ARDUOUS SPECIALIZED SUBJECTS: ABM STUDENTS’ LEARNING

STRATEGIES

________________________________________________

A Research Paper

Presented to the Faculty of

Koronadal National Comprehensive High School

Senior High School

City of Koronadal, South Cotabato

__________________________

In Partial Fulfillment of the Requirements

in the Subject
Practical Research 2
_______________________________________________

By

Jewhel B. Baleña
Jerson J. Cantor
Maera Angela C. Dajay
Prince Adrian L. Galagate
Princess Lei D. Mosquera
Joan P. Pagaduan

February 2023

1
 Acknowledgment

The successful completion of this research paper owes a debt of

gratitude to several individuals who generously contributed their guidance and

support. Foremost, heartfelt appreciation is extended to the Almighty Father,

whose boundless wisdom and care enabled the researchers to fulfill their

responsibilities. Additionally, the researchers express sincere thanks to Noel

S. Rodel, their research teacher, whose expertise and unwavering guidance

played a pivotal role in the study. Leonil Z. Lubaton, as the Subject Group

Head-ABM, provided invaluable support throughout the research process.

The researchers are also grateful to Chona L. Bernade, Assistant SHS

Principal for Academics, for granting permission to conduct the study. Lastly,

the unwavering encouragement from their parents fueled their determination,

and the assistance from friends kept them motivated.

As the researchers reflect on this meaningful educational journey, they

extend their gratitude to everyone who has been part of it. Their collective

contributions have shaped the researchers’ understanding, enriched their

learning, and inspired them to persevere. Whether through encouragement,

mentorship, or friendship, each person mentioned has left an indelible mark

on their academic pursuit. With deep appreciation, the researchers

acknowledge their pivotal roles in the research endeavor.

-The Researchers-

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 Abstract

This quantitative research delves into the various learning strategies

employed by students specializing in Accountancy, Business, and

Management (ABM), particularly when confronted with the challenges posed

by arduous specialized subjects. Through meticulous analysis and

interpretation of the collected data, the study adopts survey research

methods, specifically utilizing systematic random sampling to ensure a

representative selection of participants. The overarching goal is to unravel the

intricacies of preferred learning strategies across various academic levels

within the ABM strand. Chapter V serves as the nexus, offering a detailed

presentation of findings that includes a comprehensive summary, in-depth

conclusions, and pragmatic recommendations. By spotlighting the preferred

strategies employed by ABM students to deal with their arduous specialized

subjects, it contributes substantively to the understanding of ABM students'

academic experiences. The enriched insights gleaned from this study not only

address the immediate educational context but also offer valuable implications

for curriculum design, instructional methodologies, and student support

mechanisms.

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 Table of Contents
Title Page ………………………………………………………………………………………………………………………………i

Acknowledgement ……………………………………………………………………………………………………………….ii

Abstract ……………………………………………………………………………………………………………………………….iii

Chapter I...................................................................................................................................8
THE PROBLEM AND ITS BACKGROUND.....................................................................................8
Background of the Study......................................................................................................8
Statement of the Problem..................................................................................................11
Significance of the Study.....................................................................................................11
Scope and Delimitation of the Study..................................................................................12
CHAPTER II..............................................................................................................................14
Review of Related Literature..............................................................................................14
Conceptual Framework.......................................................................................................20
Definition of Terms.............................................................................................................21
CHAPTER III.............................................................................................................................23
Research Methodolody...........................................................................................................23
Research Design..................................................................................................................23
Locale of the Study.............................................................................................................24
Respondents of the Study...................................................................................................24
Data Gathering Instrument.................................................................................................25
Data Gathering Procedure..................................................................................................26
Sampling Technique............................................................................................................27
Statistical Treatment...........................................................................................................27
CHAPTER IV.............................................................................................................................28
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA.................................................28
Presentation of Data...........................................................................................................28
CHAPTER V..............................................................................................................................36
SUMMARY, CONCLUSION, AND RECOMMENDATION............................................................36
Summary of the Findings....................................................................................................36
Conclusion..........................................................................................................................37
Implication for Education................................................................................................37
Recommendations..............................................................................................................38

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 References..........................................................................................................................41

List of Figure

s
Figure 1. Conceptual Framework. Input, process, and output................................................20

Figure 2. Location of the Study...............................................................................................24

Figure 3. Table shows the Number of Respondents...............................................................26

Figure 4. Flow Chart of the Data Gathering Procedure...........................................................27

Figure 5. Treatment interpretation.........................................................................................28

Figure 6. The number of respondents per section ………………………………………………………………29

Figure 7. The percentage of male and female respondents...................................................30

Figure 8. The age of male and female respondents................................................................31

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List of Table

s
Table 1. Shows the number of respondents per section................................................28

Table 2. It shows the number of male and female respondents....................................29

Table 3. Shows the age of the respondents, male and female.....................................30

Table 4. Time Management................................................................................................31

Table 5. Self-limitation.........................................................................................................32

Table 6. Avoidance of distraction.......................................................................................33

Table 7. Seeking help to gain a much deeper understanding........................................34

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List of Appendice

s
APPENDIX A............................................................................................................................43

Letter to the Asst. Principal.................................................................................................43

APPENDIX B ………….................................................................................................................44

Letter to the Respondents..................................................................................................44

APPENDIX C............................................................................................................................45

Questionnaire.....................................................................................................................45

APPENDIX D............................................................................................................................47

Tally Sheet..........................................................................................................................47

APPENDIX E.............................................................................................................................48

STATISTICAL CALCULATION.................................................................................................48

Curriculum Vitae …………………………………………………………………………………………………………………51

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 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Background of the Study

A vital aspect of human development is education, which also serves

as a crucial factor in determining how students will develop in the future. The

new K to 12 curriculum proposed by the Department of Education has a

bigger role in guiding students’ careers. Students are given a variety of

academic tracks and strands to choose from in senior high school that are

intended to help them get ready for college and the challenges of the

workforce. The Academic Track stands out among others as a rigorous

pathway designed to foster critical thinking, academic performance, and

specialized knowledge. Students who aspire to pursue employment

opportunities in business, finance, and related fields tend to choose the

Accountancy, Business, and Management (ABM) strand within the Academic

Track. The strand includes specialized courses that cater to students’

interests and long-term goals in professional life.

Several ABM students find their specializations to be strenuous and

challenging, which forces them to look for various educational strategies and

approaches in order to adapt and get through their senior high school years.

