Effects of Pop, Rock, and OPM on Grade 11 Students in Northwestern Mindanao State

College of Science and Technology

Research Thesis

Presented to

The Faculty of Senior High School

Northwestern Mindanao State College

Of Science and Technology

Labuyo, Tangub City

In Partial Fulfillment

Of the Course Requirements of the Subject

Practical Research 2

MEMBERS:
Abapo, Kimberly G.
Manlangit, Ryan E.
Buntog, Gellie A.
Natividad, Leah Jane G.
Palgan, Milyn Mae A.
Tagbacaula, Ian Ken M.
Dagamac, Joseph Evanne V.

May 2023
I
APPROVAL SHEET

II
 ABSTRACT

This study aims to focus on the Effects of POP, ROCK, and OPM on grade 11 students in
Northwestern Mindanao State College of Science and Technology. 134 grade 11 students in
STEM, HUMMS, GAS, and TVL were selected using purposive sampling technique based on the
result of the questionnaire we made.

The study employed quantitative research design with a Four-Likert scale questionnaire.
The statistical tools of it are counts, percentage, and mean to determine the effects of POP, ROCK,
and OPM on Grade 11 students in Northwestern Mindanao State College of Science and
Technology.

The study revealed that POP, ROCK, and OPM can help the students relax, concentrate,
and not be distracted by the music while studying. But, OPM were the most prevalent music
references, both male and female, among grade 11 students; in addition, the OPM were the most
popular music preferences while studying among grade 11 students than POP and ROCK. Thus,
the study recommended that the OPM has great effects to the students and one of the strategic
methods to improve their studies.

III
 ACKNOWLEDGEMENT

To Jesus Christ, our Lord and Saviour, for providing the knowledge, wisdom, strength, and
guidance that allowed us to explore things, for helping us navigate through all of the difficulties
we faced, for giving us the willpower to continue our study, and for making this study possible.

The researcher would like to express their profound gratitude to everyone who contributed
in any way, who shared their time and expertise to make this research possible.

Without the great source of every work, striving, direction, and gracious favours, this goal
would not have been conceivable. Whatever has been completed and whatever has been the result
of every effort, there is a tremendous source.

To our thesis advisers, Ma'am Enjiel Mae Tampos and Romelyn Quizo, we would like to
convey our deepest appreciation for their continued encouragement of our study and research, as
well as for their patience, inspiration, passion, and vast knowledge. As we conducted our research
and wrote this thesis, their advice was extremely helpful. We could not have asked for a finer
mentor and advisor for our research project.

We want to express our sincere gratitude to our panellist, who were instrumental in making
this study a reality. The researchers deserve a sincere commendation for using their knowledge to
complete what once appeared to be a difficult task. We appreciate their time, advice, and support
enabling us to obtain the data required to make this thesis achievable.

To the researcher's devoted parents, who have supported them financially, morally, and
spiritually on every step they have taken.

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 DEDICATION

This modest piece of writing is sincerely dedicated to the researcher's parents, who serve
as their sources of inspiration, as well as to our friends and all of our students, who never fail to
brighten our days and inspire us.

For ALMIGHTY GOD, who provides direction, power, and understanding because, without
him, all else is in vain.

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 TABLE OF CONTENTS

Page

TITLE PAGE ----------------------------------------------------------------------------- I

APPROVAL SHEET--------------------------------------------------------------------- II

ABSTRACT-------------------------------------------------------------------------------- III

ACKNOWLEDGEMENT--------------------------------------------------------------- IV

DEDICATION----------------------------------------------------------------------------- V

TABLE OF CONTENTS --------------------------------------------------------------- VI

LIST OF TABLES ------------------------------------------------------------------------ VIII

LIST OF FIGURES ---------------------------------------------------------------------- IX

LIST OF APPENDICES ------------------------------------------------------------------ X

Chapter

1 THE PROBLEM AND ITS SCOPE---------------------------------------------- 1-5

Introduction ------------------------------------------------------------------ 1

Significance of the Study -------------------------------------------------- 2

Definition of Terms ---------------------------------------------------- 3

Statement of the Problems -------------------------------------------------- 4

Conceptual Framework --------------------------------------------------- 4

Scope and Delimitation ----------------------------------------------------- 5

2 REVIEW OF RELATED LITERATURE -------------------------------------- 6-10

Review of Related Literature ----------------------------------------------- 6

VI
3 RESEARCH METHODOLOGY ----------------------------------------------- 11 - 14

Research Design-------------------------------------------------------------- 11

Research Respondents ------------------------------------------------------ 11

Research Instruments --------------------------------------------------------- 12

Instrument’s Validity --------------------------------------------------------- 12

Research Environment ---------------------------------------------------- 13

Data Gathering Procedure ---------------------------------------------------- 13

Statistical Tools --------------------------------------------------------------- 14

Data Analysis --------------------------------------------------------------- 14

4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Demographic Profile of the Grade 11 Students --------------------------- 15

Most Prevalent music preferences in terms of Gender ----------------- 17

Perceived effects of listening to music ------------------------------------ 20

5 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary of Findings--------------------------------------------------------- 23

Conclusion---------------------------------------------------------------------- 24

Recommendations------------------------------------------------------------- 25

REFERENCES----------------------------------------------------------------------------- 27

APPENDICES------------------------------------------------------------------------------- 30

CURRICULUM VITAE------------------------------------------------------------------- 40

VII
 LIST OF TABLES

Tables Page

1 The respondents' demographic profile in terms of

Age--------------------------------------------------------------------------- 15
Gender ----------------------------------------------------------------------- 15
Strand ---------------------------------------------------------------------- 16
Music Preferences (Pop, OPM, Rock) --------------------------------- 17
2 Most prevalent music preferences in terms of
Female ----------------------------------------------------------------------- 17
Male -------------------------------------------------------------------------- 18
3 Perceived effects of listening to music
Positive Indicators -------------------------------------------------------- 20
Negative Indicators ------------------------------------------------------- 21
Overall Mean -------------------------------------------------------------- 21

VIII
 LIST OF FIGURES

Figure Page

1 Schematic Diagram of the Study ----------------------------------------------------- 4

IX
 LIST OF APPENDICES

Appendix Page

A Letter of Permission---------------------------------------------------------------- 30

B Questionnaire----------------------------------------------------------------------- 31

C Raw Data--------------------------------------------------------------------------- 33

X
XI
 Chapter 1
THE PROBLEM AND ITS BACKGROUND

Introduction

Students in high school are frequently engage in academic pursuits. Students can pick from

a huge variety of learning environments, from quiet study rooms to crowded places. Many students

find background noises, such as music, normal when studying educational items. Numerous

research has investigated how music affects learning, and the findings support the idea that there

are range of components involved on how music affects how people retain knowledge.

The majority of teenagers read, study for exams, and finish their schoolwork while playing

music. Teenagers' ability to focus and multitask, as well as their use of music while studying, are

all important factors. Previous research on how background music affects how well people perform

particular tasks has revealed positive, negative, and neutral impacts (Ador, Rithaudin, & Jais,

2022). One of the difficulties students face in their surroundings of excessive distractions is the

inability to focus on their studies (Maynes-Blanco & Nartea, 2020). In the classroom, music creates

a more cheerful atmosphere. Many students find it more relaxing to listen to music as they study

because they think it helps them concentrate (Silor, 2012).

To address this, students have devised different strategies just to concentrate. Listening to

music has been one of their ways to escape from the noises surroundings and detached themselves

from the focus – grabbing disturbances. Student prefer listening to music while studying or even

reading a book; they use this as a study buddy for more focused attention or a tool for relieving

the stress from their academic endeavour in any academic institution.

