CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
The skills used by a person to properly interact with others. In the business
domain, the term generally refers to an employee’s ability to get along with others
while getting the job done. Interpersonal skills include everything from communication
and listening skills to attitude and deportment. Good interpersonal skills are a
prerequisite for many positions in an organization.
The term “interpersonal skills” is somewhat of a misnomer, because it refers to
character traits possessed by an individual rather than skills that can be taught in a
classroom. Within an organization, employees with good interpersonal skills are likely
be more productive than those with poor interpersonal skills, because of their
propensity to project a positive attitude and look for solutions to problems.
Interpersonal skills are the personal qualities and behaviors that we demonstrate when
we interact with those around us. Some are innate personality traits that can be
developed, and others have been acquired In certain social situations. Deploying our
interpersonal skills in a certain situation is always a conscious choice, and the
appropriate nature of this choice will go a long way to determining our impact on others
and ultimately our employability. Getting along with our colleagues will add to the
bottom line. Whether you are resolving a conflict, gaining someone’s respect or
working out what someone is trying to say, interpersonal skills are what keep the
wheels turning. Interpersonal skills come under the umbrella of soft skills, which are
social and emotional-based skills, but also include executive functioning abilities such
as time management and organization. With a little time and effort, you can develop
1
these skills. Good interpersonal skills can improve many aspects of your life –
professionally and socially – they lead to better understanding and relationships.
Interpersonal skills are also sometimes referred to as social skills, people skills, soft
skills, communication skills, or life skills. Although these terms can include
interpersonal skills they tend to be broader and therefore may also refer to other types
of skills.
Though the terms intrapersonal and interpersonal are used interchangeably by
people, there is a distinct difference between the two. Intrapersonal deals with the
emotions, feelings, and thoughts that are stirred within an individual which the person
next to them might not even be aware of. This is quite different from interpersonal
skills, which are immediately visible to an external audience. There does, however,
exist a very strong relationship between them; good intrapersonal skills will go a long
way in producing good interpersonal relationships.
BACKGROUND OF THE STUDY
The background of the student focuses on the examination of the role that
interpersonal and intrapersonal skills play in determining the academic performance
of students with a background in Information and Communication Technology (ICT).
The study aims to understand how these skills can impact the success of students in
their academic pursuits within the ICT field. The goal is to determine if possessing
strong interpersonal and intrapersonal skills can enhance academic performance and
lead to better outcomes for ICT students.
The term “interpersonal skills” is somewhat of a misnomer, because It refers to
character traits possessed by an individual rather than skills that can be taught in a
classroom. Interpersonal skills are the life skills we use every day to communicate and
2
interact with other people, both individually and in groups. Though the terms
intrapersonal and interpersonal are used interchangeably by people, there is a distinct
difference between the two. Intrapersonal deals with the emotions, feelings, thoughts
that are stirred upon within an individual which the person next to them might not even
be aware of. This is quite different from interpersonal skills, which is immediately
visible to an external audience. There does however, exist a very strong relationship
between them; good intrapersonal skills will go a long way in producing good
interpersonal relationships.
THEORETICAL FRAMEWORK
The study association between students’ interpersonal skills and achievement
is based on Walberg’s educational productivity theory. This theory directed that
student’s additional variables (cognitive, behavioral, and attitudinal) influence their
achievement. Walberg’s theory also recognized nine students’ variables (previous
achievement, motivation, developmental level, the quantity of instruction, quality of
instruction, home environment, classroom climate, interpersonal skills/peer group
relationship, and experience to mass media) influence on their educational
achievement. The first three variables characterize as aspects of student aptitude. The
fourth and fifth variables disclose teaching factors, and the rest of the four
Variables represent aspects of environmental factors. The study variable
interpersonal skills (independent variable) consist of how well students get along with
others that measured through rating scale, while curriculum-based achievement
scores are considered as academic achievement (dependent variable). Abid, Ali, and
Akhter also concluded that “proximal” variables (psychological, instructional, and
3
environmental condition) have a more influence on achievement than “distal” variables
(demographics, state/district).
CONCEPTUAL FRAMEWORK
Independent Variable
Dependent Variable
2. Extent of students
interpersonal skills in terms of:
2.1. Speaking
2.2. Listening
1. Profile
2.3. Decision making
1.1.
1.2.
1.3.
Age
Sex
Total Family Income
3. Extent of students
intrapersonal skills in terms of:
3.1. Persistence
3.2. Time management
3.3. Self-discipline
Figure 1. Paradigm of the study
The first box includes the profile which includes 1.1. Age, 1.2. Sex, 1.3. Total Income
then the second box includes the extent of students interpersonal and intrapersonal
skills.
RELATED LITERATURE
Interpersonal Skills
Interpersonal skills are the abilities that a person uses to communicate and interact
with others in daily life, both individually and in groups. These skills involve effective
speaking and writing, as well as the ability to handle and regulate one's emotions.
4
Intrapersonal skills are internal abilities and behaviors that help a person manage their
emotions, cope with challenges, and learn new information.
According to Cuncic, A. (2022) students who have the courage to speak in front of the
class can benefit from various strategies to improve their public speaking skills. One
effective strategy is to volunteer to speak in front of the class as often as possible and
to be the first one to raise your hand when a question is asked. Observing other
speakers who are good at what they do and practicing imitating their style and
confidence can also be helpful. Educators can praise students for concentrating and
give them concrete or informal rewards to encourage them to continue speaking in
front of the class.
According to Waterford Organization (2020) students with great listening skills are
able to effectively process and understand what they hear in the classroom.
Developing listening skills can lead to lasting advantages in a student's academic
career and beyond, including improved communication, language acquisition, and
relationship skills. Active listening skills, which involve empathy, genuineness, and
positive regard, can be fostered through certain skillful ways of interacting. Overall,
developing good listening skills is important for academic success and personal
growth.
According to Walden University (2023) There are several effective techniques for
developing students' decision-making skills. One technique is to teach critical thinking
skills, such as analyzing, evaluating, and assessing, which are essential for making
informed decisions in all subject areas. According to Hartung, J. (2019) working with
peers can make decision-making easier by providing different perspectives and ideas.
When making decisions with peers, it is important to follow the steps of the decision-
5
making process, such as framing the decision, gathering information, evaluating
options, and making a choice. Being assertive and taking command of the decisionmaking process can also help when working with peers.
