THE IMPACT OF THE ABSENCE OF PHYSICAL CONTACT ON ONLINE LEARNING

OF PHYSICAL EDUCATION TO THE STEM 12 HARRIS MEMORIAL COLLEGE

A Quantitative Research
presented to the Faculty of Senior High School
HARRIS MEMORIAL COLLEGE
G.K. Bunyi St., Taytay, Rizal

In partial fulfillment of the requirements in

INQUIRIES, INVESTIGATION, AND IMMERSION

Ligutan Frince,
Lino Lejandro,
Seno Karen,
Tejada Raphael,

Grade 12- STEM (JOEL)

Richard Brian B. Tutor, MAT

Research Adviser

May 2021
 Acknowledgement

To our parents, who have always been there to guide, grow, encourage, and inspire us.

Without the guidance and useful assistance to help with the completion of this study, it

would not be as successful.

We'd like to take this opportunity to express our gratitude to the respondents. We would

also like to express our gratitude to our friends, students, and educators, who have

always been willing to support and assist us in providing research advice or

recommendations, and, most importantly, to our Almighty God, who has always guided

us and given us the strength to complete this project despite any obstacles or difficulties

we faced.

Karen B. Seno

Raphael Andrew T. Tejada

Lejandro Lino

Frince Ligutan
 Table of Contents

ACKNOWLEDGEMENT

TABLE OF CONTENTS

CHAPTER 1: THE PROBLEM AND A REVIEW OF LITERATURE

I. BACKGROUND OF THE STUDY

II. REVIEW OF LITERATURE

III. RESEARCH FRAMEWORK

IV. STATEMENT OF THE PROBLEM

V. SIGNIFICANCE OF THE STUDY

VI. SCOPE AND LIMITATIONS OF THE STUDY

CHAPTER 2: METHODOLOGY

I. RESEARCH DESIGN

II. PARTICIPANTS

III. RESEARCH INSTRUMENT

IV. DATA GATHERING PROCEDURE

V. TREATMENT OF DATA

CHAPTER 3: RESULTS AND DISCUSSION

CHAPTER 4: SUMMARY OF FINDINGS, CONCLUSION, AND

RECOMMENDATIONS

REFERENCES

Curriculum Vitae
Abstract

Because of the corona virus, the pandemic created a great disruption in the world

that caused the dysfunction of learning. The Philippine government has found a solution

to this pandemic, to change our primary education learning through the use of

technology and the internet.

This research investigated the effect of the absence of physical interaction on the

learning cause of the students for the reason that online physical education learning is

the new normal education system. Classes in physical education, especially indoor

activities, should be taken to avoid or decrease the risk of face-to-face learning for

learners. (Mandl, 2020). This research studied the impact from students' perspective

only as the participant was selected only from students of Harris Memorial College. This

research was carried out on 25 Harris Memorial College students in science,

technology, engineering, and mathematics. The questionnaire was designed in google

form. Gathered data shows that students’ respondents’ Evaluation Form for The Impact

of the Absence of Physical Contact on Online Learning of Physical Education to the

Stem 12 Harris Memorial College regarding its time management is Agree (A) as

evidenced by the average weighted mean rating of 3.02, regarding its Working

Relationship is Agree (A) as evidenced by the average weighted mean rating of 2.94,

and regarding its productivity level is Agree (A) as evidenced by the average weighted

mean rating of 3.18. A valid and accurate questionnaire consisting of two parts has

been used to collect data: demographic information and time management queries,

productivity level, and working relationships. The researchers analyzed collected data
sets. On the basis of the results, conclusions were drawn, because of time

management, students have an effect on the learning of students in physical education,

the teacher makes it reliable to do the tasks and activities, students are fair, all equal in

a group/individual, students never cram when it comes to requirements for physical

education classes, It also shows that the students preserve the consistency of

standards when it comes to PE class requirements, and students have no problems

with the basic physical education class specifications. Students can't communicate well

because the internet connection is really poor, particularly when it rains. There are

many students who have a weak internet connection. Recommendations such as

creating a personal relationship with your students, discussing justice problems, making

constructive conversations and providing a plan are presented hereby.

Keywords: online learning, face-to-face learning, time management, productivity

level, working relationships.

 CHAPTER 1

The Problem and a Review of Literature

Background of the Study

Learning is a process of interaction between pupils and teachers and study

materials in the learning process of teaching (UUSPN No.20, 2003). Learning is a tool

that allows students to learn well.

