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Science Achievement of Grade 10 Indigenous Students 1

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Education

CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

Education is considered to be the starting line to go further towards our goals in

life. It plays a vital role in the development of human capital and is linked with an

individuals well-being and opportunities for better living (Battle & Lewis, 2002). It

centers on improving the knowledge of individual as their weapon in coping their

challenges in life.

There are several topical areas that are most commonly linked to academic

achievement including school factors, family factors, and peer factors. Sex, ethnicity,

school, extra-curricular activities, deviance and disabilities are all-important influences

on Students achievement and have shown to affect test scores.

On the other hand, we are composed of diversified cultures and tradition; and

because of our diversity, it is a challenge for the teachers to make this as our strength.

Through education we are more aware on the differences of each Filipino people. Our

exposure to this diversity makes us a better teacher in the future. Research has also

found that socio-economic status has affected the students achievement (Majorbanks

1996).

By such, curriculum maker, aligned with the concept of embracing Filipinos

individual differences, multicultural education curriculum is implemented. The said


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curriculum considersEducation
three (3) factors: an idea or concept; an educational reform

movement; and a process (Banks 1989). To be under of this new curriculum,

multicultural education which coincide with the notion that we are all equal and should

be given equal opportunity to learn in school, colleges, and universities. In short,

education must be for all the people who want to go to school despite of their age,

gender preference or even ethnical affiliation.

The consideration of those three (3) elements (Banks, 1989) in constructing the

curriculum would help the indigenous students be catered in their needs towards their

education path. Teachers should treat her lessons as integrated part of life not separate

or isolated activity. It should be in tract of their daily ways of living.

In addition Philippines is composed of many ethnic groups that contribute to its

diversified cultures and tradition. It is a challenge for most teachers to cope all those

students having different beliefs. Students must be given equal opportunity to learn

things considering the ethnic groups they belong.

But to live in a third world country in which Philippines is being classified as, it

is a challenge for the most teachers to cater all the students need since theres a lack of

school facilities and campuses. Some students cant afford to go to school since their

homes are far from school; and some cant afford to get there because of financial

problem.

Similarly a recent study conducted by German-based Education International

showed that financial incapacity of the parents affect the education achievement levels

of the students.
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Moreover, Science is selected to be the area which the achievement of the
Education

students of this research will be based on because it is more complex than the other

subjects. It is linked to observing, predicting, concluding, experimenting and gathering

data. That is why it is one of the major subjects that considered as not so attractive to

the learners.

This study leads to consider and give emphasis if theres any relationship

between the achievement of the students in Science in terms of ethnicity and socio-

economic status. It is in tract to the implementation of multicultural education whose

aim is to change the social structure and cultural practices of the school and the

education institution, so that the students from all cultural, ethnic gender and social

class groups will have an equal opportunity to experience success.


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Theoretical Framework

One of the major problems now in our education system is how to help students

experiencing monetary problems and do have facilities and programs that can cater all

types of students especially those indigenous students residing far from schools. They

need programs and interventions that could cater their needs in connection to their

educational development. Also, materials should be relevant to the learners.

This study is conducted to consider and give emphasis if theres any relationship

between the achievement of the students in Science in terms of ethnicity and socio-

economic status.

Cultural differences theory and Social Stratification explains that the

minority students under achievements as a results of schools failure to respond to their

unique needs (Spradlin, 2010).

Moreover according to this theory, the cultural differences and Social

stratification imply that they are really affect the under achievement of students. They

can be directly related to the academic achievement of the students.

According to (Mcneal, 2001) SES and Ethnicity has also been shown to affect

academic achievement of the students.

To solve problems in diversified students population, multicultural education is

implemented. Multicultural education is a set of strategies and materials in U.s

education develop to assist the teachers to cater the different issues about rapidly
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changing demographic of the students. It provides students knowledge about histories,

cultures, and contributions of diverse groups.

Cultural differences theorist believe that low achievement results primarily from

the fact that educational institutions do not build their program in the cultural strengths

of the students from diverse social class, cultures and religion and gender groups.

Conceptual Framework

Research paradigm

Figure 1.

Profile
In relation to
Ethnicity (Mainstream Achievement in Science
& IP)
Monthly Income

Figure 1 shows the flow on how the research will be conducted. The profile is
composed of Ethnicity and Monthly Income. Through this research, the researcher will
have to relate the profiles of the students to their Science achievement.
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Statement of the Problem

To evaluate the achievement of Grade 10 Indigenous students in Science

Subject at Del Monte National High School, the researcher should answer the following

questions:

1. What is the profile of indigenous students in terms of:


1.1 Ethnicity
1.2 Socio-economic status
2. What is the achievement of Grade 10 students in Science in terms of:
2.1 Ethnicity
2.1.1 students belong to mainstream ethnic groups
2.1.2 Indigenous students
2.2 Family monthly income
3. Is there any significant relationship between the achievement of the students in

Science in terms of:


3.1 Ethnicity
3.1.1 students belong to mainstream ethnic groups
3.1.2 Indigenous students
3.2 Family monthly income
4. Is there any significant difference between the achievement of Indigenous

students and the students belong to mainstream ethnic groups?

Hypothesis

1. There is no significant relationship between the ethnicity and the

Science Achievement of the Students.


2. There is a significant difference of the scores between the

mainstream respondents and indigenous people.


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Significance of the Study

Students- By using the result of this study, they will able to know what their

achievement in Science if they pass or fail. They will also know the competency they

were and not able to answer.

Teachers This study would help them on how to deal and adjust with the indigenous

students. It would help them find new techniques and strategies in teaching that would

cater the needs of those indigenous students and those who are not. They would also

know the least answered competencies in Grade 10 Science. In addition, it will serve as

one of their references on how to improve the achievement of the students.

Administrators This study would help them on what program they would implement

that focuses on improving the students performance and achievements.

Curriculum makers It would give them the idea in constructing a new curriculum

that would effectively meet the students needs and would focus on the diversity of the

students.

Researchers It would give them an overview on how to deal with the students

diversity and will make us a prepared teacher to be effective in making instructions

considering the different learning styles of the students.