Intrapersonal Skills
Intrapersonal skills refer to a person's ability to be self-aware and control their own
internal attitudes and processes. These skills are important because they form the
foundation on which a person builds their relationships with others. Intrapersonal skills
include self-awareness, self-confidence, self-control, self-motivation, and analytical
thinking, among others. They help a person navigate their interpersonal relationships
and handle and regulate their emotions.
According to the article from Classroom Synonym (2020) students who attend class
early have several advantages, including more time to prepare for the day and less
likelihood of missing important information. Regular school attendance is also linked
to academic success, although there are exceptions to this rule. Starting school early
in the day has been shown to have benefits for academic performance, health, and
extracurricular activities.
Additionally, early school start times may be more
convenient for parents who can drop off their children before work.
According to an article from ADDitude Editors. (2022) Students who are not
daydreaming in class can benefit from various strategies to improve their ability to
concentrate. Educators can utilize images, diagrams, smartboards, and gestures
when delivering information to keep students' attention. Students can also benefit from
having a specific word or gesture to help them refocus when they become distracted .
Related Studies
6
Urquhart, J. (2020) Speaking confidently in public can be challenging, but there are
various strategies that can help. One effective strategy is to prepare thoroughly by
researching the topic and rehearsing the speech 2-3 times a day until the points are
memorized. Being able to speak confidently can be highly effective in various aspects
of life, including personal and professional settings. In a professional environment,
speaking confidently can enhance employability during job interviews and increase the
chances of obtaining internal promotions.
According to Taylor, B. (2021) students who can understand what they are listening to
even in noisy environments may have developed good auditory processing skills.
However, background noise in the classroom can still be a challenge for many
students, especially those with hearing loss or attention difficulties. Teachers can help
by implementing better classroom management techniques and scheduling times for
quiet and noisy activities. Waiting for your turn to speak is an important aspect of
effective communication. It shows respect for the speaker and allows for a more
productive conversation. Teachers can help students develop this skill by teaching
active listening techniques, such as empathic listening and following.
According to study of Nguyen H.P. (2021) finishing assignments before playing online
games can have benefits for students. It allows them to focus on their schoolwork and
complete it without distractions, which can lead to better academic performance.
Games can also be beneficial for students with special needs, as they can provide
opportunities for success and disrupt traditional learning approaches. However, it is
important for students to balance their time between schoolwork and leisure activities,
including online gaming.
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According to study of Novak, B (2021) passing assignments on time can have several
benefits for students. It can lead to better academic performance and fewer issues
with academic performance, which can reduce the need to retake tests or exams.
Additionally, passing assignments on time can provide students with more free time
for hobbies and socializing with friends.
According to study of Andrew, B. (2021) highly motivated students tend to have better
academic outcomes and are more likely to achieve their goals. Motivation can be
influenced by various factors, such as challenge level, social connection, and
emotional support. Motivated students are also more likely to spend less effort on
learning and complete their assignments on time, which can lead to better academic
outcomes.
According to study of Elaine, H. (2020) determination is a transformative quality that
can help students turn their innate talents into success. To help students develop
determination, educators can encourage them to set and track goals in various areas
of their lives, such as academics, social life, sports, and hobbies. There are also selfdetermination skills and activities that students can utilize to develop this quality. Some
determined students are also dedicated parents, and they are more likely to be
students of color.
According to study of Elias, M. J. (2019) staying up all night to finish assignments is
not a healthy or effective approach to managing schoolwork. To avoid this situation,
students can develop self-management skills, such as setting achievable goals and
tracking their progress towards them. Self-discipline is also important, and students
can regulate themselves by keeping focused on assignments or in classes, avoiding
distractions, and making sure they are on track with deadlines.
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According to study of Lynch, M. (2021) students who focus on class can benefit from
various strategies to improve their ability to concentrate. Educators can utilize images,
diagrams, smartboards, and gestures when delivering information to keep students'
attention. Self-management plans and strategies can also help students develop selfdiscipline, self-motivation, and independent learning, such as setting small, reachable
goals that the student can work towards and using rating scales to track progress.
STATEMENT OF THE PROBLEM
1. What is the demographic profile of the students in terms of:
1.1.
Age
1.2.
Sex
1.3.
Total Family Income
2. What are the extent of students interpersonal skills of the respondents in terms
of:
2.1.
Speaking
2.2.
Listening,
2.3.
Decision Making
3. What is the extent of students intrapersonal skills of the respondents in terms
of:
3.1.
Persistence
3.2.
Time management
3.3.
Self discipline
4. What is the level of Academic performance of the respondents as to their
general average in the previous semester?
5. Are the interpersonal and intrapersonal skills associated to the respondents’
academic performance?
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RESEARCH HYPOTHESIS
Interpersonal and intrapersonal does not associated to the respondent’s
academic performance.
SIGNIFICANCE OF THE STUDY
The Study would be significant to the following:
To the Students – results of the study will help students through the use of their
interpersonal skills, students are able to share ideas and opinions, which enhances
their academic performance.
To the Teachers – The effectiveness of a teacher’s interpersonal skills will
enhance the quality of their lecture or teaching methods which then will enhance the
students performance.
To the Parents -results of the study may help the parents to properly guide their
children in developing their communication skills
To the future researchers, this research may serve as a basis for conducting a
future research study on a wider scope by taking a comparison of study in the past
about the (significance?) of using communication skills in the academic performance
of students.
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SCOPE AND DELIMITATION
This study is limited only to the Interpersonal and Intrapersonal skills as
determinants of academic performance of information and communication technology
Students. This study covers two types of communication skills The study composes
of 30 students, some of them are from grade 11 Senior High School Students of Red
Link Institute of Science and Technology only. This Study limits its main coverage on
the students od Red Link Institute of Science and Technology. Its main purpose is to
determine the Interpersonal and Intrapersonal skills as determinants of academic
performance. Each participants was given the same question to answer.
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CHAPTER 2
METHODOLOGY
In this chapter, the methods and procedures used in the study were presented by the
researchers. This chapter presents the following sections: (a) research design, (b)
respondents of the study, (c) sampling technique, (d) research instrument, (e)
research procedure, (f) and statistical treatment of data.
RESEARCH DESIGN
The type of method the researchers used is Quantitative Research. The data
gathered helped the researchers to understand their study more. Moreover,
quantitative research gathered data through survey questionnaires. It is a descriptive
research design which allowed the researchers to know the status and the views of
the respondents using survey questionnaires.
