CHAPTER 1

THE PROBLEM AND ITS SETTING

i. Introduction

In schools, Computer training is one of the most critical

subjects in the event that this is the current mechanical updates

and requests of computer learning in different government and

private parts of employment. In schools, it is extremely important

for computer instructors to show high school students about how to

utilize computer, and the different applications such as Microsoft

word and the like.

Computer education in school plays important role in student’s

career development. Schools are around the globe teaching

student’s basics of computers and Internet. Computer with the

Internet is the most powerful device that students can use to learn

new skills and more advanced version of current lessons.

The uses of computers and Internet are growing day by day at

high speed. New technology tools are coming which help high

school students to learn better. Integrating computers can help

students in so many ways. It can help them learn a lot more when

using computers. Computers can give students extra knowledge.

1
Computer lessons teach advanced skills that prepare high school

students for higher learning and the workplace.

ii. Background of the study

In an early 1990s when the computer started to introduce as

part of the curriculum in colleges and university. The program was

then are MS DOS. Lotus 1-2-3 and spreadsheets. As the

generations continues, the wide spread of the computer is known to

blast both the high school and elementary level in the year 2000.

The influence of a modern technology brings about the curiosity of

every student to learn, explore, and search on the web. It gives

benefit to them. Being knowledgeable in using the computer is one

of the skills.

The Dep Ed is already focusing on the literacy of being globally

competitive when the student finishes his course. Nowadays, as

students are already exposed to computers, they easily execute and

perform the tasks assigned to them in just a click. They can get

instantly the result

For the high school student, teachers give them a basic tool in

searching the assignment through the use of computer, their study

habits is lessen by the use of computer. The use of modern

gadgets also attributes to the progress of our society.

2
 iii. Significance of the study

The results of this study will be beneficial in

informing the following:

Teachers and the students, because it will show if

integrating computers in the curriculum is beneficial or not,

considering that computers play an important role in science and

technologies today. The greater the demand for graduates with

computer literacy justifies the need for more effective, life-changing

teaching approaches. Thus, schools that apply the recommended

approach derived from the results of this study will be able to train

students better.

Administrators will be guided on what should be emphasized

by teachers in the high school curriculum to improve students’

performance in computers.

Future researchers, the study will help them uncover critical

areas in the educational process that many researchers were not

able to explore. Thus, a new theory on learning Computers may be

arrived at.

3
 iv. Statement of the Problem

Nowadays, Computers are being used worldwide by schools

as an instructional equipment to teach students. Teachers use

computers as instructional material in teaching and also a

method of keeping administrative records such as grades. This

study aims to acquire if the integration of computers in the

curriculum of the high school students has an advantage or

rather a disadvantage on the learning aspect of the students.

The following questions shall be answered after the

research:

1. What are the demographic profiles of the respondents?

a. Age

b. Gender

2. What are the effects of integrating computers in the high

school curriculum as to:

a. their perspective

b. their knowledge

3. Do computers help in the education of the students?

4. Should it be integrated in high schools?

v. Conceptual Framework

The
The students’
Implementation
 Figure 1.1

On the Figure above, shows the background and a hypothetical

process of the study, and the researchers’ goal for the outcome.

vi. Scope and Delimitations

The respondents of the study will only cover the selected Grade

7 to Grade 10 students of A.Y. 2018 – 2019 of Mary Immaculate

School. This is regarding the effects of integrating computers in the

high school curriculum on Grade 7 to Grade 10 results in integrating

computers in the curriculum. The total number of respondents from

Grade 7 Our Lady of Lourdes is 15, Grade 7 Our Lady of Fatima is

15, Grade 8 St. Bridget is 15, Grade 8 St. Mark is 15, Grade 9 St.

Monica is 15, Grade 9 St. Augustine is 15 with the total of 90

respondents.

The study only covers the effects of integrating computers in

the high school curriculum on the Grade 7 to Grade 10 students of

Mary Immaculate School. Advantages and Disadvantages shall be a

part of the study.

vii. Definition of Terms

5
This is the list of difficult words used in the process of conducting

this research:

Acquire – learn or develop

Administrative – of or relating to administration or an

administration

Administrator – a person responsible for running a business,

organization, etc.

Aspect – a particular part or feature of something.

Attributes – a piece of information that determines the properties

of a field or tag in a database or a string of characters in a display.

Beneficial – favorable or advantageous; resulting in good.

Computer – an electronic device for storing and processing data,

typically in binary form, according to instructions given to it in a

variable program.

Computer education – an electronic device for storing and

processing data, typically in binary form, according to instructions

given to it in a variable program.

Computer training - refers to resources, companies and services

dedicated to helping educate users on computer-related topics.

Critical – expressing or involving an analysis of the merits and

faults of a work of literature, music, or art.

Curriculum – the subjects comprising a course of study in a school

or college.

6
Delimitations – literally means the act or process of fixing limits or

boundaries of territorial consistencies in a country or a province

having a legislative body.

Demographic – relating to the structure of populations.

Derive – obtain something from

Integrating – indicating the mean value or total sum of a

measured quantity.

Interest – the state of wanting to know or learn about something

or someone.

Knowledge – facts, information, and skills acquired by a person

through experience or education; the theoretical or practical

understanding of a subject.

Literacy – competence or knowledge in a specified area.

Perspective – a particular attitude toward or way of regarding

something; a point of view.

Scope – the extent of the area or subject matter that something

deals with or to which it is relevant.

Technology – the branch of knowledge dealing with engineering or

applied sciences.

7
 CHAPTER 2

REVIEW OF RELATED LITERAURE AND STUDIES

This chapter presents the related literature and studies after the

thorough and in-depth search done by the researchers.

8
REVIEW OF RELATED LITERATURE

LOCAL LITERATURE

According to Melvin R.Matulac, Basic Education in the

Philippines faces a lot of challenges. The changes in the curriculum,

limited IT resources and spiraling changes and improvement

becomes overwhelming for administrators and teachers. Today’s

education also presents new pedagogies. The resurgence of the

constructivist model has brought about cooperative and

collaborative learning, multiple intelligence, discovery learning, and

project-based learning, to name a few. Some educators have taken

a more creative approach by allowing technology to play a role in

the teaching and learning process. The paper will present several

experiences and possible approaches in integrating technology and

the lessons learnt. The first presentation is on laboratory

automation at Don Bosco College Canlubang. The college, through

the help of David Vernier and his company, made use of sensors,

attached to a computer, to simulate science laboratory measuring

devices. The high school department upon using the devices has

observed that time was gained for analyzing experiment results,

which were recorded in the computer, and students found the

discrete sensors more engaging to work with. The next is an

experiment done with some students of Tondo High School at

Manila. The experiment modeled collaborative learning through

9
correspondence and group work. Participated by several schools

around the world, with the initial objective of learning English as a

second language, the group engaged itself in the research for

cultural approaches to dealing with SARS. Third, is the effort of

Genetics Computer Institute to assist schools in doing IT-

integration. The work focuses on building lesson plans for core

learning subjects that makes use of technology in the process. The

model presents using the computer laboratory as a venue to extend

the study of Math, Science, English or History. School administrator,

teachers, parents and students need to get their act together in

order to build a learning society that collaborates with each other

given the limited resources at its disposal. The paper will conclude

with possible directions and researches that can jumpstart the basic

education industry to a sustainable ICT integrated model.