Scope and Delimitation


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The study will focus only on evaluating the achievement of Grade 10
Education

Indigenous students at Del Monte National High School in relation to their respective

monthly family income and ethnicity affiliation. Fourth year students are included in

this research. Only Ethnicity and monthly income are included in the profiling of the

students. During administering exams, students who are absent on that day are not

included in the study. Other factors that can possibly affect the achievement of the

students, not mentioned above, are not part of the said study.

Definition of Terms

Achievement The scores of the students on the examination conducted.

Boholano Also called Bol-anon, refers to the people who live in the island province

of Bohol.

Cebuano Refers to the group of people who use Bisaya as their major language.

Ethnicity It is the fact or state of belonging to a social group that has a common

national or cultural tradition.

llonggo - A subgroup of the Visayan people whose primary language is the Hiligaynon

language.

Ilocano - The third largest Filipino ethnolinguistic group that mostly reside within the

Ilocos Region in the northwestern seaboard of Luzon, Philippines.

Mainstream ethnic groups- ethnicity affiliation which is widely distributed in the

country

Monthly family income family's economic rate in relation to their income every month
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based on the occupation of the family member
Education

Manobo The Manobo are an Austronesian, indigenous agriculturalist population who

neighbor the Mamanwa group in CARAGA Region.

Surigaonon Native people that reside in the province of Surigao del Norte, Dinagat

Islands, Surigao del Sur, and some portions of Agusan del Norte especially the towns

near the Mainit Lake, Agusan del Sur and Davao Oriental.

Talacognon Refers to the Lumad people of Talacogon, Agusan del Sur.

Talaandig Group of people that reside in the province of Bukidnon, Mindanao

Philippines.

Waray Natives of the islands of Samar, Leyte and Biliran.

Chapter II

Review of Related Literature

Conceptual Review

Socioeconomic status is not only directly linked to academic achievement but

also indirectly linked to it through multiple interacting systems, including students


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racial and ethnic background,
Education grade level, and school/neighborhood location (Brooks-

Gunn & Duncan, 1997; Bronfenbrenner & Morris, 1998; Eccles, Lord, & Midgley,

1991; Lerner 1991). For example, family SES, which will largely determine the

location of the childs neighborhood and school, not only directly provides home

resources but also indirectly provides social capital, that is, supportive relationships

among structural forces and individuals (i.e., parentschool collaborations) that

promote the sharing of societal norms and values, which are necessary to success in

school (Coleman, 1988; Dika & Singh, 2002). Thus, in addition to the aforementioned

methodological factors that likely influence the relation between SES and academic

achievement, several student characteristics also are likely to influence that relation.

Bichi and Gusson, (1979) cited in Fiord and Harris (1997), claimed that poverty

contributes toward educational failure, not simply because poor children are culturally

disadvantaged but because their health and nutritional status is inadequate to allow for

the maximum mental development and for the realization of their educational potential.

Low socio-economic status children are less cognitively stimulated than high socio-

economic status children, as a result of reaching less and experience less complex

communications with parents Evans, (2004).

Racial and cultural background continues to be a critical factor in academic

achievement in the United States. Recent surveys conducted by the National Center for

Education Statistics (NCES) indicated that, on average, minority students lagged

behind their White peers in terms of academic achievement (U.S. Department of

Education, 2000). A number of factors have been suggested to explain the lower
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academic achievement of minority students, but the research indicates three main
Education

factors: Minorities are more likely to live in low-income households or in single parent

families; their parents are likely to have less education; and they often attend under-

funded schools. All of these factors are components of SES and linked to academic

achievement (National Commission on Children, 1991).

Forty percent of the Indigenous population is aged 15 or under, and the

Indigenous population rate is growing at twice the annual rate projected for the rest of

the population (Ockenden, 2014). This suggests that almost half of the Indigenous

population is school-aged or will soon be participating in the education system. It is

important, therefore, to examine the factors that can contribute to an Indigenous

students success in the learning environment. It is also important to identify the key

principles of effective schools, and the programs and initiatives that have been

implemented in schools to effectively engage and improve the learning standards

through improved school experiences of all Indigenous students. The learning

environment refers to the contexts and culture in which a student learns both inside and

outside the classroom.

Purdie et al. (2000) noted that both Indigenous and non-Indigenous students

respond and engage more effectively with content that is interesting and relevant. A

criticism of the education system in the past in terms of the curriculum content is that

Indigenous students have found it difficult to engage in learning because the content is

not seen to be sufficiently practical or relevant to student experiences (Doyle & Hill
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2008:45). To create aEducation
more engaging learning environment, schools need to adopt a

curriculum and teaching approach that is relevant to Indigenous students prior

knowledge, experiences, interests and aspirations. It must also be relevant to their local

environment, culture and language (Bourke et al. 2000). Doyle and Hill (2008) stressed

that adopting such an approach does not require a dumbing down of the curricula,

rather a curriculum and teaching approach that is tailored to the needs of students,

thereby creating a more responsive learning environment.

The indigenous student population creates an intricate role in the school system.

History and research have shown that it is more likely that ethnic minority groups suffer

from lower academic achievement Ironically, however, in countries where the

indigenous inhabitants make up nearly the majority of the population, statistics have

mirrored what has been revealed in communities in which they are the minoritythey

are academically staggering significantly behind their non-indigenous counterparts.

Overall, indigenous students begin their schooling with more disadvantaged

backgrounds, study in schools with fewer resources, and perform worse on exams.

Studies have shown that indigenous students performed significantly worse than non-

indigenous students on both Spanish and math exams (Hernndez-Zavala et al., 2006).

Indigenous students consistently have fewer reading materials at home, less

access to electricity, and parents with less education. Compared to teachers of non-

indigenous students, teachers of indigenous students tend to be more often male, less

experienced, and less educated (Hernndez-Zavala et al., 2006).


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McEwan andEducation
Trowbridge (2007) explain the educational achievement gap

similarly to Hernndez-Zavala et al. (2006) by arguing that the complicated issue of

lower academic attainment among indigenous students appears to be three-fold. First of

all, they suggest that indigenous parents have less schooling and lower incomes, which

are two indicators of the quality of the educational environment in the home.