Senior high school students encounter particular learning challenges when it

comes to struggling with specialized subjects, especially those that fall under

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the ABM strand. These difficulties include not only the intricate nature of the

subject but also the necessity for efficient learning approaches and strategies

in order to succeed. The behavioral and cognitive abilities that students need

to have, remember, and execute in order to overcome obstacles are known as

learning strategies. Learning strategies are learning activities that must be

done by teachers and students so that learning objectives can be achieved

effectively and efficiently (Sanjaya, 2008). Thus, for students to succeed

academically, to get the most out of their educational experience, and to

successfully complete their specialized subjects, employing methods of

learning is necessary.

Students use a variety of learning approaches to reinforce

themselves, depending on the track and strand they have chosen. It was

found in a study by Almoslamani (2022) that the use of learning approaches,

particularly the microstrategies and keys of memory and metacognition, highly

predicted students' performance and achievement. If students want to

increase their academic performance in their specialized areas, this

recommends that they pay closer attention to adopting and trying a variety of

learning approaches and strategies. Students' learning outcomes on

economics subjects with learning strategies using internet media are higher

than those who are taught with expository learning strategies using internet

media (Sitorus, Nugrahadi, & Budiarta, 2019). Thus, this shows that there are

various kinds of learning strategies that were employed that some were

efficient and effective enough to lend hands to students who struggle the

most.

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 A study by Montero and Arizmendiarrieta (2017) explained 10

learning strategies consisting of elaboration, time and effort, perseverance,

organization, classmates' support, metacognition, self-questioning, the study

environment, repetition, and instructors' help. Similarly, Juste and López

(2010) identified seven learning strategies that include the planning and

reinforcement of self-esteem, classification, problem-solving, repetition,

cooperation, deduction, interface, and prediction and assessment. Through

the rigorous pathway of the ABM students, they should arm themselves with

numerous kinds of approaches and methods, not just to survive but to

showcase their full potential in the different specialized subjects, striving and

thriving for betterment.

In a study conducted by Martin, Patacsil, Retuerne, and Gali (2020),

data showed the accounting subjects' problems with the Grade 12 learning

under the Accountancy, Business, and Management strand; rank 1 was

journalizing entry and was confirmed by 51% of the respondents; rank 2 was

transaction analysis and was confirmed by 22%; rank 3 was the other difficult

subject and was confirmed by 17%; ranked as 4th was worksheet preparation,

confirmed by the 7%; and 3% of the respondents confirmed that they did not

encounter any problems in taking Accountancy subjects. This implies that

most of the ABM students encountered difficulties and were struggling with

some of their specialized subjects that needed learning strategies to develop

mastery and a solid foundation. A strong grasp of the subject matter and

consistent class attendance emerged as foundational performances

(Macabodbod, 2023). The fundamental element of success is being present at

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all times in class to build and reinforce their understanding by broadening and

widening it to gain a strong foothold for their specialized subjects.

These findings emphasize the necessity for educators and institutions

to take into account and understand how senior high school students'

specialized subjects need to be worked on with extra effort and time. To help

students ease their workload as teachers and the higher-ups be able to

perceive the situation of the ABM students and to motivate them through

inspirational messages, educational institutions should also take into account

each student’s unique needs and offer tools and support.

Statement of the Problem

The study primarily aims to determine the effectiveness of the learning

strategies in specialized subjects employed by Grade 12 ABM students’ at

KNCHS-SHS.

Specifically, the study seeks to answer the following:

1. To identify the preferred learning strategies utilized by Grade 12

ABM students when dealing with their challenging specialized

subjects.

2. To examine how the implementation and acquisition of these

learning strategies impact the academic performance of KNCHS-

SHS ABM students.

3. To determine the interventions and support mechanisms needed to

enhance the academic performance of ABM students in their
specialized subjects, taking into account the challenges they face.

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Significance of the Study

This study provides insights to the learning strategies of KNCHS-SHS

ABM students in their specialized subjects and it is significant for other senior

high school students, educational institutions, teachers, parents, researchers,

and future researchers.

KNCHS-SHS ABM students will have their insights on what are the

effective learning strategies in their arduous specialized subjects, for them to

enhance their academic performance and to overcome their specialized

subjects.

Teachers might utilize the findings to take into account how hard the

specialized subjects for students, this study will serves as making them

understand the students to connect themselves efficiently and to tailor their

support accordingly.

Parents can gain insights into their children's educational challenges

and provide informed guidance and manage their children effectively.

Policymakers and curriculum developers can benefit by gaining a

deeper understanding of the specific needs and challenges faced by ABM

students, which may inform potential adjustments to educational policies and

curricula, ultimately enhancing the quality of education for future ABM

students.

Future researchers can use the result and it will serve as a foundation

to create studies, hypotheses, and reference for future studies relating to ABM

students’ learning strategies in overcoming the difficulty of the specialized

subjects.

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Scope and Delimitation of the Study

The scope of this study focuses on Grade 12 students who are

currently pursuing their education in the Accountancy, Business, and

Management (ABM) strand at Koronadal National Comprehensive High

School (KNCHS) Senior High School. It specifically examines the learning

strategies employed by these students to navigate and overcome the

perceived challenges posed by their specialized subjects within the ABM

strand. These specialized subjects are those acknowledged by the students

as academically demanding and rigorous. The research will provide an in-

depth exploration of the strategies that these students utilize to enhance their

academic performance in these challenging subjects. However, this study is

delimited to the confines of KNCHS-SHS and its Grade 12 ABM students. It

does not encompass students enrolled in other strands or tracks within the

school, as the focus is on the unique challenges and strategies encountered

by ABM students. Additionally, the geographical limitation of the study is set

within the city of Koronadal, South Cotabato. The research will be conducted

and data will be gathered within the academic calendar of the first semester,

offering a snapshot of the specific educational context at KNCHS-SHS during

this period. This approach ensures a tightly focused and context-specific

investigation into the learning strategies employed by Grade 12 ABM students

in their specialized subjects.

