DIFFICULTIES ENCOUNTERED IN MATHEMATICAL SOLVING PROBLEMS AMONG
GRADE 11 SENIOR HIGH SCHOOL STUDENTS
A Qualitative Research
Presented to the
Faculty of Senior High School
Sacred Heart College
Lucena City
In Partial Fulfillment
of the Requirements for the Subject
Practical Research 1
Agravante, Ayesa O.
Borromeo, Wave A.
David, Jearard P.
Ileto, Lei D.
Libao, Ashley C.
Maza, Vanessa C.
Palero, Kenji
Yulde, Kurt G
11-STEM -9
April 2020
ii
ACKNOWLEDGEMENT
The study entitled “Difficulties Encountered In Mathematical Solving Problems Among Grade 11
Senior High School Students” turns into a reality with the thoughtful help and support of many individuals.
The researchers would like to extend their profound appreciation to every one of them.
To the parents of the researchers who assisted and encouraged them throughout the whole research
process by making them feel at ease with their moral support.
A deep sense of acknowledgement and appreciation to Mr. Michael E. Regalario, the research teacher
who helped the researchers walk into the right path by guiding them with supervision open-handedly
throughout the study. The researchers also recognized all the valuable comments and suggestions he offered
to make the study more perfect from the start to the completion of the study.
The researchers would also like to acknowledge some students from grade 11 who became the
participants of the study by openly sharing their thoughts about the difficulties that students encounter when
answering mathematical problems. Without them this study would not be finish within time and come up to
its conclusion.
To the friends who supported the researchers and stayed with them during the making of the study and
comforted them when in trouble. The researchers truly appreciate their efforts.
Finally. the researchers give their highest appreciation to God, for His guidance and motivation to
finish the study and for boosting their knowledge and patience.
The researchers,
iii
DEDICATION
The researchers would like to dedicate this study to the following people who showed their continuous
support, and care and contributed to make this study possible
To the researchers’ family for their unconditional love and support
To the researchers’ friends and classmates for enlightening the researchers’ concerns, and for being a
source of motivation
To the researchers’ teacher Mr. Michael E. Regalario for being a good mentor and the researchers’ source
of knowledge, and skills
To the future proponents, may the study be a good contribute and help to your study
And lastly, to God, who guides the researchers in their everyday lives, and for always making things
possible
The researchers,
A.K.O.A
W.A.B
J.P.D
L.O.D.I
A.A.G.C.L
V.R.C.M
K.D.G.Y
iv
TABLE OF CONTENTS
Title
Page
TITLE PAGE ................................................................................................................... i
ACKNOWLEDGMENT ................................................................................................ ii
DEDICATION................................................................................................................ iii
TABLE OF CONTENTS ............................................................................................... iv
LIST OF FIGURES ....................................................................................................... vi
CHAPTER
I
THE PROBLEM
Introduction… ........................................................................................... 1
Statement of the Problem… ...................................................................... 2
Assumptions….......................................................................................... 2
Theoretical Framework ............................................................................. 2
Conceptual Framework ............................................................................. 3
Scope and Limitations................................................................................4
Significance of the Study ......................................................................... .4
Definition of Terms… ................................................................................5
II
REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature......................................................................................6
Related Studies..........................................................................................7
III
RESEARCH METHODOLOGY
Research Design.........................................................................................9
Research Locale ........................................................................................ .9
Population and Samples ............................................................................ 10
Research Instrument.................................................................................. 10
Data Gathering Procedures ....................................................................... 11
Data Analysis ............................................................................................ 11
Ethical Considerations .............................................................................. 12
REFERENCES................................................................................................................ 13
v
LIST OF FIGURES
Figure
Number
1
Title
Page
Input-Process-Output showing the process in
showing the plan to discover the reason for
mathematical
struggle.
3
Input
Process
Output
What is the demographic
profile of the participants in
terms of the following:
1.1. age
1.2. gender
1.3. strand
What are the struggles of the
selected
students
on
mathematical
with
preference to:
2.1. analysis
2.2. reasoning; and
2.3 communication
Analysis and Interpretation
on the Student's Struggle
with Mathematical Equation
Solving
and
Lived
Experiences of Figuring
with
Mathematical
Problems
through
the
instrument of one on one
interview.
Informative
motivational
and
math-related
content posts that aim to
ease the attitude and mind
of students, who are having
difficulties in Mathematics.