The second reason posits that indigenous students normally attend schools with

fewer instructional materials, lower-quality buildings, and less-qualified teachers.

Finally, McEwan and Trowbridge argue that the third cause of low academic

achievement among indigenous students revolves around the fact that schools rarely

address linguistic diversity among indigenous children.

With regard to the quality of school, there is evidence that suggests that

indigenous children attend primary schools of lower quality. Many factors could be

attributed to this, for example as mentioned above, Hernndez- Zavala et al. (2006)

have shown that indigenous children are less likely to have access to text books and

their teachers, on average, have significantly less teaching experience than those of

non-indigenous students. In particular, many teachers who work in areas with large

indigenous populations possess limited skills in the regional indigenous language.

Although many of these educators may speak the local language, most have no reading

or writing literacy.

Clearly, one of the most important issues in being conscious of indigenous

students needs is teacher training that better prepares educators to come to an


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understanding of theEducation
language and culture of their indigenous students. Schwieters

(2002) study suggested that students were able to share a linguistic and cultural bond

more so with their teachers when they were available (and able) to help them in their

native language. They felt that they were better integrated, more welcomed, and cared

for when teachers mentioned and incorporated activities that represented their native

language and culture. For Mayan students, this could be as simple as playing counting

games to learn math in the regional indigenous language to more complex teachings

such as a unit on how the Mayan calendar functions.

These activities with indigenous cultural foci engage Mayan students more in

their learning and may lead to an increase in their desire to continue studying beyond

the third grade. In addition, it may be beneficial to incorporate real life teachings that

will directly impact how Mayan students in particular will be successful members of

their community. For example, a teacher may want to discuss the importance of corn in

Mayan culture by doing activities that demonstrate the origin and usefulness of corn. It

is likely that Mayan students are already learning such things from their parents;

however, this is yet another way for teachers to bring to light what Mayan children do

and learn at home with what they are being taught in school. This connection between

academia and Mayan life is an essential link that must be made in order to truly have a

culturally relevant curriculum.

Research Review
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Students performance
Educationis how teachers fulfil the role of students in an

educational institution. Students performance involves such sex of the students,

ethnicity, school effort, extracurricular activities, deviant behaviour, and students

abilities (Chambers and Schreiber 2004, Eitle 2005).

The socio-economic status (SES) of a child is mostly commonly determined by

combining parents occupational level, occupational status, and income level (Jeynes

2002). Studies have found that SES affects students outcomes (Baharudin and Luster

1998, Jeynes 2002, Eamon 2005, Majoribanks 1996, Hochschild 2003, Mcneal

2001,Seyfried 1998). Students who have a low SES earn lower test scores and more

likely to drop out of school (Eamon 2005, Hochschild 2003). Low SES students have

been found to score about ten percent lower on the National assessment of Educational

Program than higher SES students (Seyfried 1998). SES has also been shown to affect

other educational influences such as parental involvement (Mcneal 2001).

It is believed that low SES negatively affects academic achievement because

low SES prevents access to vital resources and creates additional stress at home

(Eamon 2005, Majoribanks 1996, Jeynes 2002). The economic hardships that are

caused by low SES lead to disruptions in parenting, an increasing amount of family

conflicts, and an increase likelihood in depression in parents and single- parents and

single-parent households (Eamon 2005). For these reasons, SES is closely tied to home

environmental and one could argue that SES dictates the quality of home life for

children.

Previous research has shown that children from single- parent household do not

perform as well in school as children from two parent households (Majoribanks 1996).
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There are several explanations
Education for this achievement gap. Single-parents household have

less income and there is lack of support for the single parent who increases stress and

conflicts (Majoribanks 1996). Single parents often struggle with time- management

issues due to balancing many different areas of life on their own. Some research has

also shown that single-parents are less involved with their children and therefore give

less encouragement and have lower expectations of their children than two-parent

household (Majoribanks 1996).

According to (Aliyu 1996), the most important predicator of educational

attainment with the family is socio-economic status. The higher the socio-economic

status of the childrens family, the higher educational attainment will be realized. The

relationship of the socio-economic status to educational attainment is always consistent,

no matter, whether our measure is parental occupation, parental level of education and

family structure. This is because children from high socio-economic status tend to get

sufficient school facilities in terms of books, uniform and other learning facilities which

children from low socio-economic families cannot afford.

Smaller family size has been linked with higher academic achievement (Eamo

2005). Students with fewer siblings are likely to receive more access to resources than

children from large families.

On the other hand, races have been shown to play a major role in the life of a

student (Battle & Lewis 2002, Crosnoe, Johnson, and Elder 2004, Tam and Basset

2004, Seyfried 1998). Numerous studies have found non-White, minority students to be

a disadvantage and to reach lower academic achievement than whites (Battle et al 2002,
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Croesnoe et at 2004,Education
Tam et al 2004, Seyfried 1998). In particular African-American

and Hispanic students have lower test scores.

The potential explanations about the declination in the performance of minor

ethnic groups, particularly black Caribbean pupils, include the quality of schools they

have attended (Cassen and Kingdon, 2007), low teacher expectations of black pupils in

English schools (Gillborn, 2008b), and perceived low returns to educational

qualifications in a prejudiced labour market (Kingdon and Cassen, 2007). Cassen and

Kingdon (2007) suggest that school quality makes a difference to outcomes, even after

taking into account students social and economic circumstances. They argue

furthermore that disadvantaged students and minority ethnic students are likely to

attend worse-performing schools, which in turn affects their performance adversely.

It has been clear for some years now that minority ethnic groups have higher

participation rates in higher education (HE) than the white group (Connor et al., 2004;

Bhattachayya, et al., 2003; Modood, et al., 1997)

Researchers such as Steele & Aronson (1995), Steele (1997,1999), Kauchak &

Eggen (2005) and Ogbu (2003) have focused on differences in educational achievement

being attributed to low teachers expectations and perceptions of some students,

differences in students learning and differences in students ability levels, lack of

certified teachers in some schools and unequal distribution of state, federal and local

dollars between schools.


