1

CHAPTER 1

THE PROBLEM AND ITS SCOPE

Rationale

The K-12 Curriculum refers to the educational system which was recently being
introduced by the government to provide sufficient time for mastery of concepts and
skills, education development, employment and entrepreneurship. But from the
perspective of the adolescents, it is an additional burden since the families have to spend
extra money for additional two years.

The K to 12 Program covers Kindergarten and 12 years of basic education (six

years of primary education, four years of Junior High School, and two years of Senior
High School. In Senior High School, there are different tracks that are offered namely,
the Accountancy, and Business Management (ABM) Strand, Humanities and Social
Sciences (HUMSS) Strand, Science, Technology, Engineering and Mathematics (STEM)
Strand, lastly the Pre-Baccalaureate Maritime (PBM) Strand.

For over a decade, there has been a call to address the need for more
mathematicians, engineers and, Math and Science teachers. In order for the Nation to
produce the next generation of inventors, creators, math and science teachers, the Nation
must commit to growing a large pool of students with knowledge of Science,
Technology, Engineering, and Mathematics (STEM). That is why the Department of
Education is challenged to search for more students to take STEM courses.

STEM fields generate other professional occupations that include marketing,

sales, and finance related jobs. For example, marketing and sales experts market new
products that are by STEM workers and financial analysts manage the capital raised (U.S,
Department of Labour, 2007). Therefore, much attention has been given to the issue of
how educators can encourage more to choose STEM major in college and became
participants of the STEM workforces.

Several recent studies have suggested the decline in STEM degree recipients is a
result of a decrease of student’s interest in STEM fields, inadequate proportion in Math
 2

and Science, and lack of incentives to pursue STEM courses. For example, the percentage
of high school students who took the ACT and reported interest in engineering has
dropped steadily from 7.6 % to 4.9%: the percentage of high school students who took
the ACT and were interested in majoring in computer and information sciences has also
dropped steadily from 4.9% to 2.9% (ACT, 2006).

There’s a need to enhance the quality of education especially with the concern of
math subject in our country to change the comparative disadvantage of our country with
regard to other countries. To improve the number of students in the field taking STEM is
to know their internal factors and external factors that influence them take the course.

Math self-efficacy play an important role on student decisions to pursue STEM

related college majors. Specifically students with higher math performance entrance
exams are more likely to choose STEM majors in college (Astin & Astin, 1992;
Besterfield – Scare, Arman, and Schumann, 1997; French, Immekus, and Dakes, 2005:
Levin and Wyckoff, 1998: Nicholls et al, 2007; Veenstra, Dey, & Hermin, 2008). Along
with the performance of math performance, a strong relationship between math self-
efficacy and a student’s STEM major choice in college is also well-documented (Betz
and Hackett, 1983).

This study aims to determine the influences on Senior High school students
‘career behavior towards STEM. This further explores the following: (1) factors
influencing the Senior High students’ preferences in taking STEM: a. internal, b.
external; (2) level of influencing: a. internal, b. external; (3) Policy recommendation for
proper career pathing.
 3

Theoretical Framework

This study is based on Social Cognitive Career Theory (SCCT), (Lent, Brown, &
Hackett, 1994) developed from the work of Bandura (1986) in social cognitive theory,
An individual’s self-efficacy is defined as a person’s confidence in his or her ability “to
organize and execute courses of action required to attain designated types of
performance”( Bandura, 1986, p.391).

Social Cognitive Career Theory and the concept of self-efficacy have been used
as a conceptual framework for several research studies, which have demonstrated that
self-efficacy in math, are related to STEM interest (Byars – Winston & Fouad, 2008;
Cordero, Porter, Israel, & Brown, 2010; Ferry, Fouad, & Smith, 2000).

In SCCT, career interest are regulated by self-efficacy and an outcome

expectation, which means people, will form lasting interests in activities when they
experience personal competency and positive outcomes. On the contrary, a belief of low
personal competency will lead people to avoid activities. Perceived barriers such as those
related to gender, ethnicity, age, socioeconomic status, or family constraints may create
negative outcome expectations, even when people have had previous success in the given
area. School counselors can help students who will be first-generation college students to
reconsider some of their perceptions of college and of career, by providing activities and
interventions to increase these students ‘options and their success upon entry into college.