1
CHAPTER 1
THE PROBLEM
Introduction
It has been observed when it comes to education there are a lot of things to consider especially knowing
some subjects that are hard to comprehend. It’s not only in today’s generation, but also from the past. Many
students have trouble with understanding mathematics and its key concepts, but most of them find mathematics
more difficult than others. This poor understanding of mathematics is called ‘Math Disability’ and it greatly
affects the performance, reasoning, and sense of logic of a student.
Repeated underperformance in math affects the eagerness of the student to learn. The teacher is the
core when it comes to understanding the key points of a lesson, but most of the students find mathematics
boring. Math disabilities can arise at any age and it seems evident that students do experience not only differing
intensities of math dilemmas, but also different types of diverse classroom emphases, adaptations and
divergent methods. (K Garnett, 1998)
Sacred Heart College, one of the most known catholic schools in Lucena City has a lot of students who
are evident in failing to pass math. Almost the majority of the students in Sacred Heart College are struggling
with dealing and understanding math, resulting in the school to have a record of poor accumulated grades in
mathematics.
Based on the recent international assessment for mathematics and science of the K-12 program of the
Department of Education (DepEd), Philippines has the lowest scores among participants from 58 countries in
the Trends in International Mathematics and Science Study. (Philippine Daily Inquirer, 2020)
This research is mainly for the purpose of knowing the cause of the student’s bad performance in terms
of dealing with math and improving the student’s skills in answering difficult mathematical questions by
enabling them to perform better.
Statement of the Problem
The present study will aim to discover the struggles experienced by selected senior high school students in
mathematical problems. Specifically, it will seek to answer the following questions:
1.
2
What is the demographic profile of the participants in terms of the following:
1.1. age;
1.2. gender; and
1.3. strand?
2. What are the struggles of the selected students on mathematical problems with preference to:
2.1. analysis;
2.2. reasoning; and
2.3. communication?
3. How did they cope with their struggles in understanding mathematical problems?
Assumption
The following assumptions are made by the researchers regarding this study:
1. The students under the STEM strand find mathematics more difficult to understand than the others.
2. The students who fail to understand mathematics face anxiety.
3. Boys find math more difficult.
Theoretical Framework
In this theoretical framework, it presents the theory which explains why Difficulties Encountered in
Mathematical Solving Problems Among Senior Highschool Students exists. It contains the collection of
defined concepts and constructs with propositions stating how they are related. The theory serves as a basis
for conducting the research.
Constructivist Theory of Learning by John Dewey (1933) states that learners construct knowledge rather
than taking the information into their brain. The construction and representation of information is based on the
learner’s experiences.
The learners will incorporate their new learned information into a pre-existing knowledge. The constructivist
approach is based on the idea that knowledge can never be transferred from one person to another. Thus, the
only way to learn is to be able to create or construct them.
3
The relevance of Constructivism theory is using it as a strategy to improve the learning process of a student.
The teacher will serve as the core in the learning process and responsible for creating a flexible learning method
and communication to meet the student’s needs.
According to (Anna Vintere, 2018), it is believed that the constructivist approach radically changes the process
of teaching and learning mathematics, connecting it with daily life, rather than teaching only abstract formulas
and using a creative approach to mathematical tasks solving. This study also shows that using a constructivist
approach to teaching mathematics is needed for sustainable development to be boosted.
Conceptual Framework
Input
Process
Output
What is the demographic
profile of the participants in
terms of the following:
1.1. age
1.2. gender
1.3. strand
What are the struggles of the
selected
students
on
mathematical
with
preference to:
2.1. analysis
2.2. reasoning; and
2.3 communication
Analysis and Interpretation
on the Student's Struggle
with Mathematical Equation
Solving
and
Lived
Experiences of Figuring
with
Mathematical
Problems
through
the
instrument of one on one
interview.
Informative
motivational
and
math-related
content posts that aim to
ease the attitude and mind
of students, who are having
difficulties in Mathematics.
Figure 1. Conceptual Paradigm showing the Difficulties Encountered in Mathematical Solving
Problems Among Grade 11 Senior High School Students.
To create a clear view of the study regarding the difficulties encountered of students figuring with
mathematical problems, the researchers employed the Input-Process-Output approach as its conceptual
paradigm..
The input frame states different concerns regarding the study. It consists of the demographic profile
and struggles of the selected students on mathematical problems with preference to analysis, reasoning, and
communication. The effects of selected students’ experiences on mathematical problems in their academic
performance.
4
The second frame is the process which states the process the data will undergo to come up with a result.
The gathered data are from the provided interview.
