

calculators. It was also pointed out by (Lockhart, 2008) that one of the reasons why

scientific calculators are most effective in solving mathematical problems, this is

because mathematics can be challenging at times, being able to use a scientific

calculator is very effective for many. Instead of memorizing lists of formulas, the

student can just simply entering the numbers and operations into the scientific

calculators and it will do the work.

Similarly, according to (Greenhaus, 2020) choosing between scientific and

graphing calculator depends on where they will be used, both works as a tool to help

one solve, but it is also stated that scientific calculator is far more cheaper and can also

achieve same result.

Table 4.4
The Impact of Technology on Grade 11 STEM students
in terms of Mathematical Learning

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NO INDICATORS WEIGHTED VERBAL

MEAN INTERPRETATION
1 How effective 3.39 Effective
was the use of
spreadsheet for
your learning in
mathematics?
2 How effective 3.49 Effective
was the use of
video
presentation
from teachers to
enhance your
learning in
mathematics?
3 How effective 3.51 Very Effective
was the use of
laptop for your
learning in
mathematics?
4 How effective 2.59 Effective
was the use of
geometry
software for
your learning in
mathematics?
5 How effective 3.59 Very Effective
was the use of
Wi-Fi on the
smartphones for
your learning
innmathematics?
AVERAGE 3.31 Effective
WEIGHTED
MEAN

Table 4.4 shows that the average of weighted of the impact of technologies on

Grade 11 STEM students in terms of mathematical learning is 3.32, which say it is

effective.

It was found out that out of the different impact of technologies in terms of

mathematical learning geometry software has marked as the lowest weighted mean of

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2.59 which means that geometry software was effective, while wi-fi has the highest

weighted mean of 3.59, which say it is very effective.

In the study created by (Adelabu & Makgato, 2019) they believe that

mathematics is a challenging subject, especially geometry that involves understanding

the theories and formulas in order to describe the given problem. The study indicated

that using the geometry software can improve learners performance in mathematics but

it is also stated that the software have some difficult commands that students who don’t

have experience with this software will have to first understand how to take advantage

of it.

Wi-fi is used by devices to access the internet, according to (Kissane, 2008) it

offers new opportunities for students to learn mathematics and is also pointed out that it

is not only effective in learning one subject. The study also included some examples

how students can effectively use wi-fi like in reading materials, interact with other

people and use references.

Table 4.5
Test of the Relationship between Commonly Used Technologies in Teaching
Mathematics and the Impact of Technology

Variables N Value Value of P Alpha Interpretation

of R Value
Synchronous and -0.1188 .850107 . Not Significant
Problem Solving 5 05
Synchronous and 0.9506 .013082 .0 Significant
Mathematical 5 5
Learning
Asynchronous -0.1358 .828636 .0 Not Significant
and Problem 5 5
Solving
Asynchronous -0.3267 .591555 .05 Not Significant
and 5
Mathematical

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Learning
Taken as 10 0.5361. .110181 .05 Not Significant
Grouped
Together

Table 4.5 shows the test of relationship between the commonly used
technologies and the Impact of Technology in Teaching Mathematics in Grade 11
STEM.

As to the relationship between the synchronous teaching and impact of Problem

Solving, the value of R is -0.1188. Although technically a negative correlation, the
relationship between your variables is only weak (note well that the nearer the value is
to zero, the weaker the relationship). The P value is .850107 which is higher than the .05
Alpha Value, the relationship is not significant.

While in terms of the relationship between the synchronous and mathematical

learning, the value of R is 0.9506. This is a strong positive correlation, which means
that high X variable scores go with high Y variable scores (and vice versa). The P-Value
is .013082 which is less than the Alpha value of .05, thus, the relationship is significant.

As to the relationship between asynchronous and problem solving, the value of

R is -0.1358. Although technically a negative correlation, the relationship between your
variables is only weak (note well that. the nearer the value is to zero, the weaker the
relationship). The P-Value is .828636 which is higher than the .05 Alpha Value, thus,
the result relationship is not significant.

Regarding asynchronous and mathematical learning, the value of R is -0.3267.

Although technically a negative correlation, the relationship between your variables is
only weak (the nearer the value is to zero, the weaker the relationship). The P-Value
is .591555 which is higher than .05 Alpha value, hence, the relationship is not
significant.

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When synchronous and asynchronous are out together and problem solving and
mathematical learning are combined together, the value of R is 0.5361. This is a
moderate positive correlation, which means there is a tendency for high dominantly
used technologies go with high Impact of technology (and vice versa). The P-Value
is .110181 which is greater than alpha value of .05, the relationship is not significant,
thus, the null hypothesis is accepted.

