Вы находитесь на странице: 1из 35

MANUEL I.

SANTOS MEMORIAL NATIONAL HIGH SCHOOL

The Impact of Mind Games in Improving Analytical Skills


of the Selected Grade 10 Students at
Manuel I. Santos Memorial National High School

A Junior High School Research Proposal

Presented to Divilyn Alavanza-Dimanarig, LPT.

In Partial Fulfillment of the Requirements in English 10

Grade 10 Diamond

1
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

By:
Cubelo, Mary Joy C.
Daiz, Rochelle B.
Espedido, Erinez T.
Estopace, Megan Alexia L.
Evidor, Jenny D.
Gacillos, Arnold E.
Gilbuena, John Marron D.
Goña, John Carl R.
Halang, John Russell R.

February 2019

2
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

DEDICATION

I dedicate this research to our Almighty God that guides and help us to
accomplish this research. I also dedicate this to my parents that give support in
everything. Furthermore, I would like to give gratitude to Megan’s family for
allowing us to use their computer and for giving us foods and drinks as well as to
my co-researchers that give their best.

Mary Joy Cubelo

3
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

DEDICATION

I dedicate this research to our Almighty God who gives us knowledge and
wisdom to complete this research. Moreover, a special feeling of gratitude who
supported me in fulfilling this research. To my co-researchers, who did their best
in accomplishing this research. And lastly, to our English teacher, Mrs. Divilyn
Dimanarig who helps us in finishing this research.

Rochelle Daiz

4
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

DEDICATION

I dedicate this research study to my parents, for supporting me on my


school and works. To my co-researchers who works hard and give their time to
finish this research, to my fellow grade 10 students, to help them develop their
skills and abilities and lastly to our Almighty God that always guides us all
throughout our journey in doing this research study.

Erinez Espedido

5
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

DEDICATION

I dedicate this study to my co-researchers that even if we’re always making


fun, we can still do it.

Jenny Evidor

6
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

DEDICATION

I dedicate this research to our Almighty God that guides, helps and gives
us knowledge to finish this research. I also dedicate this to my parents who gave
birth to me and supported me in my everyday life.

Arnold Gacillos

7
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

DEDICATION

First of all, I would like to dedicate this research to our almighty God, who
gives us wisdom to complete this research. Furthermore, I would like to dedicate
to my parents who gave support to me. I also dedicate to my fellow students to
find that studyers is not really hard.

John Marron Gilbuena

8
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

DEDICATION

I dedicate this study to those students that experiencing difficulties in


solving and finding the solution in some ways.

John Russell Halang

9
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

DEDICATION

I dedicate this research to the Lord, my family and friends,to all the
respondents , to our teacher and to all the people who make this study possible.
Most especially to my groupmates, this is the fruit of our work! God bless.

John Carl Goña

10
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

ACKNOWLEDGEMENT

The researchers would like to express our gratitude to my teacher, Mrs


Divilyn Dimanarig, as well as to our principal, Mr Virgilio Ramos, who gave us
golden opportunity to conduct our study which also helped us in doing a lot of
research and we came to know about so many new things and helpful information
and we’re really thankful to them.

Lastly, we would like to thank our parents and friends who helped us a lot
in finalizing our research within the limited time frame.

11
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

CHAPTER I
The Problem and Its Background

INTRODUCTION

People who have analytical thinking skill can articulate, visualize and solve
not only simple problems, but also complex ones and make sensible decisions
that are based on accessible information. In other words, it can be described as
problem identification way of somebody and his/ her trying to solve the problem
by presenting solutions (Heuer, 1999)

Throughout the 20th century, numerous mind games in our country


emerged. Mind games are activities that are fun but it does challenge your brain.
Games that make you think, strategize, and remember information that will help
train your mind. This medium oftentimes praised for its benefits and condemned
for its harmful effects. Some studies have been conducted to ascertain it’s
advantageous and disadvantageous after effect.

Moreover, the purpose of these games is to improve your memory, thinking,


reaction time, and cognitive ability. These games are especially important later in
life to keep these factors strong.

In addition mind games purpose is to gain, preserve or acquire control. If


they can elicit a particular response from you, or move you to do what they want,
then this gives them the powerful feeling they are looking for, which makes them
feel in control of you and the situation.