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The researchers then conclude with recommendations for the employment of a
Education

more culturally sensitive curriculum within the K-12 classroom in order to make for

more effective learning amongst culturally and ethnically diverse students

CHAPTER III

RESEARCH METHODOLOGY
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This chapter Education
will present the methodology of the study. This will include the

Research Design, Research Respondents, Research Locale, Research Instrument,

Administration of the test questionnaire and Research procedures.

Research Design

The researchers used the descriptive and inferential type of research design. It is

descriptive because the research surveyed the performance of the Grade 10 students of

Del Monte National High School. It is also an inferential type of research design for it

included inferring situations of what could be the reason of such problems.

Research Respondents

The research respondents will be the entire Grade 10 students in which the

researcher will administer a Science examination that will be used in determining their

achievement. Students in this school are classified according to their ethnicity and.

The ethnic groups where the students belong are:

Manobo

Talacognon

Ilonggo

Boholano

Cebuano

Others ( Talaandig, Ilocano, Surigaonon, Waray)

The monthly family incomes where the students belong are:


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1,000-3000 Education

3,001-5000

5,001-7000

7,001- 9000

9,000 above

Research Locale

Del Monte National High School (DMNHS) is situated 100 meters away from

national high way. The school is one of the biggest school in Talacogon, Agusan del Sur

and was chosen by the researcher since many of the Indigenous people in the

neighbouring barangays sent their children in the school to study, and therefore the

achievement of the indigenous students can be easily compared to with the achievement

of the mainstream.

Research Instrument

A test questionnaire was used in this study. It was a 30-item test questionnaire

with the profile of each respondent. The questionnaire was made according to what are

the topics that their teacher has already discussed in Grade 10 Science module.

Corrections, comments and suggestions will be considered for the finalization of the

tool.

Administration of the Test Questionnaire


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The questionnaires were administered to all Grade 10 sections in Del Monte
Education

national High School. The researchers were the facilitators of the examinations. Each

section was given an hour to finished the exam. The examination was done for only a

day.

Data Analysis Procedure

In this study descriptive statistics was used. To test the relationship between

Monthly Family Income and Ethnicity (Mainstream and Indigenous Students) to

Science achievement of the students, Chi Square, T test and Non-parametric

correlation using Spearmans rho was used.

CHAPTER IV
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PRESENTATION, Education
ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, analyses, and interprets the following data by using the

data that was gathered from the respondents of this study.

Profile of the Respomdents

Table 1.1 Distribution of Ethnicity of Grade 10


Students in Del Monte National High School
Ethnicity Frequency Relative Frequency
Manobo 7 0.06
Cebuano 57 0.47
Talacognon 8 0.07
Boholano 15 0.12
Llonggo 29 0.24
ilocano 1 0.01
Surigaonon 3 0.02
Talaandig 1 0.01
Waray 1 0.01

Table 1.1 shows the distribution of the ethnicity affiliation of the students of Del

Monte National High School. Most of the respondents were Cebuano which has 57

students or 47% of the whole population; followed by Ilonggo which comprised 24% of

the whole population or composed of 29 students; Boholano that has 15 students,

equivalent to 12% of the whole population; Talacognon that is composed of 8 students

or 7% of the whole population; Manobo which has 7 students and is equivalent to 6%

of the population; Surigaonon which has 3 students equivalent to 2% of the whole


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population; lastly, Ilocano, Talaandig, and Waray all have only one students equivalent
Education

to 1% of the whole population.

The table also shows that Del Monte national High School is mostly composed

of Cebuano students. We can observe that the school where the study is conducted is

diverse with different ethnic groups.

Table 1 .2 Distribution of
Mainstream
Frequenc and Indigenous
Ethnicity y Rel. Freq.
Mainstrea
m 105 0.86
Indigenous
Students 17 0.14

Table 1.2 shows the percentages of two types of ethnicity affiliation of the

students namely- Mainstream ethnic groups (Surigaonon, Boholano, Cebuano, Ilocano,

Ilonggo) and Indigenous students (Manobo, Talaandig, Waray, Talacognon).

Mainstream is composed of 105 students and has a frequency of 86%. Indigents is

comprised of 17 students and has a frequency of 14%. Mostly of the Grade 10 students

in Del Monte National High School belong to Mainstream Ethnic groups.


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Monthly Family Income
Education

Table 1.3PROFILE OF THE STUDENTS IN


Monthly OF THEIR MONTHLY FAMILY
TERMS
Frequency Rel. Freq.
Family Income
1,000 - 3,000 31 0.25
3,001 - 5,000 26 0.21
5,001 - 7,000 19 0.16
7,001 - 9,000 17 0.14
9,000 above 29 0.24

Table 1.3 shows that 122 respondents, 31 students comprised 25% of the whole

population has a monthly family income of 1,000-3,000 pesos, 29 students comprised

24% of the whole population has a family income of 9,000 pesos above, 26 students

comprised 21% of the whole population has a family income of 3,001-5000 pesos, 19

students comprised 16% of the whole population has 5,001-7000 pesos and 17 students

comprised the 14% of the whole population has 7,001-9000 pesos.

In addition, majority of the people in Del Monte are farmers, loggers, rubber

and banana cultivators. By such, we can infer that the incomes of the people living in

that place are not that high.


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AchievementEducation
of Grade 10 students of Del Monte national High School

Table 2.1 ACHIEVEMENT OF THE STUDENTS IN TERMS OF


ETHNICITY Frequenc Passe Faile
Ethnicity y Rel. Freq. Mean d d
Mainstream 105 0.86 88 60
10.26
Indigents 17 0.14 5 12

Table 2.1 shows the achievement of the students in Del Monte National High

School in terms to what ethnicity they belong. The mean of the both scores of

mainstream and indigents was 10.26. It means that those students have a score higher

than 10 would pass and the students have a score of below 10 will fail. For students

belong to mainstream ethnic groups, 88 students had passed the said examination and

only 60 students got failed. While for those Indigenous students, there were 5 students

that passed the said examination and 12 students got failed. More of the students passed

the examination were from mainstream ethnic groups. In short, mainstream ethnic

groups performed well in the said examination.

