Arellano University – Plaridel Campus

53 General Kalentong St. Mandaluyong City

Senior High School Department
________________________________________________________________________

ONLINE LEARNING SYSTEM: ITS EFFECT TO THE MENTAL

STATE OF GRADE 12 STUDENTS OF ARELLANO UNIVERSITY

PLARIDEL CAMPUS

________________________________________________________________________

By:

Del Alcazar, Charles Dane

Nacalaban, Dan Edilberto
Marzan, Ezekiel Jullian
Fajura, Kristine G.
Llabore, Daisyry
Mirador, Railey
Mendez, Jasper
Villan, Almira
Andongo, Ivy
 TABLE OF CONTENTS

Title Page
Approval Sheet
Acknowledgement.....................................................................................................................i
Dedication………….................................................................................................................ii
Research Abstract....................................................................................................................iii

Introduction...............................................................................................................................4
Methods.....................................................................................................................................6
Results.......................................................................................................................................9
Discussion................................................................................................................................10

Appendices
Appendix A
(References)
Appendix B
(Research Instrument)
Appendix C
(Theoretical Framework)
Appendix D
(Research Paradigm)
Appendix E
(Research Project)
Appendix F
(Tables)
Appendix G
(Letters)
Appendix H
(Resume)
 APPROVAL SHEET

This Research entitled “PUT HERE THE RESEARCH TITLE” which have been

prepared and submitted by (NAME of Group Members) in partial fulfilment of the

requirements for the subject Practical Research I, which had been reviewed and

recommended for oral examination.

_______________________

Mr. Marvin M. Calanoc

(Research Adviser)

Approved as partial fulfillment of the requirement for the subject, Practical Research I with
the grade of ____.
 ACKNOWLEDGEMENT

First and foremost, the research would like to offer their sincerest gratitude to their

Research Project Teacher, Mr. Marvin Calanoc, whose encouragement, guidance and support

from the initial to the final level that enabled us to develop an understanding to the subject.

Without his help and persistence, this project would not have been possible.

To all our participants who did not hesitate to help us answer the things necessary to

collect data, we thank you.

To all of our parents who kept on supporting us every day, especially this time of

pandemic, having you on our side kept us moving forward over the hardest obstacles we'll

ever face, so we thank you.

And lastly, we would like to thank God, the Almighty, for His showers of blessings

throughout the day, giving us the strength necessary to carry on with this research.
 i

DEDICATION

The researchers would like to dedicate this research to their families and friends who

tirelessly support and gives them the motivation to carry on. They would also like to dedicate

this research to our Research Project adviser Mr. Marvin Calanoc, who consistently checks

up on our progress with this study. And to those students with mental health problems, they

dedicate this to them. They may find it hard to get out of the situation you currently are in,

but it always turns out fine. Lastly, the researchers would like to dedicate this to God, who

endlessly gives us grace enabling us to move forward every day.

 ABSTRACT

The COVID-19 led to a rise in schools being shut down all over the world. But the

Department of Education (DepEd) worked on the transition of modality from the standard

face-to-face class to online learning as part of the growing “New Normal” system. This time,

the online class is the new learning modality for the students. As students adjust to the “New

Normal,” they experience different mental health problems. In this study, the researchers

sought to determine the effects of online learning on the mental state of the students in terms

of Self-awareness and ability to solve a problem, Emotional Knowledge and Recognition, and

Social Affiliation. Ten (10) Grade 12 academic achiever students who are taking classes

online were the participants of the study. This research used the Case Study as a research

design because this was a process, whereupon detailed consideration was given to the

development of a specific person, situation, or group. Through this design, the researchers

understood the effects of online learning on the students’ mental state. The study proved that

online learning has negative effects on the students’ mental state and is not an effective way

of learning for them. With online classes, the degree of mental health problems just increased

because it had shown in the findings that online learning had heightened the level of stress

and anxiety of the students. As a result, this research is highly recommended to the

institutions that are supervising classes online. The school or university is not just responsible

for providing quality education but also, for valuing the mental health and well-being of the

students. Because the mental state is indeed as important as any other state that a person has.

iii
 Introduction

People nowadays are struggling in the heaviness brought by the pandemic. The

pandemic COVID-19 lead the world by total surprise and everything has temporarily paused

worldwide. We were refrained from going outside and do gatherings, the mandatory wearing

of face masks was implied, plans were postponed, workplaces were closed and schools were

shut down. Due to the burden of pandemic, the world appears to cease causing a heavy load

to the people.