On the other hand, the analytical ability of students keep on declining


because of some factors such as social media, classroom environment, and
pressure. People who suffer from insufficient analytical ability will experience
repeated mistakes, bad decision, and lacking of anticipated action.

12
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

The researchers suggested playing mind games as an alternative way of


improving analytical skills of students. As noticed the drop-off of student’s skills,
especially in analyzing and solving such a challenging and rigorous kind of
problems.

BACKGROUND OF THE STUDY

Enhancement of the student’s analytical skills is a challenge nowadays.


Because of the “usual studying” we have, students of this generation find it really
uninteresting. Because nowadays, youth were so fond of having fun through their
social life, gadgets, and other entertainment materials. With our usual, boring
manner of studying, it will make the students retain less information, making them
learn nothing at all. In using mind games as an instrument in teaching, as students
are much more interested on entertainment rather than giving attention to
academic subjects, they will not just gain knowledge but also fun learning. “The
popularity of games in mainstream culture has spurred many to question how
games might be used to engage young people inside the classroom.” (Jen Groff,
Cathrin Howells and Sue Cranmer, 2010).

Many students think games as a leisure or entertainment for them. In


contrast, students didn’t know that it can actually help them by continuous playing
it. Specifically, mind games, which helps students to improve their analytical skills
such as to analyze problems, and to formulate strategies and hints.

Mind games are also a view of learning which occurs as a reinforcement to


stimuli and response. Games designed on this learning principle generally present
the player with a task or skill to be repeated until mastered or conquered, receiving
rewards after attainment. Since these tasks are extrinsically motivated learning is
seen as transmission rather than construction (Good & Brophy, 1990).

Many commercial brain games target this ability with the hope that
processing-speed improvements will spill over into other cognitive domains, says
Glenn Smith, PhD, a neuropsychologist at the Mayo Clinic and a member of the
APA Committee on Aging. His research has shown that training people in one
cognitive skill can lead to benefits in other areas of cognition, such as memory and
attention.
13
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

Smith admits he started out as a brain-training doubter. Then about 10


years ago, a researcher from Posit Science approached him at a scientific
conference. That conversation led to his designing a randomized trial to put the
product to the test. Now, he says, "I'm not so much a skeptic."

Smith's study was dubbed Improvements in Memory with Plasticity-based


Adaptive Cognitive Training, or IMPACT. He and his colleagues tested a
computerized brain-training program in adults over 65 who did not have dementia.
Over an eight-week period, participants in the training group practiced
computerized exercises designed to improve the speed and accuracy of auditory
information processing, while those in a control group watched educational videos.
Those who completed the computerized training showed significantly greater
improvements in general tests of memory and attention, even though those
abilities weren't explicitly trained for (Journal of the American Geriatrics Society,
2009).

Unlike the control subjects, participants in the training group also noticed
improvements in their daily lives. "Over the time course of our trial, the folks who
did the computer-based training reported fewer problems in daily function that they
attributed to memory change," says Smith.

Those improvements weren't permanent, however. Smith and his


colleagues tested the participants again three months after the training ended and
found the cognitive improvements had waned. "The processing speed benefit
persisted three months out, but we saw a loss of the transfer to other cognitive
domains," he says (Journal).

THEORETICAL FRAMEWORK

This part presents a review of some studies undertaken in the local setting
and abroad. It also includes Literature and Theories, which serve as
underpinnings of the present study. A discussion of the Conceptual Framework is
also part of this part.

This study further concerned on cognitive ability of the students and their
performance in the actual classroom interaction. The following are the three

14
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

theories of motivation that supports the idea on how to arouse the attention of the
students:

1. Instrumental/operant learning: (Skinner) it states that the primary


factor is consequences: rein forcers are incentives to increase behavior and
punishers are disincentives that result in a decrease in behavior. (Stimulus =>
response => reward)

2. The desire of reward is one of the strongest incentives of human


conduct; ... the best security for the fidelity of humankind is to make their interest
coincide with their duty. --Alexander Hamilton (The Federalist Papers)

3. Observational/social learning: (Bandura) it suggests that modeling


(imitating others) and vicarious learning (watching others have consequences
applied to their behavior) are important motivators of behavior.

CONCEPTUAL FRAMEWORK

Figure 1 presents paradigm of the study. Playing mind games is the


independent variable why the analysis skill of the student is the dependent
variable. Spending more time playing mind games may affect the analysis skills
of the student.