Accompanying this quiet cognitive revolution has been an equally important trend
toward viewing people as active agents in, or shapers of, their career development. This
emphasis on personal agency (or self-direction) actually has deep roots in the study of
career behavior and the practice of career counseling (Borgen, 1991). In a sense, those
who study career behavior have been re-discovering what career counselors typically
accept as self-evident, that people help construct their own career outcomes; that their
beliefs (for example, about themselves, their environments, and possible career paths)
play key role in this process, that we are not merely beneficiaries (or victims) of
intrapsychic, temperamental, or situational forces and that behavior is often flexible and
susceptible to change efforts, Indeed, counselors’ faith in personal agency is reflected in
 4

the very term career choice. And their emphasis on self-exploration and related activities
would be futile if career development were entirely determined by factors over which
clients have no control.

By the same token, councilors, theorists, and researchers are also well aware that
career development is not just a cognitive or a volitional enterprise and that there are
often potent (external and internal) barriers to choice, change, and growth. For instance,
social and economic conditions promote or inhibit particular career paths for particular
persons. Affective reactions influence rational thought processes. People differ in their
abilities and achievement histories. In short, a complex array of factors such as culture,
gender, genetic endowment, sociostructural considerations, and disability or health status
operate in tandem with people’s cognitions, affecting the nature and range of their career
possibilities.

According to the human capital theory or the sociological model of status

attainment theory (Hossler et al, 1989, Paulsen, 1990, Paulsen and St. John,2002, Paulsen
and Toukoushian, 2008) before beginning to explore the independent variables that
influence a student’s decision in response to one of the questions- what classes should I
take when I get there?. It is important to first develop and guide the understanding of
student’s choice.

.
 5

Lent, Brown and Hackett’s

Theory on Social Cognitive
Career Theory (1994) Developed
from the work of Bandura (1986)

Influences on Senior High School

Students ‘Career Behavior
towards STEM

Grade 11 Student’s taking STEM courses

Talisay City National High School

External Factors Internal Factors

•Financial Status •Self-efficacy
•Demand •Expertise
•Course Availability •Passion
•Teachers •Force
•Parents
•Classmates
•Peers

Policy Recommendation

Figure1. A Schematic Presentation of the Theoretical-Conceptual Framework

 6

The Social Cognitive Career Theory by Lent, Brown, & Hackett states that career
interest are regulated by self-efficacy and an outcome expectation, which means people,
will form lasting interests in activities when they experience personal competency and
positive outcomes. On the contrary, a belief of low personal competency will lead people
to avoid activities. Perceived barriers such as those related to gender, ethnicity, age,
socioeconomic status, or family constraints may create negative outcome expectations,
even when people have had previous success in the given area

The importance of this study is to determine the factors influencing students in

Senior High School to take STEM courses. The factors influencing students in taking
STEM courses are divided into two categories the external factors (teachers, parents,
peers, classmates, demand, course availability, and financial status, and internal factor
(passion, self-efficacy, expertise, and force). External factors are those over which the
student has no power or control and which cannot be changed. Internal factors are unique
to each decision-maker and are rooted in individual personality. However, it may be
possible to change these factors as the students develop cognitively. These factors come
together and influence the student’s choice in STEM courses. In the early teen years
internal factors become predominant influencers for student’s career choice.
 7

Statement of the Problem

This study aims to determine the influences on Senior High School

Students ‘career behavior towards STEM in Talisay City Division.

This study is further explores the following:

1. Factors influencing the Senior High students preferences in taking STEM:

1.1 Internal
1.2 External
2. Level of influences
2.1 Internal
2.2 External
3. Policy Recommendation for proper career pathing.

Significance of the Study

The findings of this study would be of great importance to the following

persons.

Teachers. This study would help the teachers to be knowledgeable enough through
inspiring students since they are the most influential role models for developing students
and have the ability to convey the usefulness of Math.

Department of Education. This study would help the responsible for education to be
aware in implementing the curriculum relevant to student’s learning in terms of
Mathematics.

Students. This study would help them to enhance their passion and interest in math and
to know the importance of math in their lives.

Parents. This study would be a great help for the parents to guide their children in
supporting their career path.

