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 Demographic Analysis of Students at San Isidro College: A
Case Study of Integrated Basic Education Students
Alex Chester C. Balmocena
School of Information Technology
Mapua University
Makati City, Metro Manila, Philippines
accbalmocena@mymail.mapua.edu.ph

Abstract
The present study offers a thorough examination of the demographic composition of students who are currently
enrolled in the Integrated Basic Education program at San Isidro College. It aims to analyze and explore the
essential traits and characteristics of these students. The research used data obtained from student records, including
several columns that include details such as Gender, Birthdate, Age, Mother Tongue, Indigenous Peoples (IP) status,
Religion, Barangay, City/Minicipality, and Province.

The primary aim of this case study is to enhance comprehension of the makeup and variety of the student population
at San Isidro College. The study incorporates several dimensions, including age distribution, gender parity, linguistic
variety, representation of Indigenous Peoples, religious affiliations, and geographic origins. By analyzing these
demographic factors, the objective of this research is to provide valuable insights into the composition of the student
population. Consequently, this will contribute to the development of educational policies and practices that promote
inclusivity and equity within the learning environment.

The study results provide a valuable contribution to the continuing discourse around diversity and inclusion within
the field of education. These findings underscore the significance of actively acknowledging and addressing the
distinct requirements and viewpoints of students hailing from varied backgrounds. Moreover, the findings of this
research have the potential to provide valuable insights for educational institutions, policymakers, and educators,
enabling them to make necessary adjustments to curriculum and support systems in order to effectively cater to the
varied student body at San Isidro College and other comparable educational institutions.

Keywords
San Isidro College, Malaybalay City, Demographic Analysis

1. Introduction
The introduction to a research paper is where you set up your topic and approach for the reader. The introduction
needs to include: 1) what the topic is focused on, 2) how the research was conducted(method), 3) what the findings
are (generally), 4) and how the paper contributes to the overall field. These items are often unanswerable until the
paper is complete.

Malaybalay was a young Bukidnon capital when San Isidro College opened. Only Catholic school in the region and
oldest in the province. Late Fr. Joseph Reith, S.J. founded it in July 1949. His first parish priestship was founding
San Isidro High School. He named the school after the town's patron saint, San Isidro Labrador, and its motto, "Ora
et Labora"—Prayer and Work.

San Isidro High School established in 1949-1950 with 90 first-year and 30 second-year students and 5 professors.
Teaching in a two-story mansion that is now the Religious of Virgin Mary convent. Fr. Joseph Reith and RVM
Sisters managed the school. From 1951 to 1952, Malaybalay RVM superior Sr. Ma. Gertrudis was San Isidro High
School principal. With Procuratrix Sr. Ma. Remedios Tagamolita and Dormitory in-charge Sr. Ma. Estrella Lopez.

The first 23 San Isidro High School graduates graduated in April 1952. After four years, the American Sisters of
Saint Joseph of Newark took over the school. Sister Mary Redempta McConnel, CSJ began her 18-year leadership
in 1953. 1955 witnessed the construction of a twelve-room school across the Ssawaga River at Impalambong,
Malaybalay. San Isidro College proudly remains despite its growth. As Sr. Redemta led the school, new buildings
were added to educate Bukidnon's children Christianity. The 1963 Villa San Hose houses the High School Library,
Chapel, and Guidance Offices; the 1966 school gymnasium has served the school and Malaybalay Community in
many ways; and the left wing of the High School building houses the Office of Community Outreach, the High
School Audio-Visual Center, and classrooms on the second floor.

The school developed intellectually and offered a one-year Collegiate Secretarial Course with 50 students in 1962-
1963. New college curricula included Bachelor of Science in Commerce, Liberal Arts, and Education in 1964 and
1965. The school became a college in 1969. One-year Secretarial Course became two-year Junior Secretarial Course
in 1970. The Sisters of St. Joseph of Newark were called to America in 1971. The Marist Brothers were engaged by
Bishop Francisco Claver,S.J.,D.D.'s Preplature of Malaybalay, who received the school.