15
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

STATEMENT OF THE PROBLEM

This study aims to inform the readers the impact of playing mind games
on the selected Grade 10 students.

It sought to answer the following questions:

1. What is the demographic profile of the respondents?

(In terms of)

A. Age

B. Gender

C. Academic Achievements

2. What are the effects of playing mind games to the formation of


analysis skills of selected Grade 10 students?

3. What is the eloquent relationship between playing mind games and


analysis skills of students?

16
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

HYPOTHESIS

This study will able students to know the effects and benefits they got from
playing mind games. Also, it will help the students to enhance and improve their
analytical skills. It will also change their perspective about the boredom in
analyzing problems. In addition, it aids to fill the gap between medium for learning,
not only for entertainment, but also, enjoying while learning.

SCOPE AND LIMITATIONS

The scope of the study is to attest and prove the impact of mind games in
enhancing their analytical skills on the selected Grade 10 students of Manuel I.
Santos Memorial National High School during the school year of 2018-2019.

This study is focused about the effect of mind games in analytical skills of
the students. But this study will not cover the kinds and specific mind games that
can help improve the analytical skills of the students.

SIGNIFICANCE OF THE STUDY

The findings which this study will reveal, might benefit certain groups and
the benefits they may able to gain are as follows:

Students: This group might gain knowledge about the advantages and
disadvantages of playing mind games for them as a student. The study is essential
to make the students be more capable of understanding paragraphs and word
problems. This study aims to improve students analytical skills while making them
feel less tension. The usual “studying” make students lose interest in studying as
it is done in a very serious, formal environment. Most students find it very
uninteresting that they fail to retain information. People usually memorize the lyrics
of a song easily but hardly memorize a paragraph. This is how the mind games
are supposed to affect the analytical skills of the students. Mind games is a
beneficial way to help the students learn and develop their analyzing skills.

17
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

Teachers: This also contributes as the teachers’ good teaching aid to


maintain the students’ attention in class and keeping them lively in school.

Parents: The findings might give them knowledge about the benefits and
possible harm of mind games on their child/children.

Future Researchers/ Researchers themselves: The result of this study


will serve as a resource for a veracious and practicable information for them.

DEFINITION OF TERMS

Analytical Skills- ability to use critical thinking and problem-solving skills in order
to find a solution or complete an exercise; is defined as the ability to visualize,
articulate, conceptualize or solve both complex and uncomplicated problems by
making decisions that are sensible given the available information.

Eloquent- clearly expressing or indicating something

Impact- strong and often bad affect; to influence

Mind Games- games that is used to improve your memory, thinking, reaction time,
and cognitive ability.

18
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

CHAPTER II
REVIEWS OF RELATED LITERATURE AND STUDIES

FOREIGN LITERATURE

In this article we state that serious gaming can be used to help solve real
world problems in education and health care. Serious gaming, which aims to
merge digital and real world social environments, can be also instrumental to
enhance connectivity among communities. The main statements and ideas
developed in this paper are inspired in concrete projects and actions in the field of
serious games, game based learning, transmedia experience and alternate reality
games. The purpose of this research is to review some literature and projects in
serious gaming as future inspirations for the creation and production of a serious
game design applied to education and/or health. The approach adapted in this
paper is connected with methodologies used in communication sciences/design
where it is presented a state of the art of the field before starting creating and
developing a game prototype. The main motivation of this paper is to present a
consistent body of projects to inspire future research in this area. ("Serious
gaming: how gamers are solving real world problems "By Patricia Gouveia)

Viewing game-based learning as a learning approach driven by game


technologies is more suitable for learning initiated by players themselves. When a
player plays a complex problem-solving game, such as Civilization, they may
develop deep understanding about how a complex system works on their own
(Squire, 2004). They learn not only because they are motivated, but also because
they can play at their own pace and style.

Viewing game-based learning as both a technological and pedagogical


innovation seems like an ideal model for schools as most learning activities involve
teacher guidance and the use of technologies. The reality, however, often
suggests otherwise.

Games ideal for fostering 21st century competencies are often no longer
the same games when they are used in the classroom. The rules of play are
changed to fit the schooling context. Players, as students now, are often not
allowed to play the game in their own playing styles. The learning processes and
outcomes can dramatically change as a result.