1
 Music has always been an element of human culture. It has therefore become a subject of

interest to study the effect of music in this generation. In order to measure the participants’ musical

preferences, the researchers would like to find out the preferred music of students while studying.

In addition, the researchers are also interested on the effects of music and its influence on the

students’ performance. The researchers hope that by being informed of the study’s future findings,

the readers will spread the word the effectiveness of music in studying.

Significance of the Study

This part of the study gives importance on how music affect the performance of the students

and how to view music as their preferences while they study. The following people will benefit

from this study:

Northwestern Mindanao State College of Science and Technology (NMSCST). This study will

assist the institution in learning more about the student’s most use music genre which are pop,

rock, and OPM, the reason they listen to music while studying, and the effects of their study.

Furthermore, this study will assist the school’s perception of students study techniques.

Students. The current students that listen to music while studying are the direct beneficiaries of

this research’s findings. It is possible to generate and inspire change that will assist the students

survive this academic environment and the future they are preparing for by having greater grasp

of how music might support their learning and how it impacts them.

2
Teachers. This study would assist the teachers in understanding how music specifically Pop,

Rock, and OPM affects students in their studies. It will support the information they will gather in

teaching and continue develop it.

Future Researchers. This study can be used as a reference for future researchers if effects of

music on their studies has a great impact in conducting to the students.

Definition of Terms

Music vocal or instrumental sounds are mixed in such a way as to provide form, harmony, and

emotional expression.

Pop Music it may be distinguished from classical or art music and folk music, but since the term

spans many hip hop, rock, rhythm and blues (R&B), operatic pop acts, country, and dance it is

reasonable to say that "pop music" is a loosely defined category.

Rock Music is a “form of music with a strong beat”. Rock also drew strongly from a number of

other genre such as electric blues and folk, and incorporated influences form jazz, classical, and

other form of music styles.

OPM Music or Original Pilipino Music refers to any musical composition, with or without lyrics,

written by a Filipino, regardless of whether the lyrics are in Pilipino, English, any foreign language,

or any other Philippine dialect.

3
Statement of the Problem

1. Demographic Profile of the Student;

a. Age

b. Gender

c. Tracks and Strands

d. Music Preferences; Pop, Rock, and OPM

2. What is the most prevalent music preference of students in terms of gender?

3. What perceived effects of listening to music on the students?

Conceptual Framework

A paradigm below was prepared to show the processes that were used in research. The

paradigm of the study is illustrated below.

Figure 1. Schematic Diagram of The Effects of Pop, Rock, and OPM on Grade 11 students of

NMSCST

4
 The goal of this study is to identify what music preferences (Pop, Rock, and OPM) that the

students prefer to listen. In addition, the researchers would want to recognize how the music affects

the students and what music preferences are the most prevalent one in terms of gender. The

researchers will gather data by mean of questionnaires, the questionnaires contain topics about the

music preferences and its effect among Grade 11 Senior High Students in NMSCST.

Scope and Delimitation of the Study

This study calculated the mean of the respondents on the effects of Pop, Rock, and OPM

on their study. The respondents is limited only to students who listen to music. A sample of one

hundred thirty-four (134) Grade 11 students of NMSCST, Laboratory High School serve as the

study’s respondents. This will be conducted during the Second Semester of the School Year 2022-

2023 on the premises of Northwestern Mindanao State College of Science and Technology in

Labuyo, Tangub City. The respondents are selected by performing purposive sampling and will be

use quantitative research design to ensure that there will be 30 respondents from 4 strands in Grade

11 of the school mentioned above. The researchers administer a 25-item questionnaire to assess

the effects of Pop, Rock, and OPM to the study of the respondents. The collected data will be

handled with the utmost confidentiality. This study will not cover other factors such as the

academic performance of the respondents.

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 Chapter II

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

Since music is so widely used today, thousands of students have pertain to music to block

out noise (Simoneau, 2022). Students must demonstrate their interest in studying by listening to

music, which increases their knowledge and sharpens their minds. Music should assist students

mind in concentrating on their tasks. As a result, students who listen to music should be motivated

to improve their academic performance (Moneva, 2020).

Listening to a pleasant music while performing an academic test helped students to

overcome stress, to devote more time to more stressful and more complicated task and the grades

were higher. Yet, there remained ambiguities as for the causes of the higher test performance of

these students (Cabanac, 2013)

Numerous studies have been conducted on how music and other noises affect performance

across a variety of academic fields. However, there have been mixed results about what kind of

effects music can have. Musical pleasure was able to influence task performance, and the shape of

this effect depended on group and individual factor (Musliu, 2017). This study investigates the

potential effects of music on stress in the workplace by examining how music listening affects the

subjective feelings of stress experienced by students. Results indicated that listening to self-

selected music during study time reduces the feeling of stress, while listening to unfamiliar music

leads to higher levels of stress. The findings suggest that listening to music can be used as an

effective tool to reduce stress in the workplace (Müllensiefen, 2014). This study examined the

effects of background music on attention and performance during reading and writing tasks.

Participants were asked to read and write in silence and with background music. Results showed

6
that background music improved the participants’ performance on the reading and writing tasks

but did not affect their attention (Feng, 2018). The study found that music with a slow tempo, low

complexity and low volume can be beneficial when concentrating on a task. The study also found

that music with a fast tempo and high complexity can be distracting, and can interfere with

performance (Kurtz, 2018)

A growing body of studies demonstrates the positive effects of music on educational

performance. Researchers believed that students with more exposure to music and music training

benefit from increased brain activity, which has been shown to improve their ability to execute

specific academic activities. Furthermore, music education and training provide numerous

practical life skills. Music education is thought to be as important as any other basic topic (Yoon,

2000). In the field of music education, assessment is fuelled by ardent passion on the one hand and

blithe disregard on the other. While typical assessment practices such as grading, marking, ranking

and selecting are integral to the world of the performing musicians, in the world of the classroom,

especially among generalist teachers at the lower grades, the very opposite tends to occur in the

case of music (Olsson, 2001). In addition, music tends to have a low priority in the eyes of many

educational administrators and music education is rarely criticized for its lack of effectiveness

(Colwell, 2002). Halfway between these two extreme views are various positions of exemplary

practice, experimentation, initiative, trial and error, and enlightenment, and uncertainty, lack of

confidence, contention and pockets of resistance. Yet, current theories on learning, on assessment

in education and in music have much to offer to support a vibrant middle ground and a meaningful

approach to assessing music (Murphy, 2007). Teaching for musical understanding is an essential

goal for all music educators. Perkins suggests the mere mastery of facts in not enough and that real

understanding is evidenced by forms of application. Real learning in music comes from not just

7
knowing “about” but knowing “within” (Reimer, 2003). Expression as complex and personal as

music is not adequately represented by the signal alone. We define and model meaning in music

as the mapping between the acoustic signal and its contextual interpretation - the 'community

metadata' based on popularity, description, and personal reaction, collected from reviews, usage,

and discussion. It shows increased accuracy of common music retrieval tasks with audio projected

through semantic basis functions (Whitman, 2005).

Music is often used to reduce emotional stress and anxiety, which can be helpful when

engaging in complex cognitive processing such as studying for a test or completing homework.

However, it is important to understand the impact of different types of music have on cognitive

performance. In research from Dolegui, it was found that it is the intensity of the music rather than

the type of music that has the most significant effect on cognitive ability (Dolegui, 2013). Many

of us believed that listening to music is an entertainment that does not contribute to certain goals

and interferes with learning. Many studies show the benefits of music and its positive effects on

various thought processes. Music promotes concentration on the learning process. It is best if you

wear headphones. This will help to abstract from the environment and not be distracted by

extraneous noise. This is especially true if you need to work outdoors or in a noisy environment

(Miles, 2020). Listening to music makes activity better. It does not matter whether it’s a gym

session, a walk in the part, or a trip to college. With the right soundtrack, even the most mundane

and boring processes become entertaining and enjoyable. No wonder most of the students play

music in the background studying (Matthew, 2021).