Definition of Terms

To have an in-depth understanding of this study; the following terms are

defined:

External Factor. Outside influence that can impact students choice.

 8

Internal Factor. Inner strength and weakness that an individual exhibits

Expertise. Special skill, knowledge, or judgment

Passion. Something that you are strongly interested in and enjoy

Force. To make someone do something that he or she does not want to do

Self-Efficacy. Also referred as personal efficacy, is the extent or strength of one’s belief
on one’s own ability to complete tasks and reach goals.

Social Cognitive Career Theory. A position that attempts to trace some of the complex
connections between persons and their career related contexts, between cognitive and
interpersonal factors, and between self-directed and externally imposed influences on
career behavior.

STEM. It is an educational program developed to prepare primary and secondary

students for college and graduate study in the fields of science, technology, engineering,
and mathematics (STEM). In addition to subject-specific learning, STEM aims to foster
inquiring minds, logical reasoning, and collaboration skills.
 9

CHAPTER 2

THE REVIEW OF RELATED LITERATURE

This chapter presents various literature and studies that support this study.

Research on the choice of career among secondary school students has for
long being of interest to educational psychologists and professional counselors. Although,
some studies have been carried out on the factors that influenced the choice of career
among secondary schools students (See, Holland, 1985, Engwuchukwu, 1997; and
Nworah, 1997), they did not investigate thoroughly the influence of environmental
factors on students choice of career instead, emphasis were placed on factors such as
personality type, prestige and economic rewards.

However, research evidence shows that the choice of career among secondary
school students is determined by a combination of personal abilities, personality type and
certain environmental factors. This is why Onayase and Onayase (2009) suggested an
investigation into environmental factors such as: family background, school environment,
religious institutions and even peer group and their influence on students’ choice of
career.

Career, according to Cambridge Advance Learners’ Dictionary (2005) refers to

“job or series of job that you do during your working life”. Thus, choosing a career
simply means you are choosing a life job.

However, all careers have their subject’s requirements, personality characteristics

and personal abilities which are supposed to be fully assessed before individual can be
deemed to be qualified to go into specific careers (Onayase and Onayase, 2009).

In this study, attention will be placed on the external factor of students influence
on the choice of career among senior high school students in Talisay City Division.

Youth interest in math and science is associated with the number of math and
science courses taken in high school and aspiration for math-related courses (Atwar,
 10

Wiggins, & Gardner, 1995; Joyce & Farenga, 2000; Meece, Wigfield, & Eccles, 1990).
Boys report higher interest in math even though boys and girls regard math as equally
important (Frenzel, Goetz, Pekrun, & Watt, 2010; Watt, 2004). Jacobs et al. (2005) found
that math interest did not predict involvement in math or science activity; rather, children
with higher math ability self-concept were more likely to be interested in math. Girls’
interest in math decreases as they move through adolescence while boys ‘interest remains
constant (Eccles & Harold, 1992; Koller, Baumert, & Schnabel, 2001). Interestingly, this
pattern holds true for ability self-concept as well. Girls begin to demonstrate
progressively lower ability self-concept relative to boys beginning in middle school and
extending through high school and college (Pajares, 2005). Expectancy-value theory
suggests that interest is influenced by the belief that one can succeed in a given field,
explaining the relationship between interest and ability self-concept (Eccles, 1983).
Therefore, according to Eccles and others (e.g., Pajares, 2005), interest and ability self-
concept are intimately interlinked. As girls tend to have lower math ability self-concepts
than boys, their math interest in turn is lowered.

Teacher expectations may affect students’ self-expectations and performance

through their impact on competence beliefs (Metheny, McWhirter, & O’Neil,
2008; National Research Council, 2004). Teachers vary in their expectations for the
achievement of individual students and these beliefs are related to differential treatment
and achievement outcomes (Hattie, 2009; Jussim & Harber, 2005; Turner & Patrick,
2004). However, it is important to note that teacher-expectancy effects are mediated by
teacher-student interactions (Jussim, Eccles, & Madon, 1996). For example, a teacher
might respond to low expectations for a student by providing the support and structure
needed to foster the student’s sense of competency and ability (Eccles, 2009). Although
literature on differential expectation has shown these effects to be small, on average
(Jussim & Harber, 2005), it may have substantial cumulative negative effects on the
motivation and achievement of students from stigmatized groups, including girls in math
and science (Green, 2002; Jussim et al., 1996). Indeed, females are more likely than
males to be harmed by low teacher expectations of math performance (McKown &
Weinstein, 2002; Wang, 2012).
 11

