A SURVEY ON THE IMPACT OF CYBERBULLYING TOWARDS THE MENTAL

AND EMOTIONAL HEALTH OF UCJHS STUDENTS

A Term Paper Presented To

Mrs. Aracele E Lupo

Faculty, High School Department

University of Cebu – Main Campus

Cebu City

In Partial Fulfillment of the Requirement in ENGLISH 10

Presented by:

Grade 10 – Diamond

JOURNALIST TEAM

Badilla, Mark Kenneth S.

Dedicatoria, Ira Hans
Gabona, Vince Darwin M.
Gabutin, Chalea Chris G.
Juezan, Justina B.
Mendoza, Samantha Marie S.
Obis, Rheka Mae P.
Roxas, Lana Lane A.

Year 2018-2019

1
Acknowledgment

We, the researchers, would like to acknowledge God for giving us the opportunity

to experience this activity, for the strength, wisdom, and knowledge to fulfill this activity.

We would like to acknowledge our parents who supported us financially for the

cost of materials used to fulfill our research work.

To Dr. Andrea M. Ando, our principal in the Junior High School Department, for

approving our transmittal letter for this research study.

To our English Teacher, Mrs. Aracele E. Lupo, who devoted her time in editing our

manuscripts, which motivated us in fulfilling this work that leads us to be prepared and be

better students in the higher levels.

To our student teacher, Ms. Allyza Kate M. Nacario, who supported us for

completing our term paper.

Our respondents, the randomly chosen Grade-9 students, who have shared their

time and ideas in answering the questionnaire we’ve given to them.

To Mr. Epifanio Tigley Jr., who have given his time and effort in checking the

formula we used in this study.

2
 TABLE OF CONTENTS

Preliminary

Title Page 1

Acknowledgement 2

Table of Contents 3-4

Chapter

I. The Problem and Its Settings/Scope

1. Introduction / Rationale 5
2. Theoretical Background 6-7
3. Statement of the Problem 8
4. Statement of the Hypothesis 9
5. Importance of the Study 10
6. Scope and Delimitation 11
II. Review of Related Studies and Literature 12-14
III. Body
1. Research Design 15
2. Research Environment 16-17
3. Research Respondent 18
• Population of the Study 19
4. Research Instrument 20
5. Data Gathering Procedure 21
6. Statistical Analysis 22
7. Schematic Presentation of Research Procedure 23
8. Definition of Terms 24-25
IV. Presentation, Analysis, and Interpretation of Data
1. Presentation of Data 26-27
2. Tally Sheets and Interpretation 28-29

3
 3. Data Analysis 30
4. Findings and Generalizations 31
5. Conclusion and Recommendation 32-33
V. Bibliography References 34-35
VI. Appendices
A. Permission Letter 36
B. Research Instrument
1. Student’s Questionnaire 37-136
2. Picture Documentation 137-138
VII. Curriculum Vitae 139-147
VIII. List of Figures

Figure 1.1 Population of the Study

Figure 1.2 Schematic Presentation

Figure 1.3 Presentation of Data

Figure 1.4 Tally sheets and interpretation

Figure 1.5 Tally Sheets and Interpretation

Figure 1.6 Data Analysis

4
Introduction or Rationale

In our generation, with the invention of internet, students have fully embraced the

use of modern information and communication technologies to maintain contact with loved

ones. Students would also use the internet to express their emotions, ideas, and opinions.

Although majority of interactions in the internet are positive, however, reports about

intimidation and harassment through the use of these technologies have been increasing.

This form of violence has been known as cyberbullying which is an abusive usage of

information or communication technologies to intentionally harm or hurt other people.

The aim of our research is to determine the severity of cyberbullying in our campus

and also to highlight the harm that it may cause towards the students’ mental and emotional

health, considering that it may lead to even worse situations, suicide, for instance.

Our study focuses on the impact of cyberbullying to the mental and emotional

health of the junior high school students of University of Cebu. Furthermore, the

researchers would like to conduct a survey to collect pertinent data and information which

can lead to conclusion. Basing on the findings of our study we would try to take action on

this issue with the help of the Supreme Student Government of our department to launch

an anti- cyberbullying campaign using social media platforms.