RESPONDENTS OF THE STUDY
Using Purposive Sampling, the researchers gathered respondents from grade
11 Information and Communication and Technology students of Red Link Institute of
Science and technology which is 30 students who are engage in having this type of
skills. Since almost of all the ICT students are exposed of this kind of skills. The
researcher did not have a problem gathering them. The respondents of the study are
compose of 17 males and 13 females from grade 11 ICT.
SAMPLING TECHNIQUE
The population focuses on Selected Grade 11 ICT students of Red Link Institute
of Science and Technology school year 2022-2023. The sampling used in the study is
Non-Probability sampling which is the purposive Sampling. It can also be subjective
12
or judgmental sampling wherein the researcher rely on their own judgement o choose
certain people out of the total population to participate in the study.
RESEARCH INSTRUMENT
The researchers used survey questionnaires which contains 3 questions per
sub-variable. The questionnaire is made by the researchers and validated by the
validators the questions formulated helped the researchers to answers their statement
of the problem.
The first part of the survey questionnaire consists the demographic profile of
the respondents such as name, age, sexl, total income. The second part includes the
extent of students interpersonal skills in terms of speaking, listening, and decision
making. The last part includes the extent of students intrapersonal skills in terms of
persistence, time management, and self-discipline. 4 Likert scale is used to score the
first to last part of the questionnaire.
A printed survey questionnaire was used by the researcher to gathered and
collect information to their respondents. It was an advantage for the proponents since
the gathering of data and information are encoded in the printed survey form.
Descriptive statistics was also used which consists of procedures that summarize and
describe the important characteristics of set of measurements.
RESEARCH PROCEDURE
In the study, the researchers made questionnaires used to gather their data.
Each of the participants received the same questions in survey questionnaires. The
researchers gave individual survey questionnaires to the respondents. The answers
by the participants are used to compare the answers in the Statement of the Problem.
The researchers analyzed the same answers given by each of the participants. The
13
researchers used a survey to know the Interpersonal and Intrapersonal skills as
determinants of academic performance. The researchers limit the respondents
according to their willingness to participate in this study. Also, the researchers
explained to the respondents that the gathered data will be confidential and will not
cause harm to them, furthermore, the data that was collected will only be used in this
study.
STATISTICAL TREATMENT
The information and data gathered from the respondents was tabulated using
frequency and percentage distribution to find out how many responses for each item
as well as its percentage. The survey questionnaire were tallied by the researcher for
tabulation, data analysis and interpretation.
1. To know the student’ s percentage
𝑓
% = 𝑁 𝑥 100
Where
% = percentage
F = frequency
N = Total Number of Respondents
2. To know the weighted average of the extent of students interpersonal skills, the
researchers used weighted mean. The formula is:
14
where:
xw = is the weighted mean
wi = is the allocated weighted value
xi = is the observed value
Rubrics for Verbal Interpretation of the extent of student’ s Interpersonal skills:
Range
Interpretation
3.26 – 4.00
Strongly Agree
2.5 – 3.25
Agree
1.76 – 2.50
Disagree
1 – 1.75
Strongly Disagree
3. To know the weighted average of the extent of students interpersonal skills, the
researchers used weighted mean. The formula is:
Where:
xw = is the weighted mean
wi = is the allocated weighted value
xi = is the observed value
Rubrics for Verbal Interpretation of the extent of student’ s Intrapersonal skills:
15
Range
Interpretation
3.26 – 4.00
Strongly Agree
2.5 – 3.25
Agree
1.76 – 2.50
Disagree
1 – 1.75
Strongly Disagree
4. To know the weighted average of the level of Academic performance of the
respondents as to their general average in the previous semester, the
researchers used weighted mean. The formula is:
Where:
xw = is the weighted mean
wi = is the allocated weighted value
xi = is the observed value
Rubrics for Verbal Interpretation of the extent of student’ s Intrapersonal skills:
Range
Interpretation
3.26 – 4.00
Strongly Agree
2.5 – 3.25
Agree
1.76 – 2.50
Disagree
1 – 1.75
Strongly Disagree
16
5. To know if the interpersonal and intrapersonal skills are associated to the
respondents’ academic performance.
Where
r = correlation coefficient
xi = values of the x-variables
x = mean of the values of the x-variable
yi = values of the y-variable
y = mean of the value of the y-variable
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CHAPTER 3
RESULTS AND DISCUSSION
This chapter presents analyses, and discusses the results of the survey conducted
through printed questionnaire with a 4-point Likert Scale regarding to the research
entitled “Interpersonal and Intrapersonal skills as determinants of academic
performance of grade 11 information and communication technology students”. The
researchers incorporated statistical methods for interpreting data such as frequency,
percentage, mean and standard deviation. The results are tabulated and are sought
to answer the research questions:
Table 1. The Demographic Profile of the Respondents in terms of Age
Age
Frequency
Percentage
Rank
16 years old
3
10%
4
17 years old
13
43%
1
18 years old
6
20%
3
19 years old and above
8
27%
2
Total
30
100%
According to the table above, the majority of respondents (43% of the population) are
17 years old which consist of 13 students, while the least bracket which is 16 years
old (3 or 10% of the respondents). This implies that the average of the student’s who
are engaged of having Interpersonal and intrapersonal skills which is 18 years old.
18
Table 2. The Demographic Profile of the Respondents in terms of Sex
Sex
Frequency
Percentage
Rank
Female
12
40%
2
Male
18
60%
1
30
100%
The second table depicts the sex profile of the responders. The result shows that the
majority of respondents are Male (18 or 60% of the population) who are engaged of
having this type of skills, while 12 or 40% of the population are females who are
engaged with this type if skills.
Table 3. The Demographic Profile of the Respondents in terms of Total Family
Income
Total Family Income Frequency
Percentage
Rank
15k below
17
57%
1
25k
6
20%
3
30k above
7
23%
2
Total
30
100%
According to the above-mentioned table, majority of the respondents (17 or 57% of
the population) has 15k below family income in a year, while the least of the
respondents (6 or 20% of the population) have 25k family income in a year.
Table 4 shows the extent of Interpersonal skills of the Respondents.
19
Table 4. Extent of students Interpersonal skills in terms of speaking
SPEAKING
Mean Strd. Deviation V.I
I have the courage to speak in front 3.43
0.57
Strongly Agree
I am confident when I am speaking. 3.23
0.63
Agree
I can speak clearly when I’m talking. 3.43
0.50
Strongly Agree
Overall Mean
0.57
Strongly Agree
of the class.