The study of the relationship between listening to music and academic achievement

showed that music has a moderate impact. The students’ productivity also rose as a result of the

music. Addionally, it helps the students concentrate more on their assignments. Through

8
perception, music also aided students in various scholastic areas, such as improving phonemic

awareness, visual memorizing, and reading and writing abilities (Blanco N., 2020). Music in the

background while working could boost productivity and concentration. More research on the

efficacy of using music is warranted because it is relatively cheap and may be less obtrusive than

other tactics (Savita, 2020)

Davies, (2000) states that listening to music in class engages both sides of the brain,

promoting learning. The study revealed that music changes brain waves, making the brain more

susceptible to learning. Aside from studying music, simply listening to music in the background

might improve student performance. Music is one tool that can help students perform better. Some

issues to consider about music in the classroom are how music can lead to positive behaviour, how

it might increase student productivity, and how it motives students to learn and work (White,

2007). Music produces desired emotions, promotes movement and dance enjoyment, raises energy,

increases happiness, recalls powerful memories, and aid in relaxation and concentration. Students

said "soft music makes them feel comfortable, focused, and relaxed" (Dinsmore, 2003). One

student stated, "It makes me feel good...... it was relaxing.....it helped me with my Journal,"

(McGovern, 2000). Teachers agree that playing music in the classroom boosts productivity by

creating a relaxing environment: "I can see that the students are more relaxed when......there is soft

music playing in the background" (Dinsmore, 2003).

Students that are more relaxed and focused stay on task better. The music not only helps

eliminate “white noises” but also creates a sustained supportive ambiance. As a results, it could

reduce the students’ frustration levels enough to perform tasks effectively and efficiently. The

more relaxed and focused the students are, the more they will stay on task and complete the

assignments, which in turn improved grades. Staying calm not only helps the students stay on task

9
and be productive with their school work, but it could also help them stay out of trouble (Dinsmore,

2003).

The use of music has been shown to increase the productivity of students. Using music will

help the students feel comfortable, increase concentration, minimized distractions, and help keep

them calm. “Music pulls the listener into the setting, stimulating interest, creativity, and more

complex thinking” (Davies, 2000). All of these factors contribute to students’ productivity, leading

to improved grades and performance in class.

Music does not simply encourage passive learning in students, it also motivates them to

become attentive, engaged, and productive. Increasing the students’ motivation in the classroom

through music is extremely important, particularly for at-risk populations (Lewis, 2002).

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 Chapter III

RESEARCH METHODOLOGY

This chapter presents the research design, variables and measures, research instrument,

research environment, data gathering technique, data gathering procedure and statistical treatment

of data utilized by the researchers to collect and analyse the necessary data in the course of the

research study. The most appropriate method was used to enable the researchers to come up with

the accurate and needed information.

Research Design

This study adopted the quantitative research design, the data are collected using primary

data set through the distribution of questionnaire. Quantitative research designs emphases

objectivity in measuring and describing phenomena (McMillan & Schumacher, 2010). An

important sub-classification of quantitative design is experimental and non-experimental. Most

data gathered is in the form of words and the researcher must search and explore with a variety of

methods, until a deep understanding is achieved. Additionally, the assembling of different kind of

info from the respondents, questionnaires will be appropriate for this research which will be enable

to get the actual info from the target population.

Research Respondents

The research respondents are 134 who are currently enrolled in Northwestern Mindanao

State College of Science and Technology, Laboratory High School of Grade 11 where all strand

are taken as a population. The researchers used Purposive Sampling in choosing the respondents

11
of this study. The respondents are carefully selected for its purpose of the study and consisted of

NMSCST SHS student who are currently enrolled in the Academic Year 2022-2023, Second

Semester Face-to-face Learning.

Research Instrument

In this study, the researchers used adopted questionnaire to determine the effect of Pop,

Rock, and OPM to Grade 11 Senior High School students. The first part of the questionnaire

includes the demographic profile of the respondents such as strand, year level, age, gender, and

specifically music preferences that they will choose. The second part is the question to be answered

by the respondents. The researcher used Four-likert Scale method in the survey questionnaire to

specify the level of agreement of the respondents to the statement.

Validation of Instrument

For the validation of the research instrument, the researchers consulted three or five of the

research teachers in Laboratory High School. The experts are both credible and knowledgeable of

the research study. Their comments and suggestions further helped in improving the questionnaire.

The researchers revised the questionnaire based on the suggestions provided by the experts before

it was distribute to the respondents. The researchers adopted the validator’s assessment taken from

the study of (Guemo, 2018) and (Kotsopoulou, 2006).

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Research Environment

This study was conducted at Northwestern Mindanao State College of Science and

Technology (NMSCST) at Labuyo, Tangub City located in the City of Tangub, the 4th class city

in the province of Misamis Occidental, Region X, Philippines.

Data Gathering Procedure

The researchers first wrote a letter to the respondents and submit to the Laboratory High

School Research Teacher for approval and signature for the conduct of the study and secured a list

of information that are needed for the data gathering. After the approval of the Research teacher,

the researcher prepared the sets of questionnaires. Through the conduct of socialization given from

Grade 11 STEM, HUMMS, GAS, and TVL the responses were tallied, analyzed, and interpreted

using statistical tools.

Statistical Treatment

For better and clearer understanding of this study, the following statistical formula are

design operationally.

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1. Counts and Percent

- list the unique values in a column and count the number of times occurs.

2. Mean and Standard Deviation

- summarize data with descriptive statistics

Data Analysis

The data gathered are treated through quantitative analysis. Quantification specifically the

weighted mean are set to explain the characteristics of the data in the study. In research, this

method are used to analyse the essential properties of various data sources. It effectively presents

the data that patterns in the data start making sense.

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 Chapter IV
RESULTS AND DISCUSSION

This chapter presents the findings, analysis, and interpretation of data gathered whose main
objective is to know the effects of Pop, Rock, and OPM of the Grade 11 students in Northwestern
Mindanao State College of Science and Technology.

The table below shows the Demographic Profile of students.

TABLE 1. Demographic Profile of the students in terms of;

TABLE 1.1 Age
PROFILE COUNT PERCENTAGE
15 - 17 YEARS OLD 120 90 %
18 - 20 YEARS OLD 12 9%
AGE 21 - 23 YEARS OLD 2 1%
TOTAL 134 100 %

Table 1.1 presents the demographic of 134 students. In terms of age, majority of the respondents

are 15-17 years old (90%), followed by 18-20 (9%), and 21-23 years old (1%). The data can be interpreted

to provide insights into the demographic profile and music preferences of the students surveyed. The

majority of the students surveyed are within the age range of 15-17 years old, which is consistent with the

typical range for senior high school students. The data in table 1.1 suggests that the surveyed students are

predominantly adolescents, which is not surprising as the study was likely to conduct in a senior high school

setting.

TABLE 1.2. Gender

COUNT PERCENTAGE
MALE 50 37 %
GENDER FEMALE 84 63 %
TOTAL 134 100 %

Table 1.2 presents the demographic of 134 students, in terms of gender , 63% are female, and 37%

are male. Furthermore, most of the students are female, which is also consistent with the gender distribution

15
of high school students. The higher percentage of female students in the sample is in line with the trend

observed in previous studies, where females are often over represented in academic contexts (UNESCO,

2015). Gender differences in music preferences have also been reported in several studies. For example, a

study conducted by (Rentfrow & Gosling, 2003) found that females tend to prefer music that is more

melodic, softer, and emotionally expressive, while males prefer music that is more intense, upbeat, and

energetic. However, it is important to note that individual preferences can vary widely regardless of gender

(Rentfrow & Gosling, 2003).