5
THEORETICAL BACKGROUND

Nodding's (2005) encompasses sis primary themes of care: caring for self, caring

in the inner circle, caring for strangers, and distant others, caring for animals, plants, and

the earth, caring for the human-made world and caring for ideas. The two themes of care

that relate more significantly, to this research are caring in the inner circle, which includes

mates and lovers, friends, colleagues and neighbors, and children/students, and caring for

strangers and distant others. If Nodding's assertion that our school's main ambition should

be to produce citizens instead of just students who are good at math and history is correct

(and the researcher believes it is), then certainly teachers and administrators are obligated

to teach students that bullying is wrong and to implement effective prevention and

intervention strategies.

In the School home: Rethinking Schools for Changing Families, Jane Roland

(1996) outlined her theory that schools can and should acknowledge and incorporate the

reproductive processes of society (the private sphere)in to their classrooms as well as the

traditional focus on the productive processes of society (the public sphere) . In other words,

because of the greatly changed and still fluctuating state of so many American homes, it is

now more than ever the public education system's moral obligation to step in and help fill

in the void of the "domestic vacuum" in the lives of so many children to put it even more

simply, schools have a responsibility to provide an environment that is more like an ideal

home. The setting should be safe, warm, nurturing, supportive, and encouraging. The

students should feel cared for, and even loved. With many American homes now headed

6
by a single parent, and many other occupied by two parents who both have to work full-

time, schools need to make up for the physical absence of parents from the household.

(Roland, 1995)

Similar to Jane Roland, Martin's ideas about the ideal school as a nurturing,

protective, homelike environment. Nel Noddings' theory of caring in education posits that

traditional schooling's unwavering focus on academics is misplaced. In the college to care

in schools: an alternative approach to education (2nd ed). Noddings (2005) i fact stories

that " we have to let aside the deadly notion that the schools' first priority should be

intellectual development". Noddings also asserts that an even more important goal for

public education should be to produce "better people". (Noddings 2005)

Martin's (1995) theory is relevant to this research study and thesis on cyberbullying

in that schools must now play a large role than ever in the protection of students from being

bullied, especially since cyber-bullying in particular has taken bullying off school

campuses and brought it into the home. If it is now the public school's system job to fill the

domestic vacuum foe students who live in homes lacking their parents’ presence, as Martin

(1995) contends, the schools need to concern themselves with bullying, even when it occurs

off-campus and after school hours. (Martin 1995)

csus-dspace.calstate.edu

7
Statement of the Problem

As cyberbullying may result to extremes situations like isolation, hopelessness, and even
suicide, we aim to determine the impact of cyberbullying on the mental and emotional health of
UCJHS students to be able to come up with preventive measures.

Particularly, the study aims to answer the following questions:

1.) In what medium are the Junior High School students of the University of Cebu are often
cyberbullied?

2.) What are the possible effects of cyberbullying among the Junior High School students of
University of Cebu in terms of:

a.) Mental Health

b.) Emotional Health

3.) What preventive measures can be taken into consideration in order to lessen the severe
effects of cyberbullying to our UCJHS students?

8
Statement of the Hypothesis

1.) Facebook, Instagram, Twitter and Youtube are where the Junior High School of
University of Cebu are often cyberbullied.

2.) A. Deterioration of academic performance, possibility of mental illness lack of

focus or unable to think properly and poor decision making.

B. Extreme isolation, suicidal approach to solve problems, depression, inability to

interact with family and friends; and hopelessness in life.

3.) We will conduct seminars with the consent of our teachers and staff and spread
infographics, videos, etc. containing quality content to promote the prevention of
cyberbullying in our campus.

9
Importance of the Study

With the widespread usage of social media, cyberbullying has become common.

Findings of the study will be beneficial to the following individuals.

Students: They will be aware of the negative impact of cyberbullying to their mental and

emotional health. This study suggests to the junior high school students to be

knowledgeable on what to do if they are cyberbullied.

Teachers: They will serve as role models to the students on the proper usage of social media

and sharing love and positivity instead of hate and negativity. They will also seek answers

about and take action against cyberbullying.

Parents: They will be better prepared and equipped to prevent cyberbullying and deal with

it effectively and with minimal damage when it does occur.

10
Scope and Delimitation

Content: This study will be bounded to the analysis if the impact of

cyberbullying towards the mental and emotional health among the

Junior High School Students of the University of Cebu.

Subject: This study will be limited to the sampling three hundred (300)

randomly chosen Junior High School students coming among from

Grade 9 who have not known the sever impact of cyberbullying

towards their mental and emotional health.