3.37
Legend: 3.26 – 4.00 Strongly Agree, 2.5 – 3.25 Agree, 1.76 – 2.50 Disagree,
1.75
1
–
Strongly Disagree
Table 5 explains the extent of students Interpersonal skills in terms of Speaking. The
mean value of the indicators concerning Extent of Students Interpersonal Skills in
terms of Speaking. The statement with a highest is “I have the courage to speak in
front of the class.” (x= 3.43, SD=0.57) And “I can Speak clearly when I’m talking” (x=
3.43, SD=3.23) with an interpretation of “Strongly Agree”. It means that the majority of
the respondents agreed that they had the courage to speak in front of the class and
Speak clearly when they’re talking. Overall, the extent of students Interpersonal skills
in terms of Speaking falls to “Strongly Agree” (x=3.37 ,SD= 0.57).
According to Cuncic, A. (2022) students who have the courage to speak in front of the
class can benefit from various strategies to improve their public speaking skills. One
effective strategy is to volunteer to speak in front of the class as often as possible and
to be the first one to raise your hand when a question is asked. Observing other
speakers who are good at what they do and practicing imitating their style and
confidence can also be helpful. Educators can praise students for concentrating and
20
give them concrete or informal rewards to encourage them to continue speaking in
front of the class.
Table 5 shows the extent of students Interpersonal skills in terms of Listening.
Table 5. Extent of Students Interpersonal Skills in terms of Listening.
Listening
Mean Strd. Deviation Verbal Interpretation
I can understand whom I’m 3.17
0.75
Agree
0.66
Strongly Agree
talking to even if there is other
noise around us.
I always listen to the person 3.33
while they are talking.
I wait for my turn to speak
3.37
0.61
Strongly Agree
Overall Mean
3.29
0.67
Strongly Agree
Legend: 3.26 – 4.00 Strongly Agree, 2.5 – 3.25 Agree,
1.76 – 2.50 Disagree, 1 –
1.75 Strongly Disagree.
Table 6 explains the Extent of Students Interpersonal Skills in terms of Listening. The
mean value of the indicators concerning Extent of Students Interpersonal Skills in
terms of Listening. The statement with the mean is “ I wait for my turn to speak”.
(x=3.37, SD=0.61) and “I always listen to the person while they are talking.” (x=3.33,
SD= 0.66) with an interpretation of “Strongly Agree”. It means that the majority of the
respondents strongly agreed that they’re waiting for their turn to speak. Overall, the
extent of students Interpersonal Skills in terms of Listening falls to “Strongly Agree”
(x=3.29, SD=0.67).
According to Waterford Organization (2020) students with great listening skills are
able to effectively process and understand what they hear in the classroom.
21
Developing listening skills can lead to lasting advantages in a student’s academic
career and beyond, including improved communication, language acquisition, and
relationship skills. Active listening skills, which involve empathy, genuineness, and
positive regard, can be fostered through certain skillful ways of interacting. Overall,
developing good listening skills is important for academic success and personal
growth.
Table 6 shows the extent of students Interpersonal skills in terms of Decision Making
Table 6. Extent of Students Interpersonal Skills in terms of Decision Making
Decision Making
Mean
Strd. Deviation
Verbal Interpretation
I can make my own decision.
3.30
0.79
Strongly Agree
It is easier for me to decide with 3.13
0.73
Agree
0.73
Agree
0.75
Agree
my peers.
I consider others when I make 3.23
a decision.
Overall Mean
3.22
Legend: 3.26 – 4.00 Strongly Agree, 2.5 – 3.25 Agree, 1.76 – 2.50 Disagree,
1.75
1
–
Strongly Disagree.
Table 7 explains the extent of students Interpersonal skills in terms of Decision
Making. The mean value of the indicators concerning the extent of students
Interpersonal skills in terms of Decision Making. The statement with the highest mean
is “I can make my own decision” (x=3.30, SD=0.79) with an interpretation of Strongly
Agree. It means that the majority of the respondents strongly Agreed that they can
make decision on their own. Overall, the extent of students Interpersonal skills in terms
of Decision Making fall to “Agree” (x=3.22, SD=0.75)
22
According to Walden University (2023) There are several effective techniques for
developing students’ decision-making skills. One technique is to teach critical thinking
skills, such as analyzing, evaluating, and assessing, which are essential for making
informed decisions in all subject areas. According to Hartung, J. (2019) working with
peers can make decision-making easier by providing different perspectives and ideas.
When making decisions with peers, it is important to follow the steps of the decisionmaking process, such as framing the decision, gathering information, evaluating
options, and making a choice. Being assertive and taking command of the decisionmaking process can also help when working with peers.
Table 7 shows the extent of students Intrapersonal skills in terms of Persistence
Table 7. Extent of students Intrapersonal skills in terms of Persistence
PERSISTENCE
Mean
Strd. Deviation
Verbal Interpretation
I am highly motivated.
3.13
0.57
Agree
I am goal oriented.
3.13
0.57
Agree
I am determined
3.23
0.73
Agree
Overall Mean
3.17
0.62
Agree
Legend: 3.26 – 4.00 Strongly Agree, 2.5 – 3.25 Agree, 1.76 – 2.50 Disagree,
1.75
1
–
Strongly Disagree
Table 8 explains the extent of students Intrapersonal skills in terms of Persistence.
The mean value of the indicators concerning Extent of Students Intrapersonal skills in
terms of Persistence. The statement with the highest mean is “I am determined.” (x=
3.23, SD=0.73) with an interpretation of Agree. It means that majority of the
respondents strongly agreed that they are determined. Overall, the extent of students
Intrapersonal skills in terms of Persistence falls to “Agree” (x=3.17, SD=0.62)
23
According to study of Andrew, B. (2021) highly motivated students tend to have better
academic outcomes and are more likely to achieve their goals. Motivation can be
influenced by various factors, such as challenge level, social connection, and
emotional support. Motivated students are also more likely to spend less effort on
learning and complete their assignments on time, which can lead to better academic
outcomes.
Table 8 shows the extent of students Intrapersonal skills in terms of Time management
Table 8. Extent of Students Intrapersonal skills in terms of Time Management
Time Management
Mean
Strd. Deviation
Verbal Interpretation
I come to school early.
3.33
0.61
Strongly Agree
I do my homework before 3.33
0.55
Strongly Agree
0.71
Agree
0.62
Strongly Agree
playing online games.