TABLE 1.3. Track and Strand

COUNT PERCENTAGE
STEM A 31 23 %
STEM B 34 25 %
TRACK AND HUMMS 31 23 %
STRAND TVL 29 22 %
GAS 9 7%
TOTAL 134 100 %

Table 1. 3 presents data regarding the track and strand, 23% are in STEM A and STEM B get 25%,

HUMMS get 23%, and TVL get 7%, while only 7% are in GAS. In terms of the track and strand, it is

interesting to note that there is an almost equal distribution among STEM A, STEM B, HUMMS, and TVL,

while only a small percentage of students are in GAS. In terms of academic tracks and strands, the results

show that the most common tracks are STEM A and B, with HUMSS and TVL also being fairly common.

This indicates that the surveyed students may have an inclination towards science, technology, engineering,

and mathematics (STEM) or humanities and social sciences (HUMSS) fields. This finding is consistent

with the current trend in education, which emphasizes the importance of STEM and HUMSS education in

preparing students for future careers (Council, National Research, 2011).

TABLE 1.4. Music Preferences

GENRE COUNT PERCENTAGE

POP 49 37 %
ROCK 22 16 %

16
 OPM 63 47 %
MUSIC
PREFERENCES TOTAL 134 100 %

In terms of music preferences, 47% prefer OPM, 37% prefer POP, and 16% prefer ROCK.

Regarding music preferences, the data shows that OPM (Original Pilipino Music) music is the most popular

genre among the surveyed students, with pop being second. This finding is consistent with past research

conducted in the Philippines, which found that OPM remains an integral part of Filipino music culture and

identity, while pop music continues to be a popular genre worldwide (Shunwei & Jia, 2022). The relatively

low number of students who prefer rock music may suggest that the genre is not as popular among Filipino

youth, which is also supported by past research on music preference trends in the Philippines (Roces, 2019).

TABLE 2. What is the most prevalent music preferences of students in terms of gender?
TABLE 2.1. Female

In the figure above, it shows in the pie graph that 41% are into POP, 50% are in the OPM, and 9%

are ROCK. With this calculated data, the most prevalent music preferences of the G11 Senior High Female

students are OPM (Original Pilipino Music). Based on these findings, it appears that the most popular music

preference among G11 Senior High Female students is OPM, with 50% of students indicating a preference

for this genre. This finding is consistent with previous research that has shown a strong preference for OPM

among Filipino youth. One possible explanation for the popularity of OPM among Filipino youth is its

ability to connect with local cultural identities and experiences. According to scholars, OPM reflects the

17
unique cultural heritage of the Philippines, as well as the social and political issues faced by Filipinos. The

genre has been celebrated for its ability to express the aspirations and struggles of the Filipino people,

making it a source of national pride and identity (Lumbera, 2018).

Another possible explanation for the popularity of OPM among Filipino youth is its accessibility

and familiarity. OPM has been a staple in Filipino music culture for decades, with many classic and

contemporary OPM songs becoming popular and well-loved anthems for generations of Filipinos. This

familiarity and accessibility may contribute to the continued

TABLE 2.2. Male

In figure 2.2, it shows in the pie graph that 21% are into POP, 42% are in the OPM, and 29% are

ROCK. With this calculated data, the most prevalent music preferences of the Grade 11 Senior High male

students are OPM (Original Pilipino Music). It appears that the most popular music preference among

Grade 11 Senior High male students is also OPM, with 42% of students indicating a preference for this

genre.

This finding is consistent with the previous discussion on the popularity of OPM among Filipino

youth, which highlights its ability to reflect and connect with local cultural identities and experiences.

However, it is worth noting that the preference for OPM among male students is not as dominant as it is

among female students. In figure 2.2, 29% of male students indicate a preference for rock music, which is

18
a significantly higher percentage compared to the 9% of female students who prefer rock music in Figure

2.1. This suggests that there may be some gender differences in music preferences among Grade 11 Senior

High students. The literature on music preferences among young people suggests that gender is a significant

factor in shaping music taste. For example, research has shown that males tend to prefer more aggressive

and intense music genres such as rock, hip-hop, and heavy metal, while females tend to prefer more melodic

and emotional genres such as pop, R&B, and country (Rentfrow & Gosling, 2003). However, it is also

important to note that these gender differences are not absolute, and there is considerable individual

variation within genders.

In conclusion, the data provided in figure 2.2 suggests that OPM remains a popular music genre

among Grade 11 Senior High male students, but there are also some differences in music preferences

between male and female students. Future research could explore the factors that contribute to gender

differences in music preferences among young people.

TABLE 3. What perceived effects of listening to music on the students?

POSITIVE INDICATOR MEAN INTERPRETATION

I can concentrate studying while playing the music. 2.92 AGREE

I can easily do my paper works while I’m listening to 3.19 STRONGLY AGREE
music.
I listen to music in order to relax while I’m doing my 3.18 STRONGLY AGREE
review.
I can do all my tasks even music is playing. 3.19 STRONGLY AGREE

I can recall my previous lesson while I’m listening to 2.58 AGREE

music.
I always play music to ease my boredom while 3.14 STRONGLY AGREE
I’m doing my review.
I can easily recall what I have studied when I listened 2.63 AGREE
to music.
I am happy with my performance after doing my 3.00 STRONGLY AGREE
review while listening to music.
I get good scores every time I do my review with 2.78 AGREE
music.
When I take a quiz after reviewing while listening 2.58 AGREE

19
 to music, I usually receive half of my expected
scores.
I get satisfied with my score after studying with 2.91 AGREE
music.
Through music, I always remember all the details 2.76 AGREE
of what I have been studied.
I never had an issue about music to my studies. 3.13 STRONGLY AGREE

Listening to music depends on the subject I am 2.93 AGREE

studying.
Listening to music depends on the mood I am in 3.12 STRONGLY AGREE
when I am studying.
I believe that music keeps me company while I’m 3.1 STRONGLY AGREE
studying.
I believe that music relaxes me when I am studying. 3.22 STRONGLY AGREE
I believe I sing along, I think that music affects me 2.8 AGREE
when I’m studying.

OVERALL MEAN 3.96 STRONGLY AGREE

NEGATIVE INDICATOR MEAN INTERPRETATION

I cannot focus on my studies when music is playing.* 2.44 AGREE
I cannot play music while doing my homework or AGREE
reading.* 2.44
Music is a distraction to my studies.* AGREE
2
I easily get distracted whenever I hear music AGREE
while I’m doing certain task.* 2.28
I am not happy with my performances after doing my AGREE
review while listening to music.* 2.07
When I study while listening to music, I AGREE
occasionally receive negative marks for my work.* 2.10
I felt disappointed with myself having poor AGREE
performance because I listen to music while
studying.* 2.08
OVERALL MEAN 2.20 AGREE

MEAN INTERPRETATION
POSITIVE QUESTIONS 3.96 STRONGLY AGREE
NEGATIVE QUESTIONS 2.20 AGREE
OVERALL MEAN 3.08 STRONGLY AGREE
Mean Range: 0.99-1.00 (Strongly Disagree); 1.00-1.99 (Disagree); 2.00-2.99 (Agree); 3.00-4.00
(Strongly Agree)

20
 The table shows that the Senior High School students of Northwestern Mindanao State College of

Science and Technology had strongly agreed to the given set of questionnaires about the Effects of Pop,

Rock, and OPM in Grade 11 with the overall mean of 3.08. Young people strongly agreed that they turned

the music off when they couldn’t concentrate and that listening to music depend on the mood they were in.

