Chapter 1
Introduction
Background of the Study
Life is about failure and success. From the mistakes at work or in school to
inevitable errors in romantic relationships. These are constant reminders how people can
become better individuals. Preservation of one’s self-worth and focusing on the important
qualities despite of shortcomings is self-affirmation.
Affirmations can have a significant impact on our life experience. Negative words
and thoughts will contribute to negative emotions and experiences, while positive ones
will influence positive feelings and interpretations of life. Hay (2020) proclaimed that
“Every thought you think and every word you speak is an affirmation. You’re using
affirmations every moment whether you know it or not.”
Mathematics is not the easiest subject to learn. It requires not only correct
understanding of abstract concepts and procedures but also ability to formulate and solve
mathematical problems. In addition, the capacity for logical thinking and persistent
attitude is also required (Kinnari, 2010). However, Mathematics as a school subject must
be learned comprehensively and with much depth (Department of Education, 2013).
The Grade 8 – Mother Marie Denyse learners were considered as the most
struggling ones based on the homogenous sectioning and had exhibited difficulty and low
academic performance due to poor self-esteem with regards to their subject,
1
Mathematics, based on the feedbacks and observations of their respective subject
teachers.
The National Achievement Test (NAT) results for Grade 6 in S.Y 2009-2010
showed only a 69.21% passing rate while the NAT results for high school is at a low
46.38%. Moreover, in international test results such as the 2003 TIMSS (Trends in
International Mathematics and Science Study), the Philippines ranked 34th out of 38
countries in HS II Math and ranked 43rd out of 46 countries in HS II Science; for grade
4, the Philippines ranked 23rd out of 25 participating countries in both Math and Science.
In 2008, even with only the science high schools participating in the Advanced
Mathematics category, the Philippines ranked lowest (Department of Education, 2010).
Summarizing the level of achievement of the Grade 8 students in the overall FT
(formative tests), they are placed at the Developing Level of Achievement (75.72%). It
means that in general, students have minimum knowledge and skills and core
understandings during the conduct of the FTs (Capate & Lapinid, 2015).
This reality propelled the researchers to determine the effects of Self-Affirmation
Strategy to the Proficiency Level of Grade-8 Mother Marie Denyse students in
Mathematics of Assumption School Passi City, Iloilo, Inc.
Theoretical Framework
This study was anchored on the Self-Affirmation Theory by Claude Steele (1988).
It asserts that the overall goal of the self‐system is to protect an image of its self‐integrity,
of its moral and adaptive adequacy. When this image of self‐integrity is threatened,
2
people respond in such a way as to restore self‐worth. As noted previously, one way that
this is accomplished is through defensive responses that directly reduce the threat. But
another way is through the affirmation of alternative sources of self‐integrity. Such
“self‐affirmations,” by fulfilling the need to protect self‐integrity in the face of threat, can
enable people to deal with threatening events and information without resorting to
defensive biases (Steele, 1988).
Conceptual Framework
This study aimed to determine the effects of Self-Affirmation Strategy on the
Proficiency level in Mathematics of Grade 8-MMD students of Assumption School Passi
City, Iloilo, Inc. for school year 2020-2021. This study used two variables: SelfAffirmation Strategy integration and Non-integration of Self-Affirmation Strategy as the
independent variables and Students Proficiency level in Mathematics as the dependent
variable.
Independent Variables


Dependent Variable
Students Proficiency level
in Mathematics
Self-Affirmation
Strategy integration
Non-integration of
Self-Affirmation
Strategy


Pre-test
Post-test
Figure 1 shows the relationship between the independent and dependent variable.
3
Statement of the Problem
This study aimed to determine the effects of Self-Affirmation Strategy to the
Proficiency Level in Mathematics of Grade 8-Mother Marie Denyse Students of
Assumption School Passi City Iloilo, Inc during the School Year 2020-2021.
Specifically, this study sought to answer the following questions:
1. What is the Mathematics proficiency level of Grade 8-MMD students exposed to
the strategy during the pre-test and post-test?
2. What is the Mathematics proficiency level of Grade 8-MMD students not exposed
to the strategy during the pre-test and post-test?
3. Is there a significant difference in the Mathematics proficiency level of Grade 8MMD students exposed to the strategy during the pre-test and post-test?
4. Is there a significant difference in the Mathematics proficiency level of Grade 8MMD students not exposed to the strategy during the pre-test and post-test?
5. Is there a significant difference in the Mathematics proficiency level of Grade 8MMD students exposed and not exposed to the strategy during the pre-test?
6. Is there a significant difference in the Mathematics proficiency level of Grade 8MMD students exposed and not exposed to the strategy during the post-test?
Hypotheses
Based on the statement of the problem posted, the following null hypotheses were
advanced:
1. There is no significant difference in the Mathematics proficiency level of Grade
8-MMD students exposed to the strategy during the pre-test and post-test.
4
2. There is no significant difference in the Mathematics proficiency level of Grade
8-MMD students not exposed to the strategy during the pre-test and post-test.
3. There is no significant difference in the Mathematics proficiency level of Grade
8-MMD students exposed and not exposed to the strategy during the pre-test.
4. There is no significant difference in the Mathematics proficiency level of Grade
8-MMD students exposed and not exposed to the strategy during the post-test.
Significance of the Study
The result of this study will be highly important beneficial to the following:
Students. The findings of this study will benefit the students of Assumption
School Passi City, Iloilo, Inc. especially the Grade 8-MMD students by motivating
themselves to do more in school.
Teachers. The findings of this study will benefit the teachers of Assumption
School Passi City, Iloilo, Inc, because they may be able to know how self-affirmation
strategy can have an impact on their students’ improvement in Mathematics.
School and Administrative Team. This study will help them identify the effects of
self-affirmation strategy to the proficiency level of Grade 8-MMD students. This could
help them formulate better learning plans or guide on how to implement the learning
process such that the students would grasp it easily and make improvements on
themselves.
Future Researchers. This study will provide future researchers a source of
information regarding the self-proficiency level of the Grade 8-MMD students in
Mathematics if they attempt to look for sources.
5
Definition of Terms
For further and better understanding of the study, the following terms were
conceptually and operationally defined:
Mathematics. Mathematics is a science discipline about abstract structure (Yadav,
2017).
In this study, mathematics is a subject to focus on for the measurement of the
students’ proficiency level.
Proficiency. As to what someone can do/know in relation to the application of the
subject in the real world (Council of Europe, 2001).
In this study, it is the ability of the students where they can be more
skillful/intelligent in the subject.
Self-Affirmation Strategy. Occurs when certain positive features of the self such as
moral integrity and competence are confirmed and reinforced (Sherman & Cohen, 2006).