I pass all my activities and 3.20
assignment on time
Overall Mean
3.29
Legend: 3.26 – 4.00 Strongly Agree, 2.5 – 3.25 Agree, 1.76 – 2.50 Disagree,
1.75
1
–
Strongly Disagree
Table 9 explains the extent of students Intrapersonal skills in terms of Time
management. The mean value indicators concerning the extent of students
Intrapersonal skills in terms of Time Management. The statement with the highest
mean is “I come to school early.” (x=3.33, SD= 0.61) and “I do my homework before
playing online games” (x=3.33, SD=0.55) with an interpretation of “Strongly Agree”. It
means that majority of the respondents comes to school early and doing homework
24
first before online games. Overall, the extent of students Intrapersonal skills in terms
of Time Management falls to “Strongly Agree” (x=3.29, SD=0.62)
According to the article from Classroom Synonym (2020) students who attend class
early have several advantages, including more time to prepare for the day and less
likelihood of missing important information. Regular school attendance is also linked
to academic success, although there are exceptions to this rule. Starting school early
in the day has been shown to have benefits for academic performance, health, and
extracurricular activities.
Additionally, early school start times may be more
convenient for parents who can drop off their children before work
Table 9 shows the extent of students Intrapersonal skills in terms of Self discipline.
Table 9. Extent of students Intrapersonal Skills in terms of Self-discipline.
Self-discipline
Mean
I'll stay up late if I have to do an 3.43
Strd. Deviation
Verbal Interpretation
0.57
Strongly Agree
0.67
Strongly Agree
0.68
Agree
0.64
Strongly Agree
assignment
I'll put myself in class, not on 3.37
daydreaming
I'll put myself in class not on things 3.23
that didn't need
Overall Mean
3.34
Legend: 3.26 – 4.00 Strongly Agree, 2.5 – 3.25 Agree, 1.76 – 2.50 Disagree,
1.75
1
–
Strongly Disagree
Table 9 explains the extent of students Intrapersonal skills in terms of Self-discipline.
The mean value of the indicators concerning the extent of students Intrapersonal skills
25
in terms of Self-discipline. The statement with the highest mean is “ I’ll stay up late if I
have to do an assignment”(x=3.43, SD=0.57) and I’ll put myself in class, not on
daydreaming.” (x=3.37, SD=0.67) with an interpretation of Strongly Agree. It means
that the majority of the respondents are strongly agree that they can stay up late just
to do some assignments and they’re not daydreaming while they’re in class. Overall,
the extent of students Intrapersonal skills in terms of Self-discipline falls to “Strongly
Agree” (x=3.34, SD=0.64)
According to an article from ADDitude Editors. (2022) Students who are not
daydreaming in class can benefit from various strategies to improve their ability to
concentrate. Educators can utilize images, diagrams, smartboards, and gestures
when delivering information to keep students’ attention. Students can also benefit from
having a specific word or gesture to help them refocus when they become distracted.
Table 10 shows the level of academic performance and its interpretation.
Table 10. Level of Academic performance
Level of academic performance
Interpretation
90 – 100
Outstanding
85 – 89
Very satisfactory
84 – 80
Satisfactory
79 – 75
Fairly satisfactory
74 and below
Did not meet expectations
26
This table explains the level of academic performance of a student base on their grade
and its interpretation. The result is (x=82.13, SD=2.37), which means the level of their
academic performance as to their academic performance falls to Satisfactory. Which
means all students from grade 11 information and communication technology Grades
range to 84 – 80.
According to an article from University of South Carolina. (n.d.) Grading is used to
evaluate and provide feedback on student work. In this way, instructors communicate
to students how they are performing in the course and where they need more help to
achieve the course’s goals.
Grades also provide a standardized way of
communicating student performance to third parties, including the departments in
which students are enrolled, and students themselves. To ensure that grades are fair
and to motivate students to improve their performance, instructors should think about
the alignment of their assignments to the course’s overarching goals and communicate
their expectations and grading practices in a transparent manner. Students are
generally highly motivated to improve their work when the instructions of an
assignment are clear and achievable, when the standards the instructor uses for
grading are clear and fair, and when the feedback is timely and well aligned with the
assignment in question.
27
Table 11. Interpersonal skills Associated in respondent’ s academic performance.
Variables
Interpersonal
SPEAKING
LISTENING
Correlation p-value
Correlation
coefficient
coefficient
-0.074**
0.697**
-0.267**
DECISION MAKING
p-value
Correlation
P-value
coefficient
0.153**
-0.149**
0.431**
Table 11 presents if the interpersonal is associated in respondent’ s academic
performance. Using Spearman’s correlation, the results show that interpersonal skills
have negative weak with speaking (Correlation Coefficient= -0.074, p-value=0.697). It
signifies failure to reject the null hypothesis, which means that the interpersonal is not
associated with academic performance the respondents.
Table 12. Intrapersonal skills Associated in respondent’ s academic performance
Variables
Intrapersonal
SPEAKING
LISTENING
Correlation p-value
Correlation
coefficient
coefficient
0.177**
0.347**
0.074**
DECISION MAKING
p-value
Correlation
P-value
coefficient
0.695**
0.374**
0.413**
Table 12 presents if the intrapersonal skills is associated in respondent’ s academic
performance. Using Spearman’s correlation, the results show that interpersonal skills
have positive weak with speaking (Correlation Coefficient= 0.177, p-value=0.347). It
signifies failure to reject the null hypothesis, which means that the interpersonal is not
associated with academic performance the respondents.
28
CHAPTER 4
CONCLUSION AND RECOMMENDATIONS
This chapter presents the Conclusion and Recommendation of the results of the study
regarding to the research entitled “Interpersonal and Intrapersonal skills as
determinants of academic performance of grade 11 information and communication
technology students”.
Conclusion:
1. Most of the respondents are male and 17 years old.
2. The result of the extent of Interpersonal was Strongly Agree meaning that their
interpersonal skills can really help their studying.
3. The result of the extent of Intrapersonal was Strongly Agree meaning that their
Intrapersonal skills san really help their inner self when studying alone.
4. The Level of Academic performance of Grade 11 ICT is Satisfactory meaning that
all students from grade 11 ICT is Academically Active.
5. Interpersonal and Intrapersonal skills are not associated with respondents academic
performance.