FOREIGN LITERATURE

Nowadays, computers are widespread in schools in Western

Europe and Northern America, Becker, for example, reports that

computers are used for instruction in more than 90% of U.S.-high

schools. In The Netherlands in 1986, 69.3% of the schools in lower

secondary education were using computers for instruction, while a

national plan of action will result in equipping100% of the schools

doing so by the first half of 1989 . Similar developments are taking

place in other countries. Next to the “old” problems related to the

10
introduction of computers in education, i.e. to trainteachers

adequately and to provide for sufficient educational software and

hardware, these developments are resulting in a growing attention

to the curricular consequence and implementation aspects of the

introduction of computers in education. With respect to the

curricular aspects, many claims are formulated in the literature

about possible consequences of using computers properly and

intensively. Some of these claims are:

-educational goals and objectives may change in the direction of

more emphasis on productive skills (as opposite to reproductive

skills) like problem solving, information handling, inquiry skills,

etc. .

-the content of the curriculum may change towards more

opportunities for students to work on more real-life problems;

-the teaching strategies and, as a consequence, the role of teachers

may change;

-students will work more in small groups, or individually at the

computer, in different locations and for different periods of time;

-the assessment of students’ achievement may With respect to the

implementation of computer use by schools and teachers, one may

suspect that an important part of the disappointments when

introducing computers in schools is due to paying insufficient

11
attention to factors which play a crucial role in implementing

educational changes, see, for example. There are hardly any

reported empirical data about whether and how schools and

teachers are integrating computers in their daily practice and what

factors are determining successes and failures.

Surveys like those of Becker and the Dutch Inspectorate give rise to

the expectation that in many schools some degree of integration of

the computer in the curriculum of existing subjects may be

expected. It is therefore worthwhile to study the changes which

took place in these schools, to trace the factors which were

determining these changes and to investigate what further

developments might be expected.

Technology aids student expression. Present what they have

learned. They can use software to make presentations and projects.

This makes them more interested in the subject and leads to better

retention of information. With technological aids, they can make

easy-tore member notes and a creative presentation of the

information they have acquired. It won't be wrong to say that

application of technology has made a student's life easy. It's easier

for students to carry a PDA than carrying big fat books to school. An

iPad is less bulky than a pile of notebooks or an eBook reader much

lighter than a book. (Andersen and Becker, 2009)

12
REVIEW OF RELATED STUDIES

LOCAL STUDIES

According to John Paul M. Espinosa, Technological

advances had greatly changed the education landscape in that

teaching is no longer confined to the traditional face-to-face

delivery of lessons.

Now, students can also learn outside the classroom via the

Internet. Through the convergence of traditional and modern

methods, students get to experience the best of both worlds – they

can be tutored in school and get additional lessons through the

Web.

The convenience and effectiveness of e-learning had long been

recognized by educational institutions and education officials. A

number of schools in the country have embraced with enthusiasm

emerging education technology in that lectures are boosted by

computer-based, or gadget-based, learning. Today, in some

schools, netbooks have replaced notebooks and some lessons are

delivered electronically.

A survey conducted by Pearson Foundation in the United States

found that more than six in 10 college students and high school

13
seniors agree that they study more efficiently by using tablets. A

study conducted by Houghton Mifflin Harcourt in California also

showed that students using iPads performed better in math

compared to students using traditional textbooks. Another study at

Oklahoma State University found that 75 percent of students said

the use of gadgets enhanced their learning experience.

Despite the fears of parents and some teachers that gadgets

may distract students, surveys and studies have shown that

generally, these technological tools are a big help in learning. The

United States had invested heavily by providing computers for

students in public schools. Reports say the federal government

spends more than $3 billion a year on digital content alone. The US

has also launched a massive program to make high-speed Internet

and free online teaching resources available to remote schools. This

year, more states administered tests for the elementary and middle

grades through the Internet, discarding the use of pen and paper.

The Philippines should not be left behind when it comes to applying

education technology. The ethical and responsible use of computers,

tablets, cellphones and other devices can greatly enhance the

learning capability of students, for it has been shown through

studies that children (and adults for that matter) can better grasp

and understand their lessons in a more relaxed environment,

14
without the prying (and sometimes mocking) eyes of classmates or

teachers.

Emerging technologies can be powerful tools in education. The

Philippines can copy the US and slowly, as the budget of the

Department of Education allows, provide schools computers, fast

Internet service, digital devices and software for the use of

students. Investing on e-learning will benefit both teachers and

students. Teachers can disseminate their lessons and assignments

with ease, and students can work on their lessons at home. Little by

little, the country can introduce changes to the system by adopting

a wider array of learning platforms with the use of technology.

Thanks to technology, schools (and teachers) can tap a number

of “partners” in carrying out their mission to educate students.

Audio and video lessons can be delivered to students through social

networks and webcams. Students can attend classes in e-

classrooms. Teachers can send lectures through email and, schools

can issue communications the same way. And perhaps, in the near

future, tests can be administered online.

As the world continues its march to progress, there’s no

escaping online education. To keep up, the country will have to

study and develop its own model of computer-based learning that

will be effective for Filipino students..

15
FOREIGN STUDIES

In the field of Computer-Assisted Language Learning (CALL), the

term ―Net Generation‖ has been clearly defined by Prensky

(2010) who states that Net Generation members are ―digital

natives‖ since they ―spent their entire lives surrounded by and

using computers, videogames, digital music players, video cams,

cell phones, and all the other toys and tools of the digital age‖

which make them different from the baby boomer generation.

Those who are eager to learn more about the language learning

needs and necessities of the Net Generation, the edited book by

Oxford and Oxford (2009), entitled Net Generation is a must-read

resource. The book describes empirical studies involving different

innovative technologies and state-of-the-art tools, offering

pedagogical ideas , effective strategies, and useful suggestions on

how these technologies could be applied to enhance language

teaching and learning. Also, educational technology usage in

practice teaching can make instruction to be much more interesting

and enjoyable. The changing images and use of special effects,

among others can reduce boredom on the part of learners.