Place: This study will be strictly conducted at the vicinity of the Junior High

School department of University of Cebu-Main Campus, Sanciangko

St. Cebu City.

11
Review of Related Studies and Literature

While school systems made great strides in creating and implementing crisis

response plans and zero tolerance policies, it is important to continually scan the societal

landscape to see if additional concerns should be addressed in the area of student safety

(Pellegrini & Bartini, 2000). It has become increasingly evident that the internet has

brought to our campuses another threat to student safety—cyberbullying. According to a

2004 survey given by i-SAFE America, 42% of school-aged children have been bullied

while online. This percentage increased drastically in a 2008 study that raised the statistic

from 42% to 72% (Juvoven & Gross, 2008).

The bullied child is a victim. Like most victims of crime, the bullied can experience

depression, fear, and stress related to the incident (National Education Association, 2008).

Victims of bullying are less likely to make friends in school and more likely to experience

loneliness while there (Nansel, et al., 2001). Bullying can negatively affect the victim’s

educational achievements, attendance, and future aspirations (Kowalski, et al., 2008).

Chronic victims, about 6-10% of those who are bullied, sink into severe states of

depression. To a similar degree, they begin to see themselves as devalued as those who are

bullying them or watching the acts of bulling against them. The damage done to their self-

esteem can have lasting effects on their adult relationships and self-image. It is not

surprising then that the bullied are more likely to think about or commit acts of suicide than

those who are not victims of bullying (Sampson, 2002).

12
 Research shows that some 93% of today’s teens use the internet. More and more

this use is for online socialization with peers; not all of it is positive in nature (Leonhart,

Madden, Macgill, & Smith, 2007). Daily, students across the nation are being bullied

online and are bringing to school the residual effects of these personal attacks (Trolley,

Hanel, & Shields, 2006; Willard, 2007). Daily, school administrators across the nation

struggle with the desire to act on behalf of victimized student, but are not sure how to

respond since most acts of cyberbullying happen off campus. It is the regrettable job of

administrators to balance the needs of the victims against the judicial rights of bully; legal

guidance and policy protocol from school boards and systems are limited (Anderson,

2007).

So why do the bullied remain silent? As previously mentioned, historically acts of bullying

have been seen as a rise of passage on school grounds and this is reinforced in our society—

the stronger tell the weaker what to do. “Bullying often stems from the social inequities

that adult society creates; fosters, sustains and continues to grapple with” (Shariff, 2008,

p. 23). Because of this societal parallel, victims have little faith in how adults will respond

to their situation (Coloroso, 2003, Sampson, 2002). A host of studies have suggested

additional reasons as to why the bullied remains silent; (a) fear of retaliation, (b) feelings

of shame for being weak, (c) fear of not being believed, (d) a need to not worry their

parents, (e) thoughts that nothing would change as a result of telling, (f) thoughts that

involving parents and teachers will make it worse, (g) thoughts that teachers would tell or

involve the bully, and (h) fear of being called a snitch (Sampson, 2002).

13
 The bully is the key player in any incidence of bullying. Research shows that bullies

are typically male, at the same age or older than their victims, stronger than their victims,

and generally hold some level of popularity on the school campus (Chan, 2006, Coloroso,

2003, Nansel et al., 2001). It is interesting that those who bully usually have a large group

of friends and have leadership traits that others are attracted to in a group even though the

bully exhibits antisocial and other aggressive behaviors towards others (Underwood, n.d.).

In the past, students could retreat to the safety of their homes to escape incidents of

bullying. Once the bell rang, they could run home and were safe until the next day. The

same cannot be said for cyberbullying. The impact of cyberbullying does not stop when

students pass through the school door. Cyberbullying has invaded their homes, their

bedrooms, and their personal laptops and phones. Even more insidious are the incidents of

cyberbullying as they can be targeted directly to the individual, wherever they are or on the

Internet where anyone can see the victim's torment (Affab, 2008; coloroso, 2003; Williard,

2007).

It is suggested that the behaviors of bullies are learned. Most likely, bullies are not

born with aggression, but learn it from the home or past experiences in which they,

themselves, were at the receiving end of aggressiveness from others (Chan, 2006).