The output discusses the result and recommendations derived from the gathered information and data.
The researchers aim to create a solution to help students who are struggling in Mathematics through the use of
modern technology.
Scarpello (2007) evaluated that seventy-five percent of people, in America alone, stop the studying of
Mathematics and stay away from the jobs that were related to it. Scarpella also claimed that those people have
anxiety in Mathematics.
According to Novriani and Surya (2017), students with weak skills in Math find the subject scary,
boring, and less desirable. Mathematics has been stereotyped to be the most difficult subject in school which
is why most students find the subject intimidating.
Significance of the Study
This study entitled “Difficulties Encountered in Mathematical Solving Problems Among Grade 11
Senior High School Students” is being created to benefit the following:
To the teachers, this is for the purpose of having knowledge of the struggles of the students about
dealing with mathematical problems. Since they are exposed to students every day, they can understand once
after the results are concluded.
To the current proponents, this study will benefit the students because they are the subject in this
research and their opinions will be known to the teachers and the others responsible for them if there is any
negative implication.
To the future proponents, this will serve as a guide or factor to have references as related studies or
literature to their future studies.
Scope and Limitation
This study focuses on the experience of senior high students of Sacred Heart College who are struggling
with figuring out mathematical problems. The study considers the student’s personal information such as
gender, age, and strand.
5
The researchers limited the study to 15 to 20 of selected senior high students of Sacred Heart College who will
represent to be participants. This study will not cover other problems that are not included as one of the
participants. The researchers will utilize an online interview in gathering data, each of the participants is given
the same questions to answer. The outcomes of this study will only refer to the participants of this study and
will not be used by any students outside of this research
Definition of Terms
The terms that will be used in this research are operationally defined:
Analysis. A detailed examination of anything complex in order to understand its nature or to determine its
essential features.
Constructivism. Is a theory in education that recognizes the learners' understanding and knowledge based on
their own experiences prior to entering school.
Infographics. A visual image such as a chart or diagram used to represent information or data.
Logic. The science that investigates the principles governing correct or reliable inference.
Mathematics. The science of structure, order, and relation that has evolved from elemental practices of
counting, measuring, and describing the shapes of objects.
Math disability. A disability in having difficulties of learning mathematics.
Mathematical Problems. A problem that is amenable to being represented, analyzed, and possibly solved,
with the methods of mathematics
Reasoning. The action of thinking about something in a logical, sensible way.
Skills. The ability to use one's knowledge effectively and readily in execution or performance.
Underperformance. To perform less well than (another of its kind, a general average, etc.) or less well than
expected.
6
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
In order to clearly illustrate the nature of the problem, the researchers have reviewed references that
are relevant to the study. This chapter contains the summaries of related literatures by foreign authors, as well
as unpublished studies that have contributed important ideas to this research problem.
Related Literature
Mathematics Anxiety is a negative emotional reaction to mathematics that can be debilitating. It has
been defined as “a feeling of tension and anxiety that interferes with the manipulation of numbers and the
solving of mathematical problems in … ordinary life and academic situations. The severity of Mathematics
Anxiety can range from a feeling of mild tension all the way to experiencing a strong fear of math. (Brooks,
2020)
The negative relationship between the math anxiety and math performance is an international issue.
The PISA (Program for International Student Assessment) statistics measuring a wide variety of countries and
cultures depict that the high level of negative correlation between math anxiety and mathematical performance
is remarkable (Foley et al., 2017).
Although it is not clear to what extent the math anxiety affects the mathematical difficulties and how
much of the experience of mathematical difficulties cause mathematical anxiety, there is considerable evidence
that math anxiety affects the mathematical performance that requires working memory (Dowker et al., 2016).
The math anxiety is associated with the cognitive information processing resources during arithmetic task
performance in a developing brain (Young, Wu & Menon, 2012).
The above-mentioned literature is all about the Math anxiety affects the student’s Mathematical
Solving Problem Performance negatively.
7
There is evidence that secondary students with math learning disabilities score significantly below
grade level in mathematics and that their growth rate in mathematics slows considerably in secondary schools
(Cortiella, 2011; Wei, Lenz, & Blackorby, 2013). The mathematics underachievement of these students as
they enter middle and high school grades maybe due to several reasons, such as increasingly difficult
mathematics content as the mathematical ideas become more abstract (Witzel, 2016)
The above-mentioned literature is about the students who have math learning disability, will remain if
there is no action taken.