In this study, this is the intervention used by the researchers to enhance the
student’s proficiency level.
Scope and Limitations of the Study
This study “Self-Affirmation Strategy: Its effect to the Proficiency Level of Grade
8-Mother Marie Denyse Students in Mathematics” was conducted to determine the
effects of Self-Affirmation strategy to the proficiency level in Mathematicsof the Grade
6
8-MMD students of Assumption School Passi City Iloilo, Inc. during the school year
2020-2021.
This study was conducted through pre-test and post-test with the use of the
questionnaire with its content inclined on the learning competencies in Mathematics 8
subject during the Third Quarter of Academic Year 2020-2021.
7
Chapter 2
Review of Related Literature
Related Literature
Self-Affirmation Strategy
The word affirmation comes from the Latin word affirmare, originally meaning
“to make steady, strengthen.”Affirmations do indeed strengthen us by helping us believe
in the potential of an action we desire to manifest. When we verbally affirm our dreams
and ambitions, we are instantly empowered with a deep sense of reassurance that our
wishful words will become reality. If you believe the phrase you are what you think, then
life truly stems from your thoughts. But we cannot rely purely on thoughts: we must
translate thoughts into words and eventually into actions in order to manifest our
intentions. This means we have to be very careful with our words, choosing to speak only
those which work towards our benefit and cultivate our highest good. Affirmations help
purify our thoughts and restructure the dynamic of our brains so that we truly begin to
think nothing is impossible (Harra, 2021).
Affirmations are a powerful way to improve your mindset on a daily basis, and
research has shown that they can increase our feelings of self-worth. Since your thoughts
play a big part in your overall success and happiness, it’s important to find ways to
improve your mindset. If you don’t, you risk falling into negative thought patterns and
holding yourself back (Beard, 2021).
8
According to a 2009 study, present-tense positive effect on people with high selfesteem but a negative effect on people with low self-esteem. The researchers found that
people with already low levels of self-esteem who made present-tense (“I am…”)
positive affirmations actually ended up feeling worse than people who made positive
statements but were also allowed to consider ways in which the statements might be
inaccurate.
Proficiency Level
Proficiency levels are descriptions of what individuals can do with language in
terms of speaking, writing, listening, and reading in real-world situations in a
spontaneous and non-rehearsed context. For each skill, these guidelines identify five
major levels of proficiency: Distinguished, Superior, Advanced, Intermediate, and
Novice. The major levels Advance, Intermediate, and Novice are subdivided into High,
Mid, and Low sublevels. The levels of the guidelines describe the continuum of
proficiency from that of the highly articulate, well-educated language user to a level of
little or no functional ability (Clark, 2011).
Typical behaviors are associated with each proficiency level. The typical
behaviors for each of the competencies (universal and technical) illustrate how a
particular competency is applied at different levels of proficiency level expected for that
job classification is also identified successfully completes diverse task of the job; applies
and enhances knowledge and skill in both usual and unusual issues; needs minimal
guidance in addressing unusual situations (UHR, 2021).
9
Similarly, research-based strategies are instructional strategies that have a high
probability of enhancing student achievement (Marzano, Pickering, & Pollock, 2001).
Application of research-based strategies reinforces and often overlaps with effective
teaching and instruction and assessment for learning in the classroom. Utilizing
researched-based strategies support effective teaching and instruction by providing the
means for a teacher to deliver explicit instruction to a diverse classroom of learners who
have varied ways of learning (Fujino, 2014).
The authors of adding it up (Kilpatrick, Swafford, & Findell) offered a
characterization of the dimensions of proficiency in school mathematics: conceptual
understanding, procedural fluency, strategic competence, adaptive reasoning and
productive disposition. Those same dimensions, appropriately modified, were also used
to characterize proficient teaching of mathematics. As with the problem-solving work,
such conceptualizations provide as a set of goals for mathematics instruction and with the
goals, one can examine curricula (i.e., tools) for their potential utility (Schoenfeld &
Kilpatrick, 2008).
Effective teaching and instruction also comes from the research on assessment for
learning. Chappuis&Stiggins (2002) stated that assessment for learning occurs during the
teaching and learning process and supports continuous improvement in the learning of all
students (Fujino, 2014).
10
Mathematics
Mathematics is the science that deals with logic of shape, quantity and
arrangement. Math is all around us, in everything we do. It is the building block for
everything in our daily lives, including mobile devices, architecture (ancient and
modern), art, money, engineering, and even sports (Hom, 2013).
McLeod (as cited in Ayob and Yasin, 2017) defined attitudes towards
Mathematics as emotional responses, which can be positive or negative feelings based on
specific reasons. According to Khoo&Ainley (2005), the attitudes of students are
developed over time and will have a significant effect on the students’ performance in
math. Attitudes are not inherent but the results of students’ experiences, which can be
changed. However, these are more stable compared to the feelings and emotions of
individuals. These are flexible influences of achievement because these are responses to
the stimuli provided by education. Moenikia&Zahed-Babelan (2010) pointed out that
attitudes of students towards mathematics affect on how well they perform in the subject
and how often they engage in the subject. It can also be manifested on the degree of their
enjoyment while engaging in tasks related to the subject. Thus, positive attitudes towards
mathematics are necessary because these attitudes could influence the willingness of the
students to learn the subject and the advantage that it will bring to math instruction
(Atanasova-Pacemska et. al., 2015). Similarly, a negative attitude towards mathematics
would lead to a negative emotional disposition towards the learning of the subject, which
may impede learning (Mata et. al., 2012).
11
Summary
Self-affirmation strategy is one of the factors that will help the students boost
their motivation, health, and relationship outcomes, with benefit that sometimes persist
for month and years. Level of motivation, intelligence, prior learning and timemanagement are major limiting factors utilized in this study. Affirmations are a powerful
way to improve one’s mindset on a daily basis, and research has shown that they can
increase the feelings of self-worth. Since thoughts play a big part in the overall success
and happiness, it’s important to find ways to improve one’s mindset. Mathematics as
emotional response can be positive or negative feelings based on specific reasons. The
attitudes of students are developed over time and will have a significant effect on the
students’ performance in math. Attitudes are not inherent but the results of students’
experiences can be changed. However, these are more stable compared to the feelings
and emotions of individuals. Similarly, a negative attitude towards mathematics would
lead to a negative emotional disposition towards the learning of the subject, which may
impede learning. The studies presented on this chapter allows Self-Affirmation Strategy
as interventions in every individual to affect their mindset and their performance in their
academics specifically in Mathematics subject.