Chapter 5

Summary of Findings, Conclusions, Recommendations, and Output

This chapter provides the synthesis of the findings, the inferred conclusions and

the recommended outputs based from the study conducted.

Summary of Findings

To summarize the findings, the problems shall be re-stated and align the findings
for each research problem.

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As to the question what are the commonly used technologies in the teaching of
mathematics in Grade 11 STEM- Mathematics: In terms of Synchronous the use of
television is the most commonly used. While in terms of Asynchronous, the use of
scientific calculator is most commonly used.

As to the question what is the impact of Technology on Grade 11 STEM

Students: It can be summarized that in terms of problem solving, using scientific
calculators to solve equations easily is very effective, while in terms of mathematical
learning, the use of Wi-Fi on the smartphones for your learning in mathematics was
found very effective.

As to the relation between the commonly used technologies in the teaching of

mathematics and the impact of technology in problem-solving and mathematical
learning, the following were the findings:
The relationship between synchronous and problem solving is not significant,
while the relationship between synchronous and mathematical learning is significant.
The relationship of Asynchronous and Problem solving is not significant. In like
manner, the relationship between asynchronous and mathematical learning is also not
significant.

Conclusion:
Based from the findings, it can be concluded that both synchronous and
asynchronous were often used. The Impact of technology on both problem solving and
mathematical learning were both effective.
The relationship of the use of technologies in the teaching of mathematics and its
impact on problem solving and mathematical learning is not significant. Hence, the null
hypothesis is accepted.

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Further, it can be concluded that the use of technologies both in synchronous and
asynchronous is not significantly related to the impact on problem solving and
mathematical learning.

Recommendations and Output:

Based from the Findings of this study, the following technologies in
synchronous and asynchronous shall be recommended in the Learning Action Cell as
part of teacher’s trainings.

NO INDICATORS
1 We use scientific
calculator as teaching
material in mathematics
2 We use social networks
as teaching material in
mathematics classes
3 Using graphing
calculators for problem-
solving in mathematics
classes
4 Using gadgets like
cellphones to gather
information on how to
solve equations.
5 How effective was the
use of geometry software
for your learning in
mathematics?
RECOMMENDATIONS
Maintain that scientific calculator is
always used in both synchronous
and asynchronous
Improve the use of social networks
both in synchronous and
asynchronous
Enhance the use of graphing
calculators teaching mathematics
both for problem solving and
learning mathematical concepts
It is encourage that this shall be
utilized as it was found effective
Teachers should prioritize to
include in the learning action cell
the exploration of other gadgets,
applications and soft wares in the
teaching of mathematics.

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https://www.google.com/maps/place/Western+Colleges,+Inc./
@14.3213314,120.7624431,187a,35y,339.62h,45t/data=!3m1!1e3!4m5!3m4!
1s0x339629cd95133823:0x6d0b6c422ebdb8cd!8m2!3d14.322716!
4d120.762117

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Appendix A

LETTER ASKING PERMISSION TO CONDUCT A SURVEY

October 05, 2022

Mr. Darniell C. Balbuena, MAEd
Principal
Western Colleges Inc – High School Department

Dear Mr. Balbuena,

Greetings!

The Group 2 of STEM 12 – Dysprosium is currently writing their Practical Research

Paper entitled “THE IMPACT OF TECHNOLOGY ON GRADE 11 STEM
STUDENTS’ PROBLEM SOLVING AND MATHEMATICAL LEARNING:
BASIS FOR LEARNING ACTION CELL”

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In connection with the development of the study, we are cordially asking your good
office to allow us (researchers) to gather the data through google forms. (see attached
research instrument).

Rest assured that there shall be no “Face to Face” gathering of data and that the
researchers shall observe the necessary health protocols.

Thank you for your kind consideration regarding this matter. God Bless.

Respectfully yours,

The Researchers

MARIEJUN JR J. PADAO KRISTALAINE D. MILLAR

JUSTINE M. SAMBITAN ROSE ANN F. PENIS

Endorsed by:

Ronnie R. Pasigui, EdD.

Research Instructor

Approved by:

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Darniell C. Balbuena, MAEd.