The Marist Brothers administered San Isidro College from 1971-1985. The Marist Brothers improved school
amenities. College buildings and covered corridors get erected. Gym remodel. The library got extra books and lab
gear. Instructors and top students got HRD scholarships.The mid-1980s saw San Isidro College administration
transition. When the Missionary Benedictine Sisters took over the school in 1985, Bishop Gaudencio Rosales, D.D.,
of Malaybalay, presided the Board of Trustees.

The missionary Benedictine Sisters transformed San Isidro College in eleven years. The Grade School St. Benedict,
Guest House/College Home Economics, and Sawaga Bridge dormitories remained. When the Benidictine Sisters
opened the primary school in 1993, they bought cutting-edge equipment, software, and other resources. SIC's 1994
trustee chairman was Bishop Honesto Ch. Pacana,S.J.,D.D. The 1997 school president was diocesan priest Fr.
Felimon Ares,Jr. President from 2000-2001 to 2003-2004 was Canossian Sister Sr. Lilia U. Nuesca, FdCC. Sr.
Luzviminda G. Mojica, FdCC, followed. The school president is Rev. Fr. Virgilio H. Delfin, CPA, DCM. The only
Malaybalay City's Catholic college, San Isidro College serves the town.

This research analyzes the different demographics of San Isidro College for the school year 2023 – 2024. This
research uses SAS to comprehensively analyze the data and show research statistics. This research can be used to
provide the management and administrators of San Isidro College useful statistical data in making successful and
right business decisions. This research also shows that SAS can be used to analyze small – medium size school data
and produce accurate statistics.

1.1 Objectives

General Objectives
In order to undertake a thorough demographic examination of students currently enrolled in the Integrated Basic
Education program at San Isidro College, the primary objective is to gain insight into the makeup and variety of the
student body, with specific attention given to key characteristics such as Name, Gender, Birthdate, Age, Mother
Tongue, Indigenous Peoples (IP) status, Religion, Barangay, City, and Province.

Specific Objectives
1. To determine the age distribution of students in the Integrated Basic Education program at San Isidro
College, based on the provided birthdate data.
2. To assess the gender balance within the student population, examining variations and trends in gender
representation.
3. To analyze the diversity of mother tongue languages among students and identify the prevalence of specific
languages or language groups.
4. To investigate the representation of Indigenous Peoples (IP) among the student body and understand their
unique educational needs and experiences.
5. To examine the geographic origins of students by analyzing data related to Barangay, City, and Province,
thus gaining insights into the regional diversity of the student population.
2. Literature Review

2.1 Recent Studies in other locations and similar studies

2.1.1 Visualization and Analysis of GPU Summer School Applicants and Participants
The objective of the summer school was to offer graduate and doctoral students from various academic fields an
opportunity to gain knowledge and practical skills in utilizing massively parallel computing resources. The visual
representations of demographic data presented here offer a more detailed examination of the backgrounds and areas
of study of both applicants and participants of the summer school. In addition, we generated interactive
visualizations as a result of our data mining investigation. These visualizations not only validated our initial
assumptions about the candidates but also provided us with novel perspectives.

Numerous students have submitted applications from various educational institutions, both domestically within the
United States and internationally, and are now engaged in undertaking research across a diverse range of fields.
Numerous individuals actively engaged in the activity by using distant means, such as accessing streaming video
and other digital resources. Among the students that took part in the study, a portion of them are now using GPUs in
their ongoing research endeavors. Through their participation in the summer school, all attendees have acquired
information about the development of their own software for enhancing the speed of their research applications by
using massively parallel computing resources.