Table 2.2 ACHIEVEMENT OF THE STUDENTS IN TERMS OF MONTHLY

Monthly Family FAMILY INCOME


Frequency Rel. Freq. Mean Passed Failed
Income
1,000 - 3,000 31 0.25 7 24
3,001 - 5,000 26 0.21 11 15
5,001 - 7,000 19 0.16 10.26 8 11
7,001 - 9,000 17 0.14 12 5
9,001 above 29 0.24 12 17
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Table 2.2 shows the achievement of Grade 10 students of Del Monte National
Education

High School in terms of their monthly income. The mean used to identify whether the

students were able to pass or fail is 10.26. Scores which are above the mean will pass

the said examination while the scores lower than the mean will be failed. For students

having a monthly income of 1,000 to 3000, only 7 students have passed and 24

students have failed; for students having a monthly income of 3,001 to 5000, only

11 students have passed and 15 students have failed, for students having a monthly

income of 5,001 to 7000, 8 students have passed and 5 students have failed; for

students having a monthly income of 7,001 to 9000, 12 students have passed and 5

students have failed; for students having a monthly income of 9000 above, 12

students have passed and 17 students have failed.

Other factors may affect the achievement of the students not just the monthly

family income. It maybe the weather condition that affects their achievement because

they cant concentrate well since the rain pours so heavy.

3. Significant relationship between the Science Achievement of Grade 10 students

of Del Monte National High School in terms of Ethnicity and Family monthly

income.

3.1 Ethnicity
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Statistical Education
treatment: Chi square

Table 3.1 Result of the Chi Square


Chi Square
Crit. Value Decision
Test Stat
1.12 3.84 Accept Ho

Table 3.1 shows that there is no significant relationship between the ethnicity

and the Science Achievement of the Students. This can be further interpreted that the

performance of the students in Science does not depend on their ethnicity whether they

belong to mainstream or to Indigenous people.

3.2 Monthly Family Income

Table 3.2 Nonparametric Correlation of Achievement against


Monthly Family Income using Spearmans Rho
Correlation
P - value Decision Decision
Coefficient
Monthly Family No Significant Very Low
0.09 0.156
Income Relationship Positive
Table 3.2 shows correlation coefficient of Monthly family income of the

students which is 0.156. It implies that it has a positive relationship but low. Positive

correlation coefficient depicts direct relationship between Monthly family income and
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achievement which means as the Monthly family income increases the achievement
Education

also increases.

4. Is there a significant difference between the Science achievement of Indigenous

students and the students belong to mainstream?

Table 4.1 Result of the T-test using HPSS


Level of
p value Decision
Significance
0.00 0.05 Reject Ho

Table 4.1 shows the result of the T-test using HSPSS. The p-value which is 0.00

is less than the alpha 0.05. This will lead for the rejection of the null hypothesis.

In conclusion, there is a significant difference of the scores between the mainstream

respondents and indigenous people.


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Education

CHAPTER V

CONCLUSION AND RECOMMENDATION

This chapter presents the findings, conclusions, and recommendations of the

study.

Findings

1. What is the profile of indigenous students in terms of:


1.1 Ethnicity
Most of the respondents were Cebuano which has 57 students or 47%

of the whole population; followed by Ilonggo which comprised 24% of the

whole population or composed of 29 students; Boholano that has 15

students, equivalent to 12% of the whole population; Talacognon that is


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composedEducation
of 8 students or 7% of the whole population; Manobo which has 7

students and is equivalent to 6% of the population; Surigaonon which has 3

students equivalent to 2% of the whole population; lastly, Ilocano,


Talaandig, and Waray all have only one students equivalent to 1% of the

whole population.
The table also shows that Del Monte national High School is mostly

composed of Cebuano students. We can observe that the school where the

study is conducted is diverse with different ethnic groups.

1.2 Ethnicity whether the students are indigents or belong to

mainstream.
It shows the percentages of two types of ethnicity affiliation of the

students namely- Mainstream ethnic groups (Surigaonon, Boholano,

Cebuano, Ilocano, Ilonggo) and Indigenous students (Manobo, Talaandig,

Waray, Talacognon). Mainstream is composed of 105 students and has a

frequency of 86%. Indigents is comprised of 17 students and has a

frequency of 14%. Mostly of the Grade 10 students in Del Monte

National High School belong to Mainstream Ethnic groups.

1.3 Socio-economic Status


From 122 respondents, 31 students comprised 25% of the whole

population has a monthly family income of 1,000-3,000 pesos, 29

students comprised 24% of the whole population has a family income of

9,000 pesos above, 26 students comprised 21% of the whole population

has a family income of 3,001-5000 pesos, 19 students comprised 16% of


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the whole population has 5,001-7000 pesos and 17 students comprised
Education

the 14% of the whole population has 7,001-9000 pesos.


The occupations mostly of the parents in Del Monte were farmers,

loggers, and rubber and banana cultivators.

2. What is the achievement of Grade 10 Indigenous students in Science?


2.1 In terms of ethnicity (Mainstream and Indigents)
It shows the achievement of the students in Del Monte National High

School in terms to what ethnicity they belong. The mean of the both

scores of mainstream and indigents was 10.26. It means that those

students have a score higher than 10 would pass and the students have a

score of below 10 will fail. For students belong to mainstream ethnic

groups, 88 students had passed the said examination and only 60

students got failed. While for those Indigenous students, there were 5

students that passed the said examination and 12 students got failed.

More of the students passed the examination were from mainstream

ethnic groups. In short, mainstream ethnic groups performed well in the

said examination.

2.1 In terms of Monthly Family Income

It shows that the achievement of Grade 10 students of Del Monte

National High School in terms of their monthly income. The mean used

to identify whether the students were able to pass or fail is 10.26. Scores

which are above the mean will pass the said examination while the scores

lower than the mean will be failed. For students having a monthly
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income of 1,000 to 3000, only 7 students have passed and 24
Education

students have failed; for students having a monthly income of 3,001 to

5000, only 11 students have passed and 15 students have failed, for

students having a monthly income of 5,001 to 7000, 8 students have

passed and 5 students have failed; for students having a monthly income

of 7,001 to 9000, 12 students have passed and 5 students have failed;

for students having a monthly income of 9000 above, 12 students have

passed and 17 students have failed.