Some students agreed with that they switched music off when advised to do so and that how much they

listened varied depending on the subject they were studying (Anatasia & Susan 2006). In the Table 2.2

shows the negative questions and it revealed that some of the Grade 11 students agreed that whenever they

have a certain task and they listened to music they easily got distracted. It appeared in the overall mean that

most of the student focused while listening to music when they study. With this data, it shows how music

greatly affects students’ concentration study. In conclusion, given the results, it was revealed that the

students can do the task even playing the music and some were even relaxed when listening to music while

studying. The respondents strongly disagreed that music is a distraction of their study, they were able to

focus and complete their task while the music is playing without trouble, and it is effective in relieving their

boredom.

21
 Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

This provides the summary of the findings from chapter four, and also it gives the

conclusion and recommendation of the study based on the objectives of the study.

Summary of Findings

This study aimed to determine the effects of Pop, Rock, and OPM in Grade 11 of Senior

High school students of Northwestern Mindanao State College of Science and Technology. The

researchers were able to formulate three (3) problems to be answered after the data is gathered.

The study aimed to answer the questions: (1) Demographic Profile of the Student in terms of age,

gender, tracks and strands, and music preferences; Pop, Rock, and OPM; (2) What is the most

prevalent music preference of students in terms of gender, (3) What perceived effects of listening

to music on the students. To answer these listed problems, the researchers surveyed to determine

the effects of Pop, Rock, and Opm to the grade 11 students.

This study comprised 134 grade 11 students in Northwestern Mindanao State College of

Science and Technology. The researchers conducted 25 questions to be distributed and answered

by the grade 11 in Northwestern Mindanao State College of Science and Technology. A purposive

sampling was used to gather information about a certain population or group.

22
Based on the research study, the following findings were:

1. Out of 134 respondents, 90% of the respondents has the age of 15 to 17 years old, which

has the biggest percentage of the respondents. 63% were female, and 37% are male. In the

grade 11, 23% of the respondents are STEM A, 25% of this are STEM B, 23% of the strand

HUMSS, 22% TVL, and 9% students of GAS. 47% students selected the OPM as their

music preferences, for the POP there are 37% students who chose this genre and 16%

students for ROCK.

2. There are 50% female of grade 11 students in Northwestern Mindanao State College of

Science and Technology whose music preference is OPM, and 42% of grade 11 students

male in Northwestern Mindanao State College of Science and Technology agreed that

their music preference also OPM.

3. The grade 11 students of Northwestern Mindanao State College of Science and Technology

had strongly agreed in our questionnaire with an average of 3.08.

Conclusions

According to the study's findings, it was revealed that the Senior High students, notably

those in the 11th grade, who were the respondents, accepted to be provided questionnaires, with

an overall mean of 3.08. According to these young people, music has a significant impact on their

studies, and when it comes to selecting their music preferences, Original Pilipino Music (OPM) in

both genders is more likely to be the one they choose. This study proved that music does not

interfere with your schoolwork; rather, it relieves boredom and has the ability to focus your

attention on your studies.

23
Recommendation

This study revealed the effectiveness of Pop, Rock, and OPM. Thus the following

recommendation are hereby presented:

1. Since the effectiveness of pop, rock, and OPM has been shown, teachers should incorporate

musical activities into their lessons to keep students' attention, reduce boredom, and help them

develop a relational understanding of the value of music in learning.

2. Administrators in an institution should support the use of music as a research companion, and

teachers and students should support it as a way to improve performance over time.

3. To find out if the same results will be confirmed, a comparable study needs to be carried out on

a bigger sample size of participants.

24
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27
 APPENDIX A

Letter Permission

28
 APPENDIX B

Research Instrument-Survey Questionnaire

A Survey on

Effects of Pop, Rock, and OPM on Grade 11 Students in Northwestern Mindanao State

College of Science and Technology

Name (Optional): Block and Strand:

Sex: Male Female Age:
Do you love music? YES NO
Music Preferences: POP ROCK OPM

Direction: For each statement in the survey, please indicate how much you agree or disagree
with the statement by putting a check in the box on the right side of each statement. There are no
right or wrong answers. Your answers will be kept strictly confidential and you will not be
identified.

Scale: 4-Strongly Agree

3-Agree
2-Disagree
1-Strongly Disagree

Table 1: Perceived effects of listening to music

4 3 2 1
1. I can concentrate studying while playing the music.

2. I cannot focus on my studies when music is playing.*

3. I can easily do my paper works while I’m listening to music.
4. I cannot play music while doing my homework or reading.*
5. I listen to music in order to relax while I’m doing my review.

29
6. I can do all my tasks even music is playing.
7. Music is a distraction to my studies.*
8. I can recall my previous lesson while I’m listening to music.
9. I always play music to ease my boredom while I’m doing my

review.
10. I easily get distracted whenever I hear music while I’m doing

certain task.*
11. I can easily recall what I have studied when I listened to music.

12. I am happy with my performance after doing my review while

listening to music.
13. I am not happy with my performances after doing my review while

listening to music.*
14. I get good scores every time I do my review with music.

15. When I take a quiz after reviewing while listening to music, I

usually receive half of my expected scores.
16. I get satisfied with my score after studying with music.

17. When I study while listening to music, I occasionally receive

negative marks for my work.*
18. Through music, I always remember all the details of what I have

been studied.
19. I felt disappointed with myself having poor performance because I

listen to music while studying.*

20. I never had an issue about music to my studies.

21. Listening to music depends on the subject I am studying.

22. Listening to music depends on the mood I am in when I am

studying.
23. I believe that music keeps me company while I’m studying.

24. I believe that music relaxes me when I am studying.

25. I believe I sing along, I think that music affects me when I’m
studying.

30
 APPENDIX C

Raw Data

Q1 Q2* Q3 Q4* Q5 Q6 Q7* Q8 Q9 Q10* Q11 Q12 Q13* Q14

3 2 3 2 3 3 3 3 4 3 3 3 3 3
4 3 4 3 4 3 3 3 4 3 3 4 3 3
4 3 4 4 3 3 4 2 4 4 2 3 4 3
3 1 2 1 2 4 3 4 3 3 4 2 1 2
3 3 3 3 3 3 3 2 4 3 2 3 3 3
3 2 4 2 3 3 3 3 3 3 3 3 2 2
3 3 3 3 4 3 4 2 3 4 3 3 3 3
3 3 3 2 3 3 3 2 2 3 3 3 2 3
2 4 3 3 3 4 4 1 2 3 2 2 3 2
4 4 3 4 4 4 4 2 4 4 3 3 4 3
2 2 3 3 4 2 1 2 4 3 3 4 4 2
3 3 3 2 3 3 2 2 3 3 3 3 3 3
2 3 2 2 3 2 1 3 2 2 2 3 2 2
1 1 3 1 3 3 3 2 3 2 2 2 3 2
4 1 4 1 3 3 2 3 4 1 4 3 2 3
3 3 4 3 4 4 4 2 4 3 2 3 4 3
4 3 2 2 3 3 3 2 3 3 3 3 3 3
4 1 4 1 4 4 1 4 4 2 3 2 3 2
3 3 3 3 4 3 3 3 4 2 3 3 3 3
3 1 3 1 4 3 1 3 3 1 4 4 1 4
3 4 3 4 3 4 4 2 2 3 2 3 4 3
3 1 4 1 4 3 2 3 3 2 3 4 1 2
4 2 4 3 4 4 4 3 2 1 3 4 2 4
1 3 2 4 2 4 2 2 2 3 2 2 2 2
4 1 4 1 4 3 1 3 3 2 3 3 2 4
4 1 4 1 4 3 1 3 3 2 3 3 2 4
4 1 4 1 3 3 2 3 3 2 3 3 1 3
4 1 4 3 4 4 3 3 3 3 3 3 3 3
2 3 2 3 3 3 2 2 3 3 3 2 2 3
2 1 3 1 4 4 1 4 3 3 4 3 1 4
3 2 4 1 4 4 4 1 4 4 1 4 4 4
2 2 4 1 2 2 2 3 4 2 2 2 2 4
2 3 3 3 4 4 4 3 4 2 3 3 3 3
3 2 3 3 3 3 3 3 3 3 3 3 3 2
4 4 4 3 4 4 3 3 4 3 3 4 3 3
4 1 4 1 4 3 1 3 3 2 4 4 3 2

