EFFECTS OF THE EDUCATIONAL GRADING SYSTEM ON THE STUDENTS
OF THE SRCS SENIOR HIGH SCHOOL
A Research Paper
Presented to
Dr. Nelia V. Marcos
Saint Rose Catholic School
By:
ROWELL E. ADAMS
BEN AERON D. AGUADA
ERIKA D. DUNGCA
February 22, 2019
TABLE OF CONTENTS
Page
TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
i
TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ii
ACKNOWLEDGMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
iii
CHAPTER 1: THE PROBLEM: ITS BACKGROUND
Introduction
..............................................
Statement of the Problem
Hypothesis
1
....................................
3
..............................................
3
Significance of the Study
Scope and Delimitation
Definition of Terms
....................................
4
.......................................
5
.........................................
5
CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES
Related Studies
Foreign
Synthesis
...........................................
7
...............................................
8
............................................
10
CHAPTER 3: METHODOLOGY
Research Design
...........................................
13
Research Locale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14
Sample or the Respondents
...................................
14
....................................
14
......................................
15
Data Collection Procedure
Data Analysis Procedure
APPENDICES
. ..................................................
A.
Questionnaire
B.
Letter Request to the Principal
C.
Letter Request to the Teachers
D.
Letter Request to the Students
REFERENCES
..................................................
CURRICULUM VITAE
...........................................
17
18
19
ACKNOWLEDGMENT
This research could not be possibly created without the patience, help and support of
several people. Therefore, we would like extremely thank the following:
Dr. Nelia V. Marcos, our research professor, for all her advice, the way we learn, how
to build, furnish, revise every piece of this study and to make our own research paper. She
assisted us throughout the whole research production.
Everyone at the Grade 11 – St. Albert, they served as backups in terms of needs. Their
assistance also helped us a lot in this paper.
Sr. Grace F. Tagnipez, our school principal, for her permission to us to conduct and
produce this paper.
Our friends, who were there to answer when there are things that we would like to
know related to this research. Their feedbacks also helped us.
Our families, especially our loving parents for believing and supporting us in our study
especially in making this research paper.
1
CHAPTER 1
THE PROBLEM: ITS BACKGROUND
Introduction
Education is one of the fundamental basis of everyday life. It can be considered as the
most accessible way for almost all people to learn. It can be an obligation for the people as
well. Education gives us a knowledge of the world around us and changes it into something
better. It develops in us a perspective of looking at life (Doumbia, K., 2013). Along with
that is the very crucial and most important factor of education for both teachers and
students; the grading system. Bohatala (2018) defined that the grading system in education
is a specific system that is used to evaluate the educational performance of a student and
entirely depends on the points alone. The primary academic purpose of grades is to measure
student achievement of learning in a particular curriculum (Munzur, 2014). However, this
grading system portrays various problems especially for student’s sides and for educators
as well. In other words, grades possess either positive benefits or adverse impacts for the
students. Furthermore, Bohatala emphasized that there are many reasons why grades affect
the learning progress and overall performance of the student.
Grading has been a part of conventional teaching practices for so long that many
people, educators and students alike, do not question its usefulness and validity. Using
grades to mark proficiency, progress, and effort, to compare students to their peers, and to
assess the success or failure of teachers and schools is commonplace (Krawczyk, R., 2017).
It has been a long time since the grading system became an element of education. Perhaps
grades became traditional and accepted by many school institutions for they thought that
this system is ultimately accurate at all. Grading has come to be pervasive and widely
2
accepted feature of our education system as stated by Munzur (2014). Additionally,
Krawczyk expressed that there are growing numbers of researchers and practitioners who
doubt the value of assigning grades to student work.