In the 1920s, owing to the socio-political and economic background of the new

capitalist industrial model at that period, the highlight of the first wave of Distance

Education took place. (Guarezi, 2009) notes that mass production for the mass market

was developed by the industrial archetype and, subsequently, educational institutions

served the needs of the system integrated in that background. In the past, this

technology opened the door to practices, knowledge, efficiency and education that were

not possible. Online education provided a revolutionary type of learning for a new

generation of learners in the years following its launch. It is the educational method in

which technology capable of overcoming the physical gap between students and

teachers mediates most contact, facilitating access to the same collection of knowledge

used in professional training face-to-face. The development of distance learning

teachers in physical education is faced with an old debate about the view these have of

the curricular frameworks in the Faculties of Physical Education.

According to (Darido, 2012), the technical formation of physical education was

carried out in an uncritical manner and from the point of view of the know-how to teach
before the 1990s. (Betti, 1996) suggests a curricular model based on reflective

instruction, where the quest for theory and implementation is in a dialectical relationship.

Therefore, in a teacher training model that does not relate what is learned to what is

expected in the classroom, we do not persist. These two questions are crucial points for

thinking about the real possibilities of physical education for distance learning.

This practice has become the practice of many schools to address physical education

study and online learning opportunities and to determine an online learning program,

assessment and educational model. The paper explores how courses are developed

and implemented in physical education and what teaching methods should be used.

REVIEW OF RELATED LITERATURE

Online learning of Physical Education

For a multitude of reasons, online high school PE classes are becoming popular.

Any physical instructor looking into the virtual teaching world, whether veteran or

beginner, will certainly discover that teaching PE online is distinct from teaching PE

face-to-face. It will support teachers, teacher educators, and students in their

educational efforts to provide more knowledge about online teaching and learning

methods and the use of technology in the PE area (Goc Karp & Woods, 2003).

Latest research shows that in a few years, 10% of all high school classes will be

computer-based, and about 50% of courses will be offered online by 2019 (Christensen

et al. 2010). The benefits of adding an online teaching element to their teacher

education programs to prepare pre-service teachers for online training are beginning to
be recognized by teacher educators across the nation as immersive teaching and

learning opportunities continue to expand (Archambault et al. 2010)

Results showed that teachers enjoy the versatility that teaching electronically

offers in a recent survey of over 600 K-12 online teachers; but online teachers indicated

that online teaching is much more time consuming than the conventional teaching

schedule (Archambault, 2010).

Absence of physical contact on online learning of Physical Education

Physical education related courses are provided by several virtual programs.

Ransdell, Rice, Snelson & Decola (2008) conclude that only as a complement can an

online health and physical education course be offered. It is acceptable since, without

actually doing any physical activities, students would most likely participate. The lack of

physical interaction means teachers can't physically see their pupils. Teachers will not

be able to track their students in this area. Misunderstanding is more likely to occur, as

students do not have instructions if they conduct their physical exercises properly.

E-Learning in Physical Education

This article notes that certain teachers not only need to remain present in

pedagogy, but also in technology. Some teachers are also afraid of new things.

Showing students that a critical part of lifelong learning is physical activity. The

introduction of online physical education is an important component of health and

wellness instruction that can reach many. While not formal, this understanding is

convincing in its capacity to assist students of all ages (Sipe's, 2015).

 It also explains in this article that there are problems and difficulties in developing

an effective e-learning environment for physical education. Owing to the lack of qualified

instructors, a hybrid model that uses face-to-face and e-learning activities is used by

many school systems. This may be due to the vast number of teachers who think that

online courses would be unsuccessful without face-to-face integration into the course.

Advocates continue to believe that face-to-face training is the safest way to grade or

assess students. Physical behavior in direct conflict with the Internet is also used by

educators (Sipe's, 2015).

Teachers are advised to consider using technology in physical education by the

National Association for Sport and Physical Education (NASPE). Online and distance

learning literature indicates no major differences in learning between face-to-face and

online approaches. However, there are no longitudinal studies contrasting these two

forms of methods in physical education. (National Association of Sport and Physical

Education, 2007, para. 3).