Related Studies
From the study entitled “The Lived Experiences of the Low Performing Students of Bachelor of
Industrial Technology of Samar State University in Making Portfolio in Mathematics” (Araza, 2017),
Mathematics is a necessity for people of all ages to be successful in life. The school subject can be found in a
lot of fields such as; economics, science, sports, etc.
This study is relevant to the present study as it supports that numerous factors affect students' ability
to understand and apply mathematics and its concepts, despite its efficacy in life. Mathematics is almost
involved in other school subjects. Students tend to lose interest in the class and their overall participation and
performance.
As stated in “Bringing Math to Life: Provide Students Opportunities to Connect their Lives to
Math” (Benson-O’ Connor, Carr, and McDaniel, 2019), it has been observed that students, who hate and are
afraid of mathematics, immediately panics and signs of stress can be seen in their body when the mere mention
of mathematics and its application is being brought up.
This study supports the current study as it provided information that student who grew up in a nature
where the subject Mathematics is being hated on develops a fear in mathematics or also known as Math anxiety.
Since Mathematics is has been stereotyped as a subject only “gifted” students can comprehend, regular
students are often found intimidated by the school subject.
The findings on the study “Students Difficulty in Solving Mathematical Problems” by Siniguian,
suggest a focus that trying new and different problem solving strategies on teaching mathematical concepts
and formulas to students that requires them to think analytically will also help in getting the students exposed
to variety of mathematical problems.
8
The relevance of the study above mentioned supports the current study’s plan to use a new way and
strategy in helping students to learn math.
9
CHAPTER III
METHODOLOGY
This chapter will include the research design used by the researchers, the research locale where the
researchers will conduct the study, the research population and sample, the research instrument going to the
used, the data gathering procedures, and ethical considerations.
Research Design
The present study deals with a non-statistical method that provides understanding of reasons and
opinions. This qualitative research approach focuses more on interpreting and understanding research
questions as a humanistic approach. By the supporting assertion of (Bhandari, 2020), cited that qualitative is
used to understand how people experience the world and qualitative research tend to be more flexible and
focuses on retaining rich meaning when interpreting data.
Phenomenological approach will be utilized as a strategy in data collection since it focuses on the lived
experiences of the participants and showcases how an individual experience a phenomenon. For (Lester, 1883),
the purpose of a phenomenological study is to illuminate the specific, to identify phenomena through how they
are perceived by the actors in a situation. The researchers will conduct a semi-structured interview with their
selected participants that will be used for basic data collection. The researchers used this design for the study
because they are aiming to examine the personal lived experiences of mathematical struggle to students.
Research Locale
The research study is to be conducted at Sacred Heart College, Lucena City, Quezon. The researchers
decided to carry out the study on the place they have an easy access with.
Sacred Heart College is one of the oldest educational institution in Quezon Province mainly located 1
Merchant St. Lucena City. It was the first catholic learning school founded in 1884 by Hermana Fausta
Labrador and is still the oldest catholic school in Lucena City, Quezon managed by the Daughters of Charity.
10
With an upgraded quality education that molds students into virtuous individuals, Sacred Heart College
is accredited by Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU) to cater
excellent academic programs to equip young people with knowledge and morality.
Population and Sampling
The researchers selected teenagers as their participants in this study who are struggling with coping
and handling mathematical problems than other students. The target population of the study are all teenagers,
however, the researchers have a lot more access to the students of Sacred Heart College which is the reason
why the participants will only be selected there. The researchers applied the convenience sampling because of
their convenient accessibility and proximity to the researchers.
Research Instrument
The researchers will use the survey method as the main instrument in gathering the data available for
the research. The survey will help the researchers to get the data of grade 11 students from Sacred Heart
College about their struggles in dealing with mathematical equations. The researchers will use the recognition
type questionnaire so if the respondent might add their alternative, the option is already provided. The study
covered 14 participants in Grade 11 Senior High School: 5 students from STEM (Science, Technology,
Engineering and Mathematics), 5 students from HUMSS (Humanities and Social Science), and 4 students
from ABM (Accountancy, Business and Management) will be chosen from the Grade 11 populace.
Semi-structured interview with open-ended questionnaire will be the instrument use to collect the data
from the participants’ phenomenological experience and point of view in broadening the result of the study.
The researchers used this method because it is the most appropriate and convenient for this qualitative research
and to get the information and opinions of the students. This type of open-ended questionnaire is divided into
three parts:
Part 1. The participant’s demographic profile which include their age, gender and strand.