Other factors may affect the achievement of the students not just the

monthly family income. It maybe the weather condition that affects their

achievement because they cant concentrate well since the rain pours so

heavy.

3. Significant relationship between the Science Achievement of Grade 10

students of Del Monte National High School in terms of Ethnicity and

Family monthly income.


3.1 Ethnicity
It shows that there is no significant relationship between the

ethnicity and the Science Achievement of the Students. This can be

further interpreted that the performance of the students in Science


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does not depend on their ethnicity whether they belong to
Education

mainstream or to Indigenous people.

3.2 Monthly Family Income

It shows that correlation coefficient of the socio-economic

status that is 0.156 which implies that it has a positive relationship

but low. Positive correlation coefficient depicts direct relationship

between SES and achievement which means as the SES increases the

achievement also increases.

4. Is there a significant difference between the Science achievement of

Indigenous students and the students belong to mainstream?


4.1 It shows that the result of the T-test using HSPSS. The p-

value which is 0.00 is less than the alpha 0.05. This will lead

for the rejection of the null hypothesis. In conclusion, there is

a significant difference of the scores between the mainstream

respondents and indigenous people.


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Education

CONCLUSIONS

1. The respondents are comprised of 6 ethnic groups namely Manobo, Cebuano,

Talacognon, Boholano, Ilonggo and others unspecified (Waray, Talaandig,

Surigaonon and Ilokano). The ethnicity that covers most of the population is

Cebuanofollowed by Ilonggo, Boholano, Talacognon, Manobo and lastly others

unspecified ethnic groups (Waray, Talaandig, Surigaonon and Ilokano).


2. The mainstream ethnic groups were Cebuano, Bohalano, Surrigaonon, Ilocano,

Ilonggo. While the Indigenous groups in Del Monte were Talaandig. Manobo,

Talacognon, Waray.
3. Students belong to mainstream ethnic groups got high scores compare to

indigenous students.
4. There is no significant relationship between the ethnicity and the Science

Achievement of the Students. This can be further interpreted that the

performance of the students in Science does not depend on their ethnicity

whether they belong to mainstream or to Indigenous people.


5. Monthly family income has a correlation of 0.156 which implies that it has a

positive relationship but low. Positive correlation coefficient depicts direct

relationship between Monthly family income and achievement which means as

the Monthly family income increases the achievement also increases.


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6. There is a significant
Education difference of the scores between the mainstream

respondents and indigenous people.


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RECOMMENDATION
Education

1. A parallel study should be conducted.


2. The school must develop an intervention material that is parallel to this study.
3. A more comprehensive and more validated test questionnaire should be used in

this kind of research.


4. The school still, should have their assessment regarding the achievement of

Indigenous students as per result of other researches that SES and Ethnicity

could affect the achievement of the students.


5. Socializing activity should be given to Indigenous students to boost their

confidence.
6. The school must have organizations or clubs that could help indigenous students

to showcase their talents and skills.

REFERENCES
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Aliyu, A. H. (1996) An analytical study on the relationship between socio-
Education

economic status and students scholastic achievement. Unpublished Ph.D.

Thesis Bayero University Kano.


Baharudin, Rizumah and Tom Luster. 1998. Factors related to the quality of the

home environment and childrens achievement. Journal of Family Issues. 19(4)

375 403.
Battle, Juan. And Michael Lewis. 2002. The increasing significance of class:

The Relative Effects of race and socioeconomic status on academic

achievement. Journal of Poverty, 6(2), 21 35.


Banks, R. (1989). Family structure, schoolmates, and racial inequalities in

school achievement. Journal of Marriage & the Family, 60(3), 715723.


Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental

processes. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of

child psychology: Vol. 1. Theory (5th ed.). New York: Wiley.

Bichi, M. Y. (1979). The effect of socio-economic status and academic

achievement among secondary schools students in Kano State M.Ed thesis

ABU.
Bollen, K., Glanville, J. A., & Stecklov, G. (2001). Socioeconomic status and

class in studies of fertility and health in developing countries. Annual Review of

Sociology, 27, 153185.

Chambers, Elisha A., and James B. Schreiber.2004. Girls academic

achievement: varying associations of extracurricular activities. Gender and

Education, 16(3), 327-346.


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Crosnoe, Robert, Monica Kirkpatrick Johnson, and Glen. H. Elder Jr. 2004.
Education

Intergenerational bonding in school: The behavioural and contextual correlates

of students-teacher relationships. Sociology of Education. 77(1), 60-81.


Doyle L & Hill R 2008. Our children, our futureachieving improved primary

and secondary education outcomes for Indigenous students: an overview of

investment opportunities and approaches. Sydney: AMP Foundation, Effective

Philanthropy & Social Ventures Australia.


Duncan, G. J., & BrooksGunn, J. (1997). Income effects across the life span:

Integration and interpretation. In G. J. Duncan & J. BrooksGunn (Eds.)

Consequences of growing up poor (pp. 596610). NY: Russell Sage Foundation

Press.
Eamon, Mary. Keegan. 2005. Social-demographic, school, neighborhood, and

parenting influences on academic achievement of Latino young adolescents.

Journal of Youth and Adolescence, 34(2), 163-175.


Eccles, J. S., Lord, S., & Midgley, C. (1991). What are we doing to early

adolescents? The impact of educational context on early adolescents. American

Journal of Education, 99, 521542.

Hernndez-Zavala, M., Patrinos, H. A., Sakellarious, C., & Shapiro, J. (2006).

Quality of schooling and quality of schools for indigenous students in

Guatemala, Mexico, and Peru. Policy Research Working Paper Series, 3982.

Washington, D.C.: The World Bank.