Pandemic forbid us to go outside but it didn’t stop the world and so are the life of the

people. Life must go on no matter how hard the situation is, that’s why experts came to the

term, “New Normal” which allows us to continue our lives but with the guidelines and

protocols mandated by the Department of Health (DOH).

The COVID-19 led to a rise in schools being shut down all over the world. But the

Department of Education (DepEd), worked the transition of modality from the standard face-

to-face class to blended learning, as part of the growing “New Normal” system we have.

Education has markedly altered, with the diverse emergence of e-learning, in which education

is carried out digitally and on online platforms.

According to the article entitled, “How online learning can affect student health”, it

states that, “As the coronavirus (COVID-19) pandemic rapidly spread across the country,

schools have shut their doors and classes have moved online in order to slow the spread. The

transition to online learning has impacted not only teachers, who have had to amend their

courses, but also students who have had to adjust to a new learning environment.”
 As we adjust in the “New Normal”, we experience different health problems

particularly our mental health. In the article by High Focus Centers, it states that, “Numerous

studies have shown social isolation can cause higher rates of negative outcomes for the

mental and physical health of individuals. Other studies have found that face-to-face

interactions can help reduce depression and anxiety. Less social interaction may increase

feelings of social anxiety and pressures. For example, teenagers may worry about changes in

their friendships as a result of prolonged isolation.”

As stated by (Balram, 2020) he stated that increased digital use can affect students’

physical and mental health. In an article written by (Wirth, 2020) she noted that Katie Lear, a

Mental Health Counselor who specializes in trauma and anxiety treatment revealed that she

has seen an increase in depressive symptoms among her clients that she attributes, in part, to

online learning. In fact, some students’ social anxiety has increased as a result of taking

classes online, partially because online classes have increased the pressure of looking

presentable.

Conforming to (Oyoque and Brown, 2020), they revealed that with the unprecedented

age of COVID-19, feelings of isolation may arise due to the lack of face-to-face interaction.

The mind and body's reaction to distress, unease, and unfamiliar circumstances is the main

root of anxiety. Anxiousness can be driven from a place of uncertainty and experiencing the

unknown. COVID-19 has impacted our need to adjust and adapt at a rapid pace and it may be

overwhelming.
 As the COVID-19 cases still arise, we are still under the “New Normal” and we will

never know when it will end. Online Classes will still be used as modality of learning.

Statement of the Problem

The COVID-19 pandemic has resulted in a significant loss of human life around the

world, and it poses an unparalleled threat to public health, food systems, education, and the

workplace. As a response of the Department of Education (DepEd), face-to-face teaching and

learning events have been transformed into virtual meetings through a variety of online

learning applications. With the sudden shift, may are not prepared most especially, the

students. In this time of pandemic, many students do not only face the struggle of adjusting

with the new system of education, but rather, such things like financial difficulties, family

problems, isolation, and other personal worries. Considering these factors, students are prone

with mental health problems. The researchers aimed to find out the effects of online learning

to the mental state of the students as regard to their self-awareness and problem-solving

abilities, emotional knowledge and recognition, and social affiliation.

Research Questions

Major Issue:

1. How does online learning affects the students mental state?

Minor Issues:

1. How does online learning affect a student's mental state in terms of developing self-

awareness and the ability to solve a problem?

2. How does online learning affect the student's mental state in terms of emotional knowledge

and recognition?
3. How can online learning affect the student's mental state in terms of improving their social

affiliation?

Theoretical Framework

This study is in congruence to the online collaborative learning, a theory that

was created by A.W (Tony) Bates. Given the fact that this approach to the use of

technology for teaching is very different from the more objectivist approaches found

in e-learning, teaching/learning applications like the LMS, which primarily aim to use

computing to replace at least some of the activities traditionally done by human

teachers. With online collaborative learning, the aim is not to replace the teacher, but

to use the technology to increase and improve communication between facilitators

and learners, with a particular approach to the development of learning based on

knowledge construction assisted and developed through social discourse.

The online collaborative learning went back to the 1970s, but really took off as

a result of a combination of the invention of the World Wide Web in the 1990s, high

speed Internet access, and the development of learning management systems, most of

which now include an area for online discussions.

 Methods

Research Design

The researchers chose Case Study as research design and methodology in order to

fulfill the purpose of the study. This design and method helped the researchers to gather the

information needed.