12
Chapter 3
Research Design and Methodology
Purpose of the Study and Research Design
This research study entitled “Self-Affirmation Strategy: Its effect to the
Proficiency Level of Grade 8-MMD Students in Mathematics” aimed to determine the
effects of self-affirmation strategy to the proficiency level in Mathematics of the Grade 8MMD students of Assumption School Passi City, Iloilo, Inc.
This type of study used a pre-test post-test control group design. In this design, a
treatment was implemented (or an independent variable is manipulated) and then a
dependent variable was measured once before the treatment was implemented and once
after the treatment was implemented (Price, et. al., 2021).
Pre-test post-test control group design was the most appropriate method to use in
the study since prior to the start of the intervention, the students were given a pre-test,
and then they were exposed to the self-affirmation strategy. On the last week, the students
were given a post-test. The researchers observed and measured the subjects’ proficiency
level.
Pre-test
Intervention (the selfaffirmation strategy integrated
to the learning activity sheet of
the students)
Figure 2. The experimental lay-out
13
Post-test
Research Methodology
Identification of Respondents. The total number of the Grade 8-MMD Students of
Assumption School Passi City Iloilo, Inc. was obtained at the Registrar’s Office. With the
permission from the school’s Academic Coordinator, the students were informed with the
help of their class adviser.
Grouping the Respondents. After the identification of the respondents, the
researchers proceeded to the groupings of the respondents. The researchers formed two
groups and classified them as the experimental and the control group. The students were
ranked based on their second quarter grades in Mathematics 8 subject. Those who have
odd numbered rankings were grouped together as one and those who have even
numbered ranking were grouped together as one as well. Toss coin method was then
used. Head of the coin was assigned to those with odd numbers and tail for those with
even numbers. The coin was tossed for only once and the side that won was assigned to
be as the experimental group while the other was assigned as the control group. The toss
coin resulted to “head” as the winning side, therefore, the group with odd numbered
rankings was the experimental group while the group with even numbered rankings was
assigned to the control group.
Conduct of Pre-test. The researchers conducted the pre-test on January 25, 2021
with the help of the Mathematics 8 teacher of the Grade 8-MMD students through Google
form. The pre-test consisted of 45 items about the topics in the Third Quarter. The
researchers sent the link through the class group chat. Both groups took the pre-test. They
were given one hour to accomplish the quiz.
14
Gathering of Pre-test Results. The researchers gathered the pre-test results
through manual tallying of correct answers.
Conduct of Intervention. The researchers conducted the intervention in the form of
integrating the self-affirmation strategy in the learning activity sheets (LAS) of Grade 8MMD students in Mathematics from February 1, 2021 to February 25, 2021. The selfaffirmation strategy as an intervention was included in the LAS. The 15 Grade 8-MMD
students who were given the intervention were the experimental group.
Gathering of LAS. The researchers gathered the accomplished intervention
outputs of the students with the help of the class adviser on February 26, 2021 which was
also the weekly retrieval and submission of the LAS. It was compiled in a separate folder
provided by the researchers.
Conduct of Post-test. The researchers administered the post-test through the
Google form with the same set of test questions given in the pre-test only but the items
were jumbled. Again, both groups took the post-test.
Gathering of Post-test Results. The researchers gathered the post-test results
through manual tallying of the correct answers.
Analysis and interpretation of data gathered from pre-test and post-test. The
researchers analyzed and interpreted the data gathered from the pre-test and post-test
through a statistical tool which was the t-test.
15
Research Instruments
The researchers constructed a set of questionnaire and an intervention for the selfaffirmation strategy. The first instrument was the researcher-made questionnaire which
consisted of two parts: (a) Profiling of Respondents, and (b) test questions in
Mathematics.
Validity of the Questionnaire
To warrant valid result of the study, the researchers subjected the questionnaires
to face validation. Aptly, validity denotes to the appropriateness, correctness and
usefulness of the inference that the researchers made (Frankel & Wallen, 2007).
The instrument was evaluated by a panel of teachers chosen for their expertise.
The corrections, comments, and suggestions were assimilated in the final Google Form.
After which, the researchers-made questionnaire and intervention guides were given to
the Grade 8-Mother Marie Denyse students of Assumption School Passi City, Iloilo, Inc.
Research Locale
This research was conducted with the thirty (30) Grade 8-MMD students through
Google form. The conduct of the research was divided into three main parts the pre-test,
intervention, and post-test. Both the pre-test and the post-test were conducted through the
Google form while the intervention was conducted through the integration of selfaffirmation strategy in the learning activity sheet of students in Mathematics.
16
Data Collection
The researchers constructed a self-administered questionnaire for the respondents.
The questionnaire was distributed and the respondents wrote their answers to the
questions on the space provided on the questionnaire.
The researchers administered the questionnaire to the respondents with the help of
the teachers. The data was tabulated and tallied. Then, the data that were obtained were
analyzed through the use of the descriptive and inferential statistics.
17
Chapter 4
Results, Discussion, Analysis, and Interpretation
Descriptive Data Analysis
The Mathematics proficiency level of Grade 8-MMD students exposed and not exposed to
the self-affirmation strategy during the pre-test and post-test
Table 1. The mean result on the Mathematics proficiency level of Grade 8-MMD students
exposed and not exposed to the self-affirmation strategy during the pre-test and post-test.
Grade 8-MMD Students
Pre-test
Description
Post-test
Description
Exposed
11.88
Fairly Satisfactory
24.19
Satisfactory
Not Exposed
14.47
Fairly Satisfactory
18.73
Satisfactory
Note: The description was based on the indicated scale. Outstanding (36.01-45.00), Very
Satisfactory (27.01-36.00), Satisfactory (18.01-27.00), Fairly Satisfactory (9.01-18.00),
Poor (0-9.00)
Results showed that prior to the intervention, the Mathematics proficiency level of
the Grade 8-MMD students was “Fairly Satisfactory” for those who were exposed to selfaffirmation strategy (M=11.88) and those who were not exposed to self-affirmation
strategy (M=14.47).
18
After the intervention, the Mathematics proficiency level of the Grade 8-MMD
students who were both exposed (M=24.19) and not exposed to self-affirmation strategy
(M=18.73) was “Satisfactory”.
The result is an indication that the proficiency level in Mathematics of both
groups improved after the conduct of the intervention.
Similarly, the authors of Adding It Up (Kilpatrick, Swafford & Findell, 2001)
offered a characterization of the dimension of proficiency in school mathematics:
conceptual understanding, procedural fluency, strategic competence, adaptive reasoning,
and productive disposition. Those same dimensions, appropriately modified, were also
used to characterize proficient teaching of mathematics. As with the problem-solving
work, such conceptualizations provide a set of goals for mathematics instruction and with
the goals, one can examine curricula and pedagogical practices (i.e.,tools) for their
potential utility (Schoenfield & Kilpatrick, 2008).