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 CHAPTER II

Review of Related Literature

In the pursuit of academic excellence and the development of well-

rounded individuals, students encounter numerous challenges in their

educational journey. One such challenge lies in the realm of specialized

subjects, particularly within the Accountancy, Business, and Management

(ABM) strand. These subjects are known for their rigor and complexity, often

requiring students to employ innovative and effective learning strategies to

excel. The research, titled "Arduous Specialized Subjects: ABM Students'

Learning Strategies," delves into this dynamic landscape to understand how

ABM students navigate the intricacies of their specialized subjects. By

exploring the learning strategies adopted by these students, this study aims to

shed light on the critical role of these strategies in enhancing academic

performance and promoting a comprehensive educational experience. The

review of related literature provides valuable insights into the significance of

learning strategies, self-regulated learning, and the various approaches that

can shape students' success in challenging subjects. This research takes a

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closer look at the ABM strand, offering a focused exploration of the learning

strategies that empower students to not only survive but thrive in their

educational journey.

Students acknowledge the advantages of utilizing their time wisely for

advanced studying. The concept of self-regulated learning becomes pertinent

here, emphasizing the value of self-motivated and independent processes.

The findings indicate that some students do prioritize advanced study,

recognizing its positive impact on mastering specialized subjects

(Macabodbod, 2023). This means that students are aware of the benefits of

using their time wisely when they are engaged in advanced or higher-level

studies. They recognize that managing their time effectively can be beneficial.

It also conveys that in the context of advanced study, the idea of self-

regulated learning is relevant; self-regulated learning means that students

take control of their own learning processes. It emphasizes the importance of

being self-motivated and independent in how one learns. Macabodbod’s

findings indicate that there are students who prioritize advanced study. These

students understand that engaging in advanced studies has a positive

influence on their ability to excel in specialized subjects. Furthermore,

students will need effective self-regulatory strategies in order to successfully

navigate their educational landscape (Rovers, Stalmeijer, Merrienboer,

Savelberg, & De Bruin, 2018). This shows that learning strategies such as

limiting ourselves and avoiding distraction are essential for students’ success:

a long-term understanding and a simple desire to pass an exam.

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 In a study conducted by Muelas and Navarro (2015), they

argued that teaching learning strategies can be a remedial solution to low

students' achievement, and they illustrated how to exploit brain competencies

through learning strategies to improve academic achievement. They believed

that teaching these learning strategies could serve as a remedy or solution for

addressing low levels of student achievement. In other words, it can help

students who are not performing well academically. The acquisition, storage,

retention, recall, and adoption of knowledge are the approaches and

techniques that were used by students efficiently (Almoslamani, 2022). These

learning strategies, approaches, and techniques can be used to take

advantage of the brain's competencies to enhance academic achievement. In

essence, they demonstrate how using these strategies can lead to improved

academic performance.

The University of the Philippines produced 98% of accounting

graduates because of the strategies and practices they offered. Chua (2005)

stressed that strategies in accounting are important because knowledge in

accounting is very useful not only to accountants but also to anybody. The

reason for this high rate of success is attributed to the strategies and practices

employed by the university. Chua's point is that knowledge in accounting is

highly valuable, not just for those directly involved in accounting but also for

anyone. Accounting knowledge has broader applications and benefits.

According to Ortile et al. (2017), effective study techniques are teachable, and

they are important for the equipment of the efficient learner. It implies that

there are study methods and strategies that can be taught or learned. In other

words, people can be instructed on how to use their techniques to study

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effectively. It emphasizes the importance of these effective study techniques

for individuals who want to become efficient learners. In essence, these

techniques are essential tools or skills that equip learners with the ability to

learn efficiently.

Ortile et al. (2017) mentioned that collaborative learning, visual

multimedia during lectures, simulations, role-playing and note-taking, solving

problems, computerized tools, and various graphics are some of the learning

strategies of students. By incorporating these learning strategies, we promote

active engagement. It encourages them to participate, contribute their ideas,

work together to solve the problems, and also enhance their communication

and critical thinking skills. The reinforcement for learners to take notes during

lectures or conferences is the engagement for learners to participate and

solve the problem. Other than this, cooperative learning and inquiry-based

instruction are also needed for effective strategies (Cox, 2014). Group

learning with shared goals, exploration, and questions creates a wider

acquisition of ideas and understanding that helps students boost their morale

and academic performance.

A study by Almoslamani (2022) found that extracting keywords, ideas,

and models, making notes, retrieving relevant information, organizing

contents and materials, extracting conclusions, summarizing, and

understanding the conceptual definitions increase students’ academic

performance. With this, students can make extensive improvements in their

academic lives, especially in their specialized subjects. However, a study

conducted by Sitorus et al. (2019) found that there were comparisons in the

17
learning outcomes of students who were taught inquiry learning strategies and

expository strategies using internet media. This shows that there are gaps in

the learning strategies, approaches, techniques, and methods that are taught

and acquired. The efficiency varies depending on the strategies that were

employed, but these strategies enhance students’ performance.

Learning strategies such as advanced studying, rereading, and the

use of media help students improve their academic achievement. Those

strategies can be really effective. Advance studying gives students a head

start and allows them to grasp concepts. Rereading is another excellent

strategy; it helps to reinforce the information and can lead to better retention.

As for the use of media, it is a fantastic way to engage with material in

different contexts. According to a study conducted by Rovers et al. (2018),

photocopying book sections in advance to be able to advance, repeating

subject matter using different sources and media such as movie watching,

drawing figures, or pictures. A study conducted by Martin et al. (2022) found

that drills, a series of accounting practices, review and mastery, strategic

intervention materials, activity self-check, and modules are some learning

strategies for comprehensive learning. These strategies offer diverse

approaches to enhance the learning experience of the students, which shapes

them to be ready for their tasks, quizzes, and examinations that determine

their academic achievement.

Learning strategies are an additional element in the enhancement of

the academic performance of students (Ortile et al., 2017). Thus, employing

various learning strategies and approaches boosts students’ academic

18
performance. According to the study by Constantini (2015), 95% of the

respondents strongly agreed that peer tutoring is a great help in learning and

enhancing knowledge attainment. This shows that engagement is highly

beneficial to students' improvement. This also fosters collaboration, diverse

perspectives, and deeper understanding.

Remedial interventions in enhancing the use of learning strategies

improve student motivation and learning beliefs (Almoslamani, 2022). This

implies that remedial interventions aimed at enhancing the utilization of

learning strategies have a positive impact on both student motivation and their

beliefs in the learning process.

Furthermore, a strong grasp of subject matter and consistent class

attendance emerged as foundational pillars essential for active engagement

and high-quality output, and conductive learning environments emerged as

influential components (Macabodbod, 2023). In fostering student engagement

and top-notch outcomes, even a simple attendance at class matters as it is

associated with different engagements in class each day. Additionally, a safe

and inclusive space plays a vital role in nurturing comprehensive student

development that is essential for academic success and holistic growth.