29
References
ADDitude Editors, (2022). Easily Distracted? How to Tune Out Distractions & Focus
on School. ADDitude.
https://www.additudemag.com/end-distractibility-improving-adhd-focus-at-home-andschool/
Andrew, B. (2021). Happy Students Are MotivatedStudents.
https://www.gse.harvard.edu/news/ed/21/05/happy-students-are-motivated-students
Cuncic, A. (2022). 16 Public Speaking Tips for Students. Verywell Mind.
https://www.verywellmind.com/public-speaking-tips-3024732
Classroom Synonym. (2020). What Is the Advantage of Having School Start Early
https://classroom.synonym.com/advantage-having-school-start-early-4526.html
Elaine, H. (2020). 21 Self-Determination Skills and Activities to Utilize Today.
PositivePsychology.com.
https://positivepsychology.com/self-determination-skills-activities/
Elias, M. J. (2019). A Framework for Student Goal-Setting. Edutopia.
https://www.edutopia.org/article/framework-student-goal-setting
Hartung, J (2019). Peers in Decision Making.
https://jessicahartung.com/2019/02/27/peers-in-decision-making/
How to test reliability method (2015). SPSS Tests.
https://www.spsstests.com/2015/02/how-to-test-reliability-method-alpha.html
30
Lynch, M. (2021). 21 Strategies to Help Students Improve Their Ability to
Concentrate – The Edvocate. The EEdvocate
https://www.theedadvocate.org/21-strategies-to-help-students-improve-their-abilityto-concentrate/
Michigan State University. (n.d.). GOAL ORIENTATION – Empowering Teachers to
Enhance Adolescents’ Motivation for Science – Research – College of Education
https://education.msu.edu/research/projects/eteams/goal-orientation/
Novak, B. (2021). The Benefit of Time Management for College Students and
Others.
https://riverjournalonline.com/schools/the-benefit-of-time-management-for-collegestudents-and-others/23893/
Nunnally, J.C. and Bernstein, I.R. (1994). Psychometric theory. Ed. Ke-3, McGrawHill, New York
Nguyen, H. P. (2021). How to Use Gameplay to Enhance Classroom Learning.
Edutopia.
https://www.edutopia.org/article/how-use-gameplay-enhance-classroom-learning
Pallant, J. (2001). SPSS survival manual – a step by step guide to data analysis
using SPSS for windows (version 10). Buckingham Open University Press.
Taylor, B. (2021) How Teachers Can Tackle Noise and Hearing Loss.
https://thejournal.com/articles/2021/12/08/how-teachers-can-tackle-noise-andhearing-loss.aspx?m=1
31
Urquhart, J. (2020). 6 Public speaking techniques to Engage your Audience.
https://www.idoinspire.com/blog/6-participation-techniques-to-engage-your-audience
Walden University. (2023). 7 Ways to Teach Critical Thinking in Elementary
Education.
https://www.waldenu.edu/online-bachelors-programs/bs-in-elementaryeducation/resource/seven-ways-to-teach-critical-thinking-in-elementary-education
Waterford Organization (2020). The Value of Listening in the Classroom: How to
Teach Your Students Active Listening.
https://www.waterford.org/education/active-listening-in-the-classroom/
What is a Grade? Center for Teaching Excellence | University of South Carolina.
(n.d.).
https://sc.edu/about/offices_and_divisions/cte/teaching_resources/grading_assessm
ent_toolbox/what_is_grade/index.php
32
APPENDIX
33
LETTER OF CONSENT
34
SAMPLE QUESTIONNAIRE
We, the students of TVL Information and Communication Technology Strand of
Red Link Institute of Science and Technology are conducting a survey regarding our
research topic entitled “Interpersonal and Intrapersonal skills as determinants of
academic performance of Grade 11 Information and Communication
Technology students. We will deeply appreciate it if you could completely answer
the following Questions. Rest assured that the information obtained from the
respondents will remain confidential.
Name:_____________
Age: 16
17
Sex: __ Female __ Male
18 19 and above
Total Family Income:
15k below
25k
30k above
INTERPERSONAL
Directions: Put a check (✔️) on the corresponding number if your answer is
Strongly Agree, Agree, Disagree, Strongly Disagree.
I.
SPEAKING
STATEMENT
(4)Strongly (3)Agree (2)Disagree (1)Strongly
Agree
Disagree
I have the courage to
speak in front of the
class.
I am confident when I am
speaking.
I can speak clearly when
I’m talking.
II.
LISTENING
STATEMENT
(4)Strongly (3)Agree (2)Disagree (1)Strongly
Agree
Disagree
I can understand whom
I'm talking to even if there
is other noise around us.
I always listen to the
person while they are
talking.
I wait for my turn to
speak.
35
III.
DECISION MAKING
STATEMENT
(4)Strongly (3)Agree (2)Disagree (1)Strongly
Agree
Disagree
I can make my own
decision.
It is easier for me to
decide with my peers.
I consider others when I
make a decision.
INTRAPERSONAL
Directions: Put a check (✔️) on the corresponding number if your answer is
Strongly Agree, Agree, Disagree, Strongly Disagree.
I.
PERSISTENCE
STATEMENT
(4)Strongly (3)Agree (2)Disagree (1)Strongly
Agree
Disagree
I am highly motivated.
I am goal oriented.
I am determined
II.
TIME MANAGEMENT
STATEMENT
(4)Strongly (3)Agree (2)Disagree (1)Strongly
Agree
Disagree
I come to school early.
I do my homework before
playing online games.
I pass all my assignments
and activities on time.
III.
SELF-DISCIPLINE
STATEMENT
(4)Strongly
Agree
I'll stay up late if I have to
do an assignment
I'll put myself in class, not
on daydreaming
I'll put myself in class not
on things that didn't need
(3)Agree (2)Disagree
(1)Strongly
Disagree
36
CONTENT VALIDATION ON INTERPERSONAL AND INTRAPERSONAL SKILLS
AS DETERMINANTS OF ACADEMIC PERFORMANCE OF GRADE 11
INFORMATION AND COMMUNICATION TECHNOLOGY STUDENTS SURVEY
QUESTIONNAIRE
Directions to the Validators: Please determine whether each item is essential (to
be kept) or not essential (item to be removed). Please indicate in comments, if any
items (to be kept) need to be changed or modified.
Essential
Not
Essential
Comments
Essential
Not
Essential
Comments
A. SPEAKING
STATEMENT
I have the courage to speak in front of the class.
I am confident when I am speaking.
I can speak clearly when I’m talking.
B. LISTENING
STATEMENT
I can understand whom I’m talking to even if
there is other noise around us.
I always listen to the person while they are
talking.
I wait for my turn to speak.