Impacts of absence of physical contact on online learning of Physical Education

Most physical educators have universal goals and objectives to encourage

physical activity in their lives and aim to have holistic experiences with students that

include physical, mental and social development (Mosston et al. 2011). To accomplish

these goals within a PE online class. Teachers must provide feedback to learners,

assess skill and fitness levels, analyze student output, and redirect instruction as

appropriate (Mitchell et al. 2006). In an online PE class setting, teachers can only be an

instructor and motivator, as they cannot give students redirect feedback.

Conceptual Framework

The main concept of this study is to analyze physical education research and

online learning opportunities and to analyze an online learning program, assessment,

and educational model.

Figure 1; shows the relationship of input variables which contains of the student-

related factors. While in the process contains the survey, data gathering, data analysis,

and data interpretation. And output variables contain the analysis of student-related

factors.

INPUT PROCESS OUTPUT

Student- Related Factors Survey An Analysis of student-

Grade 12 Stem Students: Data Gathering related factors

a. Time management Data Analysis

b. Productivity level Data Interpretation

c. Working relationships

Figure 1. A conceptual paradigm shows the relationship of student’s Physical education

performance in student-related factors.

Statement of the problem

1. What are the perception of the Grade 12 STEM student on the effectiveness of

Online Physical education in terms of:

a. Time Management

b. Productivity level

c. Working Relationships

2. How does online physical education affect the self-esteem of the Harris Memorial

College's Grade 12 STEM student?

3. What are the perception of the Grade 12 STEM student on the human interaction?

Can the online physical education successful; on being motivated than the traditional

Physical Education?

Significance of the study

This study will be undertaken to find out the impact of absence of physical

contact on online learning of grade 12 STEM students in Harris Memorial College and to

measure its effectiveness through the academic performance of the students

Benefiting the study are the various sectors as follow:

Students. Grade 12 STEM students are the direct receivers of the production of

this study. Any change in physical education's online learning will pave the way for

improved learning and discipline to be able to adapt to online learning.

Teachers. This research will be very helpful for teachers of PE, particularly when

classes are held online. PE teachers will intentionally discover through this study how

PE class can be successful without physical contact.

 Parents. This research will enable parents in grade 12 STEM to assist their child

in online learning. As parents have enrolled their children in online learning, their

children will do well in their online class with help. Through this report, parents will have

an overview of how their children have done and what they need to learn online in PE.

Scope and Delimitations of the Study

This study is designed to have a strong knowledge of the impact of the absence

of physical contact on online learning of physical education and explore the changes to

the Stem 12 students.

This research is focused to determine the impact of the absence of physical

contact on online learning of physical education to the Stem 12 Harris Memorial College

during the School Year 2020-2021.

 CHAPTER 2

METHODOLOGY

This chapter presents the research design, participants, the instruments to be

used and the data collection.

Research Design

This qualitative research, titled Impact of Absence of Physical Contact on Online

Physical Education Learning, aims to find current knowledge and evidence on the

impact of Absence of Physical Contact on Online Physical Education Learning in

Modern Times. This research explores students' current interactions with online physical

education learning and the reasons why the lack of physical interaction in online

physical education learning has an impact on students

To validate the results of this report, we chose to use a qualitative approach. As

researchers, we want to deliver high-quality work that allows our readers to see the

effects of our research. This is qualitative study, which seeks to communicate facts,

details, and knowledge about a subject in a comprehensive or precise manner. To

compile information or data from our respondents, we give them a software copy to be

answered virtually by them and returned to us to record and find out how they are doing

in physical education during this pandemic. We made some decisions that are

necessary in every country's current situation.

Participants

The main participants of the research were the students of the Grade 12 Stem of

Harris Memorial College during the School Year 2020-2021. The Grade 12 Stem

students were selected because they experience the online physical education.

This research will be conducted by giving a survey questionnaire on every

student of Stem 12 of Harris Memorial College during the School Year 2020-2021, to

know their perception regarding the topic.

Research Instrument

The researcher designed a survey questionnaire for the data collection

instrument for this study. The questionnaire designed by the researcher was also used

in the study. Questions relating to online physical education were asked during a given

time.

The designed questionnaire has four sections: A, B, C, and D:

 section “A”, is on personal data of the respondents

 section “B”, is the survey questions related to time management

 section “C”, is the survey questions related to working relationship

 section “D”, is the survey questions related to productivity level

The instrument was structured in the modified Likert fashion, on a 5 – point scale,

ranging from “very highly agree” (VHA), through “highly agree” (HA), “agree” (A) “highly
disagree” (HD) to “very highly disagree” (VHD). The participants will be instructed to

respond to their degree of agreement with the statements contained in the survey

questionnaire.