Inferential Data Analysis
Difference between the pre-test and post-test Mathematics proficiency level of Grade 8MMD students who were exposed and not exposed to the self-affirmation strategy
19
Table 2. The t-test for independent samples results on the Mathematics proficiency level
of Grade 8-MMD students who were exposed and not exposed to the self-affirmation
strategy in the pre-test.
Grade 8-MMD Students
Pre-test
t-value
df
Sig. (2-tailed)
Exposed
11.88
-1.221
29
.232
Not Exposed
14.47
*sig at p<.05
The result of t-test for independent samples showed no significant difference on
the Mathematics proficiency level of Grade 8-MMD students who were exposed and not
exposed to the self-affirmation strategy in the pre-test (t (29) =-1.221, p=.232).
The result is an indication that the proficiency level of the students in
Mathematics did not significantly vary before the conduct of the intervention. Thus, the
two groups were homogenous in terms of their proficiency level in Mathematics and are
suitable to be used as subjects for the experimentation.
Table 3. The t-test for independent samples results on the Mathematics proficiency level
of Grade 8-MMD students who were exposed and not exposed to the self-affirmation
strategy in the post-test.
Grade 8-MMD Students
Post-test
t-value
df
Sig. (2-tailed)
Exposed
24.19
1.336
29
.192
Not Exposed
18.73
*sig at p<.05
20
The result of t-test for independent samples showed no significant difference on
the Mathematics proficiency level of Grade 8-MMD students who were exposed and not
exposed to the self-affirmation strategy in the post-test (t (29) =1.336, p=.192).
The result is an indication that the proficiency level of the students in
Mathematics did not significantly vary regardless of the exposure to the intervention. It
can be implied therefore that with or without the self-affirmation strategy, the students’
proficiency levels in Mathematics are not significantly different or are still the same at
the end of the experimental period.
Similarly, research-based strategies are instructional strategies that have a high
probability of enhancing student achievement (Marzano, Pickering, & Pollock, 2001).
Application of research-based strategies reinforces and often overlaps with effective
teaching and instruction and assessment for learning in the classroom. Utilizing
researched-based strategies support effective teaching and instruction by providing the
means for a teacher to deliver explicit instruction to a diverse classroom of learners who
have varied ways of learning (Fujino, 2014).
Table 4. The t-test for related samples results on the pre-test and post-test Mathematics
proficiency level of Grade 8-MMD students who were exposed and not exposed to the
self-affirmation strategy.
Grade 8-MMD Students
Pre-test
Post-test
t-value
df
Sig. (2-tailed)
Exposed
11.88
24.19
-3.640
14
0.002
Not Exposed
14.47
18.73
-1.835
14
0.087
*Sig at p<.05
21
The result of t-test for paired samples showed that there was a significant
difference on the pre-test and post-test Mathematics proficiency level of Grade 8-MMD
students who were exposed to self-affirmation strategy (t(15)= -3.640, p=0.002) and no
significant difference for those who were not exposed to self-affirmation strategy (t(14)=
-1.835, p=0.087).
The result implies that the Grade 8-MMD students who were exposed to selfaffirmation strategy significantly improved their proficiency level in Mathematics.
However, for those who were not exposed to the strategy, improvement in Mathematics
proficiency was not significant. Thus, self-affirmation strategy is capable of enhancing
the Mathematics proficiency level of the Grade 8-MMD students.
Effective teaching and instruction also comes from the research on assessment for
learning. Chappuis&Stiggins(2002) stated that assessment for learning occurs during the
teaching and learning process and supports continuous improvement in the learning of all
students (Fujino, 2014).
22
Chapter 5
Summary, Finding, Conclusion, and Recommendations
Summary
This study entitled, “Self-Affirmation Strategy: Its effect to the Proficiency Level
of Grade 8 Mother Marie Denyse Students in Mathematics” was conducted at
Assumption School Passi City, Iloilo Inc. It sought to answer the following.
1. What is the Mathematics proficiency level of Grade 8-MMD students exposed to
the strategy during the pre-test and post-test?
2. What is the Mathematics proficiency level of Grade 8-MMD students not exposed
to the strategy during the pre-test and post-test?
3. Is there a significant difference in the Mathematics proficiency level of Grade 8MMD students exposed to the strategy during the pretest and post-test?
4. Is there a significant difference in the Mathematics proficiency level of Grade 8MMD students not exposed to the strategy during the pretest and post-test?
5. Is there a significant difference in the Mathematics proficiency level of Grade 8MMD students exposed and not exposed to the strategy during the pretest?
6. Is there a significant difference in the Mathematics proficiency level of Grade 8MMD students exposed and not exposed to the strategy during the post-test?
This study was limited to the Grade 8- MMD students of ASPCI composed of
fifteen(15) Experimental Group and fifteen(15) Control Group enrolled for school
year2020-2021 and were identified through the use of purposive sampling. The research
23
was a pre-test post-test control group design. Scores from the test were used to describe
the data and to determine the effect of self-affirmation to the proficiency level in
Mathematics.
Findings
The following were the findings of the study:
1. The Mathematics proficiency level of Grade 8-MMD students exposed to the
strategy during the pretest is Fairly Satisfactory with an average score of 11.88
and the post-test is Satisfactory with an average score of 24.19.
2. The Mathematics proficiency level of Grade 8-MMD students not exposed to the
strategy during the pretest is Fairly Satisfactory with an average score of 14.47
and the post-test is Satisfactory with an average score of 18.73.
3. There is a significant difference between the pretest and post-test Mathematics
proficiency level of Grade 8-MMD students who were exposed to the selfaffirmation strategy.
4. There is no significant difference between the pretest and post-test Mathematics
proficiency level of Grade 8-MMD students who were not exposed to the selfaffirmation strategy.
5. There is no significant difference in the Mathematics proficiency level of Grade
8-MMD students exposed and not exposed to the strategy during the pretest.
6. There is no significant difference in the Mathematics proficiency level of Grade 8MMD students exposed and not exposed to the strategy during the post-test.
24
Conclusion
Based on the findings of the study, these conclusions were drawn:
1. The proficiency level of the Grade 8-MMD students in Mathematics did not
significantly vary before the conduct of the intervention. Thus, the two groups
were homogenous in terms of their proficiency level in Mathematics and were
suitable to be used as two subject groups for the experimentation.
2. Grade 8-MMD students who were exposed to self-affirmation strategy
significantly improved their proficiency level in Mathematics. However, for those
who were not exposed to the strategy, improvement in Mathematics proficiency
was not significant. Thus, self-affirmation strategy is capable of enhancing the
Mathematics proficiency level of the Grade 8-MMD students.