Furthermore, classroom interaction can be interactive. Technology

can promote student-student interaction, student-teacher

interaction, and teacher-student interaction, if pre- instructional

planning incorporates principles such as stimulus variation,

16
feedback, reinforcement, learner’ participation and so on. (Weiner,

2009)

CHAPTER 3

RESEARCH METHODOLOGY

This chapter represents the research design, population sample

of the study, research instrument, data collection, and the statistical

treatment of data used by the researchers in conducting the study.

17
 I. Research Design

The researcher will be doing experimental and participatory

approaches. These two approaches will be combined together to

form the research design. The researchers will be giving

questionnaires regarding the thesis and on the basics of their

answers, the researchers will then decide on our thesis format.

II. Population and Sample of the Study

The respondents of this study came from Grade 7 to 9 students

of the Mary Immaculate School, corresponding on the figure below:

No. of

Year Level Section Respondents

Our Lady of 15
Grade 7
Fatima
Our Lady of 15

Lourdes
Grade 8 St. Bridget 15
St. Monica 15
Grade 9 St. Augustine 15
St. Monica 15

Total no. of 90

Respondents
Figure 3.1

18
 III. Research Instrument

The main instrument used in the study was a survey

questionnaire made by the researcher to gather the needed data for

the student’s profile. The draft of the questionnaire was drawn out

based on the researcher’s readings, previous studies, professional

literature, and published and unpublished thesis relevant to the

study. In the preparation of the instrument, the requirements in the

designing of good data collection instrument were considered. For

instance, statement describing the situations or issues pertaining

was toned down to accommodate the knowledge preparedness of

the respondents. Open-ended options were provided to

accommodate to free formatted views related to the topics or

issues. In this way, the instrument is authorized to obtain valid

responses of the students. Preference for the use of the structured

questionnaire is premised on several research assumptions such as

a) cost of being a least expensive means of gathering data, b)

avoidance of personal bias, c) less pressure for immediate

response, and giving the respondents a greater feeling anonymity.

In the end, it encouraged open responses to sensitive issues at

hand. In the addition, the instrument was a validated by few

consultant and former teachers before it laid on to the study.

IV. Data Collection

19
 Data collection is the process of the gathering and measuring

information on variables of interest, in an established systematic

fashion that enables one to answer stated research questions, test

hypotheses, and evaluate outcomes. The data collection component

of research is common to all fields of study including physical and

social sciences, humanities, business, etc. While methods vary by

discipline, the emphasis on ensuring accurate and honest collection

remains the same.

V. Statistical Treatment of Data

The respondent of our research will be from Grade 7 to 9. Each

level contains two sections and each section will have 15

respondents. This research is about the effects of integrating

computers on high school curriculum. The researchers would like to

know how computers help grade 7 to 9 students of Mary

Immaculate School on their studies. Descriptive statistics such as

frequency count, mean, percent and rank are considered.

Grade 7

Our Lady of Fatima = 15

Our Lady of Lourdes = 15

20
Grade 8

St. Bridget = 15

St. Mark = 15

Grade 9

St. Augustine = 15

St. Monica = 15

Total of 90 respondents

The data to be gathered in this study will be subjected to the

following statistical treatment:

The frequency of the each response will be determined on the

number of the respondents who will check on their particular on

their item. The demographic profile of the respondents will be

determined by using the formula of %.

F x 100

P = ----------------

21
 N

Where:

P=%

F = Frequency

N = Total number of respondents

CHAPTER 4

ANALYSIS, PRESENTATION AND INTERPRETATION OF DATA

This chapter includes analysis, presentation and interpretation of

data which were acquired from the 90 respondents obtained from

the Grade 7 to 9 students. The results of the study where presented

in graphs and interpreted by the researchers

Figure 4.1

22
 Distribution of Respondents According to Age
60

50

40

30

20

10

0
11 to 12 13 to 14 15 to 16

On the Figure above, show the different age of the respondents

we surveyed the majority of we surveyed was aged 13 to 14 which

received 60% followed by the students aged 11 to 12 and 15 to 16

which both received 20%.

Figure 4.2

Distribution of Respondents According to their Gender

60

50

40

30

20

10

0
Male Female

23
 On the Figure above, shows the classification of respondents

according to their gender. The majority of the respondents were

57.77% male while the remaining 42.22% were for the female.

Question #1

“Do you think the integration of the computers have a positive

effect on the students’ learning agenda?

Figure 4.3

Male Respondents Only

100
90
90
80
68.75
70
60
60
11 to 12
50
13 to 14
40
30 31.25 15 to 16
30
20
10 10
10
0 0
0
I Approve I Don't Know I Disagree

24
 Figure 4.4

Female Respondents Only

90
81.82
80 75
70
62.5
60 11 to 12
50 12 to 13
15 to 16
40
30 25 25
20 13.64 12.5
10 4.55
0
0
I Approve I Don't Know I Disagree

On the Figure 4.3, Shows the majority of the male respondents

on all three age groups have the highest answer on “I approve”

which has the % of 60% from the age group of 11 to 12 and

68.75% belonged to the 13 to 14 years old students and the 75%

for the 15 to 16 while, 30% of the students age 11 to 12 responded

with “I Don’t know” as well with the 31.5% of the 13 to 14 year

old students with 25% of the 15 to 16 year old students. While 10%

of the students age 11 to 12 answered with “I Disagree” and both

13 to 14 and 15 to 16 years old students had 0%.

On Figure 4.4 shows that the female respondents on the three

age groups “I Approve” has the majority of answers with the % of

62.5% on the 11 to 12 year old students, 81.82% for the 13 to 14

25
students and 75% of the 15 to 16 year old students. And 13.64%

of the 13 to 14 students as long with the 25 % of both 11 to 12

and 15 to 16 students answered “I Don’t Know”, and the remaining

12.5 on the 11 to 12 students and 4.55 on the 13 to 14 students

answered “I Disagree”.

Question #2

“Does it help students in learning more efficiently?”

Figure 4.5

Male Respndents Only

120

100
100
90.63 90

80 11 to 12
13 to14
60 15 to16

40

20
9.38 10
0
0
Yes No

26
 Figure 4.6

Female Respondents Only

120

100 100
100 95.45

80 11to 12
13 to 14
60 15 to 16

40

20
4.55
0 0
0
Yes No

On Figure 4.5, Shows that 100% of the 11 to 12 students

answered “Yes”, While 90.63% for the 13 to 14 students and 90%

of the 15 to 16 aged students also answered the same. And the

remaining 9.38% of the 13 to 14 aged students along with the 10%

of the 15 to 16 aged students answered “No”

On Figure 4.6, shows that 100 percent for “Yes” on both 11 to 12

and 15 to 16 students with only 4.55% on “No” for the 13 to 14

students.