Statistics show the bully is at an even higher risk than the bullied for thoughts of or acts of

suicide. It is believed that this can be contributed to the other factors that make someone

tend to bully others (Sampson, 2002)

14
Research Design

The methods used in gathering the data and information are the normative survey

method and descriptive method in normative survey method, the researchers collect and

gather the data for the study by means of giving survey questionnaires to chosen

respondents from grade 9 level of the Junior High School Department.

In the descriptive method, the researchers gather data from different reading

materials like textbooks, magazines, periodicals, reference books and also from the

Internet.

The methods mentioned above are of great help to the researchers in determining

the Impacts of cyberbullying towards mental and emotional health of UCJHS Students.

15
Research Environment

The study will be conducted in University of Cebu- Main Campus, Junior High

School Department. University of Cebu is a non-sectarian private institution at the core of

the Cebu City corner Sanciangko and Osmeña Boulevard which has three campuses; first

is the housing of Nautical and Marine Department of Alumnus, Mambaling, second is at

the South Expressway where the Engineer and Elementary Department are found. Lastly,

campus for general education is situated in Mandaue City. The University of Cebu (UC) is

an education institution in Cebu City, Philippines, founded in 1964. It has four campuses:

the Main Campus along Sanciangko Street; the Banilad Campus along Gov. Cuenco Ave.,

Brgy. Banilad; the UC-LM Campus (stands for the cities Lapu-Lapu/Mandaue where it is

situated); and the UC-METC (Maritime Educational Training Center) along Alumnos St.,

Brgy. Mambaling. Another campus, the former UC-South Campus along Sanciangko

Street, was demolished and replaced by an expansion of UC’s sister company, Elizabeth

Mall (E-mall).

Higher Education Institutions (HEIs) with deregulated status enjoy the same

privilege as autonomous HEIs, like being exempted from the issuance of a special order

(S.O) for their graduates, priority in the grant of subsidies and other financial

incentives/assistance from the CHED whenever funds are available, and etc.

All of the institution are accredited by these three agencies certified by FAAP are

private institutions. Under CHED’s Revised Policies and Guidelines on Voluntary

16
Accreditation in Aid of Quality and Excellence and Higher Education, there are four levels

of program accreditation, with level IV being the highest.

http://en.m.wikipedia.org/wiki/Higher_education_in_the_Philippines

With forty-two (42) years of quality education, the University of Cebu (UC) has

been awarded a Deregulated status by the Commission on Higher Education (CHED),

while recognize by the Philippine Association of Colleges and Universities Commission

on Accreditation (PACUCOA) as a learning institution with the most accredited programs.

The Junior High School Department of University of Cebu- Main Campus is now at level

1 PACUCOA Accreditation.

17
Research Respondents

The randomly chosen respondents of the study will be the selected Junior High

School students, grade 9 level, enrolled in University of Cebu-Main Campus the school

year 2018-2019. There will be 300 Junior High School students involved in the study. The

researchers chose 10 selected sections from grade 9 with thirty respondents each section.

18
Population of the Study

Figure 1.1

Sections No. of Respondents Percentage

1.) Grade 9- Diamond 30 10%

2.) Grade 9- Platinum 30 10%

3.) Grade 9-Ruby 30 10%

4.) Grade 9- Emerald 30 10%

5.) Grade 9- Sapphire 30 10%

6.) Grade 9- Jade 30 10%

7.) Grade 9-Topaz 30 10%

8.) Grade 9- Onyx 30 10%

9.) Grade 9- Opal 30 10%

10.) Grade 9- Amethyst 30 10%

Total of Respondents 300 100%

19
Research Instrument

The study will use two kinds of Instruments. The researchers use survey

questionnaire checklists and purely research works. The survey questionnaire checklists

which contain 10 questions which will be administered to three hundred Junior High

School students in the University of Cebu-Main Campus, who are vulnerable to

cyberbullying. A list of guide questions which will be used for the personal interview will

be conducted to the Junior High School Students themselves.

20
Data Gathering Procedure

Before the administration of the survey, a permit will be secured from the Junior

High School principal, Dr. Andrea M. Ando. After the approval of the permit, a prepared

questionnaire checklist will be administered to the respondents, who are vulnerable to

cyberbullying. The survey questionnaire checklist will be administered by the researchers

to three-hundred randomly chosen respondents on an allotted scheduled date and time. The

survey questionnaire checklists will be conducted for two days, on the following dates:

January 14 & 16, 2019.