Bohatala mentioned some significant purposes of instilling grades to the students
which are to provide them with feedback on their achievement and progress, to be used for
the various administrative purpose, and to offer guidance to the learner about their future
coursework. Moreover, for regulatory objective, grade assist in decisions for student
retention and matriculation as well as the placement when students transfer from one school
to other according to Bohatala. Grades do matter. There may be flaws in many grading
system, sometimes in the education system itself, but letters and numbers do still hold value
(Castro, T., 2015). Despite of all its benefits, the grading system has contained with many
negative aspects which essentially deals with student-related problems. In accordance with
Alfie Kohn’s article titled From Degrading to De-grading 1999, students may lack the
reading or study interest as a result of grades. Those students who were graded using
numerical grades are less creative compared to those students who usually receive
qualitative feedback without grades. The highest performance in the student was found to
occur only on those who were given educational comments. Grades tend to reduce the
students’ interest in the learning itself in further elaboration of Kohn. The low grades
students receive in schools make them feel inferior to their classmate and that make them
depressed (Edsys, 2015).
Hence, there are many concealed reasons why grades are that much affective to
students whether implicit or explicit. But it all depends on the student’s psychological
reaction to the system itself. This study is dedicated for investigating if the traditional
3
grading system do consist of factors that affect the students, primarily the SHS, and how
do its effects contribute on their education.
Statement of the Problem
This study was conducted to determine the effects of the current use of traditional
grading system in assessing senior high school students, whether these effects are positive
or adverse for them. This research is also designed to clarify the acceptability of the system,
despite of centuries of its implementation, it still possesses many effects, such as its
negative sides, especially for the senior high school students specifically. Concretely, the
study is sought to enlighten the following questions:
1. How beneficial and disadvantageous for the students is the gradation system?
2. How essential and effective is the grading system for the students in
education?
3. How do students react in the way of assessing their performance?
Hypotheses
In the complexity of relationship between the traditional grading system and the
students’ perception on education, psychological state and academic performance, we
attempt to address the following null hypotheses whether the grading system has negative
or positive impacts on students:
1. There is no significant difference between using other assessment strategy and the
usage of traditional grading system in terms of student’s performance.
2. The grading system does not have significant impact on the academic performance
and psychological state of the students.
4
Significance of the Study
Education is considered as the topmost priority of people among all other matters. The
reason why people give that much importance on it decides and paints future, whether he
or she would become a successful individual. Other than that, there is an important factor
that has been conventional method for a long time; the traditional grading strategy.
Ultimately, the goal of this research is to provide justification on whether the current
practice of the traditional grading strategy is effective and if it does affects senior high
school students.
This study can be expected to benefit the following:
Senior High School Students. This research can provide insights on different effects
of this system to the students, especially the SHS. Furthermore, it is intended to develop
an understanding of the pros and cons that the system possess especially for the teachers
and students as well. It can be achieved by exploring and digging more perceptions of
students and teachers, the two vitals that this study is focused with. Senior High School
students will benefit most because the study is very relevant to them. Their opinions and
perceptions are a necessity for the expansion of the topic, and for such a reason, they are
the main constituents that are involved and are experiencing the current situation or the
effects specifically, of the assessment system.
Teachers. Their perceptions for this topic are valuable. Reasonably, they are the ones
that are enforced to implement this traditional grading strategy. This research can have an
impact for them to understand that the grading system could possibly reflect various effects
for their students, whether it can help students in learning, or it can be a burden for them,
5
which adds to the factors that loses their interest in education. Also, this research can
enlighten them to view more effective alternative assessment techniques for students.
Parents. The guardians of the students can also be a considered as a concern of this
research. This research can be beneficial to help parents to understand the psychological,
mental and emotional state regarding the effects of this grading system to their siblings
which can also be a deal with.
Scope and Delimitation
This research which has a general intent of a development of more understanding for
students and teachers with regards to the effects of the usage of the current conventional
grading system, is delimited to one of the five major senior high school strands; the
Science, Technology, Engineering and Mathematics or the STEM strand. Approximately
35% of the students in this specific strand will be involved as respondents in the Saint Rose
Catholic School. The product of the study can also be essential for other senior high school
strands (HUMMS, ABM and TVL).
Definition of Terms
Few terms will be unlocked for more comprehension. This section enables additional
gain of knowledge to understand the research more clearly.
Acceptability. The state of being capable or worthy of being accepted.
Coursework. A work that is assigned or performed as part of a course of study.
Education. It is the process of receiving or giving systematic instruction, especially
at a school or university.
6
Explicit. Something that is stated clearly and in detail, leaving no room for confusion
or doubt.