Part 2. The struggles of the selected participants they are experiencing on answering mathematical problems
with preference to analysis, communication and reasoning.
Part 3. The solution or way on how the selected participants cope up with their struggles in understanding
mathematical problems.
Data Gathering Procedures
11
The researcher will adhere to all established protocols in conducting a study. In accomplishing this
study, the following procedures will be considered and followed:
A letter to the Senior High School principal and the research teacher will be sent asking the permission
of the study. After securing permission, consent from each participant will be obtained discussing the nature
and purpose of the study, then they will be informed regarding the recording of the interview. The researchers
will also coordinate and seek for an assistance with the class advisers of the chosen respondents and as well
as the faculty members in the conduction of the study.
A small sample of 14 participants among senior high school students will be chosen for the focus group
discussion. Interview questions will be open-ended in order to allow the participants to fully describe the
experience from their own view point and to seek understanding on how the participants experience their
difficulties in solving mathematical problems
The researchers will personally conduct the Focus Group Discussion (FDG) in determining their
experiences in mathematical problems. The activity will be explained in details and audio recording will be
facilitated for data storing. More importantly, the participants will be asked for voluntary consent about the
recording. Data to be collected is qualitative and analysis will include an attempt to identify the difficulties in
solving mathematical problems that is actually perceived or experienced. Two weeks will be allotted for the
facilitation of data gathering.
The data gathered from the participants of the study will be collated. Afterwards, it will be analyzed,
interpreted, and presented in figures and tables to facilitate better understanding
Data Analysis
12
After gathering the collected data from the participants, the researchers will now interpret the data into
text, interpret the meaning and analyze themes from the data collected from the participants. For the
analyzation and interpretation of the data, the researchers used and utilized thematic analysis to facilitate the
analysis and interpretation of the data. The researchers used thematic analysis because it was the appropriate
method to conduct in this qualitative research thus providing the researchers an in depth interpretation of the
data and information.
After the researchers gathered the collected data, they will transcribe it into text and will look through
it to fully overview the data and to easily analyze the participant’s responses. The researchers will organize
the data by codes. The researchers will use axial coding since it connects the main and sub-categories together
which influences the phenomena that is being studied. After identifying and generating the themes and
patterns, the researchers will now check the validity of the data by reviewing through the transcript and check
the reliability of the data. The researchers can now present the data as a whole.
According to (Nowell, 2017), Thematic analysis is a qualitative method that can be used when working
in research teams and analyzing large qualitative data sets it also shows that thematic analysis conducts
framework to a positively contributes to qualitative research as a method.
Ethnical Consideration
The researchers bear in mind the following ethical guidelines throughout the process and completion
of their study.
Honesty, the researchers make sure that the transcribed collected data from interview schedules are not
falsified and fabricated. As the researchers and the study are aimed to be a trusted study that can help spread
solution to the issue.
Objectivity, the researchers make sure that biases towards the presented data are going to be avoided.
It is important for the researchers to come up with a solution that will not cause harm effects on both parties.
Carefulness, the researchers make sure that errors and negligence will be avoided. The gathered data
and findings should be protected properly to maintain a good condition.
Respect for Intellectual Property, the researchers makes sure that proper citation, references, and sources are
recognized. This is to ensure that encountering legal problems will be avoided upon the completion of the
study
13
REFERENCES
Anna Vintere (2018) Constructivist Approach to the Teaching of Mathematics to Boost Competences
Needed for Sustainable Development
https://content.sciendo.com/view/journals/plua/39/334/article-p1.xml?language=en
Araza, J. (2017) The Lived Experiences of the Low Performing Students of Bachelor of Industrial
Technology
of
Samar
State
University
in
Making
Portfolio
in
Mathematics.
http://uruae.org/siteadmin/upload/UH0117832.pdf
Benson O., Carol M., Carr, J. (2019) "Bringing Math to Life: Provide Students Opportunities to Connect
their Lives to Math," Networks: An Online Journal for Teacher Research: Vol. 21: Iss. 2.
https://doi.org/10.4148/2470-6353.1299
Lorelli N. (2017) Thematic Analysis: Striving to Meet the Trustworthiness Criteria
https://journals.sagepub.com/doi/full/10.1177/1609406917733847
Singuian
(n.d.)