21
Statistical Analysis

To evaluate the percentage or rate of the impact of cyberbullying towards the

mental and emotional health of UC Junior High School Students who are victims of it. The

formula below will be used:

𝐴 𝐶
𝑅= where 𝐴 =
10 𝑆

R = rate of the Impact of Cyberbullying towards the mental and emotional health of UC

Junior High School Students.

A = average checks or impact of cyberbullying per student

C = number of checks (total)

S = students who were given a questionnaire

10 = total number of questions per questionnaire

MR. EPIFANIO TIGLEY JR.

22
Schematic Presentation

Figure 1.2

Secure Permission from High First Day:

School Principal of University of Administer the students

Cebu- Main Campus Junior High questionnaire to the first half

randomly chosen respondents
School Department
from the Grade- 9 level.

Second Day:
Administer the students
questionnaire to the first half
randomly chosen respondents
from the Grade- 9 level.

Evaluate the gathered data, tabulate the gathered data

Generalization and Conclusion

Recommendation

23
Definition of Terms

A reference is needed to understand this study better. The terms listed below are

defined operationally, that is the way they are used in the study.

1.) Assertion – the action of stating something or exercising authority confidently

and forcefully.

2.) Chronic – continuing or occurring again and again for a long time.

3.) Deterioration – the act or process of becoming worse.

4.) Devalue – to cause something or someone to seem or to be less valuable or important.

5.) Fluctuate – to change level, strength, or value frequently.

6.) Foster – affording, receiving, or sharing nurture or parental care through not related by

blood or legal ties.

7.) Grapple – to hold and fight with another person.

8.) Pertinent – relating to the thing that is being thought about or discussed.

9.) Stride – a stage or progress or to advance.

24
10.) Torment – something that causes extreme physical or mental pain.

11.) Unwavering – continuing in a strong and steady way.

12.) Widespread – common over a wide or among many people.

25
Presentation of Data

Figure 1.3

1.)
86%

2.)
73%

3.)
71.33%

4.)
56%

5.)
30%

6.)
40.33%

7.)
33%

8.)
62%

9.)
34%

10.)
74.33%

20% 40% 60% 80% 100%

Legends

YES NO

26
 As the group conducted a survey in University of Cebu- Main Campus, Junior High

School Department, Sanciangko St., Cebu City, the table above shows the percentage of

respondents who answered to the survey questionnaires.

27
Drafting of Tally Sheets

Figure 1.5

Questions No. of Respondents who Percentage of Respondents

answered NO who answered NO

1.) Do you consider 42 14%

cyberbullying a serious
matter?
2.) Do you feel less 81 27%
confident after being
cyberbullied?
3.) Does cyberbullying 86 28.67%
affect your relationship
and interaction with your
family and friends?
4.) Is your academic 132 44%
performance affected due
to this?
5.) Have you thought of 210 70%
hurting yourself or ending
your life to solve your
misery?
6.) Did you feel 179 59.67%
traumatized and abused?
7.) Did you experience 201 67%
suicidal depression due to
this?
8.) Has it affected your 114 38%
self-worth or dignity?
9.) Considering 198 66%
cyberbullying issues, do
you still feel safe in social
media platforms?
10.) Are you willing to 62 20.67%
participate in a campaign
against cyberbullying?

28
Drafting of Tally Sheets

Figure 1.4

Questions No. of Respondents who Percentage of

answered YES Respondents who
answered YES
1.) Do you consider 258 86%
cyberbullying a serious
matter?
2.) Do you feel less 219 73%
confident after being
cyberbullied?
3.) Does cyberbullying 214 71.33%
affect your relationship and
interaction with your family
and friends?
4.) Is your academic 168 56%
performance affected due to
this?
5.) Have you thought of 90 30%
hurting yourself or ending
your life to solve your
misery?
6.) Did you feel traumatized 121 40.33%
and abused?
7.) Did you experience 99 33%
suicidal depression due to
this?
8.) Has it affected your self 186 62%
worth or dignity?
9.) Considering 102 34%
cyberbullying issues, do you
still feel safe in social media
platforms?
10.) Are you willing to 238 79.33%
participate in a campaign
against cyberbullying?