37
C. DECISION MAKING
Essential
Not
Essential
Comments
Essential
Not
Essential
Comments
Essential
Not
Essential
Comments
STATEMENT
I can make my own decision.
It is easier for me to decide with my peers.
I consider others when I make a decision.
D. PERSISTENCE
STATEMENT
I am highly motivated.
I am goal oriented.
I am determined.
E. TIME MANAGEMENT
STATEMENT
I come to school early.
I do my homework before playing online games.
I pass all my assignments and activities on time.
38
Comments
Not
Essential
Essential
F. SELF-DISCIPLINE
STATEMENT
I’ll stay up late if I have to do an assignments.
I’ll put myself in class not on daydreaming.
I’ll put myself in class not on things that didn’t need
ADDITIONAL COMMENTS
Validate by:
_______________________
Signature Over printed Name / date
39
VALIDATION TOOL ON INTERPERSONAL AND INTRAPERSONAL SKILLS AS
DETERMINANTS OF ACADEMIC PERFORMANCE OF GRADE 11
INFORMATION AND COMMUNICATION TECHNOLOGY STUDENTS SURVEY
QUESTIONNAIRE
Direction: This tool asks for your evaluation of the questionnaire to be used in the
data gathering for the investigation started above, to establish its validity. You are
requested to give your honest assessment using the criteria started below, please
check (/) only one from the selection.
SCALE INTERPRETATION DESCRIPTION
5
Very high Valid
The questionnaire is valid and can provide
unbiased data for investigation, allowing 0-5%
error.
4
High Valid
The questionnaire is valid and can provide
unbiased data for investigation, allowing 8-10%
error.
3
Valid
The questionnaire is valid and can provide
unbiased data for investigation, allowing 11-15%
error.
2
Less Valid
The questionnaire is valid and can provide
unbiased data for investigation, allowing 16-20%
error.
1
Not valid at all
The questionnaire is valid and can provide
unbiased data for investigation, allowing 21-25%
error.
VALIDATOR’S QUESTIONNAIRE ASSESMENT
INDICATORS
5
4
RATING
3
2
1
1. The indicators in the questionnaire consistency
and accurately measure each variable of the
investigation.
2. The questionnaire fits with the variable under
the investigations, thus measuring what it tends to
measure.
3. The questionnaire has the capacity to measure
items of variables with a given time frame.
4. The questionnaire has the ability to distinguish
the characteristics on the properties of differing of
the subjects under study.
5. The questionnaire has the ability to gather
factual data eliminating biases and subjectivity.
6. Quick and complete data can be generated by
the questionnaire With in the time frame.
40
COMMENTS AND SUGGESTIONS:
Validated by:
__________________________
Signature over Printed Name / date
41
CERTIFICATE OF INSTRUMENT VALIDATION
This is to certify that the survey questionnaire / instrument
of the study entitled
INTERPERSONAL AND INTRAPERSONAL SKILLS AS DETERMINANTS OF
ACADEMIC PERFORMANCE OF GRADE 11 INFORMATION AND
COMMUNICATION TECHNOLOGY STUDENTS
prepared by:
CHESKA M. MENDOZA
ARABELA A. SENTILLAS
MARIANEJANE BALISBIS
HANNAH REGINA GABIN
JUN JASON DOMINGO
ABEGAEL ARBUES
YUFA SIMBAJON
RHINA LIRIO
has been validated and found to be complete and satisfactory will respect to face
and validity.
Signature over Printed Name of Validator
42
REABILITY INSTRUMENT
Table 1. Reliability of Instrument through Interna Consistency Method
Variable
1.Interpersonal
2.Intrapersonal
Cronbach’s Alpha
0.83
0.75
Interpretation
High Reliability
High Reliability
SPSS OUTPUTS
Reliability
Interpersonal
Reliability Statistics
Cronbach's Alpha
N of Items
.883
9
Intrapersonal
Reliability Statistics
Cronbach's Alpha
N of Items
.745
9
Basic Decision Making in Test Reliability
There are said to be the basis for a decision in the reliability test as follows.
1. If the value of Cronbach's Alpha > 0.600 the questionnaire items dictated reliable
2. If the value of Cronbach's Alpha <0.600 then dictated questionnaire items
unreliability
43
Reliability test instruments can be done by using Cronbach's Alpha. The instrument
has a high degree of reliability if the value of Cronbach's Alpha obtained as follows:
1.
If Cronbach's Alpha> 0.90 = very high reliability
2.
If Cronbach's Alpha 0.70 to 0.90 = High Reliability
3.
If Cronbach's Alpha 0.50 to 0.70 = Reliability is quite high
4.
If Cronbach's Alpha <0.50 = low reliability (SPSS Tests, 2015).
Pallant (2001) states Alpha Cronbach's value above 0.6 is considered high reliability
and acceptable index (Nunnally and Bernstein, 1994). Whereas the value of Alpha
Cronbach is less than 0.6 considered low. Alpha Cronbach values in the range of
0.60 - 0.80 are considered moderate, but acceptable. While Alpha Cronbach in the
ranges of 0.8 and up to 1.00 is consider very good.
44
STATISTICIAN'S CERTIFICATE
This
is
to
certify
that
the
Senior
High
School
research
entitled
“INTERPERSONAL AND INTRAPERSONAL SKILLS AS DETERMINANTS OF
ACADEMIC
PERFORMANCE
OF
GRADE
11
INFORMATION
AND
COMMUNICATION TECHNOLOGY STUDENTS,” prepared and submitted by
CHESKA M. MENDOZA, ARABELA A. SENTILLAS, HANNAH REGINA GABIN,
MARIANE JANE D. BALISBIS, JUN JASON DOMINGO, RHINA LIRIO, ABEGAEL
ARBUES, YUFA SIMBAJON, in partial fulfilment of requirements for Humanities and
Social Science, has been statistically reviewed by the undersigned.