3. The proficiency level of the Grade 8-MMD students in Mathematics did not
significantly vary regardless of the exposure to the intervention. It can be implied
therefore that with or without the self-affirmation strategy, the students’
proficiency levels in Mathematics were not significantly different or were still the
same at the end of the experimental period.
Recommendations
Based on the findings of the experiment conducted, the following were the
recommendations of the researchers:
1. Since it has been found out that the integration of self-affirmation strategy in
the learning activity sheets of the students in Mathematics has a potential to
25
enhance the proficiency level in Mathematics, it is being recommended to the
school’s Administrative Team and teachers that they should consider the use of
self-affirmation strategy as part of the module or learning activity sheets of
students in Mathematics.
2. Teachers may use self-affirmation strategy in terms of teaching Mathematics to
efficiently make the learners feel motivated, confident to learn and improve
themselves academically.
3. The intervention can be used in other grade levels and other subject areas to
determine its effectiveness on the proficiency level of the students.
4. Parents who have great influence in the success and achievement of their
children should never get tired of helping the teachers motivate and encourage
the children to learn and believe in themselves.
5. It is being recommended to the future researchers to make this present study a
basis in conducting new researches in the same area of discipline (education)
or in other interrelated areas.
26
REFERENCES
27
References
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Bokhari, D. (2021). 50 Self-Affirmation to help you stay Motivated Every
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Canale, M. (1993). “On some dimension of language proficiency in J. Oller, Issue in
language testing Research. Rowley, MA: Newburry
House.e3”https://academic.oup.com/eltj/article/71/2/250/2447425
Capate, R. N. & Lapinid, M. R PhD. (2015). Assessing the Mathematics Performance of
Grade 8 Students as Basis for Enhancing Instruction and Aligning with K to 12
Curriculum.https://www.dlsu.edu.ph/wp-content/uploads/pdf/conferences/researchcongress-proceedings/2015/LLI/020LLI_Capate_RN.pdf
Capuno, R. et. al. (2019). Attitudes, Study Habits, and Academic Performance of Junior
High School Students in Mathematics. International Electronic Journal of
Mathematics Education.https://files.eric.ed.gov/fulltext/EJ1227082.pdf
Clark, M. (2011).Proficiency Level.https://www.region10.org/programs/worldlanguages/resources/proficiency-levels/
Falk, D. (2021). What Is Math.https://hr.uiowa.edu/careers/competencies/proficiencylevels
Fujino, J. (2014). Improving Learning Outcomes In a Math Class of Fifth Grade
Students: Voices From
Classroom.https://scholarship.manoa.hawaii.edu/bitstream/10125//100519/Fujino_Ji
ll_r.pdf
28
Harra, C. (2021). 35 Affirmation that will change your
life.https://www.huffpost.com/entry/affirmations_b_3527028
Harsch, C. (2016). Proficiency. ELT Journal, Volume 71, Issue 2, 1 April 2017, Pages
250–253.https://doi.org/10.1093/elt/ccw067
Hom, E. (2013).Live Science Contributor. https://www.livescience.com/38936mathematics.html
Legault, L. (2012). Self-affirmation Enhances Performance, Makes Us Receptive to Our
Mistakes. Association for Psychological
Science.https://www.psychologicalscience.org/news/releases/self-affirmationenhances-performance-makes-us-receptive-to-our-mistakes.html
Price, P. et. al. (2021). One Group
Designs.https://opentext.wsu.edu/carriecuttler/chapter/8-1-one-group-designs/
Sherman, D. K. et. al. (2013). Deflecting the trajectory and changing the narrative: How
self-affirmation affects academic performance and motivation under identity threat.
Journal of Personality and Social Psychology, 104(4), 591-618.
https://doi.org/10.1037/a0031495
Schoenfeld, A. H. & Kilpatrick, J. (2008). Toward a Theory of Proficiency in Teaching
Mathematics.https://doi.org/10.1163/9789087905460_016
Yadav, D. K. (2017) Exact Definition of
Mathematics.https://www.researchgate.net/publication/313678763_EXACT_DEFIN
ITION_OF_MATHEMATICS
29
APPENDICES
30
Appendix A
Letter to the Registrar
January 20, 2020
MRS. MERYDITH MADAMECILA
Registrar-In-Charge
Assumption School Passi City, Iloilo Inc.
Saligumba St., Passi City, Iloilo
Dear Mrs. Madamecila,
Good Day!
We, the Group 5 of Grade 12-GAS & HUMSS strand, would like to ask from your good
office a copy of the list of Grade 8-Mother Marie Denyse students of Assumption School
Passi City, Iloilo enrolled for this school year 2020-2021. This list will be used as a basis for
our research entitled “Self-Affirmation Strategy: Its effect to the Proficiency Level of
Grade 8-Mother Marie Denyse Students in Mathematics”.
We are hoping for your positive response and consideration. Thank you and God bless!
Sincerely yours,
SHEILA P. PAGAYON
Research Leader
Noted by:
MR. LEOPOLDO MAGBANUA
Research Teacher
MRS. LOUELLA COLACION
Research Adviser
31
Appendix B
Sample Letter to the Validators
January 20, 2021
MR. LEOPOLDO II L. MAGBANUA
Mathematics 8 Teacher
Assumption School Passi City Iloilo Inc.
Saligumba St. Passi City, Iloilo
Dear Mr. Magbanua,
Greetings of Peace!
We, the students from Grade 12 GAS & HUMSS of Assumption School Passi City Iloilo
Inc. (ASPCI), are conducting a research entitled “Self-Affirmation Strategy: Its Effect
to the Proficiency Level of Grade 8-Mother Marie Denyse Students in Mathematics”
as partial requirement for the subject Research in Daily Life 2.
In connection with this, we would like to ask for your help to validate our research
instrument to be used in the research.
We will appreciate your assistance and support on this research. Thank You.
Sincerely yours,
SHEILA P. PAGAYON
Research Leader
Noted by:
MRS. LOUELLA COLACION
Research Adviser
32
Appendix C
Research Instrument
PRE-TEST
Third Quarter – Mathematics 8
Name: ___________________________________Grade and Section: _______________
Participant Code: __________________________ Date: __________________________
Multiple Choice. Write the letter of the correct answer on the space provided before the
number.