Following a comprehensive assessment of the candidates, a total of 49 individuals were granted admission to the
summer school. Initially, a total of 44 individuals were confirmed to participate in the on-site activities, with 42
ultimately attending the session. Approximately 25% of the candidates in attendance were female, which stands in
contrast to the 19.55% representation of females in the whole application pool. The group of 49 selected applicants
comprises individuals from a total of 28 universities. It is noteworthy that every institution within the CIC is
represented by at least one accepted applicant. There are a total of 42 candidates in attendance, representing 24
different universities. A total of 42 candidates were in attendance, with 64.29% of them being given a fellowship.
Additionally, three applicants were granted two fellowships each. Furthermore, it is worth noting that among the 42
individuals who participated in the program, a notable proportion of 20.45% were engaged in research related to
Graphics Processing Units (GPUs). This percentage is much higher when compared to the overall application group,
where only 13.41% were involved in GPU-related research.

2.1.2 Big Data Analysis on Demographic Characteristics of Chinese Mobile Banking Users
This particular study examined the correlation between demographic traits and mobile banking functionalities using
surveys and big data analysis, with the aim of providing marketing strategies for banks in China. The study offers
banks with directional recommendations for enhancing their business goods and services in order to attract new
customers and retain current ones.
This study presents an analysis of the necessary analytics approaches for evaluating the outcomes of the surveys. In
relation to overall criteria, the study findings indicate that despite the substantial size of the sample, the outcomes
obtained do not deviate much from those derived from conducting a preliminary questionnaire. Furthermore, the
first findings obtained from the study of association rules indicate that there is no statistically significant correlation
between demographic factors and the use of certain mobile banking features.

2.1.3 Exploring Demographic Variations of Freshmen to Online Learning Anxiety: A Data Visualization
Analysis Based Approach
The present research investigates the influence of students' anxiety arising from online learning in distinct learning
settings, namely a synchronous platform (Zoom) and an asynchronous platform (YouTube). The aim is to compare
students' comprehension of electric circuits in terms of conceptual understanding. The study used multiple linear
regression and factor analyses to investigate the relationship between students' anxiety levels and their conceptual
knowledge.
The research included a total of 99 vocational students, who were divided into two groups: YouTube (n = 49) and
Zoom (n = 50). The Diagnostic Instrument for Conceptual knowledge in Electric Circuits (DIRECT) was used to
diagnose and assess conceptual knowledge in the field of electric circuits. On the other hand, the Online Test
Anxiety Inventory (OTAI) was utilized to evaluate anxiety levels specifically in the context of online learning
assessments. The OTAI encompasses three distinct variables, namely psychological, physiological, and online. The
findings indicated that the anxiety experienced by students had an impact on their conceptual comprehension of
electric circuits in both groups, although in some aspects. Nevertheless, there was a notable rise in conceptual
comprehension seen in both experimental groups. While there was a marginal improvement in students' conceptual
knowledge, it is essential for online learning to enhance its efficacy in order to alleviate learners' fear.

3. Methods
Research Design
This study will use a qualitative approach to examine the data pertaining to the diverse demographics of San Isidro
College Integrated Basic Education.

Research Instrument
The data was collected by the researcher from two sources: the Enrollee Information Sheet, which is a document
provided by the school, and the DepEd School Form 1, which is a document provided by the Department of
Education (DepEd). The purpose of gathering this data was to get information on all the currently enrolled students
at San Isidro College Integrated Basic Education for the academic year 2023 - 2024. The researcher will use the
SAS EnterpriseGuide 8.2 OnDemand for Academics (SAS EG) software to conduct an analysis of the collected
data.

Research Locale
The scope of this study data is limited to the academic year 2023-2024 and pertains only to San Isidro College's
Integrated Basic Education program, including students from Kinder 1 to Grade 12.

4. Data Collection
The data obtained include students ranging from Kindergarten 1 to Grade 12. The process of data gathering starts at
the time of student enrollment. The inclusion of the enrolling Information Sheet (EIS) is a mandatory step in the
student enrolling process. The student will complete the EIS using a traditional method including pen and paper. The
EIS will next undergo a meticulous transcription process into the DepEd School Form 1 (SF1). This form will then
undergo a thorough review by the Class Adviser, followed by the Department Head, and ultimately by the
Principal's Office, prior to its submission to the DepEd Office. The researcher will use the SF1 Form, which has
already been converted into a Microsoft Excel file and has undergone a thorough process of validation and
inspection by many offices. The study will thereafter proceed to systematically and scrupulously convert the data
into a preferred Excel format suitable for SAS EG.