In summary, this comprehensive review underscores the pivotal role

of learning strategies in shaping students' academic achievements,

particularly when confronted with challenging subjects. It underscores the

significance of self-regulated learning, intensive study methods, and a diverse

array of effective learning techniques in enhancing overall academic

performance. These strategies actively promote engagement, critical thinking,

19
and communication skills, harnessing the power of note-taking, multimedia

integration, and collaborative learning. Furthermore, the findings shed light on

the potential benefits of corrective interventions in boosting motivation and

shaping positive learning beliefs. A deep understanding of the subject matter

and consistent attendance are foundational elements that not only foster

student engagement but also cultivate conducive learning environments,

collectively contributing to academic success and holistic growth.

Conceptual Framework

Input

Enhancing the learning strategies that were employed by

ABM students to be utilized efficiently in dealing with their
arduous specialized subjects in terms of;

a. Time Management

b. Self-Limitation

c. Collaborative efforts

d. Seeking help

Process
The data will be collected and analyze student profile information
through;
a. Questionnaire
Output
b. Survey
An evaluation of the effectiveness of learning strategies used by Grade 12

ABM students offers insights for education stakeholders to enhance

academic success in challenging specialized subjects based on the data

20
gathered. The implications and recommendations form the basis for
 Figure 1. Conceptual Framework. Input, process, and output.
Definition of Terms

Academic Engagement - active involvement in learning activities is

highlighted as essential for positive learning outcomes and high-quality
academic performance.

Academic performance - refers to how students perform and their level of

success in their academic pursuits, including grades, test scores, and overall
academic achievement.

Academic Track - a specialized pathway within the K–12 curriculum that

focuses on fostering critical thinking, academic performance, and specialized
knowledge. It includes various strands catering to specific career interests,
with the Accountancy, Business, and Management (ABM) strand being
particularly relevant to business, finance, and related fields.

Advanced Studying - an effective learning strategy involving in-depth and

proactive study methods before formal instruction, providing students with a
head start in grasping complex concepts.

Arduous Specialized Subjects - subjects within the ABM strand that

demand a higher level of rigor and complexity, necessitating specific learning
approaches and strategies for successful comprehension and mastery.

Collaborative learning - a strategy that fosters active student participation,

teamwork, and shared problem-solving, contributing to improved
communication and critical thinking skills.

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Conducive Learning Environment – a setting that promotes engagement,
positive learning outcomes, and comprehensive student development,
emphasizing the importance of class attendance and a safe, inclusive space.

Inclusive Learning Environment - a conducive and safe space that

promotes student engagement, positive learning outcomes, and holistic
development, as highlighted in the study by Macabodbod (2023).

K to 12 Curriculum - the educational framework proposed by the Department

of Education, which extends basic education to include kindergarten and two
additional years in senior high school, is designed to prepare students for
college and the workforce.

KNCHS SHS students – refers to the students of Koronadal National

Comprehensive High School, where the research is being conducted and it
also refers to the students who are included in the study.

Learning Strategies - behavioral and cognitive activities undertaken by

teachers and students to achieve learning objectives effectively and
efficiently, including methods such as advanced studying, note-taking,
collaborative learning, and self-regulated learning.

Self-Regulated Learning - the ability of students to take control of their own

learning processes, including motivation, goal-setting, and independent study
methods.

Self-Regulated Learning - the concept of students autonomously managing

their learning processes encompasses motivation, independent study
methods, and goal-setting. This term is integral to understanding how ABM
students navigate and excel in challenging subjects.

Utilizing - the practical application or effective use of resources, methods, or

strategies to accomplish a specific task or objective in a precise and efficient
manner.

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 CHAPTER III

Research Methodology

This chapter outlines the research approach, encompassing research

design, study population, development and validation of the research

instrument, data collection procedures, and statistical data treatment for the

study.

Research Design

This quantitative research adopts a non-experimental descriptive

design, employing survey research methods to comprehensively investigate

the study's objectives. The methodology involves diverse approaches to

participant recruitment, data collection, and instrument utilization within the

survey research framework. The chosen sampling method is systematic

random sampling, emphasizing a systematic and randomized selection of

respondents from the target population. This meticulous selection process

ensures a representative and unbiased sample for a robust analysis. The

primary objective of the study is to explore and scrutinize the specific

strategies favored by students specializing in accounting, business, and

management (ABM) when dealing with their specialized subjects. The

utilization of systematic random sampling and the comprehensive survey

23
approach enhances the reliability and validity of the research findings,

contributing valuable insights to the understanding of ABM students' academic

strategies within the context of their specialized coursework.

Locale of the Study

This study will be conducted at Koronadal National Comprehensive

High School-Senior High School, located at Doctor Jose Rizal Street,

Poblacion, Koronadal City, South Cotabato, as the researchers' subject

teacher preferably allows them to conduct the study within KNCHS to avoid

exhaustive research conduct and unasked incidents that may occur outside

the school premises.

Figure 2. Location of the Study

Respondents of the Study

The respondents of this study are the Grade 12 ABM students of

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Koronadal National Comprehensive High School

Sections No. of Respondents

ABM 1 14

ABM 2 13

ABM 3 13

ABM 4 12

ABM 5 12

ABM 6 12

TOTAL 76

Figure 3. Table shows the Number of Respondents.

Data Gathering Instrument

The researchers will use structured research questionnaires to gather

the data. The questionnaires will contain questions that the chosen

respondents will answer in order for the researchers to find out the mean of

the results. The research questionnaires is adapted by the researchers. The

survey questionnaire has two (2) parts, wherein the first part(1) the

respondents will answer the profiling, and the second part(2) asks how they

make use of their preferred strategies in overcoming ABM's arduous

specialized subjects. In addition, the researchers provided an appropriate

selection of structured questionnaire with the use of likert scale to determine

the respondents’ answer comprehensively. With this, the researches woul be

25
able to contemplate insights regarding the ABM students' views and

acquisition of the stratetgies to employ in handling their specailized subjects.

Data Gathering Procedure

First, the researchers will ask permission from the principal/assistant

principal for academics to conduct their study. After the approval of the

principal/assistant principal for academics, the researchers will systematically

select students per section in ABM. Next, they will ask for permission from

those selected students. After the approval of the participants, the

researchers will prepare the data-gathering instrument that will be used in

gathering relevant answers. Then, the researchers will give the

questionnaires. Lastly, the researchers will proceed in collecting, quantifying,

and analyzing the data that will be gathered and conclude from the answers of

the respondents.