______ 1. Which relation is NOT a function?
a. {(1, −5), (3,1), (−5,4), (4, −2)} c. {(2,7), (3,7), (4,7), (5,8)}
b. {(1, −5), (−1,6), (1,5), (6, −3)} d. {(3, −2), (5, −6), (7,7), (8,8)}
______ 2. All of the x values or inputs are called what?
a. Domain b. Relation
c. Range
d. Function
______ 3. All of the y values or outputs are called what?
a. Domain b. Relation
c. Range
d. Function
______ 4. What is the range of the relation shown on the mapping diagram?
a. 𝑅: {3, 5, 8}
b. 𝑅: {−7, 11}.
c. 𝑅: {3, 5, 8, 12}
d.𝑅: {𝑎𝑙𝑙 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟𝑠}
______ 5. In the given relation, what domain value corresponds to the range value -2?
{(−1,2), (−2,4), (2,5), (0, −2), (2,0)}
a. -2
b. 2
______ 6. Which of the following is not a function?
33
c. 0
d. 4
a. {(0,1), (1,2), (2,3), (3,4)}
b. {(1,3), (4,2), (2,0), (3,4)}
______ 7. Is the relation a function? Why?
c. {(0,2), (1,3), (4,3), (1,2)}
d. {(1,2), (2,2), (3,2), (4,2)}
a. Yes, because the x-value 11 has two y-values pair with it.
b. Yes, because each x-value has only one y-value paired with it.
c. No, because the x-value 11 has two y-values pair with it.
d. No, because each x-value has only one y-value paired with it.
______ 8. Is this mapping a function or not a function?
a. Function
b. Not a function
______ 9. Is this graph a function or not a function?
a. Function
b. Not a function
______ 10.Determine if the following relation describes a function
a. Function
b. Not a function
______ 11. In the equation 𝑦 = 𝑚𝑥 + 𝑏, the variables that represent constants are what?
a. m and b b. y and b
c. x and m
d. x and y
______ 12. To place the equation 6𝑦 = −2𝑥 + 5 into standard form, you would what?
34
a. Add 2x to both sides
c. Subtract 5 from both sides
b. Subtract 6y from both sides
d. Divide both sides by 2
______ 13. Which of the following is a linear function?
______ 14. What are the slope and y-intercept?
1
a. slope =− 4 , 𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 = 2
b.slope= 4, 𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 = 4
1
c. slope=− 4 , 𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 = 3
d. slope = 4, 𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 = 4
______ 15. What are the intercepts of the linear function shown?
35
a. 𝑥 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 = 2; 𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 = 2
2; 𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 = 4
b. 𝑥 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 = 2; 𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 = 4
2; 𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 = 4
______ 16. What is the value of 𝑓(𝑥) = 3𝑥 + 5 when 𝑥 = 4?
a. -7
b. 8
c. 14
______ 17. What is the value of 𝑓(0) when𝑓(𝑥) = −7𝑥 + 12?
a. -7
b. 5
c. 12
c. 𝑥 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 =
d. 𝑥 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 =
d. 17
d. 19
______ 18. What is the slope of the line that passes through the points (2,7) and (2, −6)?
a. 1
b. 0
c. undefined
d. -1
______ 19. What is the slope of the line that passes through the points (4,10) and (2,10)?
a. 1
b. 0
c. undefined
d. -1
______ 20. What is the zero of the linear equation 𝑓(𝑥) = 𝑥 − 5?
a. 1
b. 0
c. undefined
d. -1
______ 21. What is the zero of the linear equation 𝑔(𝑥) = 7𝑥 + 5?
a. 5
b. 7
5
c.− 7
7
d.5
______ 22. Jacob collects hats. He has 6 hats already, and he collects 2 hats a week.
Which of the following linear functions best represents the given problem
when 𝑓(𝑥) is the total number of hats and𝑥 is number of weeks?
a. 𝑓(𝑥) = 2𝑥 + 6b. 𝑓(𝑥) = 2𝑥 – 6c.𝑓(𝑥) = 6𝑥 + 2 d.𝑓(𝑥) =
6𝑥 – 2
______ 23. At Joe's Clown Car Rental Agency, renting a car costs PHP 1500 plus PHP
30 for every kilometer it is driven.Which of the following linear functions
best represents the given problem when 𝑓(𝑥) is the total amount to be paid
and 𝑥 is the distance (in kilometer) driven?
a. 𝑓(𝑥) = 𝑥(1500 + 30)
c.𝑓(𝑥) = 1500𝑥 + 30
b. 𝑓(𝑥) = 30𝑥 + 1500
d.𝑓(𝑥) = 30(𝑥 + 1500)
______ 24. Cardo has PHP 3 more than twice as much money as Peter. If Cardo has PHP
33, how much money does Peter have?
a. PHP 15.00
b. PHP 20.00
c. PHP 25.00 d. PHP 5.00
36
______ 25. Laura is 3 years older than twice Joseph's age. If Laura is 27 years old, how
old is Joseph?
a. 12
b. 15
c. 24
d. 30
______ 26. A family buys a case of water with 48 bottles and drinks 5 bottles per
day.Which equation shows the number of bottles left after 𝑥 days?
a. 𝑦 = 48𝑥 + 5 b. 𝑦 = −5𝑥 − 48
c.𝑦 = −5 + 48𝑥
d.𝑦 = 48 − 5𝑥
______ 27. Given, "If I have a Siberian Husky, then I have a dog." What is its converse?
a. If I do not have a Siberian Husky, then I do not have a dog.
b. If I have a dog, then I have a Siberian Husky.
c. If I do not have a dog, then I do not have a Siberian Husky.
d. If I do not have a Siberian Husky, then I have a dog.
______ 28. Given, "If I have a Siberian Husky, then I have a dog." What is its inverse?
a. If I do not have a Siberian Husky, then I do not have a dog.
b. If I have a dog, then I have a Siberian Husky.
c. If I do not have a dog, then I do not have a Siberian Husky.
d. If I do not have a Siberian Husky, then I have a dog.
______ 29. Given, "If I have a Siberian Husky, then I have a dog." What is its
contrapositive?
a. If I do not have a Siberian Husky, then I do not have a dog.
b. If I have a dog, then I have a Siberian Husky.
c. If I do not have a dog, then I do not have a Siberian Husky.
d. If I do not have a Siberian Husky, then I have a dog.
______ 30. Given, "If I have a Siberian Husky, then I have a dog." What is the
hypothesis?
a. If I have a Siberian Husky.
c. Then I have a dog.
b. I have a Siberian Husky.
d. I have a dog.
______ 31. Given, "If I have a Siberian Husky, then I have a dog." What is the
conclusion?
a. If I have a Siberian Husky.
c. Then I have a dog.
b. I have a Siberian Husky.
d. I have a dog.
______ 32. Given, "If angles are congruent, then the measures of the angles are
equal."What is its converse?
a. If the measures of the angles are equal, then the angles are congruent.
b. If angles are not congruent, then the measures of the angles are not
equal.
c. If the measures of the angles are not equal, then the angles are not
congruent.