31
4 1 4 1 3 4 1 3 3 2 4 4 3 2
2 3 4 4 4 2 4 1 2 3 1 3 4 3
3 3 3 3 4 4 2 2 4 3 3 3 3 3
4 3 4 3 4 4 4 2 4 3 3 4 3 3
3 2 2 4 4 3 4 3 4 4 3 4 4 4
3 4 4 4 4 4 4 2 4 4 2 3 4 3
3 3 3 3 3 4 3 3 3 3 3 3 3 3
3 2 3 2 3 3 2 3 3 1 4 3 1 3
4 2 4 3 4 4 4 4 4 4 3 4 4 4
3 3 3 3 3 3 3 3 3 3 2 3 3 3
2 2 2 2 2 2 3 2 3 2 2 3 3 2
2 3 3 3 1 3 2 1 3 2 1 2 3 2
2 2 2 2 3 2 4 2 2 2 2 3 4 2
3 3 4 3 4 4 4 4 4 4 4 4 4 4
3 3 1 2 2 3 4 2 2 3 1 2 4 2
3 3 2 4 3 2 4 1 3 3 2 2 4 2
3 2 4 2 3 3 4 3 3 4 3 3 4 3
3 3 3 3 2 3 3 2 3 2 2 3 3 3
3 3 3 1 4 3 4 4 4 3 3 4 4 3
2 4 3 4 4 4 3 2 4 2 2 3 4 3
2 2 4 2 3 3 3 2 3 3 2 4 4 1
3 3 3 4 3 4 4 3 3 4 3 3 4 3
2 3 3 2 3 2 4 2 4 2 2 2 3 2
4 4 4 3 3 4 4 3 3 4 3 4 3 2
3 3 2 1 3 4 1 2 2 1 3 2 2 2
4 4 4 4 4 4 4 3 4 4 4 4 4 4
3 3 3 2 4 3 3 2 4 3 3 3 3 3
4 3 3 3 3 4 3 2 3 3 3 3 3 2
3 3 3 3 3 3 3 3 3 3 3 3 3 3
4 3 4 2 3 4 3 3 3 3 3 3 3 3
3 3 3 1 2 4 4 3 3 4 3 3 4 3
3 3 3 3 3 3 4 3 3 4 3 3 4 3
4 3 4 3 4 4 3 4 4 3 2 4 3 3
3 2 3 3 3 3 3 3 3 3 3 4 3 3
2 2 3 2 3 4 3 2 4 4 2 3 3 3
4 3 4 4 4 4 4 4 4 4 4 4 4 4
2 2 3 4 3 2 2 2 4 1 1 2 2 2
4 1 4 1 3 3 2 2 3 4 2 2 2 2
3 2 3 2 4 4 3 3 3 2 3 3 3 3
3 2 4 2 3 4 2 3 3 2 4 3 2 4
4 4 4 4 4 4 4 4 4 4 4 4 4 4

32
3 2 4 4 4 4 1 4 4 1 4 4 1 4
2 1 2 1 2 3 2 2 2 1 1 2 3 2
2 3 3 3 3 3 3 2 3 3 2 4 3 3
3 3 3 3 3 3 3 3 3 3 2 2 3 3
4 3 2 3 3 3 3 3 3 1 3 3 3 2
3 2 4 1 3 3 3 3 4 4 3 3 3 3
3 3 4 3 3 3 4 2 3 3 2 3 3 3
4 4 4 4 4 4 4 2 4 4 2 4 3 4
3 3 3 4 3 3 3 3 2 3 3 2 2 2
4 4 3 2 4 3 4 2 4 4 2 3 1 3
2 2 4 2 2 3 2 2 4 2 2 2 3 2
2 2 3 3 2 3 4 2 2 2 2 2 2 3
3 3 3 3 4 3 4 3 3 3 3 3 3 2
1 3 4 1 4 3 3 3 4 3 3 2 3 1
4 3 4 3 3 2 2 2 3 1 2 3 2 4
2 2 3 4 2 1 3 4 2 3 2 2 3 2
1 3 4 3 4 4 4 2 4 2 3 3 3 3
4 2 3 2 3 4 4 2 2 2 2 2 3 2
3 4 4 4 4 4 4 3 4 3 3 3 3 3
3 3 3 3 4 4 3 2 1 3 3 4 4 4
3 2 4 3 3 2 3 3 3 3 3 3 3 2
3 2 4 3 4 4 4 2 4 2 3 2 2 3
3 2 2 3 3 2 3 2 3 3 2 2 3 2
2 2 4 1 3 2 3 3 1 1 2 3 3 3
3 2 3 3 3 3 4 3 3 4 3 3 3 3
4 2 4 3 1 4 2 3 4 2 3 4 2 2
2 1 3 1 2 2 1 2 2 1 2 2 1 2
2 3 2 4 3 3 3 1 2 1 1 1 3 2
3 3 3 2 3 4 4 3 3 2 3 3 4 3
4 4 4 4 4 4 4 4 4 4 4 4 4 4
3 2 3 2 3 2 3 3 2 3 3 2 3
2 4 3 3 3 2 3 2 3 3 2 3 3 2
1 3 3 3 2 3 4 2 4 2 2 2 3 3
3 3 3 3 3 3 3 3 3 3 3 3 3 3
3 4 2 4 3 3 4 1 3 4 2 3 4 3
2 3 2 2 2 3 3 3 2 2 2 3 3 3
3 2 3 1 3 2 2 2 4 2 2 3 4 3
2 1 2 2 4 3 2 3 3 2 2 2 2 2
2 2 2 2 2 3 3 2 3 2 2 2 2 2
3 3 2 3 2 3 3 2 3 3 2 3 3 2
2 3 4 1 2 4 3 3 2 4 2 4 4 2

33
 4 1 4 4 4 4 4 4 4 4 4 4 4 4
3 4 3 4 2 3 4 2 4 3 2 3 4 3
3 2 4 1 4 3 4 3 3 1 3 4 3 3
3 4 3 1 3 1 3 2 2 4 3 2 3 2
3 3 2 3 3 3 4 3 3 3 2 2 2 3
4 3 3 3 3 2 3 3 3 3 3 3 3 3
4 3 4 3 4 4 3 4 4 3 3 3 3 3
1 3 3 3 2 3 4 2 2 2 2 2 3 2
2 2 3 2 2 3 2 2 3 2 2 2 2 2
2 3 3 3 4 3 3 3 2 3 3 4 3 3
3 2 2 3 3 2 2 2 3 3 2 3 3 3
4 4 4 4 4 4 4 4 4 4 4 4 4 3
2 1 3 1 3 4 2 2 2 2 2 3 3 2
3 3 2 3 3 2 3 2 3 2 2 3 3 3
2 2 2 3 2 2 3 2 2 2 2 2 2 2
2 2 2 3 3 4 3 2 3 3 3 4 3 3
2.9 2.6 3.2 2.6 3.2 3.2 3 2.6 3.1 2.7 2.6 3 2.9 2.8