Psychological. Something or somewhat related and affecting, or arising in the mind,
which is related to the mental and emotional state of a person.
7
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
The purpose of this chapter is to review relevant literature and studies on the effects of
evaluating students through grading system. These reviews aim to achieve a goal of
knowledge enrichment regarding the topic. An objective of presenting in-depth
information about the topic is also listed in the checklist, making the research more
purposeful and more reasonable with the support of this review.
Related Studies
For better refinement of knowledge on the effects of educational grading system on
senior high school students, the following relevant studies are hereby presented:
Effects of Gradation System
Grade is one of the most important elements in education that makes every student
unlock their next developmental year or stage. It functions as the evaluation on how the
student is performing in his or her studies which serves as a report for their parents and/or
guardians. However, for the past centuries, the highly skeptical thing about this system is
the acceptance of many institutions on it which is practiced until nowadays’ education.
Additionally, the uncertainties of this system accounts tons of reasons whether it
should be implemented or should be replaced the mere fact that it is already widely
accepted. In other words, the system possesses both positive and negative sides, which can
be
influential
for
the
constituents
of
many
educational
institutions.
Generally, it all depends on how a constituent of an educational institution accept the
8
integration of the traditional gradation system. Even though it has many flaws and doubts,
there are also definite and reasonable perspectives on why it is widely practiced.
Foreign
Heipp (2016) worked on “An Exploration of Student Views on Grading and Learning
in an Alternative School Setting” for her dissertation on National Louis University. Her
goal was to bring the forefront student voice in the grading or learning conversation.
Moreover, she wanted to determine what students believe promotes learning or stifles
learning. Also, she wanted to question the status because according to her, currently, too
many students are ill prepared for post-secondary schooling or, sadly, not completing high
school with a diploma.
The students who participated in the survey portion of research were grades 11 and 12
in the alternative charter high school. The data source were high school students who were
juniors or seniors. Six (6) students participated on one on one interviews, which followed
a structured interview protocol. The methods used include survey and interview; using
multiple methods of data collection increases validity when information is shared in one
method is confirmed in another. Twenty-two (22) students attended the introductory
meeting but only twelve (12) students submitted permission slips, which became the
participants.
The research findings showed that positive impressions on the conducted survey
covers a portion of the response from the students. The views of the students specifically
answered the provided questions. One of the questions was “Do you feel school is
preparing you to do well in life after school?” and many answered yes. More specific
questions were conducted, and the answers were later then tabled. The relation between the
9
likeness, approval, and acceptance of educational learning to its rejection and disfavor of
the respondents had balanced outcomes on the analysis of survey. Generally, satisfactory
and unsatisfactory of educational system came up with equal outcomes.
Krawczyk (2017) produced her research paper on “Effects of Grading on Student
Learning and Alternative Strategies” for the fulfillment of her MAED in St. Catherine
University, Minnesota. The research paper was aimed at investigating on what effect an
alternative assessment strategy would have on students’ engagement, motivation, and
overall learning. Two (2) teachers and thirteen (13) students participated in two phases (one
social studies and one science unit) over the course of six weeks. Teacher-assigned grades
on class and homework were removed and replaced with student-determined final grades
based on self-assessment using collaboratively created rubrics and individual portfolios.
The results showed that while the alternative assessment model did not have a direct
impact on students’ daily engagement or intrinsic motivation, it did increase students’
understanding of how their work correlated to a final grade in a unit, and it created
opportunities for students to make connections to their learning and thus more actively plan
their future work. Additionally, a direct correlation appeared between the level of student
activity and student engagement in classes, indicating the importance of reducing passivity
as much as possible in the daily learning process.
Pyhäjärvi (2016) made a bachelor’s thesis titled “The Opinions of Students on Grades
and Grading Systems, and How They relate to Current Assessment” which was focused on
discussing whether or not language students of the University of Oulu feel grades to be
important, and whether their views are compatible with current methods of evaluating
students. She also asked if indeed grading is even a necessary part of teaching.
10
Pyhäjärvi employed the use of survey questionnaires which were analysed through
qualitative context analysis. The survey consisted of open ended questions regarding their
grades in upper secondary education and university. Additionally, the survey also
contained the students’ general attitude towards grades. The results showed a tendency
towards one type of teaching and assessing students, even though the subject of grades
divide the student.