Most studies have focused on enrollment and experiences in college, despite the
fact that educational and career aspirations surface in late childhood and early
adolescence (Eccles, Vida, & Barber, 2004; Wang, 2012). The majority of students who
pursue STEM degrees make that choice before they enter college and that choice is
related to a growing interest in math and science in elementary school (Maltese & Tai,
2011). Researchers have also identified the period of middle school as a particularly
important time for choosing to pursue STEM versus non-STEM careers (Maltese & Tai,
2010; Tai, Liu, Maltese, & Sandler, 2006). The career aspirations formed in middle and
high school initiate the academic pathways that lead to STEM college majors (Eccles et
al., 2004; Morgan et al., 2013). Once a student begins college, switching into STEM
fields, especially the physical, computer, and engineering sciences, becomes difficult due
to the constrained and prescribed curricula in these subjects. Thus, it is important that we
understand the early school experiences and motivational processes that lay the
groundwork for selecting a rigorous trajectory of secondary school math and science
courses as well as pursuing math and science college majors.
 12

CHAPTER 3

RESEARCH METHODOLOGY

Research Method

Quantitative research is used for this study. The researcher chose quantitative
method to meet the objectives of the study, namely to identify the factors influencing
students in Senior High School at Talisay City Division in taking STEM courses and its
level of influence.

The researcher used questionnaire to gain insight of all the learners picking STEM
courses in Senior High School.

Sampling Design

The researchers utilized cluster sampling method where in the researchers conduct
study in Talisay City Senior High School in Talisay City Division.

Research Settings

The study is conducted in Talisay City, Cebu. The Talisay City Senior High
School in Poblacion, Talisay City, Cebu.

Research Respondents

The respondents of the study are the Grade 11 students who chose STEM courses
in Talisay City Senior High School. The respondents of this study are determined through
cluster method.

Respondent Research Population Percentage

Talisay City Senior High 27 100%
School
 13

Research Instruments

A questionnaire is designed to gather the responses of the respondents. The

survey used in this study addressed the purpose of this study. And the researchers
conduct an interview on selected students for the school selected to deeply know the
results of the questionnaire.

The survey items in this study are developed as a result of an analysis of previous
studies, and are view of the literature. The items in the questionnaire are also validated
before finalizing them.

Data Gathering Procedure

Data collection is conducted after obtaining permission from the students of the
Senior High School from Talisay City, Cebu. The procedures of data collection were
divided into two phases: preparation phase and implementing phase.

1. Preparation Phase
 Asking permission to collect data by sending a letter to the respondents about the
research objectives.
 Preparing the Questionnaire

2. Implementing Phase
 The interview is conducted and the questionnaires are administered to the
respondents.
 The subjects are asking to answer the interview questions and complete the
questionnaire the soonest possible time.
 The researchers collect the questionnaires directly from the respondents.

Statistical Treatment

After collecting the data, these were tabulated, organized and analyzed. The
researcher use Graphical Presentation to identify the level of influence of each factors.
 14

Chapter 4

RESULTS AND DISCUSSION

This chapter presents the analysis and interprets the results of the study
conducted. The data presented based on the sub-problems of the study namely: Influences
on Senior High School Students’ Career Behavior towards STEM; its level of influence,
and the policy recommendation for proper career pathing.

Table 1 presents the factors influencing students in Senior High School in taking
STEM courses.

2.1 Internal Factors

Factors Frequency
Self-Efficacy 25
Passion 23
Expertise 17
Force 16

2.2 External Factors

Factors Frequency
Teachers 10
Parents 16
Classmates 5
Peers 6
Demand 19
Financial Status 13
Course Availability 18
 15

This implies the chosen internal and external factors by the researchers that
mostly influence the Senior High School students to choose STEM courses. Most of the
students were influenced by their internal factors which nanely self-efficacy, passion,
expertise and force. According to Influences on Career Path by Liza McQuerrey, “A
variety of factors are likely to influence your career path, and some of those factors may
change during the course of your professional life. Sometimes, life circumstances alter
career paths, while in other instances, what you thought would be an enjoyable career is
no longer appealing or fulfilling. Additionally, outside influences, such as family and
friends, can change your views or make you see your professional goals differently.’’