Obtain permission from the School Principal/asst.principal

Random selection of participants per section of grade 12

ABM students

Ask permission from the selected participants

Prepared the Data Gathering Instruments

Giving of questionnaires to the respondents

26
 Collection of data from respondents

Analyzed the data gathered from respondents

Figure 4. Flow Chart of the Data Gathering Procedure.

Sampling Technique

The researchers used a probabilistic method of sampling in choosing

the respondents for the study. In their study, the researchers used a

systematic random sampling method for respondent selection. This means

that they established a systematic approach to choosing participants from the

population; it involves selecting individuals in such a way that every nth

person is selected.

Statistical Treatment

To determine the level of efficiency of these preferred strategies in

dealing with their arduous specialized subjects, such as time management,

self-limitation, avoidance of distraction, and seeking help to gain a much

deeper understanding.

NO. OF RATINGS DESCRIPTION

4.20 to 5 Always Efficient
3.40 to 4.19 Often Efficient
2.60 to 3.39 Sometimes Efficient
1.80 to 2.59 Rarely Efficient
1.00 to 1.79 Never Efficient

27
 Figure 5. Treatment interpretation

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter is dedicated to a thorough analysis and interpretation of

the gathered data, centered on the presentation of pertinent statistical

information related to the research problem. Our specific aim in this

interpretative process is to derive valuable insights, serving to enhance the

current body of knowledge. The precision of our approach ensures that these

insights are communicated in a clear and succinct manner, ultimately

contributing to a nuanced enrichment of the existing understanding within the

research context.

Presentation of Data

Table 1. Shows the number of respondents per section.

Sections Frequency Percentage

ABM 1 14 18.42%

ABM 2 13 17.11%

ABM 3 13 17.11%

ABM 4 12 15.79%

28
 ABM 5 12 15.79%

ABM 6 12 15.79%

Percentage

ABM 6 ABM 1
16% 18%
ABM 1
ABM 2
ABM 5 ABM 3
16% ABM 2 ABM 4
17% ABM 5
ABM 6
ABM 4
16% ABM 3
17%

Figure 6. The number of respondents per section.

The table above shows that 18.42% of the respondents are in ABM 1,

17.11% of the respondents are in ABM 2, another 17.11% of the respondents

came from ABM 3, 15.79% of the respondents are in ABM 4, 15.79% of the

respondents are in ABM 5, and another 15.79% of the respondents came

from ABM 6.

Table 2. It shows the number of male and female respondents.

No. of Frequency Percentage

respondents Male Female Male Female

76 21 55 27.63% 72.37%

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 Percentage

Male
28%

Male
Female

Female
72%

Figure 7. The percentage of male and female respondents.

The table above shows that 27.63% of the respondents are Male and

72.37% of the respondents are female.

Table 3. Shows the age of the respondents, male and female.

Age Frequency Percentage

Male Female Total

16 3 0 3 3.95%
17 4 26 30 39.47%
18 13 21 34 44.74%
19 1 5 6 7.89%
20 0 1 1 1.32%
21 and 0 2 2 2.63%
above

30
 Percentage

21 and above
3%

19 20 16
8% 1% 4% 16
17
18
17 19
39% 20
21 and above
18
45%

Figure 8. The age of male and female respondents.

The table above shows that the respondents with the age of 16 have

3.95%, 17 have 39.47%, 18 have 44.74%, 19 have 7.89%, 20 have 1.32%,

and 21 and above have 2.63%.

Table 4. Time Management

Question Mean Verbal

Description

I plan my learning schedule by allocating my 3.99 Often

time wisely and setting my priorities.

I efficiently follow my plan and complete my 3.79 Often

task on time.

I effectively and frequently monitor my 3.82 Often

31
 progress in completing my task on time.

I critically evaluate my time-management 3.8 Often

skills and identify areas for improvement.

I am satisfied with my time-management 3.5 Often

skills.

Mean per variable 3.78 Often

Table 4, "Time Management," indicates a high mean score of 3.78,

reflecting that respondents often engage in effective time-management

practices. The mean values for specific statements, ranging from 3.5 to 3.99,

consistently align with the "often" category. This suggests a proactive

approach to planning, executing tasks, monitoring progress, and self-

evaluating time-management skills. The provided verbal descriptions and

corresponding mean ranges offer a clear interpretation of respondents'

frequency in implementing these strategies, showcasing a generally positive

attitude toward time management.

Table 5. Self-limitation

Question Mean Verbal

Description

I am dedicated to what I do and subjugate 3.64 High Priority

myself to limit myself to being hooked by

trivial things.

I use a variety of challenging ways to keep 3.54 High Priority

myself from doing unnecessary things.

I prioritize my learning results. 4.05 High Priority

32
 I have good concentration and focus on my 3.59 High Priority

work.

I deal with self-limitation positively in my 3.71 High Priority

learning, especially at home, where I face

several factors that can affect my focus.

Mean per variable 3.71 High Priority

Table 5, "Self-limitation," reveals a strong emphasis on prioritizing

focused learning. The overall mean of 3.71 categorizes responses as "high

priority," indicating a conscious effort to subdue distractions and maintain

concentration. Individual items consistently align with this theme, showcasing

dedication, the use of challenging methods, and positive handling of self-

limitation. The provided verbal descriptions and mean ranges offer a succinct

overview, emphasizing the respondents' commitment to prioritizing learning

outcomes by actively managing distractions and maintaining focus.

Table 6. Avoidance of distraction

Question Mean Verbal

Description

I rarely engage in social media platforms and 3.36 Sometimes

online games to show how goal-oriented I

am.

I avoid actions that can distract and hinder 3.49 Often

my goals.

I only concentrate on the task or learning 3.82 Often

objectives that’s given to me.

I do the output or work that is given to me in a 3.79 Often

33
 given period of time.

I am dedicated and well-disciplined when it 3.89 Often

comes to learning.

Mean per variable 3.67 Often

Table 6, "Avoidance of Distraction," reflects a commendable mean of

3.67, categorized as "often." Respondents demonstrate a consistent effort to

minimize distractions and stay goal-oriented. Specific statements, with means

ranging from 3.36 to 3.89, align predominantly with the "often" category,

indicating a proactive avoidance of social media and online games. The

overall focus on concentrating on tasks and exhibiting dedication underscores

a disciplined approach to learning. The provided verbal descriptions and

mean ranges succinctly convey the respondents' frequent commitment to

avoiding distractions and maintaining a dedicated learning mindset.