Students'
Difficulty
in
Solving
Mathematical
www.academia.edu/Students_Difficulty_in_Solving_Mathematical_Problems
Stan L. (1883) An introduction to phenomenological research
https://www.rgs.org/CMSPages/GetFile.aspx?nodeguid=7ad9b8d4-6a93-4269-94d2585983364b51&lang=en-GB
Pritha B. (2020) An introduction to qualitative research
https://www.scribbr.com/methodology/qualitative-research/
Problems
14
Vanessa Rose C. Maza
Alpsville 3 Lucena City
kimreneqt@gmail.com
09397632588
PERSONAL INFORMATION
Date of Birth
: March 24, 2004
Place of Birth
: Lucena City
Age
: 16
Civil Status
: Single
Sex
: Female
Religion
: Roman Catholic
Height
: 5’7 ft.
Parents
: Randolph Gymson V. Maza
: Armela Consesa C. Maza
EDUCATION
Secondary
: Senior High School
Sacred Heart College
2020-20201
Junior High School
Sacred Heart College
2016-2020
Elementary
: Sacred Heart College
20 – 2016
ASSOCIATIONS
Luisas Club
2016 – 2020
Teatro
2016 – 2020
Science Club
2016 – 2020
15
KURT DARRYL G. YULDE
Purok Santolan Lucena City
yulde.kdg@shc.edu.ph
09000000000
PERSONAL INFORMATION
Date of Birth
: May 2, 2004
Place of Birth
: Lucena City
Age
: 16
Civil Status
: Single
Sex
: Male
Religion
: Roman Catholic
Height
: 5’6 ft
Parents
: Jocelyn Yulde
: Kurt Glenn Yulde
EDUCATION
Elementary
: Sacred Heart College
2010 - 2016
Secondary
: Sacred Heart College
Junior High School
2016 – 2020
Senior High School
2020 - present
ASSOCIATIONS
16
WAVE A. BORROMEO
Sitio Pag-asa, Barangay Bukal, Pagbilao, Quezon
waveborromeo@gmail.com
095116447666
PERSONAL INFORMATION
Date of Birth
: May 23, 2003
Place of Birth
: Lucena city
Age
: 17
Civil Status
: Single
Sex
: Female
Religion
: Roman Catholic
Height
: 5’4 ft.
Parents
: Welihado U. Borromeo Jr.
: Ma. Roanne A. Borromeo
EDUCATION
Secondary
: Senior High School
Sacred Heart College
2020-2021
Junior High School
: International School for Better Beginnings
2017-2020
Elementary
: International School for Better Beginnings
2010-2016
ASSOCIATIONS
17
Jearard P. David
Southville Subd. Brgy Lusacan, Tiaong, Quezon
davidiyad6@gmail.com
PERSONAL INFORMATION
Date of Birth
: February 13, 2004
Place of Birth
: Tayabas City
Age
: 16
Civil Status
: Single
Sex
: Male
Religion
: Roman Catholic
Height
: 181 cm
Parents
: Jeanilyn P. David
: Gerardo C. David
EDUCATION
Secondary
: Senior High School
Sacred Heart College
2020-Present
Junior High School
Saint John Parochial School 20162020
Elementary
: Southside Integrated School
2010 – 2016
ASSOCIATIONS
18
ASHLEY AYEN GHAIL C. LIBAO
Nabatasan St. Brgy.08 Poblacion Catanauan, Quezon
libao.aagc@shc.edu.ph
09284392080
PERSONAL INFORMATION
Date of Birth
: August 30, 2004
Place of Birth
: Lucena MMG General Hospital Lucena City, Quezon
Age
: 16
Civil Status
: Single
Sex
: Female
Religion
: Roman Catholic
Height
: 5’2 ft.
Parents
: Emilie C. Libao
: Alexzander N. Libao
EDUCATION
Secondary
: Senior High School
Sacred Heart College
2020-2021
Junior High School
Parochial School of Catanauan
2016-2020
Elementary
:
Parochial School of Catanauan
2008 – 2016
ASSOCIATIONS
19
Lei Oliver D Ileto
Wesmar st. Marville subd. Lucena
Leiileto981@gmail.com
09100508824
PERSONAL INFORMATION
Date of Birth
: 1/23/04
Place of Birth
: Lucena City
Age
: 17
Civil Status
: Single
Sex
: Male
Religion
: Roman Catholic
Height
: 5'8
Parents
: Nerissa D Ileto
: Ronnel D Ileto
EDUCATION
Secondary
: Senior High School
Sacred Heart College
2020-2021
Junior High School
Parochial School of Catanauan
2016-2020
Elementary
:
Kanlurang Mayao Elementary School
2008 – 2016
ASSOCIATIONS