Q15 Q16 Q17* Q18 Q19* Q20 Q21 Q22 Q23 Q24 Q25 MEAN
3 3 3 3 3 3 3 3 3 3 3 2.96
3 4 3 3 3 3 3 3 2 4 3 3.24
2 4 4 2 3 3 2 4 2 4 4 3.24
4 2 1 2 2 4 2 3 2 4 2 2.52
3 3 2 3 3 3 2 3 3 3 4 2.92
3 3 2 2 3 3 3 3 3 3 4 2.84
3 3 4 3 4 3 3 4 3 3 3 3.2
2 3 2 3 3 3 3 3 3 3 2 2.72
2 2 3 2 4 3 3 3 3 3 2 2.72
1 3 4 3 4 4 2 3 4 4 1 3.32
3 4 1 1 3 3 4 3 2 1 4 2.72
3 3 2 3 3 2 3 3 3 3 3 2.8
3 4 3 1 2 4 3 2 3 2 4 2.48
2 2 4 1 4 4 1 4 4 2 4 2.52
4 3 1 4 1 3 2 2 4 4 3 2.76
3 3 3 2 4 4 3 2 4 4 3 3.24
3 3 2 4 3 3 3 3 3 3 3 2.92
4 4 2 4 1 3 3 3 3 4 4 2.96
3 3 3 3 3 3 3 3 3 3 3 3.04

34
4 3 1 4 1 3 3 4 3 4 4 2.8
2 4 4 2 4 3 4 4 3 4 4 3.28
1 1 3 3 2 3 2 2 2 2 2 2.36
2 4 2 3 4 4 4 3 4 4 4 3.28
3 1 3 2 3 3 2 2 2 2 2 2.32
3 3 2 3 2 3 4 3 3 3 2 2.76
3 3 2 3 2 3 4 3 3 3 3 2.8
3 3 3 3 2 3 3 3 3 3 3 2.72
3 3 3 4 1 2 4 3 3 3 3 3.04
3 3 2 3 2 3 3 3 3 3 3 2.68
3 4 1 3 1 4 3 4 4 3 3 2.84
1 4 4 1 4 1 1 1 1 4 1 2.68
3 3 2 4 3 4 2 3 4 4 3 2.76
3 4 4 3 4 4 1 3 3 3 1 3.08
3 3 4 3 3 3 3 3 3 3 3 2.96
2 3 3 3 3 3 2 3 3 3 2 3.16
3 3 2 4 2 3 3 2 2 2 4 2.76
3 3 4 4 3 3 3 2 4 3 4 3
3 2 3 2 4 3 1 1 2 3 4 2.72
3 4 3 3 3 3 3 3 3 3 2 3.04
2 3 2 3 3 2 3 3 3 3 2 3.08
3 4 4 3 4 4 4 4 4 4 4 3.6
1 3 4 3 4 4 4 4 3 3 1 3.32
3 3 3 3 3 4 3 3 4 3 3 3.12
4 4 2 3 2 3 3 3 3 3 3 2.76
4 4 4 4 4 4 1 1 4 4 1 3.48
3 3 3 3 2 2 3 3 2 2 2 2.76
2 2 3 2 2 2 3 3 2 3 4 2.4
2 2 3 1 4 3 2 3 3 2 2 2.32
3 3 3 3 3 3 2 3 3 3 1 2.56
2 4 3 4 3 4 2 4 4 4 1 3.52
1 2 4 2 4 3 2 3 3 3 1 2.48
1 2 4 2 4 3 2 3 2 2 2 2.6
4 4 4 3 4 3 3 4 4 4 1 3.28
2 3 3 2 3 3 3 3 3 3 3 2.76
3 3 3 3 4 4 4 1 3 3 4 3.24
3 3 4 3 4 3 3 4 4 4 4 3.32
3 2 4 2 4 3 3 3 3 3 3 2.84
2 3 4 3 4 3 1 3 3 3 1 3.08
1 3 3 2 3 3 3 3 2 2 4 2.6
3 3 4 3 4 4 4 4 4 4 3 3.52

35
3 3 3 3 1 3 4 2 2 4 3 2.48
3 3 4 3 4 4 4 4 4 4 1 3.72
3 3 3 3 3 4 3 3 4 4 2 3.08
2 2 3 3 3 3 2 3 3 3 2 2.84
2 3 3 3 3 3 3 3 3 3 2 2.92
3 3 3 3 3 4 3 3 3 4 2 3.12
3 2 4 3 3 4 4 4 4 4 4 3.28
3 3 4 3 4 4 4 3 3 3 1 3.2
3 2 3 3 3 3 4 4 4 4 3 3.36
3 3 4 3 3 4 3 2 3 3 1 2.96
3 3 3 2 3 2 3 3 3 3 3 2.84
4 4 4 3 4 3 3 4 4 4 3 3.8
3 2 2 2 2 1 2 3 3 3 4 2.36
3 2 3 2 1 3 4 3 3 2 4 2.6
2 3 3 4 3 3 2 3 3 4 3 2.96
3 3 2 3 2 3 4 3 4 4 3 3
4 4 4 4 4 4 4 4 4 4 4 4
4 4 1 4 1 4 4 4 4 4 4 3.28
2 2 2 2 2 3 4 3 2 2 3 2.12
3 3 3 3 3 3 3 3 3 3 2 2.88
2 3 3 3 3 3 3 3 3 3 2 2.84
2 3 3 3 3 3 4 4 3 4 2 2.92
2 4 3 2 3 3 4 4 4 4 4 3.16
2 3 3 3 3 3 4 4 4 4 3 3.12
3 3 3 3 4 4 4 4 4 4 2 3.56
2 3 2 2 2 3 2 2 3 3 3 2.64
3 4 4 3 3 2 2 3 4 4 4 3.16
2 2 3 2 2 1 3 3 3 3 3 2.44
2 3 4 2 3 3 3 3 3 2 3 2.6
2 3 1 3 3 3 3 3 4 4 2 2.96
1 2 3 2 3 4 3 4 4 4 2 2.8
3 3 2 4 3 3 3 3 3 4 4 2.92
2 2 3 2 3 4 2 4 2 2 4 2.6
3 3 3 3 2 2 3 3 3 4 4 3.04
2 2 3 2 3 3 3 3 3 3 3 2.68
2 3 3 2 3 4 4 4 4 4 3 3.4
2 4 3 2 4 4 3 4 4 4 3 3.24
2 3 3 4 2 4 4 3 3 3 4 3
3 2 2 3 3 4 4 4 4 3 3 3.08
3 2 3 2 3 4 4 3 3 3 2 2.68
3 3 3 3 3 4 2 4 3 3 2 2.64