Principal

Appendix B
PROPOSED RESEARCH INSTRUMENT

The Impact of Technology on Grade 11 STEM Students’ Problem-Solving and

Mathematical Learning: Basis for Learning Action Cell

Appendices
Part 1
Please put a check on the column which you think is accurate based on the given
statements for each variable. The researches will appreciate if you could complete the
following table. Use the following scales: 4 = Always Use (AU), 3 = Often Use (OU), 2
= Sometimes Use (SU), and 1= Never Use (NU).
Statement Indicators 4 3 2 1
(AU) (OU) (SU) (NU)
Synchronous
1 We use web conferencing app as teaching
material in mathematics classes (ex: zoom, google
meet, etc)

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2 We use televisions in schools as teaching material

in mathematics classes
3 We use smartboards via face-to-face as teaching
material in mathematics classes
4 We use projectors in schools as teaching material
in mathematics
5 We use computer as teaching material in
mathematics classes
Asynchronous
1 We use non-live video as teaching material in
mathematics classes (e.g., youtube, etc)
2 We use scientific calculator as teaching material
in mathematics classes
3 We use discussion boards as teaching material in
mathematics
4 We use Microsoft office as teaching material in
mathematics classes (e.g., PowerPoint, Word, Excel,
etc.)
5 We use social networks as teaching material in
mathematics classes

Part 2
Please put a check on the column which you think is accurate based on the given
statements for each variable. The researches will appreciate if you could complete the
following table. Use the following scales: 4= Very Effective (VE), 3= Effective (E), 2=
Slightly Effective (SE), 1= Not Effective (NE).
Statement Indicators 4 3 2 1
(VE) (E) (SE) (NE)
1. Problem-Solving
1.1 Browsing on the internet different ways to
answer specific equation.

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1.2 Using scientific calculators to solve

equations easily.
1.3 Using graphing calculators for problem-
solving in mathematics classes
1.4 Using applications to solve mathematical
equations faster
1.5 Using gadgets like cellphones to gather
information on how to solve equations.
2. Mathematical Learning
2.1 How effective was the use of spreadsheet
for your learning in mathematics?
2.2 How effective was the use of video
presentation from teachers to enhance your
learning in mathematics?
2.3 How effective was the use of laptop for
your learning in mathematics?
2.4 How effective was the use of geometry
software for your learning in mathematics?
2.5 How effective was the use of Wi-Fi on the
smartphones for your learning in
mathematics?

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Appendix C

COMPUTATION OF PEARSON R

1. Synchronous and Problem Solving

Result Details & Calculation

X Values
∑ = 14.91
Mean = 2.982
∑(X - Mx)2 = SSx = 1.963

Y Values
∑ = 17.45
Mean = 3.49
∑(Y - My)2 = SSy = 0.177

X and Y Combined
N=5
∑(X - Mx)(Y - My) = -0.07

R Calculation
r = ∑((X - My)(Y - Mx)) / √((SSx)(SSy))

r = -0.07 / √((1.963)(0.177)) = -0.1188

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Meta Numerics (cross-check)

r = -0.1188

The value of R is -0.1188.

Although technically a negative correlation, the relationship between your variables

is only weak (nb. the nearer the value is to zero, the weaker the relationship). The
P-Value is .850107. The result is not significant at p < .05.

2. Synchronous and Mathematical Learning

Result Details & Calculation

X Values
∑ = 14.91
Mean = 2.982
∑(X - Mx)2 = SSx = 1.963

Y Values
∑ = 16.57
Mean = 3.314
∑(Y - My)2 = SSy = 0.676

X and Y Combined
N=5
∑(X - Mx)(Y - My) = 1.095

R Calculation
r = ∑((X - My)(Y - Mx)) / √((SSx)(SSy))

r = 1.095 / √((1.963)(0.676)) = 0.9506

Meta Numerics (cross-check)

r = 0.9506

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The value of R is 0.9506.

This is a strong positive correlation, which means that high X variable scores go
with high Y variable scores (and vice versa).

The P-Value is .013082. The result is significant at p < .05.

3. Asynchronous and Problem Solving

Result Details & Calculation

X Values
∑ = 16.81
Mean = 3.362
∑(X - Mx)2 = SSx = 0.271

Y Values
∑ = 17.45
Mean = 3.49
∑(Y - My)2 = SSy = 0.177

X and Y Combined
N=5
∑(X - Mx)(Y - My) = -0.03

R Calculation
r = ∑((X - My)(Y - Mx)) / √((SSx)(SSy))

r = -0.03 / √((0.271)(0.177)) = -0.1358

Meta Numerics (cross-check)

r = -0.1358

The value of R is -0.1358.

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Although technically a negative correlation, the relationship between your variables

is only weak (nb. the nearer the value is to zero, the weaker the relationship).

The P-Value is .828636. The result is not significant at p < .05.

4. Asynchronous and Mathematical Learning

Result Details & Calculation

X Values
∑ = 16.81
Mean = 3.362
∑(X - Mx)2 = SSx = 0.271

Y Values
∑ = 16.57
Mean = 3.314
∑(Y - My)2 = SSy = 0.676

X and Y Combined
N=5
∑(X - Mx)(Y - My) = -0.14

R Calculation
r = ∑((X - My)(Y - Mx)) / √((SSx)(SSy))

r = -0.14 / √((0.271)(0.676)) = -0.3267

Meta Numerics (cross-check)

r = -0.3267

The value of R is -0.3267.