Question #3

“Are Lessons easier to understand using computers? Check only

one”

Figure 4.7

27
 Male Respondents Only
80
70
70
60
60 56.25

50 11 to 12
43.75 13 to 14
40
40 15 to 16
30
30

20

10
0 0 0
0
Easier No Difference Worse

Figure 4.8

Female Respondents Only

60

50 50 50 50 50
50

40 37.5 11 to 12
13 to 14
30 15 to 16

20
12.5
10

0 0
0
Easier No Difference Worse

On Figure 4.7 show that the 30% of the 11 to 12 year old

students with the 56.25% of the 13 to 14 year old students and the

28
60%of the 15 to 16 students answered “Easier” with 70% of the 11

to 12 aged students along with the 43.75% of the 13 to 14 students

and the 40% of the 15 to 16 students answered “No Difference”

while 0%for all parties answered “Worse”

On Figure 4.8 Both 50% of the 11 to 12 aged students and the 13

to 14 aged students with 37.5% of the 14 to 15 aged students

answered “Easier”, while 50% of all the three age groups answered

“No Difference”, while the remaining 12.5% of the 15 to 16 aged

students answered “Worse”.

Question #4

“Which do you prefer Computers of Books for Learning?”

Figure 4.9

Male Respondents Only

80
70 70
70 65.63
60
11 to 12
50
13 to 14
40 34.38 15 to 16
30 30
30
20
10
0
Compurters Books

29
 Figure 4.10

Female Respondents Only

80 75
70
59.09
60
50 50 11 to 12
50
40.91 13 to 14
40 15 to 16

30 25
20

10

0
Yes No

On Figure 4.9 it shows that 30% of 11 to 12 year old students,

65.63% of 13 to 14 year old students, and 30% of 15 to 16 year old

students answered “Computers”, while 70% of 11 to 12 year old

students, 34.38% of 13 to 14 year old students, and 70% of 15 to

16 year old students answered “Books”.

30
 On Figure 4.10 it shows that 50% of 11 to 12 year old students,

40.91% of 13 to 14 year old students, and 25% of 15 to 16 year old

students answered “Computers”, while 50% of 11 to 12 year old

students, 59.09% of 13 to 14 year old students, and 75% of 15 to

16 year old students answered “Books”.

Question #5

“In your own opinion, do computers improve the I.Q. of the

students?”

Figure 4.11

31
 Male Respondents Only
90
81.25 80
80
70
70
60 11 to12
50 13 to 14
15 to 16
40
30
30
18.75 20
20
10
0
Yes No

Figure 4.12

Female Respondents Only

100
90 87.5

80 77.27

70
62.5 11 to 12
60 13 to 14
50 15 to 16
40 37.5

30 22.72
20
12.5
10
0
Yes No

On Figure 4.11 it shows that 70% of 11 to 12 year old students,

81.25% 13 to 14 year old students, and 80% of 15 to 16 year old

students answered “Yes” while, 30% of the 11 to 12 aged students

32
18.75% of 13 to 14 year old students, and 20% of 15 to 16 year old

students answered “No”.

On Figure 4.12 show that 87.5% of the 11 to 12 aged students

answered “Yes” along with 77.27% of the 13 to 14 aged students

and the 62.5% of the 15 to 16 aged students while the remaining

12.5 of the 11 to 12 aged students, 22.72% of the 13 to 14 aged

students and the 37.5% of the 15 to 16 aged students answered

“No”.

Question #6

“Do you think Computers are bad for learning?”

Figure 4.13

Male Respondents Only

100
90 87.5
80
80
70 11 to 12
60 13 to 14
50 50
50 15 to 16
40
30
20
20 12.5
10
0
Yes No

Figure 4.14
33
 Female Respondents Only
100
90.9
90 87.5

80
70
62.5 11 to 12
60
13 to 14
50 15 to 16
40 37.5

30
20
12.5
9.09
10
0
Yes No

On Figure 4.13 it shows that 20% of 11 to 12 year old students,

12.5% of 13 to 14 year old students, and 50% of 15 to 16 year old

students answered “Yes”. While 80% Of 11 to 12 year old students,

87.5% of 13 to 14 year old students, and 50% of 15 to 16 year old

students answered “No”.

On Figure 4.14 it shows that 12.5% of 11 to 12 year old students,

9.09% of 13 to 14 year old students, and 37.5% of 15 to 16 year

old students answered “Yes”. While 87.5% of 11 to 12 year old

students, 90.9% of 13 to 14 year old students, and 62.5% of 15

year old students answered “No”.

Question #6i

34
 “If Yes please check at least one:”

Figure 4.15

Male Respondents Only

120 100
100
75 75
80
60
40 25
20 12.5 12.5
0 0 0
0 11 to 12
it ht ng 13 to 14
ro
m
esig chi 15 to 16
a
gf ey te
h in th
e r 's
yt r he
an fo eac
d
ea
rn Ba et
It'
s th
t’ L n
n he
e Do g w
W tin
tr ac
s
di
Its

Figure 4.16

Female Respondents Only

120 100
80 66.67
50 50
40 33.33
0 0 0 0
0 11 to 12
13 to 14
15 to 16

On Figure 4.15 it shows that 20% of 15 to 16 year old students

say that they don’t learn anything from it. 100% of 11 to 12 year

35
old students, 75% of 13 to 14 year old students, and 80% of 15 to

16 year old students say that it is Bad for Eyesight. And 25% of

students say that it’s distracting when the teacher is teaching.

On Figure 4.16 it shows that 100% of 11 to 12 year old students

say that they don’t learn anything from it. 50% of 13 to 14 year old

students, and 66.67% 15 to 16 year old students say that it is Bad

for eyesight. And 50% of 13 to 14 year old students, and 33.33% of

15 to 16 year old students say that it is distracting when the

teacher is teaching.

Question #7

“How often do you use computers?

Figure 4.17

Male Respondents Only

60
53.13
50 50
50
40
40 11 to 12
34.38
30 13 to 14
30 15 to 16
20
20
12.5
10
10

0
Almost Everytime Often Not that much

Figure 4.18

36
 Female Respondents Only
60

50
50
40.9
40 37.5 37.5 36.36 11 to 12
13 to 14
30 15 to 16
22.72
20
12.5 12.5
10
10

0
Almost Everytime Often Not that much

On Figure 4.17 it shows that 30% of 11 to 12 year old students,

50.13% of 13 to 14 year old students, and 50% of 15 to 16 year old

students use computers almost all the time. While 20% of 11 to 13

year old students, 34.38% of 13 to 14 year old students, and 40%

of 15 to 16 year old students often use computers. And 50% of 11

to 12 year old students, 12.5% of 13 to 14 year old students, and

10% of 15 to 16 year old students don’t use computers that much.

On Figure 4.18 it shows that 12.5% of 11 to 12 year old students,

22.72% of 13 to 14 year old students, and 12.5% of 15 to 16 year

old students use computers almost all the time. While 37.5% of 11

to 13 year old students, 40.09% of 13 to 14 year old students, and

37.5% of 15 to 16 year old students often use computers. And 50%

of 11 to 12 year old students, 36.36% of 13 to 14 year old

37
students, and 10% of 15 to 16 year old students don’t use

computers that much.