A Case Study is a research approach that is used to generate an in-depth, multi-

faceted understanding of a complex issue in its real-life context. It is an established research

design that is used extensively in a wide variety of disciplines, particularly in the social

sciences. (Crowe et al., 2011)

Case Study is suited and used since the main purpose of the research is to determine

the effects of online learning system to the mental state of the students.

Participants of the Study

The researchers interviewed ten (10) senior high school academic achiever students of

Arellano University Plaridel Campus comprising of five (5) male and female because they

are relevant in the topic, “Online Learning System: Its Effect to the Mental State of Grade 12

Students of Arellano University Plaridel Campus.” In addition, they acquire enough

knowledge in related to topic of the researchers because they are taking up online class.

Sampling Technique

Also, availability of willingness of the participants to undergo through the process of

interview was considered. The respondents were informed if they want to undergo the

interview process and their decision whether to accept or decline was respect.
Research Instrument

For this study, the researchers gathered the data and information through an interview

as a primary method of data gathering. An interview was performed with a set of questions in

the form of an interview schedule, but the order of the questions may be changed. In reaction

to what are seen to be important responses, the interviewer had some discretion to explore

additional questions as the follow up questions.

Data Gathering and Treatment of Data

The researchers used electronic communication to interview the participants via

Messenger application. Since we are still under community quarantine, there was no face-to-

face interview. After gathering all the responses, the researchers analyzed the answers by

plotting the data in a table and examined the areas of the agreement.

Ethical Considerations

The purpose of this study is to explore the experiences of senior high school students

about their academic performance in online class in terms of its effect to their mental health

hence, to ensure the anonymity of the selected participant, the researchers will give an oral

and written explanation to the selected participants about the limit and the purpose of this

study. They have the right to refuse or if they wish to have a copy of the result of this study,

the researchers will provide them one. On the other hand, if there are responses among

participants that are negative in sense, the researcher will use pseudonyms for all of them to

ensure all their anonymity. Lastly, the selected participants will sign a consent form as proof

of their willingness to participate and they are not force in any way
 Results

This section presents the gathered data, results of the analysis concerning the topic of

the effects of Online Learning on the Mental state of the students in terms of their self-

awareness, ability to solve a problem, emotional knowledge and recognition, and how Online

learning helps them in developing their social affiliation.

In the first sub-question, as regards self-awareness, the participants were asked if

they think that “online learning will be helpful in their self-growth as students and in what

way would it be?”. The majority of them answered yes, the growth within themselves had

improved but, four of them, disagreed pointing out that with online learning, the knowledge

they are getting is limited and, said that face-to-face class is much better in developing their

self-growth. The next sub-question asked to them was, “Does Online learning affect their

decision-making? Explain”. Even though one of them answered no, stating that he thinks

carefully before making a decision, nearly all of them answered that online learning does

affect their decision-making in ways that they were sometimes confuse in creating decisions

considering the mode of learning, online class. And to borrow one of the respondent’s

answer, he told that “It affects my decision-making for the reason that we obtain high level

fatigue in some instances during online classes.” One of them also considered the guidance

their parents are giving since online class takes place at home, they were with their parents in

creating decisions.

Given, all of us are experiencing a heavy load in this time of the pandemic, the last

question focused on, “Does online learning helps them to have a positive mind?”. Most of

them answered no, online learning does not aid them to have a positive mind. However, three

of them answered yes. While three of them answered, sometimes, it depends, and maybe;

sometimes, depending upon the situation, and maybe since we differ in taking up hurdles.
 The second sub-question was focus on emotional knowledge and recognition.

When it comes to questioning the participants about, “Does online learning helps them

to control their emotions positively? How did they say so?" Many of them answered no. It

does not help them control their emotions stating effects such as anxiety, depression, and

heaviness they have felt with online learning. However, three of them agreed that they had

used this time with the online class to take control of their emotions. While, two of them

answered maybe, depending on the students' way in their selves.

Along with that, “By taking classes online, they will be able to understand their

emotions and how they feel as well as others?”, was the second question asked to the

participants where half of them answered oppositely. Five answered yes because they have

become more focused on themselves since classes are at home and they also feel what others

feel because they are taking the same mode of learning. The other five answered no and

compared online classes to traditional face-to-face learning. One of the participants said that

in the online class, he could not understand his emotions. Same with others in the barrier that

their communication takes place virtually, where they cannot feel them deeply.