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Although technically a negative correlation, the relationship between your variables

is only weak (nb. the nearer the value is to zero, the weaker the relationship).

The P-Value is .591555. The result is not significant at p < .05.

5. Taken as grouped together

Result Details & Calculation

X Values
∑ = 29.82
Mean = 2.982
∑(X - Mx)2 = SSx = 3.927

Y Values
∑ = 34.02
Mean = 3.402
∑(Y - My)2 = SSy = 0.93

X and Y Combined
N = 10
∑(X - Mx)(Y - My) = 1.025

R Calculation
r = ∑((X - My)(Y - Mx)) / √((SSx)(SSy))

r = 1.025 / √((3.927)(0.93)) = 0.5361

Meta Numerics (cross-check)

r = 0.5361

The value of R is 0.5361.

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This is a moderate positive correlation, which means there is a tendency for high X
variable scores go with high Y variable scores (and vice versa).

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 Western Colleges, Inc.
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APPENDIX D
(CURRICULUM VITAE)

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 Western Colleges, Inc.
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Naic, Cavite

MARIEJUN JR J. PADAO

Address: 9001 D Sitio Gulod, Munting Mapino, Naic, Cavite

Contact No: 09559703260
Email: mariejunpadao08@gmail.com

PERSONAL DATA

Sex : Male
Date of Birth : November 04, 2004
Age : 18 years old
Place of Birth : Naic, Cavite
Height : 167 cm
Weight : 64 kg
Nationality : Filipino
Religion : Catholic
Civil Status : Single
Mother’s Name : Helen J. Padao
Father’s Name : Mariejun J. Padao

EDUCATIONAL BACKGROUND

Elementary
Villa Apolonia, Elementary School
Villa Apolonia, Naic, Cavite
SY: 2016-2017

SECONDARY
Centro de Naic National High School
Ibayo Silangan, Naic, Cavite
SY: 2020-2021

Western Colleges Inc.

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 Western Colleges, Inc.
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Latoria, Naic, Cavite

SY: 2022-2023

JUSTINE M. SAMBITAN

Address: 302 Timalan Conception, Naic, Cavite

Contact No: 09454892128
Email: jsambitan1@gmail.com

PERSONAL DATA

Sex : Male
Date of Birth : February 22, 2005
Age : 17 years old
Place of Birth : Naic, Cavite
Height : 165 cm
Weight : 59 kg
Nationality : Filipino
Religion : Catholic
Civil Status : Single
Mother’s Name : Raquel M. Sambitan
Father’s Name : Churchill Sambitan

EDUCATIONAL BACKGROUND

Elementary
Timalan Elementary School
Timalan, Naic, Cavite
SY: 2016-2017

SECONDARY
Cavite National Science High Scool
Maragondon, Cavite
SY: 2020-2021

Western Colleges Inc.

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Latoria, Naic, Cavite

SY: 2022-2023

KRISTALAINE D. MILLAR

Address: #128, Purok 6, Molino, Naic, Cavite

Contact No: 09358556193
Email: kristalainemillar@gmail.com

PERSONAL DATA

Sex : Female
Date of Birth : June 19, 2005
Age : 17 years old
Place of Birth : Naic, Cavite
Height : 152 cm
Weight : 40 kg
Nationality : Filipino
Religion : Catholic
Civil Status : Single
Mother’s Name : Herminia D. Millar
Father’s Name : Emelito F. Millar

EDUCATIONAL BACKGROUND

Elementary
Naic Elementary School
Capt C Nazareno Street, Naic, Cavite
SY: 2016-2017

SECONDARY
Naic Integrated National High School
Halang, Naic, Cavite
SY: 2020-2021

Western Colleges Inc.

Latoria, Naic, Cavite

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SY: 2022-2023

ROSE ANN F. PENIS

Address: Halang, Naic, Cavite

Contact No:
Email: roseannferrer4@gmail.com

PERSONAL DATA

Sex : Female
Date of Birth : February 10, 2005
Age : 17 years old
Place of Birth : Naic, Cavite
Height : 167 cm
Weight : 60 kg
Nationality : Filipino
Religion : Catholic
Civil Status : Single
Mother’s Name : Rona F. penis
Father’s Name : Reynaldo M. Penis

EDUCATIONAL BACKGROUND

Elementary
Ibayo, Elementary School
Ibayo Estacion, Naic, Cavite
SY: 2016-2017

SECONDARY
Centro de Naic National High School
Ibayo Silangan, Naic, Cavite
SY: 2020-2021

Western Colleges Inc.

Latoria, Naic, Cavite

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SY: 2022-2023

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