NOEL P. MUNDA
Statistician
45
STATISTICAL RESULT
2. Weighted Mean
fx4
fx3
fx2
fx1
Total
Wgt. Mean
Vsl. Int,
56
45
1
0
102
3.43
Strongly Agree
40
51
6
0
97
3.23
Agree
52
51
0
0
103
3.43
Strongly Agree
Total
3.37
fx4
fx3
fx2
fx1
Total
Wgt. Mean
Vsl. Int,
44
39
12
0
95
3.17
Agree
48
51
0
1
100
3.33
Strongly Agree
52
45
4
0
101
3.37
Strongly Agree
3.29
Strongly Agree
Total
fx4
fx3
fx2
fx1
Total
Wgt. Mean
Vsl. Int,
52
45
0
2
98
3.27
Strongly Agree
36
51
6
1
94
3.13
Agree
44
48
4
1
97
3.23
Agree
3.22
Agree
Total
46
3. Weighted Mean
fx4
fx3
fx2
fx1
Total
Wgt. Mean
Vsl. Int,
28
60
6
0
94
3.13
Agree
28
60
6
0
94
3.19
Agree
44
48
4
1
97
3.23
Agree
3.17
Agree
Total
fx4
fx3
fx2
fx1
Total
Wgt. Mean
Vsl. Int,
48
48
4
0
100
3.33
Strongly Agree
44
54
2
0
100
3.33
Strongly Agree
40
51
4
1
96
3.20
Agree
Total
3.29
fx4
fx3
fx2
fx1
Total
Wgt. Mean
Vsl. Int,
56
45
2
0
103
3.43
Strongly Agree
56
39
6
0
101
3.37
Strongly Agree
44
45
8
0
97
3.23
Agree
3.34
Strongly Agree
Total
47
CURRICULUM VITAE
NAME: Cheska M. Mendoza
ADDRESS: Purok 1, Brgy. Mapagong, Calamba City
CONTACT NUMBER: 09363657854
EMAIL: mendozacheska25@gmail.com
___________________________________________________________________
PERSONAL DATA
Birthday: August 25, 2005
Birthplace: Mapagong Calamba, Laguna
Age: 17
Religion: Catholic
Sex: Female
___________________________________________________________________
EDUCATIONAL BACKGROUND
Elementary
•
Mapagong Elementary school (2010 – 2017)
Junior High School
•
Camp Vicente Lim Integrated School (2017 – 2021)
Senior High School
• Red Link Institute of Science and Technology Corp (2021 – 2023)
48
NAME: Arabela Sentillas
ADDRESS: Purok 3, Brgy Lawa Calamba Laguna
CONTACT NUMBER: 09319976464
EMAIL: sentillasarabels07@gmail.com
PERSONAL DATA
Birthday: September 7, 2003
Birthplace: Brgy Lawa Calamba Laguna
Age:19
Religion: Catholic
Sex: Female
EDUCATIONAL BACKGROUND
Elementary
•
Lawa Elementary School ( 2010-2016 )
Junior High School
•
Integrated School of Lawa ( 2017-2020 )
Senior High School
• Red Link Institute of Science & Technology ( 2021 – Present)
49
NAME: Hannah Regina Gabin
ADDRESS: Blk 27 lot41 Talisay Street St. Joseph homes
Barangay Laguerta, Calamba City, Laguna
CONTACT NUMBER: 09128298313
EMAIL: hannahreginagabinpeña@gmail.com
PERSONAL DATA
Birthday: April 09,2004
Birthplace: Manggahan street juna subdivision davao city
Age:19
Religion: Catholic
Sex: Female
EDUCATIONAL BACKGROUND
Elementary
.ALABANG ELEMENTARY SCHOOL( 2011-2017)
Junior High School
Grade7
. Pedro E . Diaz high school Alabang Muntinlupa city (2017-2018)
•
Palo alto integrated school Grade 8-10 (20182020 );
Senior High School
• Red Link Institute of Science & Technology ( 2021 – Present)
50
NAME: Yufa R. Simbajon
ADDRESS: Southville 6, Kay-Anlog, Calamba
CONTACT NUMBER: 09555277445
EMAIL: yufarosetesimbajon17@gmail.com
PERSONAL DATA
Birthday:January 17, 2005
Birthplace:Sabang, Naic Cavite
Age:18
Religion:INC
Sex:Female
EDUCATIONAL BACKGROUND
Elementary
•
Mayapa Elementary School
(2010-2011)
•Paciano Elem School (2011-2012)
•Southville 6 elem school (2012-2016)
Junior High School
•
Punta Integrated School (2016-2021)
Senior High School
•Red Link Institute of Science & Technology ( 2021-Present)
51
NAME: RHINA LIRIO
ADDRESS: AMAIA SCAPES BLK62LOT15
CONTACT NUMBER: 09633166825
EMAIL: rhinalirio@gmail.com
PERSONAL DATA
Birthday:SEPTEMBER 11,2005
Birthplace:MAJADA OUT
Age:17 YRS OLD
Religion:CATHOLIC
Sex:FEMALE
EDUCATIONAL BACKGROUND
Elementary
•
BRGY BARANDAL(2010-2011)
Junior High School
•
PUNTA INTEGRATED SCHOOL(2019-2020
Senior High School
•REDLINK INSTITUTE OF SCIENCE & TECHNOLOGY(2021-2023
52
NAME: Abegael Arbues
ADDRESS: Phase 1 Blk 6 Lot 50 Don jose homes Brgy.Banlic Calamba Laguna
CONTACT NUMBER: 09353378239
EMAIL: abbya8884@gmail.com
PERSONAL DATA
Birthday:April 30 2003
Birthplace:Calamba,Laguna
Age:20
Religion:Born-Again
Sex:Female
EDUCATIONAL BACKGROUND
Elementary
•
Banlic Elementary School (2011-2016)
Junior High School
•
San Cristobal National High School Annex (2017-2020)
Senior High School
•Redlink Institute of Science and Technology (2021-2023)
53
NAME: Jun Jason O. Domingo
ADDRESS: Purok 4 Brgy. Parian Calamba Laguna City
CONTACT NUMBER: 09812462024
EMAIL: junjasondomingo@gmail.com
PERSONAL DATA
Birthday: April 28, 2005
Birthplace: Calamba
Age:18
Religion: Catholic
Sex:Male
EDUCATIONAL BACKGROUND
Elementary
•
Parian Elementary School
(2011-2015)
Junior High School
•
San Cristobal National High School-ANNEX
(2017-2020)
Senior High School
•Redlink Institute of Science & Technology (2021-2023)
54
Name: Mariane Jane delos Santos Balisbis
Address: Purok 3, Brgy. Lawa, Calamba Laguna
Contact number: 09750230295
Email: balisbismarianejane@gmail.com
PERSONAL DATA
Birthday: September 30, 2001
Birthplace: Sta. Elena Camarines Norte
Age: 21
Religion: Born again
Sex: Female
EDUCATIONAL BACKGROUND
Elementary
• Lawa elementary school
Junior school
• Integrated school of Lawa
Senior high school
• Red Link institute of Science & Technology (2023- present)
55