In the last question, “How do they think online learning makes them improve in some

areas they lack in terms of emotional knowledge?”, the participants expressed the advantages

of online learning to them. They have included appreciation of their thoughts and emotions,

self-management, and setting goals, as an upgrade within themselves because of the online

learning. One of them also stated that he became wiser when understanding his emotions.

Social affiliation is the focus of the last question since, at this time, people connect

only by the use of social media platforms. The majority of the participants sympathize in the
first sub-question, “Do they think that online learning can be a sufficient source of social

connection? Why?”. They have said that since we are mandated to stay at home in this

pandemic, online learning can be a way for them to sustain their connections with their

friends and classmates. On the other hand, four of them disagreed for they have thought that

it is much better when you are physically with other people.

Secondly, they were asked, “Does online learning affect student’s behavior and

attitudes due to lack of personal interaction? Why?" Two of them responded no, they had

retained their way of interacting with others while in the online class while one answered, it

depends on the situation. Whereas, most of them concurred that with online classes, they are

not sure how people interact with them and it is still better to connect physically. But one of

them took the changes positively and said that “you meet new people and you can also learn

to know yourself more."

They were also asked, “Does Online learning help you to be more open to your

friends, classmates, teachers, and colleagues? Why or why not?” as the last question. The

participants' responses were divided into two sides. Half of them answered yes where they

find those hard times as a way of connecting and accompanying each other. Unlike the other

five, answered no. They have realized that they should be independent with their problems

because others are possibly struggling too.

 Discussion

General Findings

In this study, the researchers found out that online learning created a great impact on

the mental state of students, concerning the factors; self-awareness, emotional knowledge and

recognition, and social affiliation. Since this is the first time that they have experienced this

new mode of learning, the online class, they had difficulties in terms of adjusting and coping.

The survey revealed that students who are taking online classes became more independent

and resourceful. However, they are more challenged especially, with their mental and

emotional state.

This study showed that students limited their growth due to the inadequate number of

learnings they got with online learning. They had also specified that with online learning,

they experienced more pressure causing them to increase their anxiety level by overthinking

too much in results that they might disappoint themselves and their families. Although the

emotional knowledge and recognition aspect of the students are developed positively, in

accordance to what they have experienced in taking classes online and that they have

improved in some areas they lacked of in terms of emotional knowledge because of online

learning, the participants highlighted the amount of stress they are facing with online

learning. The factors where they do not have the tools needed, such as gadgets and a stable

internet connection, too many workloads, and screen time effects, lead to the escalated stress

level. The researchers also concluded that, even though online learning is a way for them not

to cut their connections, it is harder for the students to express their selves and understand

other people. Being in touch physically is still the most inclusive way to strengthen their bond

and connection.
 Lastly, this study had shown that as online learning continues, so does the risk of

mental health problems. This study proves that heavy depression can be triggered by the

factors, anxiety, stress, and pressure as they continue to face these struggles in online

learning. While some choose to stay positive in the middle of online class, many are

struggling for they cannot cope up with this new mode of learning.

Recommendation

This study is highly recommended to the schools and universities. It can be

helpful for them because this study proves that online learning has affected the students’

mental state and as an institution, it may guide them to formulate the future modification of

educational policies, curriculum and strategies toward a more effective delivery of learning

with regards to the mental state of the students.

The researchers would also like to recommend this study to the parents whose

child/children are taking classes online. This study proves that students still need their

parents’ guidance for the reason that online learning is stressful and their mental health is

severely affected by the workload and also the problems at home. This study might give them

the chance to know their child more and will be there if they need someone to lean on.

This study is greatly recommended to the students They will be able to express their

feelings and the amount of stress they are experiencing in this way. With that, more people

will be able to assist them in avoiding mental health issues. Alternatively, they will be able to

discuss their coping mechanisms with those who are dealing with mental health issues. Also,
to the teachers, for they will be able to assist their students in Online Learning who are

having mental difficulties.