36
 3 3 2 3 3 4 2 3 3 4 3 3.04
1 4 2 3 1 4 3 4 2 4 3 2.84
2 2 2 3 1 2 2 3 3 3 4 2.04
2 2 3 2 3 2 4 4 3 3 4 2.52
3 3 2 3 4 3 3 4 3 3 3 3.08
4 4 4 4 4 4 4 4 4 4 1 3.88
3 3 2 3 2 3 3 4 3 3 3 2.75
2 2 3 3 3 2 2 2 3 3 3 2.64
3 3 3 3 2 4 4 4 4 4 4 3
2 3 2 2 3 3 3 3 3 3 3 2.88
2 3 4 2 4 3 3 3 3 4 3 3.08
2 2 2 2 2 3 3 2 3 3 3 2.48
1 2 3 3 3 3 2 4 2 4 1 2.56
3 3 3 2 3 2 2 3 2 2 3 2.4
2 2 3 2 2 2 4 2 2 2 2 2.24
3 3 3 2 3 3 3 3 3 3 3 2.76
2 2 4 4 1 3 3 3 1 2 2 2.68
3 4 3 4 3 4 3 2 4 4 2 3.56
2 2 4 3 3 3 1 3 2 2 3 2.88
4 3 4 4 4 4 4 4 4 4 4 3.36
2 2 3 2 3 3 4 4 4 4 2 2.76
2 3 2 2 3 3 3 3 3 3 1 2.68
3 3 3 3 3 3 2 2 3 3 3 2.92
2 3 2 3 3 3 2 4 3 3 2 3.12
1 1 3 1 3 1 2 4 3 2 3 2.32
2 3 3 3 2 3 2 3 2 3 3 2.4
3 3 3 3 3 3 2 2 3 3 2 2.88
3 3 3 3 3 3 4 4 4 4 4 2.96
4 4 4 4 4 4 4 4 4 4 4 3.96
2 2 2 2 2 3 3 4 2 3 2 2.36
2 3 2 2 3 3 2 2 3 3 2 2.56
2 2 2 2 2 3 3 3 2 2 4 2.28
3 3 3 3 3 2 4 2 3 3 4 2.92
2.6 2.9 2.9 2.8 2.9 3.1 2.9 3.1 3.1 3.2 2.8 2.909
2.9

37
 CURICULUM VITAE

ABAPO, KIMBERLY G.
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS - B

Email Address: kimabapo37@gmail.com

Mobile Number: 09506631040

PERSONAL DATA
DATE OF BIRTH: October 19, 2004
PLACE OF BIRTH: Aquino, Tangub City
AGE: 18 years old
SEX: Female
NATIONSLITY: Filipino
CIVIL STATUS: Single
LANGUAGE: Cebuano, Tagalog, English

EDUCATIONAL BACKGROUND
PRIMARY: Aquino Elementary School
Aquino, Tangub City
2011-2017

SECONADRY: Northwestern Mindanao State College of Science and

Technology
Labuyo, Tangub City
2017-2020

SENIOR HIGH: Northwestern Mindanao State College of Science and

Technology
Labuyo, Tangub City
2021-2023
SEMINAR ATTENDED
 Gender and Personal Development Workshop
Northwestern Mindanao State College of Science and Technology
Labuyo, Tangub City
January 27, 2023
 LUDIP and Student Affairs Service: Stakeholders
Northwestern Mindanao State College of Science and Technology
Labuyo, Tangub City
April 24, 2023
 Student Officer’s Leadership and Team Building Seminar/Workshop:
“Padayun, Lead with Impact”
Northwestern Mindanao State College
38 of Science and Technology
Labuyo, Tangub City
April 27-28, 2023
MANLANGIT, RYAN E.
SCIENCE, TECHNOLOGY, ENGINEERING, AND

ABAPO,
Email KIMBERLY G.
Address: manlangitryan02@gmail.com
Mobile Number: 09663661357
MATHEMATICS - B

PERSONAL DATA
DATE OF BIRTH: August 20, 2005
PLACE OF BIRTH: Pangabuan, Tangub City
AGE: 17 years old
SEX: Male
NATIONSLITY: Filipino
CIVIL STATUS: Single
LANGUAGE: Cebuano, Tagalog, English

EDUCATIONAL BACKGROUND

PRIMARY: Tangub City Central School

Malubog, Tangub City
2011-2017

SECONADRY: Tangub City National High School

Mantic, Tangub City
2017-2020

SENIOR HIGH: Northwestern Mindanao State College of Science and

Technology
Labuyo, Tangub City
2021-2023

39
 PALGAN, MILYN MAE A.
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS - B

Email Address: milynmae1234@gmail.com

Mobile Number: 09661890950

PERSONAL DATA
DATE OF BIRTH: February 06, 2005
PLACE OF BIRTH: Bintana, Tangub City
AGE: 18 years old
SEX: Female
NATIONSLITY: Filipino
CIVIL STATUS: Single
LANGUAGE: Cebuano, Tagalog

EDUCATIONAL BACKGROUND

PRIMARY: Lorenzo Tan Memorial Central School

Lorenzo Tan, Tangub City
2011-2017

SECONADRY: Northwestern Mindanao State College of Science and

Technology
Labuyo, Tangub City
2017-2020

SENIOR HIGH: Northwestern Mindanao State College of Science and

Technology
Labuyo, Tangub City
2021-2023

40
 TAGBACAULA, IAN KEN M.
mmpojoijuiojhpihjpijhmhuuiu
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS - B

hhhAddress:
Email mm1mmm
tagbacaulaianken5@gmail.com
Mobile Number: 09759284110

PERSONAL DATA
DATE OF BIRTH: July 06, 2005
PLACE OF BIRTH: Guinalaban, Tangub City
AGE: 18 years old
SEX: Male
NATIONSLITY: Filipino
CIVIL STATUS: Single
LANGUAGE: Cebuano

EDUCATIONAL BACKGROUND

PRIMARY: Labuyo Elementary School

Labuyo, Tangub City
2011-2017

SECONADRY: Northwestern Mindanao State College of Science and

Technology
Labuyo, Tangub City
2017-2020

SENIOR HIGH: Northwestern Mindanao State College of Science and

Technology
Labuyo, Tangub City
2021-2023

41
BUNTOG, GELLIE A.
mmpojoijuiojhpihjpijhmhuuiu
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS - B

hhhAddress:
Email mm1mmm
buntoggellie6@gmail.com
Mobile Number: 09303706269

PERSONAL DATA
DATE OF BIRTH: June 22, 2004
PLACE OF BIRTH: Doña Maria D Tan Memorial Hospital
AGE: 18 years old
SEX: Female
NATIONSLITY: Filipino
CIVIL STATUS: Single
LANGUAGE: Cebuano

EDUCATIONAL BACKGROUND
PRIMARY: Bintana Elementary School
Bintana, Tangub City
2011-2017

SECONADRY: Northwestern Mindanao State College of Science and

Technology
Labuyo, Tangub City
2017-2020

SENIOR HIGH: Northwestern Mindanao State College of Science and

Technology
Labuyo, Tangub City
2021-2023

42
NATIVIDAD, LEAH JANE G.
mmpojoijuiojhpihjpijhmhuuiu
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS - B

hhhAddress:
Email mm1mmm
leahjanenatividad@gmail.com
Mobile Number: 09706168910

PERSONAL DATA
DATE OF BIRTH: April 06, 2005
PLACE OF BIRTH: Tituron, Tangub City
AGE: 18 years old
SEX: Female
NATIONSLITY: Filipino
CIVIL STATUS: Single
LANGUAGE: Cebuano

EDUCATIONAL BACKGROUND

PRIMARY: Tituron Elementary School

Tituron, Tangub City
2011-2017

SECONADRY: Bongabong National High School

Bongabong, Tangub City
2017-2020

SENIOR HIGH: Northwestern Mindanao State College of Science and

Technology
Labuyo, Tangub City
2021-2023

43
 DAGAMAC, JOSEPH EVANNE V.
mmpojoijuiojhpihjpijhmhuuiu
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS - B

hhhAddress:
Email mm1mmm
dagamacjosephevanne@gmail.com
Mobile Number: 09773706991

PERSONAL DATA
DATE OF BIRTH: September 14, 2004
PLACE OF BIRTH: Marilao Bulacan
AGE: 18 years old
SEX: Male
NATIONSLITY: Filipino
CIVIL STATUS: Single
LANGUAGE: Cebuano

EDUCATIONAL BACKGROUND
PRIMARY: Tangub City Central School
Malubog, Tangub City
2011-2017

SECONADRY: Tangub City National High School

Mantic, Tangub City
2017-2020

SENIOR HIGH: Northwestern Mindanao State College of Science and

Technology
Labuyo, Tangub City
2021-2023

44