Stan (2012) made his study on “The Role of Grades in Motivating Students to Learn”,
wherein its goal is to analyze the possible correlation between the grades students receive
and their motivation to learn. Also, he aimed on attempting to verify whether there is a
significant correlation between grades and the internal, respectively external motivation of
the students. The use of questionnaire is the method utilized to analyze teachers’ perception
towards the effectiveness of grades in motivating students.
One hundred thirty (130) teachers from undergraduate education institutions were
questioned and the results have been discussed as a part of two focus-groups organized on
two levels: primary education and secondary education. A first data analysis revealed a
significant relation between grades and short-term learning, as well as between grades and
external motivation. On the other hand, an extremely interesting correlation is observed
between grades and external motivation.
Synthesis
In Heipp’s dissertation, the data source she involved to respond were high school
students, particularly the grade 11 and 12 students which is like the current study.
However, she included grade 12 participants which are not covered by the current study.
11
Moreover, both studies are more likely intended to dig up on student’s insights and views
about a particular system in education.
On the other hand, the present study focuses on the adverse and approbatory effects of
grading system on the students which was not elaborated on her dissertation. She
concentrated on the examination of the students’ perceptions which were motivated by
purpose of the school for students, their views on grading and learning and the relationship
between the two, and how students view school in terms of what is valued and what is
meaningful.
The present study contains many relations compared to Krawczyk’s research paper.
The two studies have main purpose which is encountering the effects of grading on
students. Additionally, the current study is investigating on the traditional grading system
implemented in education such as its improvement, the positive and negative aspects which
is similar to the former study. The studies were also concerned about doubts about the
usage of the system despite applying other better assessment strategies.
However, Krawczyk was more focused on the advantages of other alternative learning
assessment strategies to the students’ motivation, engagement, and overall learning. The
present study does not precisely resemble in terms of approaching other alternative
assessments. The usage of student-teacher relationship was applied on her research paper
as she was focused on alternative grading systems. Unlike the former study, the present
study just utilizes the use of senior high school student respondents.
In Pyhäjärvi’s thesis, the importance of grades for the language students of Oulu
University were highlighted which is much more similar to the current study on justifying
if the educational grading system is effective for senior high school students. Like the
12
present study, the former thesis had a goal of discussing the compatibility of students’
views on the current methods of evaluating students.
The data in the former thesis was gathered from secondary students unlike the present
study which is aimed specifically for grade 11 senior high school students.
In the study of Stan, he centered on the interaction between the grades and students’
motivation. Unlike the present study, the usage of alternative assessment was also entailed
on his research paper. His paper was more concerned on the correlation of grades and the
external motivation of students which is very different on the present study dealing with
the justification and elaboration of the effects of grades.
Contradictorily, Stan used teachers from undergraduate institution as his participants
while the current study deals more with grade 11 senior high school students of a private
school. Lastly, Stan looked on verifying the effects of grades students receive and their
motivation to learn while the current study focused on the literal effects of gradation
system.
13
CHAPTER 3
METHODOLOGY
The objective in this chapter is to present the research methods that will be used for
the study such as the respondents, research instruments and procedures that will essentially
help in the development of the current study.
Research Design
This study focuses more on the usage of descriptive survey method to understand
thoroughly the effects of the current and traditional grading system for the senior high
school students wherein it has been practiced for centuries despite of the presence of the
other alternative assessment strategies which can also be helpful for students.
A descriptive study is one in which information is collected without changing the
environment (i.e., nothing is manipulated). It is used to obtain information concerning the
current status of the phenomena to describe "what exists" with respect to variables or
conditions in a situation. The methods involved range from the survey which describes the
status quo, the correlation study which investigates the relationship between variables, to
developmental studies which seek to determine changes over time (Posinasetti, N. R.,
2014).
Moreover, Hale (2018) stated that descriptive research methods are pretty much as
they sound — they describe situations. She also added that descriptive research methods
do not make accurate predictions, and they do not determine cause and effect. The current
study prioritizes the usage of qualitative research approach. Along with that, the application
of survey questionnaires is also included that are primarily aimed on expanding of
viewpoints about the effects of grading system for senior high school students.