29
Interpretation of Data

Figure 1.6

Categories Integers Frequency Percentage

Victim or Not 1 258 86%
Moderate Cyberbullying 2, 3, 4 200.33 66.78%
Severe Cyberbullying 5, 6, 7, 8 165.33 55.11%
Social Media Safety 9 102 34%
Prevention and 10 238 79.33%
Termination

Total number of Respondents who answered “YES” = 1,695

Total number of Respondents who answered “NO” = 1, 305

As the group gathered all the information needed, the group came up with the

following interpretation:

Out of 30 students in 10 sections, 86% of them where victim of cyberbullying and

considered it as a serious matter, 66.78% of them experienced moderate effects of

cyberbullying, 55.11% of them experienced severe effects of cyberbullying, 34% were not

safe in any social media platforms, and 79.33% are willing to participate in a campaign

against cyberbullying.

30
Data Analysis

In this chapter, data is gathered from the respondents in relation to the research

objectives. Here, the result of the questionnaires responded by more or less three hundred

participants is discussed. Also, before the research study was initiated, the rationale,

significance, and purpose of this study were provided respondents. In addition, the

respondents have also been given the assurance that all the data they provided will solely

be used for the research and that their identities will remain confidential. The objective is

only to determine the impacts and the severity of cyberbullying towards the mental and

emotional health of UC Junior High School students. This is the manner unto which the

study accounts the factors and the perception on the criteria themselves.

The conduct of this study involves a detailed account of the demographic profile of

the respondents. It is assumed that the character that the respondents have, influenced their

answers on the survey questions. Of particular significance to the achievement of the goals

and objectives of the research- which is to be an instrument of analysis of the institution to

estimate where it is now and where it is heading, thus what changes are to be made- is to

be able to answer the research questions.

31
Findings and Generalizations

In this part, the group concluded that most of the 300 respondents from the grade 9

level have experienced cyberbullying and also considered it as a serious matter. In addition,

most of the parents of the respondents are not aware about the impact of cyberbullying

towards the mental and emotional health of their children. Therefore, out of three hundred

randomly chosen respondents, 86% of them were victim of cyberbullying and considered

it as a serious matter, 66.78% of them experienced moderate effects of cyberbullying,

55.11% of them experienced severe effects of cyberbullying, 66% of them were not safe

in ang social media platforms, 34% considered themselves safe, and 79.33% of them are

willing to participate on a campaign.

32
Conclusion

Although cyber-bullying may not be a bigger issue than traditional schoolyard

bullying yet, it is heading in that direction and is already a major problem. Cyberbullying

has become completely intertwined with other types of bullying.

Victimized students are suffering. They are having to face emotional pain, physical

injury (including suicide), the disruption of healthy social development, and academic

performance problems. They are being made to feel like there’s something wrong with

them and the negative psychological repercussions can last long into adulthood, interfering

not only with their health and happiness during their school-age years but well beyond.

It is the moral and professional obligation of educators to become

informed about the realities of school bullying and do everything possible to fight

against it.

33
Recommendation

The findings of this research study and of countless others examined in the literature

review chapter of this thesis clearly indicate that traditional schoolyard bullying and cyber-

bullying are serious problems among the UC Junior High School Students.

In response, we would like persuade the parents and teachers to be role models and

be good examples to the students. Also, the students must be educated on the harm inflicted

by cyberbullying on mental and emotional health if students and ways to prevent and stop

it. Lastly, the school itself should be an active promoter of peace and implementer of

discipline.

34
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Picture Documentaion

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CURRICULUM VITAE

Name: Mark Kenneth S. Badilla

Age: 16 years old
Address: Verdida Apartment, Cebu City
Date of Birth: November 28, 2002
Place of Birth: Cebu City
Religion: Roman Catholic
Grade Level and Section: Grade 10-Diamond
Parents: Felipa S. Badilla
Leonidas M. Badilla
Status: Single

Educational Background:

Secondary:
University of Cebu Main-Campus
Sanciangko St. Cebu City
2015-Present
Elementary:
Banawa Elementary School

Don Gervacio Quijada St. Guadalupe Cebu City

2009-2015

139
CURRICULUM VITAE

Name: Ira Hans G. Dedicatoria

Age: 16 years old
Address: Borromeo St., Pahina Central Cebu City
Date of Birth: April 3 2002
Place of Birth: Cebu City
Religion: Roman Catholic
Grade Level and Section: Grade 10-Diamond
Parents: Elsie V. Dedicatoria
Rosalita G. Dedicatoria
Status: Single

Educational Background:

Secondary:
University of Cebu Main-Campus
Sanciangko St. Cebu City
2015-Present
Elementary:
University of Cebu Main-Campus
Sanciangko St. Cebu City
2009-2015