5. Results and Discussion

5.1 Graphical Results

The presented graphs depict the outcomes derived from the collected data.

Figure 1 illustrates the comprehensive gender contrast. During the academic year 2023-2024, there is a higher
proportion of female students compared to male students.
 Fig. 1 Distribution of Gender

Figure 2 illustrates the Mother Tongue Chart. During the academic year 2023-2024, Cebuano emerged as the
predominant Mother Tongue used within San Isidro College's Integrated Basic Education program. Conversely, less
prevalent Mother Tongues like as Hiligaynon, Maranao, and Waray were seen to be less often employed.

Fig. 2 Distribution of Mother Tongue

Figure 3 illustrates that the age group with the largest representation throughout all Integrated Basic Education
programs is 17, while the age of 21 has the lowest proportion, with just one individual falling inside this category.

Fig. 3 Distribution of Age.

Figure 4 illustrates the distribution of ethnic groups in the region, specifically focusing on the Seven Tribes of
Bukidnon. The data reveals that the local Bukidnon Tribe constituted the majority, with 48.48% of the population.
Following closely behind were the Cebuano, accounting for 27.27% of the total population.

Fig. 4 Distribution of IP (Ethnic Group).

Figure 5 illustrates the varying levels of diversity among the Integrated Basic Education (IBED) students across
various Barangays. Barangay Casisang has the greatest population percentage among the barangays in the City of
Malaybalay, accounting for 38.85% of the total population of the Integrated Basic Education Department (IBED).

Fig. 5 Distribution of Barangay.

Figure 6 illustrates the religious demographics of the IBED students at SIC, with a significant predominance of
Christianity at 98.75%.

Fig. 6 Distribution of Religion.

Figure 7 depicts the diverse array of towns and municipalities that served as the origins of pupils enrolled in the
Integrated Basic Education (IBED) program. Malaybalay, the designated capital city, is well recognized for its
substantial student population.

Fig. 7 Distribution of Municipality.

Figure 8 illustrates the provincial distribution of students in the SIC. It is evident that the majority of students
enrolled in SIC are from Bukidnon province, as predicted, accounting for 98.75% of the total student population.

Fig. 8 Distribution of Province.

6. Conclusion
The examination of the demographic characteristics of students enrolled in the Integrated Basic Education (IBED)
program at San Isidro College provides valuable insights on the makeup of the student population. Significantly,
there is a conspicuous disparity in the gender composition of the program, whereby female students constitute the
majority, accounting for 58.33% of the overall student cohort. This discovery necessitates a more thorough
investigation into the variables that contribute to this discrepancy between genders, as well as the adoption of
strategies to rectify it. These actions are crucial to guaranteeing that the program offers fair and impartial chances to
all students.

Moreover, the examination of the utilization of Mother Tongue highlights the predominance of Cebuano as the
principal means of communication among students in the Integrated Basic Education Department (IBED), whereas
Hiligaynon, Maranao, and Waray are less often used. The presence of linguistic variety underscores the need for
language support efforts and resources designed to accommodate pupils who possess linguistic backgrounds distinct
from that of Cebuano. These endeavors have the potential to cultivate a learning environment that is both inclusive
and conducive to enhanced academic outcomes for all students.

The analysis of age distribution among students indicates that a significant fraction of individuals belong to the 17-
year-old age group, whilst the smallest segment is represented by 21-year-olds. The age demographics mentioned
provide significant insights for curriculum development and the creation of supplementary activities, guaranteeing
that the program is customized to address the distinct needs and interests of the predominant age cohort, while also
taking into account the distinctive demands of older learners.

The makeup of the student body is influenced by ethnicity, whereby the native Bukidnon Tribe is the primary ethnic
group, closely followed by the Cebuano population. A comprehensive comprehension of the ethnic variety present
within the program is necessary in order to provide an educational environment that is culturally sensitive and
inclusive, therefore demonstrating respect and appreciation for the various traditions and backgrounds of all
students.