14
Research Locale
This research will be conducted in a private educational institution. The school is
named as Saint Rose Catholic School (SRCS) which is the only catholic private school in
Paniqui. SRCS was built in Tarlac Province, which is located on Central Luzon,
Philippines. The respondents, which are in the STEM strand senior high school students
will be surveyed on their respective classrooms. The strand to be used is chosen for a reason
that they are accurate for the current study.
Sample or the Respondents
The respondents to be used by this study are selected students from Saint Rose Catholic
School, preferably the STEM strand students. This includes the three (3) sections from
SRCS STEM; St. Albert the Great, St. Margarette, and St. Thomas. The population is
estimated to be at least 20-40 students, which are specifically students from grade eleven.
The selected students are assumed to be knowledgeable about the ideas of the current study.
The present study will utilize a simple random sampling technique. Each individual
will be chosen randomly and entirely by chance. These individuals have the equal
probability or chance of being chosen at any stage during the sampling process. Each subset
of k individuals has the same probability of being chosen for the sample as any other subset
of k individuals. It is much like compiling respondents’ names and simply selecting out
several names.
Data Collection Procedure
The data collection method that the present study will utilize is a descriptive
questionnaire. The questionnaires should ask the same question for all the participants
15
covered in the sample, which will be the respondents. It is a data gathering method that
analyzes and interprets the different views of individuals in the collected data.
Moreover, the survey questionnaire consists of three questions that will respond
accordingly to the statement of the problem of this study. Before the data will be gathered
from the respondents, the researchers are obliged for the teacher’s permission before
conducting the survey to avoid interferences while the survey is ongoing. The whole survey
process could possibly occur at least less than fifteen minutes, which can be ample for the
respondents to completely answer the questionnaires given to them. The collection of
papers with data is also assumed to be accomplished with that given ample time.
Data Analysis Procedure
The following are tools to be used in data analysis relevant to the research:
The analysis will be based on the Likert Scaling Technique (Likert Scale). It is a type
of rating scale which rate items according on a level of agreement.
The scale value to be utilized is as follows with added two extra columns for
percentage of results and result frequency:
Score
Criteria
4.50-5.00
Advantageous/Yes
b
3.50-4.49
Percentage of
of Answers
Answers
Interpretation
Very
a
Frequency
Satisfactory/Not really
16
Not
c
2.50-3.49
Satisfactory/Sometimes
beneficial
Poor/Sometimes not
d
1.50-2.49
beneficial
The Likert scale will be applied on Questions 1 and 2. Answer a means that the
respondent is in favor or finds the grading system as Very advantageous and Strongly agree
that grading system is helpful. Answer b means the grading system is just Satisfactory and
does not agree in learning more with this system. Answer c means that grading system is
Not satisfactory and finds educational system as just sometimes beneficial. Answer d rates
the traditional grading system as Poor and strongly disagree if it is helpful in learning more.
In Question Number 3: To comprehend the views of students about the contentment
of different educational institutions on the gradation system. The possibility of generalizing
if the traditional assessment system is either effective or disadvantageous, such as the
doubts, for the students can be expected to be responded by this item.
17
APPENDIX A
QUESTIONNAIRE
Direction: Put a check on check mark ( / ) on the blank before the items to answer the
following questions.
1.
How will you rate the current use of traditional grading system?
___a) Very advantageous
___b) Satisfactory
___c) Not satisfactory
___d) Poor
2. Do grades help you in gaining more learning in education?
___a) Strongly agree
___b) Disagree
___c) Sometimes beneficial
___d) Strongly disagree
3. How do you find the contentment and comfortability of many educational
institutions on the gradation system?
___a) It is enough, right and just for it is accurate for education.
___b) It needs further improvement for it possess negative aspects.
___c) The contentment has many concealed doubts even though it is
practiced by many through times
___d) The grading system do supplies and functions adequately on
what it is designed for and there is nothing to change.
e) Others (please specify): __________________________________
APPENDIX B
LETTER REQUEST TO THE PRINCIPAL
02/22/2019
SR. GRACE F. TAGNIPEZ
Principal
St. Rose Catholic School
Paniqui, Tarlac
Dear Ma’am,
Greetings! Please accept this letter as our formal application of asking for your
permission for us to conduct our research entitled “Effects of the Educational Grading
System on the Students of SRCS Senior High School”, which is a part of our research
requirement for Practical Research.