Lastly, the researchers would like to recommend it to the future researchers as their

literature or continuing the study by adding more variables that would include subjects that

can be a great factor when it comes to a student's mental health in terms of dealing with

online classes. These factors may be teachers, location of the learner, and the student's

guardian. With this, the study can disseminate more information and can dispatch a

knowledge that will give advantage not only to those who undergo online classes, but a whole

community.
APPENDICES
 APPENDIX A
References

Balram, Amrita, “How online learning can affect student health” (2020). Retrieved last: 5
March, 2021 from https://www.jhunewsletter.com/article/2020/04/how-online-
learning-can-affect-student-health

Bates, AW(Tony), "Online Collaborative Learning."(2014). Retrieved last April 14, 2021
from https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/6-5-online-
collaborative-learning/

Chaturvedi, Kunal et al., "COVID-19 and its impact on education, social life and mental
health of students." December 25,2020. Retrieved last March 2, 2021 from
https://www.sciencedirect.com/science/article/pii/S019074092032288X?via%3Dihub

Crowe et al. “The Case Study Approach.” (27 June 2011) Retrieved: April 14, 2021 from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3141799/#__ffn_sectitle

High Focus Centers, “The Effects of Online Learning on a Teen’s Mental Health”
(2020). Retrieved last: 5 March, 2021 from
https://highfocuscenters.pyramidhealthcarepa.com/the-effects-of-online-learning-on-
a-teens-mental-health/

Oyoque, Jessica and Brown Courtney, "Students share impact of online classes on their
mental health." (2020). Retrieved last March 3, 2020 from
https://statenews.com/article/2020/07/students-share-impact-of-online-classes-on-
their-mental-health?ct=content_open&cv=cbox_featured

Wirth, Jenna. “Online Classes Cause Mental Health Struggles for Students.” (October
2020) Retrieved Last: 5 March 2021 from http://dailyorange.com/2020/10/online-
classes-cause-mental-health-struggles-students/
 APPENDIX B
Research Instrument

Direction: Read and answer the following questions wisely and honestly. The researchers would like
to ask for your permission to record and use your response in order to better understand the
subject. You can be assured that the researcher will keep your records and data private.

Name (Optional):
Age:
Track/Strand:

1.) How does online learning affect a student's mental state in terms of developing
self-awareness and the ability to solve a problem?
1.1 Do you think online learning will be helpful for the self-growth of the students? In what
way?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
1.2 Does Online learning affect your decision-making? Explain.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
1.3 Do you think that online learning will be helpful to teach the students to have a positive
mind? Explain
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2.) How does online learning affect the student's mental state in terms of emotional
knowledge and recognition?
Does online learning help the students control their own emotions in positive ways? How do
you say so?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Do you think that with taking classes online, students will be able to understand their
emotions and how they feel as well as others? Why or why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

As a student, how do you think online learning makes you improve some areas you lack in
terms of emotional knowledge?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3.) How can online learning affect the student's mental state in terms of improving their
social affiliation?
Do you think that online learning can be a sufficient source of social connection? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Does online learning affect student’s behavior and attitudes due to lack of personal
interaction? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Does Online learning help you to be more open to your friends, classmates, teachers, and
colleagues? Why or why not?
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
 APPENDIX C
Theoretical Framework

ONLINE COLLABORATIVE LEARNING

By: AWT Bates (2012)

The concurrence of both constructivist approaches to learning and the

development of the Internet has led to the development of a particular form of
constructivist teaching, originally called computer-mediated communication (CMC),
but which has developed into what Harasim (2012) now calls online collaborative
learning theory (OCL). She describes OCL as follows (p. 90):

‘OCL theory provides a model of learning in which students are encouraged

and supported to work together to create knowledge: to invent, to explore ways to
innovate, and, by so doing, to seek the conceptual knowledge needed to solve
problems rather than recite what they think is the right answer. While OCL theory
does encourage the learner to be active and engaged, this is not considered to be
sufficient for learning or knowledge construction……In the OCL theory, the teacher
plays a key role not as a fellow-learner, but as the link to the knowledge community,
or state of the art in that discipline. Learning is defined as conceptual change and is
key to building knowledge. Learning activity needs to be informed and guided by the
norms of the discipline and a discourse process that emphasizes conceptual learning
and builds knowledge.

This approach to the use of technology for teaching is very different from the
more objectivist approaches found in computer-assisted learning, teaching machines,
and artificial intelligence applications to education, which primarily aim to use
computing to replace at least some of the activities traditionally done by human
teachers. With online collaborative learning, the aim is not to replace the teacher, but
to use the technology primarily to increase and improve communication between
teacher and learners, with a particular approach to the development of learning based
on knowledge construction assisted and developed through social discourse. This
social discourse furthermore is not random in OCL, but managed in such a way as to
‘scaffold’ learning, by assisting with the construction of knowledge in ways that are
guided by the instructor, that reflect the norms or values of the discipline, and
that also respect or take into consideration the prior knowledge within the discipline.
 APPENDIX D
Research Paradigm

Input
Mental State as regard to:
 Self-awareness and the ability to solve a problem

 Emotional knowledge and recognition

 Social Affiliation

Process

 Conducted an interview on student’s

experiences with online learning

 Data gathering

 Data Analysis

Output

Promoting the importance of Mental Health

Awareness in the hurdles of Online Class

through social media.