140
CURRICULUM VITAE

Name: Vince Darwin M. Gabona

Age: 16 years old
Address: Guadalupe, Andres Abellana St., Cebu City
Date of Birth: June 9, 2002
Place of Birth: Catarman, Northern Samar
Religion: Roman Catholic
Grade Level and Section: Grade 10-Diamond
Parents: Mary Ann M. Gabona
Darwen F. Gabona
Status: Single

Educational Background:

Secondary:
University of Cebu Main-Campus
Sanciangko St. Cebu City
2015-Present
Elementary:
San Vicente Elementary School
San Vicente Island, Northern Samar
2007-2010

141
CURRICULUM VITAE

Name: Chalea Chris G. Gabutin

Age: 17 years old
Address: 333-1 V. Rama Ave., Guadalupe Cebu City
Date of Birth: January 26, 2002
Place of Birth: Cebu City
Religion: Roman Catholic
Grade Level and Section: Grade 10-Diamond
Parents: Angelo S. Gabutin
Elizabeth G. Gabutin
Status: Single

Educational Background:

Secondary:
University of Cebu Main-Campus
Sanciangko St. Cebu City
2015-Present
Elementary:
University of Cebu Main-Campus
Sanciangko St. Cebu City
2009-2015

142
CURRICULUM VITAE

Name: Justina B. Juezan

Age: 16 years old
Address: Sudlon Lahug Cebu City
Date of Birth: March 29, 2002
Place of Birth: Cebu City
Religion: Roman Catholic
Grade Level and Section: Grade 10-Diamond
Parents: Emma B. Juezan
Richard S. Juezan
Status: Single

Educational Background:

Secondary:
University of Cebu Main-Campus
Sanciangko St. Cebu City
2015-Present
Elementary:
Canduman Elementary School
Canduman, Mandaue City
2009-2015

143
CURRICULUM VITAE

Name: Samantha Marie S. Mendoza

Age: 15 years old
Address: 267 Sancianko St. Pahina Central Cebu City
Date of Birth: June 15, 2003
Place of Birth: Cebu City
Religion: Roman Catholic
Grade Level and Section: Grade 10-Diamond
Parents: Mario Charles J. Mendoza
Karen S. Mendoza
Status: Single

Educational Background:

Secondary:
University of Cebu Main-Campus
Sanciangko St. Cebu City
2015-Present
Elementary:
Toctoc Elementary School
Brgy. Toctoc Leyte, Leyte
2009-2015

144
CURRICULUM VITAE

Name: Lordly Gel D. Mori

Age: 16 years old
Address: Sitio Tabay Laam . Tisa, Cebu City
Date of Birth: December 22, 2002
Place of Birth: Cebu City
Religion: Born Again
Grade Level and Section: Grade 10-Diamond
Parents: Linda D. Mori
Lido D. Mori
Status: Single

Educational Background:

Secondary:
University of Cebu Main-Campus
Sanciangko St. Cebu City
2015-Present

Elementary:
Tisa II Elementary School
F. Lianas St., Tisa, Cebu City
2009-2015

145
CURRICULUM VITAE

Name: Rheka Mae P. Obis

Age: 16 years old
Address: 72-H T. Padilla St. Cebu City
Date of Birth: November 9, 2002
Place of Birth: Cebu City
Religion: Roman Catholic
Grade Level and Section: Grade 10-Diamond
Parents: Shirely P. Obis
Ruel P. Obis
Status: Single

Educational Background:

Secondary:
University of Cebu Main-Campus
Sanciangko St. Cebu City
2015-Present
Elementary:
Tejero Elementary School
M. J. Cuenco Ave. St. Cebu City
2009-2015

146
CURRICULUM VITAE

Name: Lana Lane A. Roxas

Age: 15 years old

Address: 866 G. T. Villa St. Brgy. T. Padilla Cebu City

Date of Birth: August 27, 2003

Place of Birth: Bislig City

Religion: Roman Catholic

Grade Level and Section: Grade 10-Diamond

Parents: Joy A. Roxas

Allan Dheness Z. Oledan

Status: Single

Educational Background:

Secondary:

University of Cebu Main-Campus

Sanciangko St. Cebu City

2015-Present

Elementary:

Gordon Heights II Elementary School

Blk. 19, Long Road Gordon Heights Olongapo City

2009-2015

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