Graph 1 presents the level of influence of each factors which been ranked by the
students that influenced them to take STEM courses.

Graph 1.1 Rank 1

Rank 1
Required
Classmates 4%
4%

Demand
7%

Parents
11%

Passion
Self-Efficiency 63%
11%

This implies that most students were influenced by their passion in taking STEM
 16

courses. According to Ayuk (2012), becomes the “sign post” of career choices. Without
interest and passion in any endeavor, the commitment for success will always be a
travesty and a charade. For example, research made on factors influencing career choice
and level of professional satisfaction on speech language pathology, revealed two factors
to be highly influential in choosing a career and includes; a desire to help others and
interest in the profession and passion was the factor most agreed upon as being influential
in choosing a career (Lart 2002).

Graph 1.2 Rank 2

Rank 2

Parents
4% Peers
4%
Force
7%

Self- Efficacy
Course Availability 22%
7%

Passion
Demand
11%
15%

Expertise Financial Status

15% 15%

This implies that students were influenced also by their financial status, expertise
and demand. According to Bolles (2011), you at one point inherit from your parents
certain financial and other resources that, to some extent, influence your career choices.
 17

Your family’s financial status determines things like where you live and which school
you attend. In turn, these can affect your values, occupational expectations, opportunities,
and gender role expectations. Usually, social status is passed down from generation to
generation, you may not benefit by being exposed to many opportunities or on the other
hand you may not have the opportunity to recognize all the career option open to you
(Hooley, 2012). Even though your socioeconomic status may have affected your career
decision so far, many career related decisions lie ahead. High aspiration and motivation
to achieve will help you to reach your goals.

Graph 1.3 Rank 3

Rank 3
Financial Status
4%
Demand
4%
Passion
8%

Course Availability Self-Efficacy

8% 34%

Parents
12%

Force Expertise
11% 19%

This implies that students were influenced by their self-efficacy. According to Albert
Bandura (1994), self-efficacy can affect our cognitions, motivation, affect, and choices.
Individuals with high levels of self efficacy for a specific task are more likely to engage
in the task, put in more effort, produce quality performance, and persist in the face of
obstacles. Conversely, individuals with low self efficacy are more likely to avoid
 18

situations that exceed their perceptions of their ability to cope, The Effects of 4 produce
poorer performances, and give up more easily in the face of difficulties (Bandura, 1977,
1986; Bandura & Adams, 1977).

Graph 1.4 Rank 4

Rank 4
Expertise
4%
Classmates
4%
Parents
4%

Peers Course Availability

7% 18%

Financial Status
7%
Force
19%
Teacher
7%

Demand Self-Efficacy
15% 15%

This implies that force also influence students in taking STEM courses.
According to Keller 2004, parents serve as a major influence in their children’s career
development and career decision- making. Parents want their children to find happiness
and success in life and one factor which influences happiness and success is career
choice. Research also indicates that when students feel supported and loved by their
parents, they have more confidence in their own ability to research careers and to choose
a career that would be interesting and exciting. This is important because studies show
 19

that adolescents, who feel competent regarding career decision-making, tend to make
more satisfying career choices later in life.

Table 2. It presents some of the chosen factors that influence students in taking STEM
courses.

Factors Rank 5 Rank 6 Rank 7 Rank 8 Rank 9 Rank 10

Teachers 4 2 1 1

Parents 3 4 1 1

Classmates 1

Peers 1 1 2 2

Demand 2 3 1 3

Financial 2 3 1
Status

Course 5 3
Availability

Self- 2
Efficacy

Passion 1
 20

Expertise 3 2 2

Force 1 2 1

This implies that students were influenced by course availability, parents and
teachers. According to Hashim & Embong, 2013 that parents play a significant role in
shaping and influencing their children in making wise career decisions; parents thus have
the ability to influence their child’s future.
 21

Chapter 5

SUMMARY OF FINGDINGS, CONCLUSION AND RECOMMENDATION

This study aimed to explore the factors influencing Senior High School students
in Talisay City Senior High School in taking STEM courses. Specifically, it looked into
the level of influence of each factors. This study further looked into the policy
recommendation for career pathing. Researchers use graphical presentation to identify the
level of influence of each factor.