Question #8

“In your own opinion, What are the use of Computer in the

School? Check only one”

Figure 4.19

Male Repondents Only

100
90 87.5
80
80
70
70
11 to 12
60 13 to 14
50 15 to 16
40
30
20 20
20
10
10 6.25 6.25
0
0
For lectures So students wont get bored For design

38
 Figure 4.20

Female Repondents Only

120

100
100
87.5 90.9
80 11 to 12
13 to 14
60 15 to 16

40

20 12.5
4.55 4.55
0 0 0
0
For lectures So students wont get bored For design

On Figure 4.19 it shows that 80% of 11 to 12 year old students,

87.5% of 13 to 14 year old students, and 70% of 15 to 16 year old

students answered “For lectures”, while 20% of 11 to 12 year old

students, 6.25% of 13 to 14 year old students, and 20% of 15 to 16

year old answered “So they won’t get bored”. And 6.25% of 13 to

14 year old students, and 10% of 15 to 16 year old students

answered “For design”.

On Figure 4.19 it shows that 87.5% of 11 to 12 year old students,

90.9% of 13 to 14 year old students, and 100% of 15 to 16 year old

students answered “For lectures”. While 12.45% of 11 to 12 year

old students, and 4.55% of 13 to 14 year old students use them so

39
they won’t get bored. And 4.55% of 13 to 14 year old students

answered “For design”.

GENDER GROUP

Question #1

“Do you think the integration of the computers have a positive

effect on the students’ learning agenda?”

  Male Female
Rank % Rank %
I Approve 1 71.15 1 76.32
I Don't know 2 26.92 2 18.42
I Disagree 3 1.92 3 5.26

Question #2

“Does it help students in learning more efficiently?”

  Male Female
Rank % Rank %
Yes 1 92.30 1 97.37
No 2 7.69 2 2.63
Question #3

“Are Lessons easier to understand using computers? Check only

one”

  Male Female
Rank % Rank %
Easier 1 51.92 2 47.37

40
No Difference 2 48.08 1 50
Worse 3 0 3 2.63

Question #4

“Which do you prefer Computers of Books for Learning?”

  Male Female
Rank % Rank %
Computers 1 51.92 2 39.47
Books 2 48.08 1 60.53

Question #5

“In your own opinion, Do computers improve the I.Q. of the

students?”

  Male Female
Rank % Rank %
Yes 1 78.85 1 76.32
No 2 21.15 2 23.68

Question #6

“Do you think Computers are bad for learning?”

  Male Female
Rank % Rank %
Yes 2 21.15 15.79
No 1 78.85 84.21

Question #6i

“If Yes please check at least one:”

41
   Male Female
Rank % Rank %
We don’t learn anything from 16.6
2.5 9.09 3
it 7
It’s bad for the eyesight 1 81.81 1 50
It’s distracting when the 33.3
2.5 9.09 2
teacher’s teaching 3

Question #7

“How often do you use computers?”

  Male Female
Rank % Rank %
Almost every
1 48.08 3 18.42
time
Often 2 32.69 2 39.47
Not that much 3 19.23 1 42.11

Question #8

“In your own opinion, what are the uses of Computer in the

School? Check only one”

  Male Female
Rank % Rank %
For lectures 1 82.69 1 92.11
So students won’t get
2 11.54 2 5.26
bored
For design 3 5.77 3 2.63

42
 AGE GROUP

Question #1

“Do you think the integration of the computers have a positive

effect on the students’ learning agenda?”

  11 to 12 13 to 14 15 to 16
Ran Ran % Ran %
%
k k k
I Approve 1 61.11 1 74.07 1 83.33
I Don't 2 24.07 16.67
27.78 2 2
know
I Disagree 3 11.11 3 1.85 3 0

Question #2

“Does it help students in learning more efficiently?”

  11 to 12 13 to 14 15 to 16
Ran Ran % Ran %
%
k k k
Yes 1 100 1 92.59 1 94.44
No 2 0 2 7.41 2 5.56

43
Question #3

“Are Lessons easier to understand using computers? Check only

one”

  11 to 12 13 to 14 15 to 16
Ran Ran % Ran %
%
k k k
Easier 2 38.89 1 53.7 1 50.00
No
1 61.11 2 46.3 2 44.44
Difference
Worse 3 0 3 0 3 5.56

Question #4

“Which do you prefer Computers of Books for Learning?”

  11 to 12 13 to 14 15 to 16
Ran Ran % Ran %
%
k k k
Computer
2 38.89 1 55.56 2 27.78
s
Books 1 61.110 2 44.44 1 72.22

Question #5

“In your own opinion, Do computers improve the I.Q. of the

students?”

44
   11 to 12 13 to 14 15 to 16
Ran Ran % Ran %
%
k k k
Yes 1 77.78 1 79.63 1 72.22
No 2 22.22 2 20.37 2 27.78

Question #6

“Do you think Computers are bad for learning?”

  11 to 12 13 to 14 15 to 16
Ran Ran % Ran %
%
k k k
Yes 2 16.67 2 11.11 2 44.44
No 1 83.33 1 88.89 1 55.56

Question #6i

“If Yes please check at least one:”

  11 to 12 13 to 14 15 to 16
Rank % Rank % Rank %
We don’t learn
2 33.33 3 0 2.5 12.5
anything from it
It’s bad for the
1 66.67 1 66.67 1 75
eyesight
It’s distracting

when the
3 0 2 33.33 2.5 12.5
teacher’s

teaching

Question #7

45
 “How often do you use computers?”

  11 to 12 13 to 14 15 to 16
Ran Ran % Ran %
%
k k k
Almost every
3 22.22 1 40.74 2 33.33
time
Often 2 27.78 2 37.04 1 38.89
Not that much 1 50 3 22.22 3 27.78

Question #8

“In your own opinion, what are the uses of Computer in the

School? Check only one”

  11 to 12 13 to 14 15 to 16
Rank % Rank % Rank %
83.3
For Lectures 1 1 88.89 1 83.33
3
So students 16.6
2 2.5 5.56 2 11.11
won’t get bored 7
For design 3 0 2.5 5.56 3 5.56

CHAPTER 5

Summary, Conclusion and Recommendation

This chapter contains the summary of thecollected from the

survey administered by the researchers and will and will also

include the researchers’ conclusion regarding the statement of the

46
 problem. Conclusion about the topic and recommendation for the

future researchers are also involved.

I. Summary

The study is titled “The Effects of Integrating Computers in

the High School Curriculum” which was conduted at Mary

Immaculate School with a total of 90 respondents ranging from

grade 7 to 9 students with the age range 11 to16. The

questionnaire in which the respondents answered contains

questions that will be able to answer the statement of the problem

given in chapter one.