The data at the barangay level provides insights into the diverse composition of students in the Integrated Basic
Education (IBED) system. It is seen that Barangay Casisang exhibits the greatest student enrollment, while
Barangay Poblacion follows closely in terms of student population. This information has the potential to influence
the allocation of resources and provision of support services, therefore ensuring that students hailing from all
barangays are afforded equal access to educational opportunities.

In terms of religious affiliation, the program exhibits a notable prevalence of Christianity, as around 98.75% of
students identify themselves as adherents of this religion. The aforementioned demographic data underscores the
need of providing religious support services and activities that correspond with the prevailing religion of the student
population, so establishing an atmosphere that acknowledges and attends to the spiritual requirements of students.

The data shown in Figure 7 illustrates the wide range of geographic origins among students, suggesting that they hail
from different cities and municipalities. Notably, Malaybalay, the capital city, makes a substantial contribution to
the overall student population. The comprehension of the geographical dispersion of students is of paramount
importance in order to customize transportation and services in a manner that efficiently caters to students hailing
from diverse locations.

The provincial distribution data, as seen in Figure 8, demonstrates that a significant proportion of students originate
from Bukidnon province, which is consistent with the institution's anticipated local influence. This data provides
further support for the college's involvement in addressing the needs of the surrounding community and may
contribute to the development of effective approaches for community engagement and outreach initiatives.

Based on the notable discoveries, a number of suggestions arise. The promotion of diversity and inclusion within the
IBED program should be prioritized, with a focus on providing equitable access to educational resources and
opportunities for all students, irrespective of their gender, race, or language background. In order to mitigate the
gender difference, it is essential to provide support services to female students with the aim of fostering their
engagement and achievement within the program.

It is important to establish teaching techniques and curriculum that are culturally responsive in order to effectively
address the linguistic and ethnic variety present among students. This entails recognizing and appreciating the many
cultures and languages represented within the student population. Providing a range of extracurricular activities and
clubs may effectively address the different interests and requirements of students, therefore fostering a
comprehensive educational experience.

The enhancement of students' practical skills and their preparedness for the workforce may be achieved via the
collaboration with local firms and organizations, hence providing internships and work-based learning experiences.
Furthermore, the acquisition of data pertaining to students' socioeconomic level, disability status, and other
demographic variables is vital in order to customize support services and allocate resources effectively to cater to the
unique requirements of every student.

Regular administration of student satisfaction surveys may serve as a valuable tool in identifying areas of
development and ensuring the program's alignment with the ever-changing requirements and expectations of its
varied student population. The establishment of a student advisory board may facilitate the inclusion of students in
the process of program creation and decision-making, therefore promoting a feeling of ownership and active
participation.

Moreover, fostering partnership with neighboring educational institutions might facilitate the exchange of exemplary
methodologies and foster student mobility, so enhancing the breadth of students' educational encounters.

In summary, upon implementation, these recommendations will facilitate the provision of a superior education
within the IBED program at San Isidro College. This education will be tailored to accommodate the distinctive
backgrounds and circumstances of all enrolled students, thereby cultivating an inclusive and diverse learning
atmosphere conducive to the success and development of each individual learner.
References
Wah, E., Johnson, E., Auvil, L., Thakkar, U., Hwu, W.M., Kirk, D., Dunning, H.D., Glotzer, C.G., (Dec 2008).
Visualization and Analysis of GPU Summer School Applicants and Participants. Retrieved from
https://ieeexplore.ieee.org/document/4736797

Wang, S., Petrounias, I., (August 2017). Visualization and Analysis of GPU Summer School Applicants and
Participants. Retrieved from https://ieeexplore.ieee.org/document/8012939

Citra, K., Wahyuni, F., (November 2021). Exploring Demographic Variations of Freshmen to Online Learning
Anxiety: A Data Visualization Analysis Based Approach. Retrieved from
https://ieeexplore.ieee.org/document/4736797