Research Data Collection

The researchers have developed a google forms data collection checklist to

collect or collect data that they need to fill in the necessary information that is vital to

conclude their study.

Treatment of Data

In the questions given, the researcher uses standard deviation to figure out or

find out what the experience and responses of grade 12 students are. This statistical

method will allow the investigator to analyze the statistical relationships between the

data collected. In their view, it is easy to understand how much difference there is by

using their respective answers.

Chapter 3

Results and Discussion

Results

Time Management. Table 1 presents the respondents’ Evaluation Form for The

Impact of the Absence of Physical Contact on Online Learning of Physical Education to

the Stem 12 Harris Memorial College.

It can be observed in the table that students’ respondents’ Evaluation Form for

The Impact of the Absence of Physical Contact on Online Learning of Physical

Education to the Stem 12 Harris Memorial College regarding its time management is

Agree (A) as evidenced by the average weighted mean rating of 3.02, respectively.

Table 1

Evaluation Form for The Impact of the Absence of Physical Contact on Online
Learning of Physical Education to the Stem 12 Harris Memorial College with
Respect to Time Management

Respondents
Indicators/ Factors
WM VI
1. Time Management has a significant impact
for the learning in physical education of the 3.12 A
students
2. The teacher gives enough time do to the
2.80 A
activities and tasks.
3. The subject: Physical Education is difficult
to understand in this compressed time 2.88 A
schedule.
4. The schedule is too full to do all the
3.08 A
activities and tasks on time.
5. You manage to do the activities and tasks
3.24 A
ahead of the deadline
Average Weighted Mean 3.02 A
Standard Deviation 0.94
Note: WM – Weighted Mean VI – Verbal Interpretation A- Agree
This may mean that the Impact of the Absence of Physical Contact on Online

Learning of Physical Education that time management has a effect on the learning of

students in physical education.; The teacher makes it reliable of doing the tasks and

activities; In this shortened time schedule, Physical Education is hard to understand.;

The timetable seems to be too busy for all activities and tasks to be done out on time..

It also implies that the impact of the lack of physical interaction on online physical

education learning is still handled by the tasks and responsibilities before the deadline.
Working Relationship. Table 2 presents the respondents’ Evaluation Form for The

Impact of the Absence of Physical Contact on Online Learning of Physical Education to

the Stem 12 Harris Memorial College.

It can be observed in the table that students’ respondents’ Evaluation Form for

The Impact of the Absence of Physical Contact on Online Learning of Physical

Education to the Stem 12 Harris Memorial College regarding its Working Relationship is

Agree (A) as evidenced by the average weighted mean rating of 2.94, respectively.

Table 2

Evaluation Form for The Impact of the Absence of Physical Contact on Online
Learning of Physical Education to the Stem 12 Harris Memorial College with
Respect to Time Management

Respondents
Indicators/ Factors
WM VI
1. Proper communication among individual members.
3.12 A
2. Fair participation of all people/members in a group.
3.08 A
3. The brainstorming is progressing well.
3 A
4. Proper and equal communication in a group with each
individual/member 2.92 A
5. Good internet connection to have consistent members
‘participation 2.60 HDA

Average Weighted Mean 2.94 A

Standard Deviation 0.92

Note: WM – Weighted Mean VI – Verbal Interpretation A- Agree HDA- Highly Disagree

 This may indicate that the impact of the absence of physical interaction on online

learning of physical education on the working relationship Valid communication between

individuals; Fair, all being equal/individuals in a group.; The brainstorming is developing

greatly.; Proper and appropriate communication between each individual/member of a

group.

It also means that the strong internet connection to have the involvement of

reliable members is extremely inconsistent since most people do not have a good

internet connection.

Productivity Level. Table 3 presents the respondents’ Evaluation Form for The Impact

of the Absence of Physical Contact on Online Learning of Physical Education to the

Stem 12 Harris Memorial College.

It can be observed in the table that students’ respondents’ Evaluation Form for

The Impact of the Absence of Physical Contact on Online Learning of Physical

Education to the Stem 12 Harris Memorial College regarding its productivity level is

Agree (A) as evidenced by the average weighted mean rating of 3.18, respectively.