We are hereby seeking your consent for your favorable approval. Thank you very
much! Your permission is extremely appreciated.
Respectfully yours,
ROWELL E. ADAMS
BEN AERON D. AGUADA
ERICA D. DUNGCA
Researchers
Noted by:
DR. NELIA V. MARCOS
Subject Professor
Approved:
_______________________
SR. GRACE F. TAGNIPEZ
APPENDIX C
LETTER REQUEST TO THE TEACHERS
SAINT ROSE CATHOLIC SCHOOL
02/22/2019
Dear Sir/Ma’am,
We, students from STEM strand grade eleven, under the supervision of Prof.
Nelia V. Marcos, in behalf of her subject Practical Research 1, would like to conduct
our research in your selected class. The research to be conducted is about, “Effects
of the Educational Grading System on the Students of SRCS Senior High School”.
May we kindly ask your permission to conduct our surveys such as descriptive
questionnaire to collect and supplement necessary data for our study. Your
participation and approval are much appreciated.
Thank you!
Yours truly,
ROWELL E. ADAMS
BEN AERON D. AGUADA
ERICA D. DUNGCA
Researchers
Noted by:
DR. NELIA V. MARCOS
Subject Professor
APPENDIX D
LETTER REQUEST TO THE STUDENT RESPONDENTS
SAINT ROSE CATHOLIC SCHOOL
02/22/2019
Dear Respondents,
Greetings!
We, the three undersigned researchers, which are from grade eleven STEM strand
students, are currently conducting our research study entitled “Effects of the Educational
Grading System on the Students of SRCS Senior High School”. Whereas, it serves as a
fulfillment of our requirement for Practical Research 1 subject.
With your cooperation and diligence, we would pleasantly request you to be a part of
our research as a respondent. We hope that you exhibit your outmost cooperation and
support by answering our simple questionnaire. Your consideration is both highly and
sincerely appreciated.
Thank you!
Truly yours,
ROWELL E. ADAMS
BEN AERON D. AGUADA
ERICA D. DUNGCA
Researchers
Noted by:
DR. NELIA V. MARCOS
Subject Professor
REFERENCES
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to theory and methods. Boston: Allyn and Bacon. Retrieved February 21, 2019,
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esPapers.aspx?ReferenceID=537509
Bohatala (2018). The Effects of Grades on Students. Retrieved January 3, 2019, from
https://bohatala.com/the-effects-of-grades-on-students/
Castro, T. (2015). Your Grades Don’t Define You…but They Do Matter. Retrieved
January 3, 2019, from https://www.collegexpress.com/articles-and-advice/majorsand-academics/blog/your-grades-dont-define-you-they-do-matter/
Doumbia, K. (2013). Why is Education So Important in Our Life. Retrieved January 3,
2019, from https://edlab.tc.columbia.edu/blog/9886-Why-is-Education-So-Imp
ortant-in-Our-Life
Edsys (2015). Grades and Students: Psychological Effects of Grades on Students. Retri
eved January 3, 2019, from https://www.edsys.in/grades-students-psychologicaleffects/
Hale, J. (2018). The 3 Basic Types of Descriptive Research Methods. Retrieved February
13, 2019, from https://psychcentral.com/blog/the-3-basic-types-of-descriptiveresearch-methods/
Heipp, L. (2016). An Exploration of Student Views on Grading and Learning in an
Alternative School Setting. Retrieved January 26, 2019 from https://digitalcom
mons.nl.edu/cgi/viewcontent.cgi?article=1236&context=diss
Kohn, A. (1999). From Degrading to De-grading. Retrieved, January 4, 2019, from
http://www.alfiekohn.org/article/degrading-de-grading/
Krawczyk, R. (2017). Effects of Grading on Student Learning and Alternative Assessm
ent. Retrieved January 3&26, 2019, from
https://www.collegexpress.com
/articles-and-advice/majors-and-academics/blog/your-grades-dont-define-youthey-do-matter/
Munzur, Z. (2014). Reflections on the impact of absence of summative assessment on
students' motivation and learning. Journal of Education and Future(6), 71-89.