37
d. If the angles are not congruent, then the measure of the angles are
equal.
______ 33. Given, "If angles are congruent, then the measures of the angles are
equal."What is its inverse?
a. If the measures of the angles are equal, then the angles are congruent.
b. If angles are not congruent, then the measures of the angles are not
equal.
c. If the measures of the angles are not equal, then the angles are not
congruent.
d. If the angles are not congruent, then the measure of the angles are
equal.
______ 34. Given, "If angles are congruent, then the measures of the angles are
equal."What is its contrapositive?
a. If the measures of the angles are equal, then the angles are congruent.
b. If angles are not congruent, then the measures of the angles are not
equal.
c. If the measures of the angles are not equal, then the angles are not
congruent.
d. If the angles are not congruent, then the measure of the angles are
equal.
______ 35. What is the conclusion of the following statement: "The angles are
supplementary, if they add up to 180 degrees."?
a. if they add up to 180 degrees.
c. they add up to 180 degrees.
b. the angles are supplementary
d. there is no
conclusion
______ 36. When taking the converse, we ___________ the hypothesis and conclusion.
a. negate
b. switch and negate c. switch
d. highlight
______ 37. When taking the inverse, we _____________ the hypothesis and conclusion.
a. negate
b. switch and negate c. switch
d. keep the same
______ 38. For the contrapositive we _________ the hypothesis and conclusion.
a. negate
b. switch and negate c. switch
d. keep the same
______ 39. For the function {(0,1), (1, -3), (2, -4), (-4,1)}, What are the domain and
range?
a. 𝐷: {1, −3, −4, }
c. 𝐷: {0, 1, 2, 3,4}
𝑅: {0, 1, 2, −4}
𝑅: {1, −3, −4}
b. 𝐷: {0, 1, 2, −4}
d. 𝐷: {2, 4, 1, −4}
𝑅: {1, −3, −4}
𝑅: {0, −3, −4}
______ 40. What is the range of the following relation: (9, −2)(4, 3)( 8, 10)( −4, 8)?
a. −4, 4, 8, 9
c. −2, 3, 8, 10
38
b. (9, −2) ( 4, 3)
d. (8, 10) (−4, 8)
______ 41. Which set of values is a function?
a. (9,5) (10,5) (9, −5) (10, −5)
b. (6, −5) (7, −3) (8, −1) (9, 1)
c. (3,4) (4, −3) (7,4) (3, 8)
d. (2, −2) (5, 9) (5, −7) (1, 4)
______ 42. Consider the function: {(3,11), (4,18), (5,27), (6,38)}. What is the Domain?
a. {4,11,5,18}
c. {3,4,5,6}
b. {3,11,4,18}
d. {11,18,27,38}
______ 43. For a graph of a relation to pass the vertical line test the line may only touch
the graph:
a. one time.
c. three times.
b. two times.
d. not at all.
______ 44. If 𝑓(𝑥) = 3𝑥 − 9, what is find 𝑓(5)?
a. 𝑓(5) = 6
b. 𝑓(5) = 16
c. 𝑓(5) = −4
d. 𝑓(5) = 24
______45. Conditional: If Maria gets married, then the reception will be at the country
club.
What is this statement: “If the reception is at the country club, then Maria
will be getting married”?
a. converse
b. Inverse
c. Contrapositive
d. Negation
39
Appendix D
SPSS Print-outs
Experimental group:
Paired Samples Statistics
Pair 1
Pre-test
Mean
11.88
N
16
Std. Deviation
5.162
Std. Error Mean
1.291
Post-test
24.19
16
12.238
3.059
Paired Samples Test
Paired Differences
Pair 1
Std.
Deviatio
Mean n
Pre-test 13.529
- Post- 12.31
test
2
95% Confidence
Interval of the
Std. Error Difference
Mean
Lower
Upper
3.382
-19.522
-5.103
t
df
-3.640 15
Paired Samples Effect Sizes
Pair 1 Pre-test - Post- Cohen's d
test
Hedges'
correction
Standardize Point
ra
Estimate
13.529
-.910
95% Confidence
Interval
Lower
Upper
-1.486
-.313
13.879
-1.449
40
-.887
-.305
Sig. (2tailed)
.002
a. The denominator used in estimating the effect sizes.
Cohen's d uses the sample standard deviation of the mean difference.
Hedges' correction uses the sample standard deviation of the mean difference, plus a
correction factor.
Not Exposed:
Paired Samples Statistics
Pair 1
Pre-test
Mean
14.47
N
15
Std. Deviation
6.610
Std. Error Mean
1.707
Post-test
18.73
15
10.340
2.670
Paired Samples Test
Paired Differences
Pair Pre-test 1
Post-test
Std.
Deviatio
Mean n
9.004
4.267
95% Confidence
Interval of the
Difference
Lower
Upper
-9.253
.719
Std.
Error
Mean
2.325
t
df
14
1.835
Sig. (2tailed)
.088
Paired Samples Effect Sizes
Pair 1 Pre-test - Posttest
Cohen's d
Hedges'
correction
Standardizer Point
a
Estimate
9.004
-.474
95% Confidence
Interval
Lower
Upper
-1.001
.069
9.254
-.974
41
-.461
.067
a. The denominator used in estimating the effect sizes.
Cohen's d uses the sample standard deviation of the mean difference.
Hedges' correction uses the sample standard deviation of the mean difference, plus a
correction factor.
Pre-test:
Group Statistics
Pre-test
Student
Exposed
N
16
Mean
11.88
Std. Deviation
5.162
Std. Error Mean
1.291
Not Exposed
15
14.47
6.610
1.707
Independent Samples Test
Levene's Test for
Equality of
Variances
Pre-test
Equal
variances
assumed
F
.044
Sig.
.835
t-test for Equality of Means
t
df
29
1.22
1
42
95%
Confidence
Interval of
Std.
the
Mean Error
Difference
Sig. (2- Differ Differe
Up
tailed) ence
nce
Lower per
.232
-2.592 2.123
-6.933 1.7
49
Equal
variances
not
assumed
26.50 .237
1.21 1
1
-2.592 2.140
-6.986 1.8
03
Independent Samples Effect Sizes
95% Confidence Interval
Pre-test
Cohen's d
Standardizera
5.906
Lower
Point Estimate
-1.148
-.439
Upper
Hedges' correction
6.064
-.427
-1.118
.271
Glass's delta
6.610
-.392
-1.104
.334
.278
a. The denominator used in estimating the effect sizes.
Cohen's d uses the pooled standard deviation.