 APPENDIX E

RESEARCH PROJECT

istAUrya mo, i-share mo

#your_stAUry_matters
#you_are_valid
#MentalHealthAwareness

This is an open project for

every one especially the students,
who can share their experiences
through blog, posters, slogan, short
videos/films, and other publication
material that will be posted in
Facebook, Twitter, and Instagram. In
this way, we could propagate
experiences as regard to the mental
health. By that, we could share how
we can fight mental health problems,
provide tips for those who are
experiencing, and call out for
guidance and advice.
 APPENDIX F
(TABLES)

Answers of the Participants to the Interview Guide Questions.

Table 1. Self-Awareness and Ability to solve a problem

1.1. Do you think that online learning will be helpful for the self-growth of the students? In
what way?
Participant 1 “Yes, Online learning helped me to be more
independent academically and I learned to
trust myself and strongly possess integrity in
learning.”
Participant 2 “Yes, I always stay positive not in negative
and I’m always fighting.”
Participant 3 “Yes, I gained improvements in a way that I
can manage my time to pass all the activities
in their deadline as well as improvements in
my vocabulary and writing skills.”
Participant 4 “No, because they just searched there answer
not like the old learning system.”
Participant 5 “No, there is only a limit to the knowledge
that each student can learn, a little and not
enough.”
Respondent 6 “No, because some students are having a
hard time to catch because of poor internet or
lack of school supplies.”
Respondent 7 “Yes. Online learning helps us realize that we
also need a refresh in our mind to help
ourselves grow more than we expected.”
Respondent 8 “I agree, online learning contributes to the
self-growth of an individual because it forces
us to seek available resources and slowly
developing resourcefulness within.”
Respondent 9 “It doesn’t help because students didn’t
discover their skills by online learning and
they didn’t experience it.”
Respondent 10 “Yes, it requires us to set our own goals,
monitor our progress, and meet deadlines.”
1.2. Does Online learning affect your decision-making? Explain.
Respondent 1 “Yes, because almost every day, my decision-
making skill gets challenged in terms of
managing time and my bad habit of
procrastinating.”
Respondent 2 “Sometimes, I research in the internet and I
will have an answer in the things I want to
know.”
Respondent 3 “Definitely. Before it’s hard to know what is
the synonym of this particular while now, we
can immediately search for it in just 1 click.”
Respondent 4 “Yes, it’s either you search your answers
through the internet or by sticking to the
video lesson given by the teachers.”
Respondent 5 “Yes, because there are things you want to
learn face to face but you can't do it because
the internet is all you need to be able to finish
the study.”
Respondent 6 “Yes, most of the students decided not to
study this school year or next year because
online learning is stressful.”
Respondent 7 “Yes, while staying at home, our parents help
us more and focused on us to help on how do
we manage our decision.”
Respondent 8 “Online learning does affect my decision-
making for the reason that we obtain high
level fatigue in some instances during online
classes.”
Respondent 9 “It doesn’t affect my decision-making
because before I do my actions, I think it
carefully.”
Respondent 10 “Yes, it affects my decision making, it is
essential to prosper your critical thinking, the
productivity to decide and resolve some stuffs
and to avoid procrastination.”
1.3. Do you think that online learning will be helpful to teach the students to have a positive
mind? Explain.
Respondent 1 “No, I believe that online learning can
outgrow other capabilities of students that
can limit their growth which can result to
deterioration of one’s mental health.”
Respondent 2 “Sometimes, it depends upon the student.”
Respondent 3 “Maybe. Some students worsen their anxiety
because of difficulty to get along with this
new way of learning while some students used
these opportunities to improve themselves.”
Respondent 4 “No, because not all of the students have a
privilege or getting the full support and all
needed for online class.”
Respondent 5 “It depends, because somehow you can get
some knowledge in the online class but it is
not enough.”
Respondent 6 “No, it’s not helpful to teach the students to
have a positive mind because of the pressure,
some teacher’s giving them.”
Respondent 7 “Online learning can't be helpful for students
to have a positive mindset because face-to-
face build powerful connection that motivates
every learner especially to those who has
some mental problems.”
Respondent 8 “Online learning will be helpful in a way that
seeing positive outcomes such as good grades
after experiencing lots of stress and pressure
is surely comforting.”
Respondent 9 “I think it can because they know that
students can have a negative mindset in this
time of pandemic.”
Respondent 10 “No. This kind of learning won't help students
to have a positive mind, because not all of the
students have the privilege to have access to
technology.”
 Table 2. Emotional Knowledge and Recognition