Horschild, Jennifer I. 2003. Social Class in Public Schools. Journal Issues

59(4), 821-840
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Jeynes, William H. 2002. Examining the effects of parental absence on the
Education

academic achievement of adolescents: the challenge of controlling for family

income. Journal of Family and Economic Issues 23(2).


Lerner, R. (1991). Changing organism-context relations as the basic process of

development: A developmental contextual perspective. Developmental

Psychology, 27, 2732.


Lucy Ockenden, 2014. Positive learning environments for Indigenous children

and young people


McNeal, Ralph B. 2001. Differential effects of parenting involvement on

cognitive and behavioural outcomes by socioeconomic status. Journal of Socio-

economic 30(2),171.
McEwan, P. J. & Trowbridge, M. (2007). The achievement of indigenous

students in Guatemalan primary schools. International Journal of Educational

Development, 27, 61-76.

Purdie N, Ellis L & Stone A 2004. Deadly vibe: engaging Indigenous students

at school: an evaluation of the Deadly Vibe magazine. Melbourne: Australian

Council for Educational Research. Viewed 14 May 2014,


Schwieter, J. W. (2002). Hispanic students in mainstream classes: Explanations

of schooling and academics (Masters thesis, Western Illinois University,

2002). Dissertation abstracts International, AAT 1427441.


Seyfried, Sherri.F. 1998. Academic achievement of African American

preadolescents: The influence of teachers perceptions. American Journal of

Community Psychology, 26(3), 381-402.


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Spradlin. (2010). Etnicity, social stratification in relation to academic
Education

performance. Child Study Journal, 24(4), 281298.


Tam, Mo.Yin. S., &, Gilbert. W. Bassett Jr. 2004. Does diversity matter?

Measuring the impact of high school diversity on Freshman GPA. Policy

Studies Journal, 32(1), 129-143.

APPENDIX A
Letter to the Principal
January 6, 2017

Jezreel L. Balansag
Principal I
Del Monte National High School
Del Monte,Talacogon, San Luis Agusan del Sur

Sir;
Greetings!
The undersigned are 4th year Bachelor in Science Education Major in General Science
students of Philippine Normal University-Mindanao will be conducting a research
entitled, SOCIO ECONOMIC STATUS AND ETHNICITY ON SCIENCE
ACHIEVEMENT OF GRADE 10 INDIGENOUS STUDENTS IN DEL MONTE
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The National Center for Teacher
NATIONAL HIGHEducation
SCHOOL TALACOGON, AGUSAN DEL SUR A.Y 2016 -
2017.
In this connection, we would like to humbly ask your permission to allow as conduct
our study in your school. Rest assured that the data gathered will be strictly for research
purposes only and will be kept with outmost confidentiality.
We are looking forward that our request would merit your positive response.

Respectfully yours,

TENNY DAVE V. CABUSAS


Researcher
IAN T. UNDAYOY
Researcher
Noted by:
PROF. GREGIE P. TAMPON
Research Adviser

APPENDIX B

Letter to the Science Coordinator

January 6, 2017

Madam/Sir:

The undersigned are presently undertaking a study titled Socio Economic Status and
Ethnicity on Science Achievement of Grade 10 Indigenous Students in Del Monte
National High School Talacogon, Agusan del Sur A.Y 2016 2017.

In this connection, the researchers would like to ask permission from your good office
to conduct the said study and administer their test papers to the Grade 10 students to
acquire the important data to the study.
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Education
The researcher will be grateful for the positive response taken in this request.

Thank you very much and more power.

Very respectfully yours,

IAN T. UNDAYOY
Researcher

TENNY DAVE V. CABUSAS


Researcher

Noted:

PROF. GREGIE P. TAMPON


Research Adviser

APPENDIX C

Letter to the Respondents

Dear Respondents,

The Undersigned is presently undertaking a study titled Socio Economic Status and
Ethnicity on Science Achievement of Grade 10 Indigenous Students in Del Monte
National High School Talacogon, Agusan del Sur A.Y 2016 2017.

The questionnaire will determine the achievement of the Grade 10 Indigenous Students
in Del Monte National High School. Please answer the test paper carefully.

Thank you very much.


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Respectfully yours, Education

IAN T. UNDAYOY
Researcher

TENNY DAVE V. CABUSAS


Researcher

APPENDIX D

Research Instrument

Direction: Read and encircle the correct answer.

1. Which plate boundary is formed between the Philippine plate and the Eurasian
plate?
a. transform fault c. convergent
b. reverse fault d. divergent

2. Which of the following would you expect to find parallel to a trench?


a. Volcanic arc c. Rift valley
b. Ocean ridge d. Hot spot
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3. What would you expect to find out at a mid-ocean ridge?
Education
a. thick accumulation of sediments c. very ancient rocks
b. relatively young rocks d. reverse fault

4. How did seismologists determine the distance of the epicenter from the station?
a. the difference in the arrival times of the P and S-waves
b. the ratio of the amplitude of the largest P and S-waves
c. the arrival time of surface wave
d. the speed of the surface wave

5. In a hot spot, Volcano A is on top of the mantle plume, Volcano B is 10 kilometers


farther
from A while Volcano C is the farthest. What can you infer about the ages of the
volcanoes?
a. Volcano B is younger than C c. Volcano B is the youngest
b. Volcano A is older than C d. Volcano B is the oldest

6. What makes up the lithosphere?


a. Oceanic crust and continental crust c. Continental crust
b. Crust and the upper mantle d. upper mantle

7. Miners dig into the Earth in search for precious rocks and minerals. In which layer is
the deepest explorations made by miners?
a. Inner core c. Mantle
b. Outer core d. Crust

8. In 1912, Alfred Wegener proposed a theory that the Earth is once a single landmass.
What is the name of the Mesozoic supercontinent that consisted of all of the present
continents?
a. Gondwanaland c. Pangaea
b. Laurasia d. Eurasia

9. The movement of the lithospheric plates is facilitated by a soft, weak and plastic-
like layer.
Which of the following layers is described in the statement?
a. Asthenosphere c. Lithosphere
b. Atmosphere d. Mantle
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10. Why does the oceanic crust sink beneath the continental crust at the subduction
Education
zone?
a.. The oceanic crust is pulled downward by Earths magnetic field.
b. The continental crust has a denser composition.
c. The oceanic crust is pushed from the ridge.

d. The oceanic crust has a greater density.