QUESTION I: Do you think the integration of the computers have a

positive effect on the students’ learning agenda?

66 out of 90 respondents answered “I approve”, 22 answered

“I don’t know”, while the remaining 3 respondents answered “I

disagree”. The researchers asked this question to know what the

respondents’ thought of how integrating computers affected their

learning agenda.

QUESTION II: Does it help students in learning more efficiently?

47
 85 out of 90 respondents answered “Yes”. While the remaining

5 respondents answered “No”. The researchers asked this question

to find out if the integration of computers helped them to learn

more efficiently or if it did not.

QUESTION III: Are Lessons easier to understand using

computers?

Out of 90 respondents, 45 respondents answered that

understanding the lessons using computers are easier. While, 44

respondents answered that using computers in understanding the

lessons make no difference. And 1 respondent answered that using

computers in understanding the lesson would be worse

Therefore, the answers of the respondents prove that most of

the students think that understanding the lesson using computers

would make it easier. Computers make the learning process a lot

more simple and efficient, giving students access to tools and

methods of communication unavailable offline. For example,

students can check their grades or lesson plans online, and also

communicate directly with their teachers via email or educational

platforms such as Blackboard.

48
QUESTION IV: Which do you prefer Computer or Books for

Learning?

Out of 90 respondents, 42 respondents answered that they

prefer using “computers” for learning while 48 respondents

answered that they prefer using “books” for learning.

Therefore, the answers of the respondents prove that most of

the students still prefer using book in learning than using

computers. Computers and books both have a lot of information,

and both have value. Books have better info and computers have

junk websites. The right info takes a long time to find on the

Internet. And computers have a lot of information quickly but it is

not always correct.

QUESTION V: In your own opinion, do computers improve the I.Q.

of the students?

The researchers asked the respondents if using computers

improves their I.Q. that they had given on the questionnaire. Out of

90 respondents, 70 of them answered that the computers improve

their I.Q.’s. While 20 of them answered that computers didn’t help

them improve their I.Q.’s.

49
QUESTION VI: Do you think computers are bad for learning? If

Yes, please check at least one: a) We don’t learn anything from it b)

It’s bad for the eyesight c) It’s distracting when the teacher’s

teaching.

The researchers asked the respondents if the computers are

bad for their learning that they had given on the questionnaire. Out

of 90 respondents, 17 of them answered that the computers are

bad for learning. 2 out of 17 respondents that said yes, answered

that the students don’t learn anything from it. 12 out of 17

respondents that said yes, answered that the computers are bad for

the eyesight. 3 out of 17 respondents that said yes, answered that

it is distracting when the teacher is teaching. On the other hand,

out of 90 respondents, 73 of them answered that the computers are

not bad for learning.

QUESTION VII: How often do you use computers?

Our survey shows that out of the 90 respondents, 32 answered

that they use the computer everytime, while the other 32

respondents answered often while the remaining 26 of the

respondents answered not that much.

Therefore, it shows that most of the respondents use computers in

their daily life veryfrequently in means of entertainment of for

50
 studies ,And the same no. of respondents use the computer often

than others, and that 26 of the repondnts rarely use computers.

QUESTION VIII: In your own opinion, what are the uses of

Computer in the School?

In this question we ask the students opinion on the use of

computers in the School. 78 out of the 90 respondents said that the

computers in the school were use for lectures, while 8 of them think

that the computers where just so that student won’t get

disinterested or bored while studying , and the remaining 4

answered that the computers were just for design or rather for just

added facilities.

Even though some think that the use of computers are useless in

the school it helps the student to understand more about the lesson

through power points video clips and all other stuff so that the

students won’t get bored about the lesson rather they are having

fun while earning.

II. Conclusion

To conclude the study, the researchers have answered the

statement of the problem using the data they have gathered. It was

found out that integrating computers in the high school curriculum

51
had a positive effect on the students’ learning efficiency and

productivity. According to the questionnaires outlined from the

statement of the problem, a majority of the respondents are males

with a total of 58 respondents, while the females have a total of 38

respondents. The age groups of the respondents are ranged from

12 to 16-year-old students, and the majorities of the respondents

are 13 to 14-year-old students with a total of 54 participants, next

are the 11 to 12-year-old students and 15 to 16-year-old students

which are tied with a total of 18 participants each. In total, there

are 90 respondents.

Most of the male respondents agreed that the integration of

computers had a positive effect on their learning agenda. Some

don’t have an idea if it did or did not. While only a few respondents

disagreedWhen asked if computers helped them learn more

efficiently, most male and female respondents from the ages around

11 to 16 answered “Yes”. While a few male and female respondents

aged 13 to 14 answered “No” and said computers don’t help them

learn more efficiently.

For some male students aged 11 to 12 learning lessons are

easier when using computers while a majority of them said that it

made no difference at all. For male students aged 13 to 14 more

than half of them thought that it was easier to understand lessons,

while the rest thought it made no difference. And the majority of

52
male respondents aged 15 to 16 thought it was easier learning with

a computer, some of them thought there was no difference, and a

few thought it made learning worse.

Computers are what are mostly used nowadays; they help in

learning more efficiently and are more productive. So that is why

the researchers decided to ask what do they prefer to use for

learning, books or computers? Only a few male respondents from

ages 11 to 12 and 15 to 16 prefer using computers for learning, in

contrast, a majority of male respondents from ages 13 to 14 prefer

computers more than books. In female respondents however, from

ages 11 to 12 half of them prefer books and half of them prefer

computers, while from ages 13 to 14 more than half prefer

computers and the rest prefer books, and the female respondents

aged 15 to 16 mostly preferred computers rather than books. The

researchers found out that older respondents preferred computers

more and the younger ones still preferred books.

From the opinion of the respondents, most of the males and

females said that computers improve the I.Q. of students, while a

few of them thought otherwise. When asked if computers are bad

for learning, most of the respondents answered “No”, while a few of

them answered “Yes”. The respondents who think that computers

are bad for learning had 3 reasons for their answer: some of them

said that they didn’t learn anything from using computers; a

53
 majority of them said that it was bad for the eyesight; and the

remaining said that the computers were only distracting them while

the teacher was discussing.

The researchers found out that the male respondents who use

computers the most are the respondents aged 13 to 14 and they

have reported to use computers almost every time, while the male

respondents who use computers the least are the respondents aged

11 to 12 who have reported that they don’t use computers that

much. While the majority of female respondents reported to only

use computers ever so often. While the rest reported to not use

computers that much. And only a few female respondents reported

to use computers almost every time.

Computers in school have a lot of different uses, may it be for

lectures, for design, or if it was to entertain students. The

researchers found out that almost all of the students use the

computers for lectures, while a few used it for entertainment, and

only a handful thought that it was only for design.