2.1. Does online learning help the students control their own emotions in positive ways?
How do you say so?
Respondent 1 “No, Online learning is one of the reasons
why students choose to just hide their
emotions.”
Respondent 2 “No, it’s because of stress and anxiety
especially, in this kind of situation we are in
right now.”
Respondent 3 “Maybe. Students become more depressed the
requirements needed. Their mental health is
at risk.”
Respondent 4 “Definitely yes, through social media
networks it makes learning more convenient.”
Respondent 5 “No, because there are things you can’t do in
an online class and you can only do it face to
face.”
Respondent 6 “Yes, because some students know their
priorities and responsibilities not just to their
study but also to their life to stand for their
better future.”
Respondent 7 “Online learning cannot help students
control our emotions because some of us
cannot do the multitasking and our mind will
be confused as to what to prioritize first. And
we tend to overthink.”
Respondent 8 “Yes, it does for the fact that online learning
doesn’t give us much of a choice but to follow
a particular system.”
Respondent 9 “Maybe, because there are a number of
actions that you can take that will help you to
manage your emotions.”
Respondent 10 “No, it can increase anxiety about staying on
top of their schoolwork in order to meet the
expectations of their parents towards them.”
2.2. Do you think that with taking classes online, students will be able to understand their
emotions and how they feel as well as others’? Why or why not?
Respondent 1 “No, unlike before that we have the chance to
talk to with someone during face-to-face
classes, online learning made us to be aloof
and neglect our emotions.”
Respondent 2 “Yes, they encounter a lot of responsibilities
as a student, and most of students them, feels
the same.”
Respondent 3 “Yes, as HUMSS students, we use our
emotions when writing. Through writing, we
can distinguish our emotions and reading
other’s works let us feel what they might
feel.”
Respondent 4 “Yes, because all of the students are
experiencing the new learning system, some
students have the same thinking and
emotions, they feel to this new normal type of
schooling.”
Respondent 5 “No, because there is no emotion in the
online class there is no life given and there is
no proper communication here.”
Respondent 6 “Yes, why not you will learn other feelings as
well as your feelings also.”
Respondent 7 “No, most of the students will not be able to
understand the emotions they feel because of
too many obligations.”
Respondent 8 “I do not think that we would understand our
emotions and how we feel through online
classes. There would be many confusions in
terms of emotions”
Respondent 9 “Sometimes, I don’t understand what I feel
when I’m taking online class because I was
confused.”
Respondent 10 “Yes, connecting with our online students will
make them feel more connected to us, which
can contribute to greater interaction not only
with our class materials.”
2.3. As a student, how do you think online learning makes you improve some areas you lack
in terms of emotional knowledge?
Respondent 1 “I learned to take care of myself even more
especially my thoughts and emotions. I
learned to do more researches on how to
cope up with such things”
Respondent 2 “In ways like many activities I'll do and a lot
of lesson, knowledge I adopted. And also,
time management.”
Respondent 3 “My decision become more wiser and I
always think the two possible effects when I
do a decision.”
Respondent 4 “I can research more for the activities I’m
having a hard time catching up, more like
improving my learning skill by doing
research.”
Respondent 5 “It improves when each teacher does not only
provide activities and they provide fun
activities.”
Respondent 6 “As a student, I think online learning makes
me improved as a personal to know more
about my emotional knowledge.
Respondent 7 “I think that I improve myself and understand
more. Online learning helps me to identify
myself as a student.”
Respondent 8 “I have improved self-management through
online learning as it requires us to follow
strict deadlines, have much patience and it
sets responsibilities for us.”
Respondent 9 “By thinking positive and focus on your
goals.”
Respondent 10 “Participation and learning outcomes in an
online learning course may be influenced by
technology, the course interface, group
behavior, and the personas that students can
adopt.”
 Table 3. Social Affiliation