SUMMARY OF FINDINGS

The following were the results of the study:

Factors influencing Students in taking STEM courses and its level of influence

In table 1, majority of the students were influenced by their internal factors.

Students were influenced by their self-efficacy, passion, expertise, and force.
Furthermore students were also influenced by some of the external factors like demand,
course availability and by their parents.

In rank 1, majority of the students were influenced by their passion in taking

STEM courses followed by self-efficacy, parents, demand, classmates and required.

In rank 2, majority of the students were influenced by their self-efficacy in taking

STEM courses, followed by demand, financial status, expertise, passion, course
availability, required, parents, and peers.

In rank 3, majority of the students were influenced by their self-efficacy, followed

by expertise, required, parents, course availability, passion, demand, and financial status.

In rank 4, majority of the students were influenced by force, followed by course

availability, self-efficacy, demand, teacher, financial status, peers, parents, classmates,
and expertise.

In table 2 students were also influenced by course availability, teachers and their
parents. Furthermore students were not only influenced by one or two factors but some
were influenced by those stated factors in table 1.
 22

CONCLUSION

This research paper investigated the factors influencing students in taking STEM
courses. This was conducted by issuing and analyzing questionnaires that consists of
questions about the influence of external and internal factors in taking STEM courses.

The findings revealed that majority of students were influenced by internal

factors, their self-efficacy, passion, expertise, and force. It is therefore suggested that
teachers must be competitive enough to develop student’s self-efficacy and passion in
math related subjects. Thus the research finding is in line with the Social Cognitive
Theory by Albert Bandura which states that self-efficacy can affect our cognitions,
motivation, affect, and choices. However, it showed that external factors influence does
play some part in taking STEM course. Therefore, it was concluded that Social Cognitive
Career Theory as represented by Lent, Brown, & Hackett is extremely predictive of
career choice.

There is an opportunity to expand and diversify nation’s science, technology,

engineering, and mathematics (STEM) workforce and STEM- skilled workers in all fields
if there is a commitment to appropriately support students through degree completion and
provide more opportunities to engage in high-quality STEM learning and experiences.

RECOMMENDATION

The following recommendations were formulated based on the findings of the

study:

1. Educate parents and students during parents and teachers meeting to discuss the best
path for students’ interest in STEM courses and about the advanced placement
courses that would best benefit the students and their college aspirations.
2. The institution should conduct seminar-workshop and other related activities about
career pathing for the students to be guided in their career path.
3. For the future researchers they must include more variables that would be fit on the
influences of student’s career choice
 23

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 28

APPENDIX A

Dear Respondents,

Good day!

We, the 3rd year Mathematics major, would like to conduct a study entitled “Influence of
external and internal factors in taking STEM courses among Senior High School“. With
this, we have chosen you as one of our respondents on this study. May we then ask you to
answer the questions below to help us meet the objectives of this study. Rest assured that
your answers will be handled will full confidentiality.

Thank you and God Bless!

Sincerely,

The Researchers

These are the factors influencing students in choosing STEM for Senior High School.

I. Check the factors that influence your preference in taking STEM in Senior High School.
Then rank your answers according to its level of influence. One is the highest.

A. External Factor Rank

___ A.1 Teachers ____

___A.2 Parents (specify: mother father ____

If both, please check the 2 boxes)

___A.3 Classmates ____

___A.4 Peers (friends) ____

___A.5 Demand ____

___A.6 Financial Status ____

___A.7 Course Availability ____

 29

Others Please Specify: _____________ ____

B. Internal Factor

___B.1 Self- Efficiency ____

___B.2 Passion ____

___B.3 Expertise

___B.4 Force ____

Others Please Specify: _____________ ____

 30

APPENDIX B
 31

Ronnie m. abarquez
PERSONAL DATA
NICKNAME : Ron
CONTACT NUMBER : 09229018919
E - MAIL ADDRESS : ronnie_abarquez@yahoo.com
HOME ADDRESS : Salvador, Tanke, City of Talisay, Cebu
CITY ADDRESS : Salvador, Tanke, City of Talisay, Cebu
AGE : 19 years old
GENDER : Male
CIVIL STATUS : Single
CITIZENSHIP : Filipino
BIRTHDATE : 05 March 1997
BIRTHPLACE : City of Talisay, Cebu
HEIGHT : 5'6"
WEIGHT : 50 kilograms
RELIGION : Roman Catholic
FATHER'S NAME : Ernesto Abarquez
(Driver)
MOTHER'S NAME : Gina Montillano
SKILLS / INTERESTS : Singing, Dancing