Table 7. Seeking help to gain a much deeper understanding

Question Mean Verbal

Description

I am willing and eager to acquire knowledge. 4.25 Always

I ask for help or clarification. 4.03 Often

I receive help or feedback that is useful and 3.97 Often

relevant.

I improved my learning with the help or 3.96 Often

feedback that I received.

I am comfortable and confident when I am 3.71 Often

seeking help.

34
 Mean per variable 3.98 Often

Table 7, "Seeking help to gain a much deeper understanding,"

portrays a strong mean of 3.98, categorized as "Often." Respondents

consistently express a willingness to acquire knowledge, with means ranging

from 3.71 to 4.25. The frequent seeking of help or clarification, coupled with

receiving useful feedback, demonstrates an active pursuit of deeper

understanding. The overall mean underscores a positive approach to seeking

assistance, with respondents expressing comfort and confidence. The

provided verbal descriptions and mean ranges succinctly convey the

respondents' regular engagement in seeking help, indicating a proactive

attitude towards gaining a much deeper understanding.

CHAPTER V

35
 SUMMARY, CONCLUSION, AND RECOMMENDATIONS

In this final chapter, we summarize our quantitative findings, draw

conclusions, and offer practical recommendations. The summary covers key

outcomes and methodology, while the conclusion interprets statistical data

and establishes connections. The concise recommendations, grounded in

quantitative insights, guide future research and applications. This chapter

serves as a brief yet comprehensive conclusion to our quantitative study.

Summary of the Findings

This quantitative research aimed to explore the learning strategies

employed by Grade 12 ABM students in dealing with arduous specialized

subjects. The study utilized a non-experimental descriptive design with

systematic random sampling at Koronadal National Comprehensive High

School-Senior High School. The findings revealed significant insights:

1. Time Management: Respondents demonstrated effective time-

management practices, planning schedules wisely, monitoring

progress, and self-evaluating skills, as indicated by a high mean score

of 3.78. This suggests a proactive approach to planning and executing

tasks, showcasing a positive attitude toward time management.

2. Self-limitation: Students showed a high priority in self-limitation,

focusing on learning outcomes, utilizing challenging methods to avoid

distractions, and maintaining concentration (mean score: 3.71). The

commitment to prioritizing learning outcomes and actively managing

distractions reflects a disciplined approach to specialized coursework.

36
 3. Avoidance of Distraction: ABM students often engage in disciplined

learning habits, minimizing distractions, and concentrating on tasks,

resulting in a commendable mean score of 3.67. This consistent effort

to stay goal-oriented and dedicated underscores a disciplined mindset

conducive to effective learning.

4. Seeking Help to gain a much deeper understanding: Respondents

frequently sought assistance, displaying eagerness for knowledge,

actively asking for help, and valuing received feedback, with a strong

mean of 3.98. This proactive attitude toward seeking help indicates a

commitment to gaining a much deeper understanding of specialized

subjects.

Conclusion

The study concludes that Grade 12 ABM students employ effective

learning strategies to cope with challenging specialized subjects. The

emphasis on time management, self-limitation, avoidance of distraction, and

seeking help highlights their commitment to academic success. The findings

underscore the importance of proactive approaches in navigating rigorous

coursework, contributing to a positive and focused learning environment.

Implication for Education

The research has broader implications for education. Understanding and

fostering effective learning strategies can benefit not only students but also

educational institutions, teachers, parents, policymakers, and peers.

37
 1. Educational Institutions: Encourage the incorporation of time-

management and self-regulation skills in the curriculum to support

students in dealing with specialized subjects. Integrate workshops or

courses focusing on study skills and effective learning habits.

2. Teachers: Provide guidance on effective learning strategies,

emphasizing proactive approaches, and fostering a supportive

environment for seeking help. Incorporate interactive teaching methods

that encourage student engagement and collaboration.

3. Parents: Stay actively involved in understanding their children's

educational challenges, offering support and guidance in implementing

effective learning strategies. Create a partnership between parents and

teachers to reinforce positive learning behaviors at home and in the

classroom.

4. Policymakers: Consider the integration of strategies to enhance

student learning in curriculum development and educational policies.

Advocate for policies that support the holistic development of students,

including the cultivation of essential skills for coping with challenging

coursework.

5. Integrated Peer Support Network: Foster collaborative study groups

and mentoring programs, enhancing the collective academic

experience through a shared commitment to success.

Recommendations

Building on the findings, the following recommendations are proposed:

38
1. Educational Institutions: Collaborate with educational psychologists

to design and implement programs that enhance students' cognitive

and emotional skills. Provide resources and training for teachers to

integrate these programs into their teaching methods.

2. Teachers: Continuously update teaching strategies to align with

students' learning preferences and challenges. Foster open

communication channels with students to better understand their needs

and provide timely support.

3. Parents: Attend workshops or seminars on effective parenting

strategies, especially those related to supporting students facing

academic challenges. Create a conducive learning environment at

home that minimizes distractions and promotes a positive attitude

toward learning.

4. Policymakers: Allocate resources to research initiatives that explore

innovative teaching methods and strategies for addressing challenges

in specialized subjects. Consider the integration of life skills education

into the standard curriculum to equip students with essential tools for

academic success.

5. Integrated Peer Support Network: Encourage the establishment of

collaborative study groups and mentoring initiatives among students.

Facilitate knowledge exchange on effective time management, self-

limitation, and avoidance of distractions, fostering a collective

commitment to academic success. Implement peer learning workshops

and mentorship programs to guide peers in adopting successful

learning strategies. Cultivate an open communication culture within

39
 peer groups, enabling students to share challenges and celebrate

academic achievements. Establishing this integrated peer support

network promotes a positive academic environment, contributing to

individual success and overall peer well-being.

6. Future Research: Conduct further studies to explore the long-term

impact of learning strategies on students' academic and professional

success. Investigate the transferability of these strategies to real-world

scenarios and employment contexts.

In conclusion, this research sheds light on the effective learning

strategies employed by Grade 12 ABM students, offering valuable insights for

educational stakeholders and policymakers to enhance the academic

experience and success of students facing arduous specialized subjects. The

implications and recommendations provide a foundation for ongoing efforts to

improve the overall learning environment and outcomes for students in similar

educational contexts.