19
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

LOCAL LITERATURE

According to the article "The Gamification of education Why playing is the


future of learning" by Michael Logarta (June 11, 2014), students can benefit more
in Gamification of education rather than using traditional way of educating
students. Gamification means using game mechanics to make teaching more
interesting, motivating, casual and fun for students. So instead of restricting them
from playing games, why not use certain games that can increase their
knowledge, memorization and skills. Also, if lessons are given in a game-like
manner, students would tend to remember it more than lectures that are stated in
a news-like manner.

According to an article TJD, GMA News, Game Development Industry in


the Philippines is booming. It has lot of potential in generating jobs because right
now, we have few professionals related to gaming and information technology.
This is in comparison to other competitors from other countries such as China,
Singapore, Malaysia, and Vietnam as stated also by an executive from Vietnam,
who said they had 10,000 game developers. If we are to compete with other
countries, it would make a big impact if game development starts at schools or
earlier if possible so that companies that develop games could hire highly skilled
team for the job.

According to the article, "The measure of man 'Gamification' is how we'll


live—and work—in the future" (TJD GMA News, 27 Jan 2014), is about how
games and gaming mechanics could affect how business run in the future. People
no longer get motivated by earning money alone, especially new generations who
seek more meaning in their working lives. According to PHD, some one billion
people spend at least one hour every day playing computer and video games,
even as seven billion hours by one billion gamers is up for grabs in the
“Engagement Economy.” Gaming has the ability to create numerous audiences
thus increase market and revenue.

According to the article "The gamification of education Why playing is the


future of learning" by Michael Logarta (June 11, 2014), students can benefit more
in gamification of education rather than using traditional way of educating
students. Gamification means using game mechanics to make teaching more
interesting, motivating, casual and fun for students. So instead of restricting them
from playing games, why not use certain games that can increase their
knowledge, memorization and skills. Also, if lessons are given in a game-like

20
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

manner, students would tend to remember it more than lectures that are stated in
a news-like manner.

FOREIGN STUDIES

As of today, most people relate online games to low academic


performance. Through the years, studies have yielded different results. Some of
them say that they are co-related when some say that they are not.

According to Anderson and Dill (2000), there is a negative correlation


between the two. Thus, meaning that there is no relation between the number of
hours played by a player and his grades.

At times, the students defend the games they are playing by saying that
they do learn something from it. A paper from EDUCAUSE backs these students
up by suggesting that the faculty learn and know about these games so as to help
students in in class learning experience (Hitch and Duncan, 2005).

Furthermore, another paper claims that these games are not just for
entertainment (Shaffer, Squire, Halverson, & Gee, 2005). They claim that these
games may be used to learn and experience different things and interact with
other people and belong to a virtual community.

The Benefits of Playing Video Games, 2014. Isabela Granic, Adam Lobel,
and Rutger C. M. E. Engels. Video games improve your social interaction. More
than 70% of games play with a friend, and millions of people worldwide participate
in massive virtual worlds, through video games such as “Farmville” and “World of
Warcraft”. Multiplayer games become virtual social communities, where decisions
need to be made quickly about whom to trust or reject and how to lead a group,
the authors said.

LOCAL STUDIES

According to the study of "Mixed Up E-games", (Michael Detablan., et. al,


ACLC Taguig October 2013) the project has different categories: different shapes,

21
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

math games, colouring games, typing games and more. By creating various
games that are fun yet educational, kids can learn skills like problem-solving and
boosting creativity so they'll have advance learning before they go to school.
Parents also benefit from it since they don't have to persuade their children to
learn new things. By letting the kids play educational games, they will be able to
acquire new skills or improve what they already have.

SA software game "Traffic Jam 2" created by eSoft Interactive, a Philippine-


based software company established on April 2001 and specializes in game
development for various platforms, is also a casual-mind game. The goal is to get
the yellow Beetle out of the traffic jam by moving vehicles out of its way. There are
lots of puzzles to breeze through and compare time records to friends to know
who are the quickest in solving traffic jams.

SYNTHESIS AND RELEVANCE OF RELATED STUDIES AND LITERATURE

According to these collected literature and studies, game-based learning


as effective as it makes teaching and learning more interesting, motivating, casual
and fun for students.

Students would tend to remember it more than lectures that are stated in a
news-like manner. These studies shows positive effects on how games can help
improve the intellectual ability, and analytical skills of students.