11. Different electric charges attract; different magnetic poles _______.


a. Repel
b. Attract
c. Sometimes it attracts
d. Both repel and attract

12. All magnetic phenomena result from forces between ________ in motion.
a. Electric charges
b. Repulsion activities between two charge particles
c. Both A and B
d. None of the Above

13. Which of the pair that can show to us induced magnetism phenomenon?
a. electromagnet and nails
b. electromagnet and a rope
c. electromagnet and rubber band
d. electromagnet and aluminum foil

14. Which of the following that can be a good core to be used in making
electromagnet?
a. Iron rod
b. Tin rod
c. Aluminum rod
d. Plastic tube

15. What basic principle enables ALL electric motors to operate?


a. Iron is the only element that is magnetic.
b. Opposite electric charges attract and like charges repel.
c. A moving conductor within a magnetic field will experience an electromotive
force.
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d. A current-carrying conductor placed within magnetic field will experience a
Education
magnetic force.

16. The resistance you feel when pushing a piece of iron into a coil involves
a. repulsion by the magnetic field you produce.
b. energy transfer between the iron and coil.
c. Newton's third law.
d. resistance to domain alignment in the iron.

17. What electromagnetic wave is sometimes called heat rays?


a. gamma rays c. radio waves
b. visible light d. infrared

18. As wave length increases, frequency ___________.


a. changes
b. decreases
c. remains the same
d. increases

19. What theory suggests that light travels in a straight line with high velocity?
a) corpuscular theory of light
b) wave theory of light
c) tactile theory of light
d) quantum theory of light

20. Arrange the electromagnetic wave from longest wavelength to shortest wavelength.
a. microwave, radiowave, infrared, visible lights, ultraviolet, x rays, gamma rays,
b. radiowave, microwave, infrared, visible lights, ultraviolet, x rays, gamma rays
c. visible lights, ultraviolet, x rays, gamma rays, infrared, microwave, radiowave
d. ultraviolet, infrared, x rays, gamma rays, visible lights, radiowave, microwave

21. The reason that an electron moving in a magnetic field doesn't pick up speed is
a. magnets only divert them.
b. only electric fields can change the speed of a charged particle.
c. the magnetic force is always perpendicular to its motion.
d. All of the above.

22. What kind of mirror is used in automobiles and trucks to give the driver a wider
area and smaller image of traffic behind him?
a. Plane Mirror c. Concave Mirror
b. Convex Mirror d. None of the above

23. What type of mirror do dentists usually use to see clearly the images of our teeth?
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a. Plane Mirror Education c. Concave Mirror
b. Convex Mirror d. None of the above

24. What type of lens produces smaller and upright images?


a. Concave lens c. Converging lens
b. Convex lens d. Plane lens

25. A reflection of an image occurs on a _______ surface.


a. Rough
b. Smooth
c. Diffuse
d. Clear

26. If you stand in front of two adjacent large mirrors (at 90 angle), how many images
will you see?
a. 1 c. 3
b. 2 d. 4

27. When lights strike on a rough or irregular surface, lights ___________.


a. reflect in many direction.
b. refract in only one direction.
c. refract in many direction.
c. reflect in one direction.

28 A light ray, traveling parallel to a concave mirrors axis, strikes the mirrors surface.
The reflected ray __________.
a. passes through the mirrors focal point
b. again travels parallel to the mirrors axis
c. travels at right angles to the mirrors axis
d. passes through the mirrors center of curvature

29. A man is standing between F and 2F in front of a convex lens. What would be the
orientation of the image?
a. upright
b. inverted
c. virtual
d. real

30. Why is it easier to read a newspaper than a glossy magazine?


a. Because incident rays light on a newspaper reflect in different directions while
incident
rays of light on a glossy magazine reflect in only one direction.
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b. Because incident rays of light on a newspaper reflect in only one direction while
Education
incident
rays of light on a glossy magazine reflect in different directions.
c. Because incident rays of light on a glossy magazine converge at the focus.
d. Because incident rays of light on a newspaper converge at the focus.

1. C 16. A
2. A 17. D
3. B 18. B
4. A 19. A
5. A 20. B
6. B APPENDIX E 21. C
7. D 22. B
8. C 23. A
9. A 24. B
10. D 25. B KEY
ANSWERS
11. B 26. C
12. B 27. A
13. A 28. C
14. A 29. A
15. D 30. A
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Education

CURRICULUM VITAE

Personal Data

Name: Ian T. Undayoy

Status: Single

Date of Birth: 28 March 1997

Place of Birth: San Salvador, Prosperidad, Agusan del Sur

Father: Allan T. Undayoy

Mother: Elvira T. Undayoy


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Address: Purok 2,Dimasalang,
Education San Luis, Agusan del Sur

Educational Background

Tertiary: Bachelor in Secondary Education

Major in General Science

Philippine Normal University - Mindanao

Prosperidad, Agusan del Sur

2013 - 2017

Secondary: Prosperidad National High School

Properidad, Agusan del Sur

2009 - 2013

Elementary: Dimasalang Elementary School

Dimasalang, San Luis, Agusan del Sur

2003 - 2009

CURRICULUM VITAE

Personal Data

Name: Tenny Dave V. Cabusas

Status: Single

Date of Birth: 11 June 1997

Place of Birth: Poblacion, Prosperidad, Agusan del Sur

Father: Estelo M. Cabusas

Guardian: Mr. & Mrs. Elizardo F. Amper

Address: Purok 82,Poblacion, Prosperidad, Agusan del Sur


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Educational Background
Education

Tertiary: Bachelor in Secondary Education

Major in General Science

Philippine Normal University - Mindanao

Prosperidad, Agusan del Sur

2013 - 2017

Secondary: Prosperidad National High School

Properidad, Agusan del Sur

2009 - 2013

Elementary: East Prosperidad Elementary School

Poblacion, Prosperidad, Agusan del Sur

2003 - 2009

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