40
References:

Almoslamani, A. (2022). Predictors of student performance and

achievement: Microstrategies and keys of memory and metacognition.
International Journal of Academic Research in Business and Social
Sciences, 12(2), 134-150.

Chua, B. (2005). Strategies in accounting education: The University of the

Philippines experience. Philippine Accounting Review, 39(2), 15-26.

Constantini, G. (2015). The effectiveness of peer tutoring in learning and

knowledge attainment: A survey study. Journal of Educational
Psychology, 22(4), 289-304.

Cox, R. (2014). Cooperative learning and inquiry-based instruction. Journal of

Education and Learning, 3(2), 81-86.

Juste, E., & López, A. (2010). Learning strategies: Planning and

reinforcement of self-esteem, classification, problem-solving, repetition,
cooperation, deduction, interface, prediction, and assessment.
Educational Research and Reviews, 5(10), 556-567.

Macabodbod, J. (2023). Learning challenges in senior high school: A focus

on specialized subjects. Journal of Education and Learning, 12(4), 287-
305.

Martin, R., Patacsil, C., Retuerne, J., & Gali, J. (2020). Accounting subjects'
problems among Grade 12 ABM students: A survey. Journal of
Accountancy and Finance, 15(3), 112-130.

Montero, I., & Arizmendiarrieta, M. (2017). Ten learning strategies:

Elaboration, time and effort, perseverance, organization, classmates'
support, metacognition, self-questioning, the study environment,
repetition, and instructors' help. Educational Psychology Review, 29(2),
205-234.

41
Muelas, G., & Navarro, J. G. (2015). Brain competencies through learning
strategies: A remedial solution to low student achievement.
Educational Psychology Review, 27(1), 123-145.

Ortile, M., et al. (2017). Effective study techniques and their importance in
equipping efficient learners. International Journal of Educational
Sciences and Research (IJESR), 7(5), 89-102.

Rovers, N., Stalmeijer, R., Merrienboer, J. J. G., Savelberg, H., & De

Bruin, A. (2018). Conditions for productive use of distributed practice
in learning: Comparative test of two approaches. Educational
Psychology Review, 30(2), 419-445.

Sanjaya, W. (2008). Strategies for enhancing student learning in the

classroom. Indonesian Journal of Educational Review (IJER), 5(1), 79-
88.

Sitorus, R., Nugrahadi, S. E., & Budiarta, I. W. (2019). Comparative study

of learning outcomes on economics subjects: Inquiry learning
strategies versus expository strategies using internet media.
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Strategies and practices. Philippine Journal of Higher Education, 32(1),
45-58.

42
 APPENDIX A

Letter to the Asst. Principal

43
 APPENDIX B

Letter to the Respondents

44
 APPENDIX C

Questionnaire

Part I: Time Management

Direction: Please evaluate the following statements on a scale of 5 to 1, with 5 as always and
1 for never.

Scale:

5 (Always) 4 (Often) 3 (Sometimes) 2 (Rarely) 1 (Never)

INDICATORS Scale
No 5 4 3 2 1
.
1 I plan my learning schedule by allocating my time wisely
and setting my priorities.
2 I efficiently follow my plan and complete my task on time.
3 I effectively and frequently monitor my progress in
completing my task on time.
4 I critically evaluate my time-management skills and identify
areas for improvement.
5 I am satisfied with my time-management skills.

Part II: Self-limitation

Direction: Please evaluate the following statements on a scale of 5 to 1, with 5 being

essential and 1 as not a priority.

Scale:

5 (Essential) 4 (High Priority) 3 (Medium Priority)

2 (Low priority) 1 (Not a priority)

INDICATORS Scale
No 5 4 3 2 1
.
1 I am dedicated to what I do and subjugate myself to limit
myself to being hooked by trivial things.
2 I use a variety of challenging ways to keep myself from
doing unnecessary things.
3 I prioritize my learning results.
4 I have good concentration and focus on my work.
5 I deal with self-limitation positively in my learning,
especially at home, where I face several factors that can
affect my focus.

Part III: Avoidance of distraction

45
Direction: Please evaluate the following statements on a scale of 5 to 1, with 5 as always and
1 for never.

Scale:

5 (Always) 4 (Often) 3 (Sometimes) 2 (Rarely) 1 (Never)

INDICATORS Scale
No 5 4 3 2 1
.
1 I rarely engage in social media platforms and online
games to show how goal-oriented I am.
2 I avoid actions that can distract and hinder my goals.
3 I only concentrate on the task or learning objectives that's
given to me.
4 I do the output or work that is given to me in a given period
of time.
5 I am dedicated and well-disciplined when it comes to
learning.

Part IV: Seeking help to gain a much deeper understanding

Direction: Please evaluate the following statements on a scale of 5 to 1, with 5 as always and
1 for never.

Scale:

5 (Always) 4 (Often) 3 (Sometimes) 2 (Rarely) 1 (Never)

INDICATORS Scale
No 5 4 3 2 1
.
1 I am willing and eager to acquire knowledge.
2 I ask for help or clarification.
3 I receive help or feedback that is useful and relevant.
4 I improved my learning with the help or feedback that I
received.
5 I am comfortable and confident when I am seeking help.

APPENDIX D

46
Tally Sheet

APPENDIX E

47
 STATISTICAL CALCULATION

2
Quantitative Description:

Time Management

1.00 - 1.79 Never

1.80 - 2.59 Rarely
2.60 - 3.39 Sometimes
3.40 - 4.19 Often
4.20 - 5.00 Always
Mean QD

21x5 + 33x4 + 22x3 + 0x2 + 0x1= 303÷76 = 3.99 Often

18x5+ 29x4 + 24x3 + 5x2 + 0x1 = 288 3.79 Often
16x5 +30x4 + 30x3 + 0x2 + 0x1 = 290 3.82 Often
21x5 + 24x4 + 26x3 + 5x2 + 0x1 = 389 3.80 Often
13x5 + 26x4+ 28x3 + 4x2 + 5x1 = 266 3.5 Often

Self-limitation

1.00 - 1.79 Not priority

1.80 - 2.59 Low priority
2.60 - 3.39 Medium priority
3.40 – 4.19 High priority
4.20 - 5.00 Essential
Mean QD