Table 3

Evaluation form for the Impact of the Absence of Physical Contact on Online

Learning of Physical Education to the Stem 12 Harris Memorial College with

Respect to Productivity Level

 Respondents
Indicators/ Factors
WM VI

1. I always pass the requirements of my PE class before

or at the respective deadline. 3.48 A
2. Teacher in my Physical Education subject usually has
many requirements. 2.84 A
3. I don't have any problems with my PE class
requirements. 3.24 A
4. When it comes to my PE class requirements, I never
cram. 3.12 A
5. I ensure the quality of my requirements when it comes
to my PE class requirements 3.24 A

Average Weighted Mean 3.18 A

Standard Deviation 0.98

Note: WM – Weighted Mean VI – Verbal Interpretation A- Agree

This may imply that the impact of the lack of physical interaction on online

physical education learning generally passes the requirements of the PE class before

and at the relevant deadline.; Normally, there are some requirements for teachers in the

subject of physical education.; No issues with the specific requirements of the class of

physical education.; Students never cram when it comes to physical education class

requirements.

It also means maintaining the consistency of requirements when it comes to my

PE class requirements.
Summary of Respondents’ Summary of Respondents’ the Impact of the Absence

of Physical Contact on Online Learning of Physical Education to the Stem 12

Harris Memorial College

Table 4 presents the summary of the respondents’ The Impact of the Absence of

Physical Contact on Online Learning of Physical Education to the Stem 12 Harris

Memorial College pertaining its Time management, working relationship, and

productivity level.

Table 4

Summary of Respondents’ the Impact of the Absence of Physical Contact on

Online Learning of Physical Education to the Stem 12 Harris Memorial College

Respondents

AWM VI

a. Time Management 3.02 A

b. Working Relationship 2.94 A

c. Productivity Level 3.18 A

Overall Weighted Mean 3.05 A

Note: AWM – Average Weighted Mean VI- Verbal Interpretation A- Agree

It is therefore quite obvious that the Impact of the Absence of Physical Contact

on Online Learning of Physical Education to the Stem 12 Harris Memorial College As

evidenced by the overall weighted average of 3.05, it has elements that are considered

acceptable based on the respondents. Table 4 clearly shows that they all Agree (A) in

all its aspects and indicators.

Discussion

Our research is currently on the lack of physical contact and interaction in

physical education in online study, especially in stem 12 at Harris Memorial College.

Most experts have said that online instruction in physical education is difficult to achieve

because of several issues. From our statements in various aspects and the aspects we

have are time management, working relationship, and productivity level, we want to

know the impact of this issue. We gathered the opinions of 26 students in Grade 12

Stem at Harris Memorial College with the use of our online survey form, so the outcome

is that they are all largely in accordance with the statements we are providing to them.

We showed the outcome of our survey in table no. 4, which said they can handle

their time, they can virtually operate by themselves and even groupings, and they can

do tasks and some requirements well.

Chapter 4

Summary of findings, conclusions and recommendations

This chapter summarizes the research work done, the conclusions drawn, and the

recommendations made as a result of the research. The aim of this study is to find out

how Grade 12 STEM students feel about the effectiveness of online physical education.

The following are the study's main questions:

1. What are the perception of the Grade 12 STEM student on the effectiveness of

Online Physical education in terms of;

1.1 Time Management

The Impact of the Absence of Physical Contact on Online Learning of Physical

Education to the Stem 12 Harris Memorial College regarding its time management is

Agree (A) as evidenced by the average weighted mean rating of 3.02.

1.2 Working Relationship

The Impact of the Absence of Physical Contact on Online Learning of Physical

Education to the Stem 12 Harris Memorial College regarding its Working Relationship is

Agree (A) as evidenced by the average weighted mean rating of 2.94.

1.3 Productivity level

The Impact of the Absence of Physical Contact on Online Learning of Physical

Education to the Stem 12 Harris Memorial College regarding its productivity level is

Agree (A) as evidenced by the average weighted mean rating of 3.18.

Conclusions

Based on the findings, conclusion was down

1. Students have an impact on the learning of students in physical education because of

time management.

2. The teacher makes it reliable of doing the tasks and activities.

3. Students are fair, all equal in a group/individual.

4. Students never cram when it comes to physical education class requirements.

5. It also indicates that when it comes to PE class requirements, the students maintain

the continuity of requirements.