EDUCATIONAL BACKGROUND
ELEMENTARY:

 San Roque Elementary School S.Y. 2004 - 2010

HIGH SCHOOL:

 Tanke National High School S.Y. 2010 - 2014

COLLEGE:

 Talisay City College

 Bachelor of Secondary Education - Mathematics S.Y. 2014 - PRESENT
 32

john mark b. evalaroza

PERSONAL DATA
NICKNAME : JM / Mak - Mak / Mckoy
CONTACT NUMBER : 09420565570
E - MAIL ADDRESS : jmevalaroza@yahoo.com
HOME ADDRESS : Sagasa, Bien Unido, Bohol
CITY ADDRESS : Tanke, City of Talisay, Cebu
AGE : 19 years old
GENDER : Male
CIVIL STATUS : Single
CITIZENSHIP : Filipino
BIRTHDATE : 06 February 1998
BIRTHPLACE : Pinamgo, Bien Unido, Bohol
HEIGHT : 5'6"
WEIGHT : 58 kilograms
RELIGION : Roman Catholic
FATHER'S NAME : Prescillo V. Evalaroza
(Fisherman)
MOTHER'S NAME : Rufa B. Evalaroza
(09287850795)
SKILLS / INTERESTS : Playing Volleyball, Singing, Dancing

EDUCATIONAL BACKGROUND
ELEMENTARY:

 Sagasa Elementary School S.Y. 2004 - 2010

HIGH SCHOOL:

 Blessed Trinity College S.Y. 2010 - 2014

COLLEGE:

 Talisay City College

 Bachelor of Secondary Education - Mathematics S.Y. 2014 - PRESENT
 33

AWARDS & CERTIFICATES

 Sagasa Elementary School (S.Y. 2009 - 2010) - 2nd Honorable
 Sagasa Elementary School (S.Y. 2009 - 2010) - Leadership Award
 Blessed Trinity College (S.Y. 2013 - 2014) - Cathecist of the Year
 34

cristine jane c. cabusas

PERSONAL DATA
NICKNAME : Ceejey
CONTACT NUMBER : 09177426829
E - MAIL ADDRESS : ceejey_cabusas@yahoo.com
HOME ADDRESS : Buot, Pardo, Cebu City
CITY ADDRESS : Camp 2, Jaclupan EEA, City of Talisay, Cebu
AGE : 18 years old
GENDER : Female
CIVIL STATUS : Single
CITIZENSHIP : Filipino
BIRTHDATE : 16 May 1998
BIRTHPLACE : City of Talisay, Cebu
HEIGHT : 5'1"
WEIGHT : 48 kilograms
RELIGION : Roman Catholic
FATHER'S NAME : Crisaldo C. Cabusas
(Canvaser - 09975373227)
MOTHER'S NAME : Jocelyn C. Cabusas
(Toll Attendant)
SKILLS / INTERESTS : Playing Table Tennis

EDUCATIONAL BACKGROUND
ELEMENTARY:

 University of Southern Philippines - Foundation S.Y. 2004 - 2010

HIGH SCHOOL:

 Dr. Emilio Osmeña, Sr. Integrated School S.Y. 2010 - 2014

COLLEGE:

 Talisay City College

 Bachelor of Secondary Education - Mathematics S.Y. 2014 - PRESENT
 35

OTHERS:

 AMA Technilogical College

 Information Technology Training February - May of 2013
 36

Rosalyn mae s. ferrer

PERSONAL DATA
NICKNAME : Salyn
CONTACT NUMBER : 09060062450
E - MAIL ADDRESS : saleeyn@gmail.com
HOME ADDRESS : Z3 - 262 Castor Belleza St., Mohon, City of Talisay,
Cebu
CITY ADDRESS : Z3 - 262 Castor Belleza St., Mohon, City of Talisay,
Cebu
AGE : 19 years old
GENDER : Female
CIVIL STATUS : Single
CITIZENSHIP : Filipino
BIRTHDATE : 26 July 1997
BIRTHPLACE : Simbajon Medical Clinic, Tabunok, City of Talisay,
Cebu
HEIGHT : 5'2"
WEIGHT : 50 kilograms
RELIGION : Roman Catholic
FATHER'S NAME : Jovito M. Ferrer
(Contractor - 09323649388)
MOTHER'S NAME : Leonisita R. Sanoy
(RTW Dealer - 09420461533)
SKILLS / INTERESTS : Music, Arts

EDUCATIONAL BACKGROUND
ELEMENTARY:

 Monterey Learning Center Incorporated S.Y. 2004 - 2005

 Mohon Elementary School S.Y. 2005 - 2010

HIGH SCHOOL:

 Divino Amore Academy S.Y. 2010 - 2014

COLLEGE:
 37

 Talisay City College

 Bachelor of Secondary Education - Mathematics S.Y. 2014 - PRESENT
 38

cristine A. herbias
PERSONAL DATA
NICKNAME : Tin - Tin
CONTACT NUMBER : 09169484036
E - MAIL ADDRESS : cristineherbias@gmail.com
HOME ADDRESS : Camp 6, Manipis, City of Talisay, Cebu
CITY ADDRESS : Camp 6, Manipis, City of Talisay, Cebu
AGE : 20 years old
GENDER : Female
CIVIL STATUS : Single
CITIZENSHIP : Filipino
BIRTHDATE : 08 August 1996
BIRTHPLACE : Vicente Sotto Memorial Medical Center, Cebu City
HEIGHT : 5'4"
WEIGHT : 45 kilograms
RELIGION : Roman Catholic
FATHER'S NAME : Eduardo B. Herbias
(Farmer)
MOTHER'S NAME : Cristituta A. Herbias
SKILLS / INTERESTS : Dancing, Playing Volleyball, Playing Basketball

EDUCATIONAL BACKGROUND
ELEMENTARY:

 Manipis Elementary School S.Y. 2004 - 2010

HIGH SCHOOL:

 Manipis National High School S.Y. 2010 - 2014

COLLEGE:

 Talisay City College

 Bachelor of Secondary Education - Mathematics S.Y. 2014 - PRESENT
 39

AWARDS & CERTIFICATES

 Manipis Elementary School (S.Y. 2009 - 2010) - Salutatorian
 Manipis Elementary School (S.Y. 2009 - 2010) - Athlete of the Year
 Manipis Elementary School (S.Y. 2009 - 2010) - Girl Scout of the Year
 Manipis National High School (S.Y. 2013 - 2014) - Salutatorian
 40

analyn b. laÑa
PERSONAL DATA
NICKNAME : Ana / Nalyn
CONTACT NUMBER : 09353867958
E - MAIL ADDRESS : analyn.pnhs@gmail.com
HOME ADDRESS : Bas, Perrelos, Carcar City, Cebu
CITY ADDRESS : Carmen Village, Poblacion, City of Talisay, Cebu
AGE : 18 years old
GENDER : Female
CIVIL STATUS : Single
CITIZENSHIP : Filipino
BIRTHDATE : 22 February 1998
BIRTHPLACE : Bas, Perrelos, Carcar City, Cebu
HEIGHT : 5'4"
WEIGHT : 49 kilograms
RELIGION : Roman Catholic
FATHER'S NAME : Wilson Laña
(Security Guard - 09355845471)
MOTHER'S NAME : Erlinda Laña
(AVON Dealer - 09356076700)
SKILLS / INTERESTS : Reading

EDUCATIONAL BACKGROUND
ELEMENTARY:

 Perrelos Elementary School S.Y. 2004 - 2010

HIGH SCHOOL:

 Perrelos National High School S.Y. 2010 - 2014

COLLEGE:

 Talisay City College

 Bachelor of Secondary Education - Mathematics S.Y. 2014 - PRESENT
 41

AWARDS & CERTIFICATES

 Perrelos Elementary School (S.Y. 2009 - 2010) - 8th Honorable
 Perrelos National High School (S.Y. 2013 - 2014) - 2nd Honorable