12x5 + 29x4 + 31x3 + 4x2 + 0x1 = 277÷76 = 3.64 High priority

6x5 + 36x4 + 27x3 + 7x2 + 0x1 = 269 3.54 High priority

22x5 + 36x4 + 18x3 + 0x2 + 0x1 = 308 4.05 High priority

9x5 + 31x4 + 32x3 + 4x2 + 0x1 = 273 3.59 High priority

48
16x5 + 29x4 + 26x3 + 3x2 + 2x1 = 282 3.71 High priority

Avoidance of distraction

1.00 - 1.79 Never

1.80 - 2.59 Rarely
2.60 - 3.39 Sometimes
3.40 - 4.19 Often
4.20 - 5.00 Always
Mean QD

11x5 + 27x4 + 22x3 + 10x2 + 6x1 = 256÷76 = 3.36 Sometimes

12x5 + 19x4 + 39x3 + 6x2 + 0x1 = 265 3.49 Often
16x 5 + 33x4 + 24x3 + 4x2 + 1x1 = 293 3.86 Often
18x5 + 31x4 + 21x3 + 5x2 + 1x1 = 288 3.79 Often
21x5 + 30x4 + 22x3 + 2x2 + 1x1 = 296 3.89 Often

SEEKING HELP TO GAIN MUCH A DEEPER UNDERSTANDING

1.00 - 1.79 Never

1.80 - 2.59 Rarely
2.60 - 3.39 Sometimes
3.40 - 4.19 Often
4.20 - 5.00 Always
Mean QD

35x5 + 28x4 + 11x3 + 1x2 + 1x1 = 323 ÷ 76 = 4.25 Always

26x5 + 28x4 + 17x3 + 4x2 + 1x1 = 306 4.03 Often
23x5 + 31x4 + 20x3 + 2x2 + 0x1 = 303 3.97 Often
26x5 + 25x4 + 22x3 + 2x2 + 1x1= 301 3.96 Often
21x5 + 23x4 + 24x3 + 5x2 + 3x1= 282 3.71 Often

49
 CURRICULUM VITAE

Jewhel B. Baleña

PERSONAL INFORMATION

Sex: Male
Date of Birth: September 24, 2006
Place of Birth: Suralah, South Cotabato
Age: 17
Address: Brgy. Esperanza, Koronadal City
Father: Eugene A. Baleña
Occupation: Driver
Mother: Lealyn B. Baleña
Occupation: House Wife
Religion: Roman Catholic
Status: Single
Language: Hiligaynon, Filipino, English

EDUCATIONAL BACKGROUND

Secondary Education: Esperanza National High School

2021-2022 (Junior High School)

Elementary Education: Esperanza Elementary School

2017-2018

50
 CURRICULUM VITAE

Jerson J. Cantor

PERSONAL INFORMATION

Sex: Male
Date of Birth: August 25, 2006
Place of Birth: Koronadal City, South Cotabato
Age: 17
Address: Brgy. Sto. Niño, Koronadal City
Religion: Roman Catholic
Status: Single
Language: Hiligaynon, English

EDUCATIONAL BACKGROUND

Secondary Education: Koronadal National Comprehensive High

School
2021-2022 (Junior High School)

Elementary Education: Marbel I Central Elementary School

2017-2018

51
 CURRICULUM VITAE

Maera Angela C. Dajay

maeraangela@gmail.com
09946946538

PERSONAL INFORMATION

Sex: Female
Date of Birth: August 13, 2005
Place of Birth: Koronadal City, South Cotabato
Age: 18
Address: Aurora St. Brgy. Zone IV, Koronadal City
Father: Randy R. Dajay
Occupation: Mason
Mother: Myline C. Dajay
Occupation: House Wife
Religion: Roman Catholic
Status: Single
Language: Hiligaynon, English

EDUCATIONAL BACKGROUND

Secondary Education: Koronadal National Comprehensive High

School
2021-2022 (Junior High School)

Elementary Education: Koronadal Central Elementary School I

2017-2018

52
 CURRICULUM VITAE

Prince Adrian L. Galagate

princeadriangalagate@gmail.com
09557697183

PERSONAL INFORMATION

Sex: Male
Date of Birth: October 2, 2006
Place of Birth: Suralah, South Cotabato
Age: 17
Address: Brgy. Kusan, Banga, South Cotabato
Father: Efren G. Galagate
Occupation: Laborer
Mother: Prudelyn L. Galagate
Occupation: Vendor
Religion: Roman Catholic
Status: Single
Language: Hiligaynon, Filipino, English

EDUCATIONAL BACKGROUND

Secondary Education: Kusan National High School

2021-2022 (Junior High School)
Brgy. Kusan, Banga, South Cotabato

Elementary Education: Kusan Elementary School

2017-2018
Brgy. Kusan, Banga, South Cotabato

53
 CURRICULUM VITAE

Princess Lei D. Mosquera

Princessmlyn@gmail.com
09669135223

PERSONAL INFORMATION

Sex: Female
Date of Birth: July 4, 2006
Place of Birth: Koronadal City, South Cotabato
Age: 17
Address: Trinivelle Block 4, Zone IV, Koronadal City
Father: Reynan C. Mosquera
Occupation: Business Man, Entrepreneur
Mother: Ana Marie D. Ungab
Occupation: House Wife
Religion: Roman Catholic
Status: Single
Language: Hiligaynon, Bisaya, Filipino, English

EDUCATIONAL BACKGROUND

Secondary Education: Koronadal National Comprehensive High

School (KNCHS)
2021-2022 (Junior High School)
Rizal Street, Jaycee Avenue, City of
Koronadal

Elementary Education: Paaralang Elementarya ng Suha

2010-2011, Torrijos Marinduque
Manuel Luis Quezon Elementary School
2011–2012, Quezon City, Metro Manila
Arakan Central Elementary School
2012–2013, North Cotabato
Koronadal Central Elementary School 1
(KCES-1)
2013–2015, City of Koronadal
Doña Asuncion Hizon Elementary School
2016–2017, Sasa Davao City
Koronadal Central Elementary School 1
2017-2018(KCES-1), City of Koronadal

54
 CURRICULUM VITAE

Joan S. Pagaduan

PERSONAL INFORMATION

Sex: Female
Date of Birth: September 12, 2001
Place of Birth: Koronadal City
Age: 21
Address: Brgy.Carpenter Hill, Koronadal City
Religion: Roman Catholic
Status: Single
Language: Hiligaynon, Filipino

55