Retrieved January 3, 2019, from https://www.collegexpress.com/articles-and-ad
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Posinasetti, N. R. (2014). Retrieved February 13, 2019, from https://www.researchgate
.net/post/What_do_we_mean_by_Descriptive_Research
Pyhäjärvi, I. (2016). The Opinions of Students on Grades and Grading Systems, and How
They Relate to Current Assessment. Retrieved February 1, 2019, from http://jultik
a.oulu.fi/files/nbnfioulu-201605201824.pdf
Stan, E. (2012). The Role of Grades in Motivating Students to Learn. Retrieved February
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6236
CURRICULUM VITAE
CONTACT INFORMATION
Nam: Ben Aeron D. Aguada
Address: #651 Riverside St. Cariño, Paniqui, Tarlac
Cell Phone #: 09386445256
Email: benaeron36@gmail.com
PERSONAL INFORMATION
Date of Birth: June 15, 2002
Place of Birth: Tarlac Provincial Hospital, Tarlac City
Parents: Rogelio A. Aguada
Ma. Teresa D. Aguada
EDUCATIONAL ATTAINMENT
Kinder: Cariño Day Care Center (2006-2007)
Primary: Cariño Elementary School (2007-2008)
Elementary: Cariño Elementary School (2008-2014)
Junior High School: Interworld Colleges Foundation Inc. (2014-2018)
Senior High School: St. Rose Catholic School Inc. (2018-2019)
AWARDS AND RECOGNITION
1st place - Awitan (Elementary) - District Level
Champion - Badminton Tournament (Elementary) - District Level
1st place - Science Investigatory - Grade 8
6th Honors - Elementary - Grade 6
12th Honors - Junior Highschool - Grade 10
CURRICULUM VITAE
CONTACT INFORMATION
Name: Erika D. Dungca
Address: Ventinilla Paniqui, Tarlac
Cell Phone #: 09187686266
Email: erikadungca23@gmail.com
PERSONAL INFORMATION
Date of Birth: February 23, 2002
Place of Birth: Ventinilla, Paniqui, Tarlac
Parents: Orlando S. Dungca
Emerita D. Dungca
EDUCATIONAL ATTAINMENT
Kinder: Bacao Day Care Center (2006-2007)
Primary: Ventinilla Elementary School (2007-2008)
Elementary: Ventinilla Elementary School (2008-2014)
Junior High School: Ventinilla High School (2014-2018)
Senior High School: St. Rose Catholic School Inc. (2018-2019)
AWARDS AND RECOGNITION
2nd Honor – Kinder
Athlete of the Year – Grade 6
Scout of the Year – Grade 6
Best in Technology and Livelihood Education – Grade 10
With Honors – Grade 10
CURRICULUM VITAE
CONTACT INFORMATION
Name: Rowell E. Adams
Address: #285 Tablang Paniqui, Tarlac
Cell Phone #: 09276673031
Email: rowelladams14@gmail.com
PERSONAL INFORMATION
Date of Birth: October 14, 2001
Place of Birth: Cariño Paniqui, Tarlac
Parents: William P. Adams
Ruby Rose E. Adams
EDUCATIONAL ATTAINMENT
Kinder: Paniqui North Central Elementary School (2006-2007)
Preparatory: Paniqui North Central Elementary School (2007-2008)
Primary: Paniqui North Central Elementary School (2008-2012)
Elementary: Paniqui North Central Elementary School (2012-2014)
Junior High School: Interworld Colleges Foundation Inc. (2014-2018)
Senior High School: St. Rose Catholic School Inc. (2018-2019)
AWARDS AND RECOGNITION
1st Place Editorial Writing Filipino (District Level) – Grade 5 and 6
1st Place Science Investigatory Project (District Level) – Grade 5 and 6
2nd Place Science Investigatory Project (Division Level) – Grade 6
3rd Honor – Grade 6
1st Honor – Grade 7