22
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

CHAPTER III
RESEARCH DESIGN AND METHODOLOGY

RESEARCH DESIGN

In order to find out the impact of playing mind games as a tool of learning
as perceived by the Grade 10 students of Manuel I. Santos Memorial National
High School, survey research method was used.
As a survey research, it is the collected data attained by asking individuals
in paper. In addition, it is used to gather the opinions, beliefs and feelings of
selected groups of individuals,
The researchers used Simple Random Sampling in determining the
samples of the study. The selected Grade 10 students of any sections in Manuel
I. Santos Memorial National High School were the respondents of the study.

DETERMINATION OF SAMPLE SIZE


The researchers considered the grade ten students of Manuel I. Santos
Memorial National High School comprising of 100 students, male and female.
They were the chosen respondents because they have the higher chance to be
involved on playing mind games. Moreover, these students were evidently more
prospect to incorporate on those mind games.
The Respondents
Gender Number of Grade 10 Percentage
Students

Female 50 50%
Male 50 50%
Total 100 100%

23
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

DATA GATHERING PROCEDURES

The researchers personally administered the research instruments to the


respondents. They discussed the significance of the study and accomplished
distribution of the questionnaires properly.
The respondents were given 10 minutes to accomplish answering the
questionnaires for them not to have hasty responses. The researchers went from
one section to another on collecting the accomplished questionnaires.
After the questionnaires have been accomplished the results were tallied
and tabulated. These data became bases of analysis and interpretation.

24
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

SAMPLE QUESTIONNAIRE

Dear Respondents,
Good Day!
We, the researchers of “The Impact of Mind Games in Improving
Analytical Skills of the Selected Grade 10 Students at Manuel I. Santos
Memorial National High School” would like to ask for your time. Through
this brief survey your answers will be a great help for our research paper.
Your response will only be used for survey purposes.

Name(optional): Sex: ( ) Male ( ) Female


Age: Gen. Average (3rd Grading):

Do you ever play Mind Games (ex. Scrabble)?


( ) Yes ( ) No
Direction: Put a check mark in the box that corresponds to your answer.
5 4 3 2 1
Do Mind Games…. (SA) (A) (N) (DA) (SDA)

o Help you analyse and


solve real real-life
problems?
o Help you to think wiser?
o Increase your
concentration level?

o Help a class to be more


interesting?
o Help students to be more
active in class?

25
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

STATISTICAL TREATMENT OF DATA

In determining the impact of mind games to the Grade 10 students of


Manuel I. Santos Memorial National High School, the Likert Scale has been used.
It used a five-point scale; each point corresponding to a Likert term.

POINT VERBAL INTERPRETATION


5 Strongly Agree
4 Agree
3 Neutral
2 Disagree
1 Strongly Disagree

∑ PX
FORMULA: 𝑥= 𝑥 100
N
Whereas:
P= points (5, 4, 3, 2, 1) N= total number of respondents
X= number of respondents per points

26
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

CURRICULUM VITAE
Name: Cubelo, Mary Joy C
Address: Blk. 57 Sitio Batasin Floodway San
Juan Taytay, Rizal
Personal Data
Age: 15
Sex: Female
Birthday: December 28, 2003
Religion: Roman Catholic
Status: Single
Father's Name: Gregorio Cubelo
Occupation: Driver
Mother's Name: Mary Joy Cubelo
Occupation: OFW
Educational Background
Elementary: San Juan Elementary School
Secondary: Manuel I. Santos Memorial National High School
Achievements
Grade 8 with Honor
Grade 9 with Honor

27
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

CURRICULUM VITAE

Name: Daiz, Rochelle Baterzal


Address: Rd. 19 Nagtinig Floodway B. Sitio
Siwang Brgy San Juan Taytay, Rizal
Personal Data
Age: 15
Sex: Female
Birthday: February 26, 2003
Religion: Roman Catholic
Status: Single
Father's Name: Romy M. Daiz
Occupation: Deceased
Mother's Name: Virginia B. Daiz
Occupation: Housewife
Educational Background
Elementary: Bagong Pag-Asa Elementary School
Secondary: Manuel I. Santos Memorial National High School
Achievements
Consistent Pilot Student
Grade 8 with Honor
Grade 9 with Honor
28
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