In conclusion, the researchers found out that a majority of the

students have a positive view on how integrating computers in the

high school curriculum affected them and their learning efficiency

and productivity, although some respondents still haven’t embraced

the idea of it. And a few of them seem to not be affected at all.

III. Recommendation
54
 The researchers recommend future researchers to widen the

field of questioning their respondents. All the effects of computers in

high school curriculum can affect the respondents’ mind set, which

can affect them in their future. The researchers also recommend

them to research other related topics that can also give more

insight to the causal effect of computer in the curriculum of the high

school students. The use of computer technology in education

makes us prepared for the future. Computers as used in education

allow the student to learn modern tools and knowledge that will

make him or her ready for the possible technological changes in the

future.

As for the teachers, they must know why computers can really

help students in studying. This study proves if a computer has a

positive effect in the high school curriculum of today’s generation.

The researchers would like to recommend this study to the

parents for them to know how these problems can affect their

child’s learning in using computers. It would also show how it

affects their high school curriculum if computers were integrated.

55
 BIBLIOGRAPHY

LOCAL LITERATURE

http://www.fit-ed.org/ictcongress/paper/fullpapers/matulac.pdf

FOREIGN LITERATURE

https://core.ac.uk/download/pdf/11471658.pdf

56
https://www.slideshare.net/iztudent/effects-of-technological-

device-to-students

LOCAL STUDIES

https://www.manilatimes.net/learning-with-the-help-of-

technology/286384/

FOREIGN STUDIES

https://www.slideshare.net/iztudent/effects-of-technological-

device-to-students

57
APPENDICES

58
APPENDIX A: Letter to the Validator

MARY IMMACULATE SCHOOL

Sta. Natividad St., S.A.V. 6/ Parañaque City

A.Y. 2018 – 2019

October 11, 2018

To whom it may concern,

Good Day! The Researchers (Paul Julian S. Morante, Catherine C. De

Leon, Inna Marie Y. Mosquera, Jay Ar L. Cruzada) would like to ask your
validation their questionnaire regarding their thesis “The Effects of
Integration of Computers In The High School Curriculum” and the
researchers would also like to ask your permission to conduct a survey
their thesis project on the Grade 7 to 9 Students at the time of 12:15 to
1:15, Date of October 15, 2018

Your help will be a great contribution to the researchers study and will
be highly appreciated. Thank you and God Bless!

P.S. The questionnaire is enclosed with this paper

Respectfully yours,
Approved By:

__________________
_____________________
Paul Julian S. Morante
Ms. Menchie V. Espinosa
Thesis Leader
Thesis Adviser
Subject Teachers:

_____________________ __________________ __________________

Ms. Girlie Joy S. Francisco Sir Aguinaldo F. Frias lll Ms. Jenelyn L. Abonita
Filipino Teacher Math Teacher Math Teacher
________________________ __________________ __________________
Ms. Maria Christina O. Gomez Sir Libert Y. Molar Ms. Patrick Q. Ortega
Social Studies Teacher English Teacher Science Teacher

Noted By:

__________________
Dr. Elenita O. De Asa
Principal

59
APPENDIX B: Letter to the Subject Teachers

60
Good Day!

This is the scoring rubrics for the validation of the

questionnaire developed by the researchers. This study is to identify

the Effects of Coffee in Student’s Health. Each score is equal to 1.25

points, which means:

SCORE POINTS MEANING

4 5 Excellent
3 3.75 Good
2 2 Fair
1 1.25 Poor

The overall score of the rubrics comprise a total of 28 points.

Calculating the mean can cover the ranges of:

RANGE MEANING
3.75-4.99 Excellent
2.5-3.74 Good
1.25-2.49 Fair
0-1.24 Poor

The researchers would like to express their gratitude for giving

them your cooperation and time. Your participation is sincerely

appreciated.

APPENDIX C: Survey Rubrics

4 3 2 1 Score

61
Survey Survey Survey Survey Survey

developm items are items questions questions

ent well sufficientl are limited do not

thought y cover and offer adequately

out and important only some present _____

included items informatio enough

all n required information

important

items
Organizati Survey Survey Survey Survey

on and questions questions questions questions

mechanics are asked are asked are not are not

in a logical in a listed or appropriate

and well logical asked in a for

thought sequence logical requested _____

out which format information

sequence responde

which nts can

responden follow

ts can

follow
Purpose The The The The

purpose is purpose purpose is purpose

evident can be difficult to cannot be

and clear discovere identify identified at

62
 to the d through all

responden reading

ts and the and _____

reader of comprehe

the study nsion

Format, The format The Format Format and

spelling is correct, format is has margins are

and title is correct, inconsiste sloppy,

grammar appropriat title is ncies and layout is

e, and lay appropria missing inconsistent _____

out wisely, te, and areas, , and many

with no has no and/or typing

typing more more than errors.

errors. than two 4 typing There are

There are misspellin errors. more than

no gs or There are 4

misspelling grammati four misspellings

s or cal error misspelling and

grammatic s or grammatica

al error grammatic l errors.

al errors
Research Collects a Collects Collects Does not

and great deal some very little collect any

gather of basic informatio information

informatio informatio informati n – Some that relates

63
n n - all on – relates to to topic

relates to most topic

topic relates to

topic
Total

score

Ms. Jenelyn L. Abonita

4 3 2 1 Score
Survey Survey Survey Survey Survey

developm items are items questions questions

ent well sufficientl are limited do not

thought y cover and offer adequately

out and important only some present _____

included items informatio enough

64
 all n required information

important

items
Organizati Survey Survey Survey Survey

on and questions questions questions questions

mechanics are asked are asked are not are not

in a logical in a listed or appropriate

and well logical asked in a for

thought sequence logical requested _____

out which format information

sequence responde

which nts can

responden follow

ts can

follow
Purpose The The The The

purpose is purpose purpose is purpose

evident can be difficult to cannot be

and clear discovere identify identified at

to the d through all

responden reading

ts and the and _____

reader of comprehe

the study nsion

Format, The format The Format Format and

65
spelling is correct, format is has margins are

and title is correct, inconsiste sloppy,

grammar appropriat title is ncies and layout is

e, and lay appropria missing inconsistent _____

out wisely, te, and areas, , and many

with no has no and/or typing

typing more more than errors.

errors. than two 4 typing There are

There are misspellin errors. more than

no gs or There are 4

misspelling grammati four misspellings

s or cal error misspelling and

grammatic s or grammatica

al error grammatic l errors.