6. Students have no difficulties with the particular criteria of the physical education

class.

Recommendations

1. Students should change their attitudes and do not always blame the services. They

should appreciate the efforts of the teachers and the school.

2. The cooperation between students and the teachers of HMC should be maintain so

they can have a proper communication.

3. Students should maintain their right mindset such as: Get the Best Information Only,

Role Model the Best People, Find a Vision and Goals, etc.

References

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in and perspectives of online teaching. Graduate theses and dissertations. University of

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aw1ZorVYjBFGVqgSAb1IKYK

Dawna Sipe (2015). E-Learning in Physical Education. University of Arizona USA

https://repository.arizona.edu/handle/10150/554240

Silva, Regina Celia A., Silva, Vera Lucia de F. F. e, & Silva, André Pontes. (2019).

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Física, 25(1), e101832. Epub April 15, 2019.https://doi.org/10.1590/s1980-

6574201900010002

Koolman, B. Sheehan, D. (2013). Bridging Online Physical Education and Technology

Assisted Physical Activity. Conference paper. Los Angeles, CA.

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ion_and_Technology_Assisted_Physical_Activity

Garn, Ware et Solmon, (2011). Student Engagement in High School Physical

Education: Do Social Motivation Orientations Matter?. Journal of teaching in Physical

Education.

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Hyun-Chul Jeong and Wi-Young So (2020). Difficulties of Online Physical Education

Classes in Middle and High School and an Efficient Operation Plan to Address Them.

International Journal of Environmental Research and Public Health.

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of Online Professional Development on Physical Educators‘ Knowledge and

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National Association for Sport and Physical Education. (2007). Initial guidelines for
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physical education, [Position Paper]. Reston, VA: Author.

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[ Links ]
Tejada, Raphael Andrew Tiongco

:#50 Santiago Circles St. Anthony subs. Taytay Rizal

Brgy. San Isidro Contact

No: +639610647115
Email: andrew.raphael.tejada.1229@gmail.com

Skills and Abilities

Leadership - Ability to teach and mentor, Flexibility, Risk-taking, Team building.

Management skills - Decision-making, Project planning, Task delegation.
Problem-solving - Attention to detail, Collaboration, Patience, Research.
Time management - Delegating tasks, Focus, Goal setting, Organization.
Communication - Active listening, Constructive criticism, Verbal/nonverbal
communication.
Computer skills - Email management, Software: Microsoft Office (Word, Power point,
Excel).
Personal Information

Age: 18 years old

Birthday: December 29 2002

Sex: Male

Status: Single

Citizen: Filipino

Height: 5”11’

Weight: 64 kilos

Religion: Christian

Name of Mother: Felisidad T. Tejada

Name of Father: Guillermo B. Tejada
Name: Ligutan, Frince Jhon Lucabo

Address: SNMC Comp., Melendres Creeckside, Brgy. San

Isidro, Taytay, Rizal

Contact No: +639770738629

Email: frincejhon0328@gmail.com

Skills and Abilities

Management skills - Decision-making, Project planning, Task delegation.

Problem-solving - Attention to detail, Collaboration, Patience, Research.
Communication - Active listening, Constructive criticism, Verbal/nonverbal
communication.
Personal Information

Age: 18 years old

Birthday: March 28, 2003

Sex: Male

Status: Single

Citizen: Filipino

Height: 5’46

Weight: 64 kilos

Religion: Catholic

Name of Mother: Edna L. Ligutan Occupation: House wife

Name of Father: Rolando G. Ligutan Occupation: Electrical Maintenance

Name: Seno, Karen B.

Address: Blk 1 Lot 32 Homepoint Village San Isidro, Angono, Rizal

Contact No: 09516055944

Email: karenseno29@gmail.com

Skills and Abilities

Management skills – Teamwork, Leadership.

Problem-solving – Analyzing, Brainstorming, Critical thinking, Research.
Communication – Friendliness, Confidence, Empathy, Respect
Personal Information

Age: 19 years old

Birthday: April 14, 2002

Sex: Female

Status: Single

Citizen: Filipino

Height: 5’4

Weight: 53 kilos

Religion: Roman Catholic

Name of Mother: Emma B. Seno

Occupation: OFW

Name of Father: Bienvenido S. Seno JR.

Occupation: retiree