CURRICULUM VITAE

Name: Espedido, Erinez Tablan


Address: Blk. 8 Kaymito St. Samagta Floodway
Taytay, Rizal
Personal Data
Age: 17
Sex: Female
Birthday: November 29, 2001
Religion: Roman Catholic
Status: Single
Father's Name: Roden Espedido
Occupation: None
Mother's Name: Elizabeth Tablan
Occupation: Sales Clerk
Educational Background
Elementary: Exodus Elementary School
Secondary: Manuel I. Santos Memorial National High School
Achievements
Salutatorian (Primary School)
Grade 8 with Honor
Grade 9 with Honor
29
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

CURRICULUM VITAE

Name: Estopace, Megan Alexia Layug


Address: Blk. 20 Pakwan St. Sitio Lambak
San Juan Taytay, Rizal
Personal Data
Age: 15
Sex: Female
Birthday: April 4, 2003
Religion: Iglesia ni Cristo
Status: Single
Father's Name: Expedito Estopace
Occupation: Machine Operator
Mother's Name: Anabella Estopace
Occupation: Payroll
Educational Background
Elementary: Star of Hope Christian School
Secondary: Manuel I. Santos Memorial National High School
Achievements
Consistent Pilot Student
Grade 8 with Honor
Grade 9 with Honor
30
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

CURRICULUM VITAE

Name: Evidor, Jenny


Address: Sitio Tibayan Brgy. Dolores Taytay, Rizal

Personal Data
Age: 16
Sex: Female
Birthday: May 17, 2002
Religion: Roman Catholic
Status: Single
Father's Name: Ferdinand Evidor
Occupation: Sewer
Mother's Name: Aylene Evidor
Occupation: Sewer
Educational Background
Elementary: Daet Elementary School
Secondary: Manuel I. Santos Memorial National High School
Achievements
Grade 7 with Honor
Grade 8 with Honor
Grade 9 with Honor
31
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

CURRICULUM VITAE

Name: Gacillos, Arnold Estosane


Address: Rd. 6 Nagtinig Floodway B. Sitio
Siwang Brgy San Juan Taytay, Rizal
Personal Data
Age: 16
Sex: Male
Birthday: January 27, 2003
Religion: Roman Catholic
Status: Single
Father's Name: Arturo D. Pilande
Occupation: carwash
Mother's Name: Rosario E. Gacillos
Occupation: none
Educational Background
Elementary: Calabrian Formation School
Secondary: Manuel I. Santos Memorial National High School
Achievements
Grade 8 with Honor
Grade 9 with Honor

32
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

CURRICULUM VITAE

Name: Gilbuena, John Marron De Leon


Address: Blk. 3 Pariah St. Exodus Floodway
Taytay, Rizal
Personal Data
Age: 16
Sex: Male
Birthday: August 28, 2002
Religion: Roman Catholic
Status: Single
Father's Name: Salvador Sevillino Gilbuena
Occupation: Security Guard
Mother's Name: Nanny De Leon Gilbuena
Occupation: Housewife
Educational Background
Elementary: Exodus Elementary School
Secondary: Manuel I. Santos Memorial National High School
Achievements
Consistent Pilot Student
Grade 8 with Honor
Grade 9 with Honor
33
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

CURRICULUM VITAE

Name: Goña, John Carl Regalario


Address: Blk. 14 Exodus Floodway Taytay, Rizal

Personal Data
Age: 15
Sex: Male
Birthday: November 15, 2003
Religion: Roman Catholic
Status: Single
Father's Name: Elmer Goña
Occupation: Utility
Mother's Name: Shiela Goña
Occupation: None
Educational Background
Elementary: Exodus Elementary School
Secondary: Manuel I. Santos Memorial National High School
Achievements
Consistent Pilot Student
Grade 8 with Honor
Grade 9 with Honor
34
MANUEL I. SANTOS MEMORIAL NATIONAL HIGH SCHOOL

CURRICULUM VITAE

Name: Halang, John Russell


Address: Blk. 33 Sitio Lambak San Juan
Taytay, Rizal
Personal Data
Age: 16
Sex: Male
Birthday: December 24, 2002
Religion: Roman Catholic
Status: Single
Father's Name: Elias R. Halang
Occupation: Laborer
Mother's Name: Roselyn R. Halang
Occupation: Housewife
Educational Background
Elementary: Exodus Elementary School
Secondary: Manuel I. Santos Memorial National High School
Achievements
Grade 8 with Honor
Grade 9 with Honor

35

Оценить