al errors
Research Collects a Collects Collects Does not

and great deal some very little collect any

gather of basic informatio information

informatio informatio informati n – Some that relates

n n - all on – relates to to topic

relates to most topic

topic relates to

topic
Total

score

66
____________________

Sir Ramces Jay L. Saniel

4 3 2 1 Score
Survey Survey Survey Survey Survey

developm items are items questions questions

ent well sufficientl are limited do not

thought y cover and offer adequately

out and important only some present _____

included items informatio enough

all n required information

important

items
Organizati Survey Survey Survey Survey

on and questions questions questions questions

67
mechanics are asked are asked are not are not

in a logical in a listed or appropriate

and well logical asked in a for

thought sequence logical requested _____

out which format information

sequence responde

which nts can

responden follow

ts can

follow
Purpose The The The The

purpose is purpose purpose is purpose

evident can be difficult to cannot be

and clear discovere identify identified at

to the d through all

responden reading

ts and the and _____

reader of comprehe

the study nsion

Format, The format The Format Format and

spelling is correct, format is has margins are

and title is correct, inconsiste sloppy,

grammar appropriat title is ncies and layout is

e, and lay appropria missing inconsistent _____

out wisely, te, and areas, , and many

68
 with no has no and/or typing

typing more more than errors.

errors. than two 4 typing There are

There are misspellin errors. more than

no gs or There are 4

misspelling grammati four misspellings

s or cal error misspelling and

grammatic s or grammatica

al error grammatic l errors.

al errors
Research Collects a Collects Collects Does not

and great deal some very little collect any

gather of basic informatio information

informatio informatio informati n – Some that relates

n n - all on – relates to to topic

relates to most topic

topic relates to

topic
Total

score

Sir Libert Y. Molar

69
APPENDIX D: Questionnaire

Name (Optional): a) Computers

Age: b) Books

Grade & Section:

1. Do you think the integration of 5. In your own opinion, Do learning

computers have a positive effect on with computers improve the I.Q. of
the student’s learning agenda? the students?

I Approve a) Yes
I Don’t know
I Disagree b) no

2. Does it help students in learning

6. Do you think Computers are bad
more efficiently?
for student learning?
a) Yes
a) Yes
b) No
b) No

3. Are Lessons easier to understand

If Yes please check at least one:
using computers? Check only one.
We don’t learn anything from it
Easier
It’s bad for the eyesight
No Difference
It’s distracting when the teacher’s
Worse
teaching

4. Which do you prefer Computer or

7. How often do you use computers?
Books for Learning

70
 Almost everytime
Often
Not that much

8. In your own opinion, What are the

use of Computers in the school?
Check only one.

71
72
For lectures
So students won’t get bored
For design

APPENDIX E: Questionnaires with Answers

73
74
75
76
77
78
79
80
81
82
83
 APPENDIX F: Sample Computation

F
N X 100%

For Yes:

=
60
90 %
x 100

=66.67%

For No:

30
= 90 x 100 %

=33.33% or 33%

Therefore:

66.67% (Yes) = Rank 1

33.33% (No) = Rank 2

84
APPENDIX G: Documentation

Grade 7 – Our Lady of Fatima

85
Grade 7 – Our Lady of Lourdes

86
Grade 8 –St. Mark

87
Grade 8 – St. Bridget

88
Grade 9 – St. Monica

89
Grade 9 – St. AugustinE

90
Morante, Paul Julian S.

Address: 515 santisima

Trinidad st., S.A.V. 6 Paranaque

City

Contact number:

09773526512

Year attended: 2007-2009

Email address:

pauljulianmorante@gmail.com Elementary level:

PERSONAL INFO Mary Immaculate School

Age: 15 years old Year attended: 2009-2015

Gender: Male Secondary level:

Date of Birth: May 7, 2003 Mary Immaculate School

Citizenship: Filipino Year attended: 2015-2019

Civil Status: Single Achievements:

Dialect / Language spoken:  C.A.T. Officer (from 2017

- 2019)
English and Filipino
 Active LFMG member
EDUCATIONAL ATTAINMENT
 S.G. Officer (2018 –

Preschool level: 2019)

Mary Immaculate School

91
De Leon, Catherine C.

Address: 11 Juanita De Leon st.

Cooperative Village San Dionisio

Sucat, Parañaque City

Contact number:

09274088103/ 09955651984

Year attended: 2007-2009

Email address:

cathycatcathycat26@gmail.com Elementary level:

PERSONAL INFO Mary Immaculate School

Age: 15 years old Year attended: 2009-2015

Gender: Female Secondary level:

Date of Birth: May 26 2003 Mary Immaculate School

Citizenship: Filipino Year attended: 2015-2019

Civil Status: Single Achievements

Language: English and Tagalog  Honor student

 Won in various academic

EDUCATIONAL ATTAINMENT
contest
Preschool level:
 LFMG Head Temporalities

Mary Immaculate School (S.Y. 2017-2018 and 2018-

2019)

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  CAT Cadet Year attended: 2010-2014

Mosquera, Inna Marie Y.

Address: 359 Sta. Natividad St.,

SAV 6, Paranaque City

Contact number: 09669489958

Email address:

innamarieymosquera@gmail.com

PERSONAL INFO
Secondary level: Grade 7

Age: 16
Year attended: 2015-2018

Gender: Female
ACHIEVEMENTS

Date of Birth: November 20,

 1st place in Spelling Bee
2002
Contest

Citizenship: Filipino  1st place in Bible Quiz Bee

 CAT Cadet
Civil Status: Single

Language: English and Tagalog

EDUCATIONAL ATTAINMENT

Preschool level: Nursery

Year attended: 2006-2009

Elementary level: Grade 1

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Tablang, Charles M.

Address: 8808 San Juan street San

Antonio Valley 2

Contact number:09954576607

Email address:

charlestablang05@gmail.com

Year attended: 2009-2015

PERSONAL INFO

Secondary level:
Age:16

Mary Immaculate School

Gender: Male

Year attended: 2015-201

Date of Birth: September 29, 2002

Citizenship: Filipino

ACHIEVEMENTS
Civil Status: Single

 Won in various academic

Dialect / Language spoken:
contests in Elementary and
English and Filipino
High School.

EDUCATIONAL ATTAINMENT  Won in various extracurricular

contests in Elementary and

Preschool level: S.A.V. 15
High School.
1Daycare Center
 CAT Officer(S.Y. 2017-2019)
Year attended:2006-2009
 SG Officer(S.Y. 2018-2019)

Elementary level:

Mary Immaculate School

94
 Year attended:

Cruzada, Jay Ar L.

Adress: 8810 San Juan St.,

Valley 2

San Isidro,Paranaque City

Contact number: 0917-

5986962

Email Address:
Achievements:
jayarlcruzada@gmail.com

PERSONAL INFO

Age: 15

Gender: Male

Date of Birth: October 19 2003

Citizenship: Filipino

Civil Status: Single

Dialect / Language spoken:

English and Tagalog

EDUCATIONAL ATTAINMENT

Preschool level:

Year attended:

Elementary level:

Year attended:

Secondary level:

Mary Immaculate School

95