Hedges' correction uses the pooled standard deviation, plus a correction factor.
Glass's delta uses the sample standard deviation of the control group.
Post-test:
Group Statistics
Post-test
Student
N
Mean
Std. Deviation
Std. Error Mean
Exposed
16
24.19
12.238
3.059
Not Exposed
15
18.73
10.340
2.670
43
Independent Samples Test
Levene's Test for Equality
of Variances
t-test for Equality of Means
Post-test Equal
varianc
es
assume
d
Equal
varianc
es not
assume
d
F
1.593
Sig.
.217
t
df
1.33 29
6
Sig. (2tailed)
.
1
9
2
1.34 28.70 .190
3
8
95%
Confidence
Interval of
Std.
the
Mean
Error Difference
Differe Differ Low
nce
ence er
Upper
5.454
4.083 13.805
2.89
7
5.454
4.061
13.763
2.85
4
Independent Samples Effect Sizes
Standardizera
44
Point Estimate
95% Confidence Interval
Post-test
Cohen's d
11.361
.480
Lower
-.239
Hedges' correction
11.666
.468
-.233
Glass's delta
10.340
.527
-.212
a. The denominator used in estimating the effect sizes.
Cohen's d uses the pooled standard deviation.
Hedges' correction uses the pooled standard deviation, plus a correction factor.
Glass's delta uses the sample standard deviation of the control group.
45
Upper
1.191
1.160
1.249
Appendix E
Curriculum Vitae
Personal Data
Name:
Claire Marie P. Bernil
Date of Birth:
August 29, 2002
Address:
Brgy. Camiri, San Enrique, Iloilo
Age:
18
Sex:
Female
Civil Status:
Single
Citizenship:
Filipino
Religion:
Roman Catholic
Family Background:
Mother’s Name:
Joylyn P. Bernil
Father’s Name:
Armand C. Bernil
Educational Attainment:
Elementary:
San Enrique Central School
Brgy, Camiri San Enrique, Iloilo
2009-2011
Assumption School Passi City Iloilo, Inc.
Saligumba St., Passi City, Iloilo
2011-2015
Secondary:
Junior High School:
Assumption School Passi City Iloilo, Inc.
Saligumba St., Passi City, Iloilo
46
2015-2019
Senior High School:
Assumption School Passi City, Iloilo Inc.
Saligumba St., Passi City, Iloilo
2019-2021
Personal Data
Name:
Wendell Joshua C. Lambuson
Date of Birth:
May 17, 2003
Address:
Brgy. Agdayao, Passi City, Iloilo
Age:
18
Sex:
Male
Civil Status:
Single
Citizenship:
Filipino
Religion:
Roman Catholic
Family Background:
Mother’s Name:
Windy C. Lambuson
Father’s Name:
Rodel C. Lambuson
Educational Attainment:
Elementary:
Agdayao Integrated School
Brgy. Agdayao Passi City, Iloilo
2009-2015
Secondary:
Junior High School:
Agdayao Integrated School
Brgy. Agdayao Passi City, Iloilo
2015-2018
Academia de San Guillermo
Dorillo St. Passi City, Iloilo
2018-2019
47
Senior High School:
Assumption School Passi City, Iloilo Inc.
Saligumba St., Passi City, Iloilo
2019-2021
Personal Data
Name:
Sheila P. Pagayon
Date of Birth:
December 29, 2002
Address:
Brgy. Sarapan, Passi City, Iloilo
Age:
18
Sex:
Female
Civil Status:
Single
Citizenship:
Filipino
Religion:
Roman Catholic
Family Background:
Mother’s Name:
Melisa P. Pagayon
Father’s Name:
N/A
Educational Attainment:
Elementary:
Creative Minds International Learning Center Inc.
Brgy. Man-it Passi City, Iloilo
2009-2014
Assumption School Passi City Iloilo, Inc.
Saligumba St., Passi City, Iloilo
2014-2015
Secondary:
Junior High School:
Assumption School Passi City Iloilo, Inc.
Saligumba St., Passi City, Iloilo
2015-2019
48
Senior High School:
Assumption School Passi City, Iloilo Inc.
Saligumba St., Passi City, Iloilo
2019-2021
Personal Data
Name:
Vincent Rafael C. Palmares
Date of Birth:
September 24, 2002
Address:
Brgy. Punong, Passi City, Iloilo
Age:
18
Sex:
Male
Civil Status:
Single
Citizenship:
Filipino
Religion:
Roman Catholic
Family Background:
Mother’s Name:
Ma. Cecilia C. Palmares
Father’s Name:
Ferdinand Palmares
Educational Attainment:
Elementary:
Assumption School Passi City Iloilo, Inc.
Saligumba St., Passi City, Iloilo
2009-2015
Secondary:
Junior High School:
Assumption School Passi City Iloilo, Inc.
Saligumba St., Passi City, Iloilo
2015-2019
Senior High School:
Assumption School Passi City, Iloilo Inc.
Saligumba St., Passi City, Iloilo
2019-2021
49
Personal Data
Name:
Klyde Eliodor P. Pentinio
Date of Birth:
October 7, 2003
Address:
Brgy. Bita, Dueñas, Iloilo
Age:
17
Sex:
Male
Civil Status:
Single
Citizenship:
Filipino
Religion:
Roman Catholic
Family Background:
Mother’s Name:
Maria Era P. Pentinio
Father’s Name:
Ryan A. Pentinio
Educational Attainment:
Elementary:
Francisco F. Ponce De Leon Elementary School
Brgy. Retak Roxas Palawan
2014-2015
Secondary:
Junior High School:
Roxas National Comprehensive High School
Brgy. New Barbacan Roxas Palawan
2015-2018
Malusgod National High School
Brgy. Malusgod Dueñas, Iloilo
2018-2019
50
Senior High School:
Assumption School Passi City, Iloilo Inc.
Saligumba St., Passi City, Iloilo
2019-2021
Personal Data
Name:
Jan Javier L. Pueyo
Date of Birth:
June 22, 2002
Address:
Brgy. Man-it, Passi City, Iloilo
Age:
18
Sex:
Male
Civil Status:
Single
Citizenship:
Filipino
Religion:
Roman Catholic
Family Background:
Mother’s Name:
Mary Antoniette L. Pueyo
Father’s Name:
Javier E. Pueyo
Educational Attainment:
Elementary:
Man-it Integrated School
Brgy. Man-it Passi City, Iloilo
2006-2014
Secondary:
Junior High School:
St. James Catholic High School
Brgy. Maasin, Iloilo
2018-2019
Senior High School:
Assumption School Passi City, Iloilo Inc.
Saligumba St., Passi City, Iloilo
2019-2021
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