3.1. Do you think that online learning can be a sufficient source of social connection?
Why?
Respondent 1 “No, Online learning snatched our chances
to build connections in terms of our mental
and emotional aspect. The connections that
can be built through online learning can
easily break unlike if we connect physically.”
Respondent 2 “Yes, like this survey can be a source of
interaction to others.”
Respondent 3 “No, socializing in Online isn’t sufficient.
There is a huge difference in personal and
online.
Respondent 4 Yes, because consider the needs of less-
engaged students and work to engage them
Respondent 5 It improves when each teacher does not only
provide activities and they provide fun
activities.
Respondent 6 no, because not all students have a
personality to encourage the new people that
they just know in social media world.
Respondent 7 Yes, because many people spend their time on
social media and many posts has been viral
and been talked about by majority
Respondent 8 Yes, it is sufficient as we could still
communicate and see our friends and
classmates from different places.
Respondent 9 Yes. because online learning has been shown
to increase retention of information, and take
less time to do something.
Respondent 10 Yes, it can be, because students will express
their thoughts on a variety of topics through
social networking in online learning
3.2. Does online learning affect student’s behavior and attitudes due to lack of personal
interaction? Why?
Respondent 1 Yes, interacting online, we are always not
sure if one is honest. So, trust issues became
prominent
Respondent 2 Yes, because we need a personal interaction
to improve ourselves and also your social
affiliation.
Respondent 3 No. For me, I kept myself as what I am when
the covid-19 is still unknown.
Respondent 4 Yes, most of students chose to be alone
because of the new learning system, no
interaction with each other can affect
someone’s behavior or attitude.
Respondent 5 It depends, because behavior may change
because there is no communication taking
place.
Respondent 6 yes, you meet new people and you can also
learn to know yourself more.
Respondent 7 Yes, online learning has many negative
effects like those students who have an
inappropriate attitude towards teachers due
to lack of personal interaction and
connection.
Respondent 8 . I believe that it does not really affect my
behavior and attitude given the fact that
communication still exists.
Respondent 9 Yes, it affects us because we can’t adopt the
online classes situation fast. And we are
slowly learning how to use it.
Respondent 10 Yes. Students' communication skills develop
as a result of social contact, which allows
them to become better listeners.
3.3. Does Online learning help you to be more open to your friends, classmates, teachers,
and colleagues? Why or why not?
Respondent 1 No, I realized that if I am struggling today,
then maybe they are also struggling. That
instead of opening up with them, I’d rather
deal with it on my own.

Respondent 2 Yes, Online learning help me to be open. For

example, the lesson I didn't understand, I
inquire to my teachers and classmates.

Respondent 3 Yes. We are always online and because of

that we talk more often.
Respondent 4 Yes, in this type of situation is more needed to
be open from one another because all of us
are not into this type of learning. Being open
to another is a step for helping each other.
Respondent 5 No, there is no proper communication going
on so it is difficult to be open with teachers
and our classmates.
Respondent 6 Yes, why not it will help you to improve
yourself and them as well.
Respondent 7 Online learning can’t help me to open more
in my friends chatting in social media cannot
be known what you really felt inside.
Respondent 8 It does not help as in online learning, there
are factors that affect communication such as
poor and unstable connections
Respondent 9 Yes it helps me on how to reach out for my
friends because there are the only one that
can help me incase if I didn’t understand.
Respondent 10 No. based on my experience with this rage,
being vocal about your feelings doesn't make
sense mainly if you're surrounded with toxic
people.
 APPENDIX G
Letter of Request, Consent, and Validation
 APPENDIX H
Resume

NAME: DEL ALCAZAR, CHARLES DANE

EMAIL: charlesdane427@gmail.com

ADDRESS: 206 Bacood St. Sta. Mesa, Manila

CONTACT NUMBER: 09279870957

PERSONAL INFORMATION
GENDER : Female

AGE : 17 years old

DATE OF BIRTH : April 27, 2003

PLACE OF BIRTH : San Juan City

RELIGION : Roman Catholic

NATIONALITY : Filipino

WEIGHT : 50 kg.

HEIGHT : 165 cm

FATHER’S NAME : Arnold V. Jucutan

OCCUPATION : OFW

MOTHER’S NAME : Chiqui Del Alcazar

OCCUPATION : Housewife

EDUCATIONAL ATTAINMENT

NAMES OF SCHOOL ATTENDED SCHOOL TERM

ELEMENTARY : San Perfecto Elementary School 2014-2015

JUNIOR HIGHSCHOOL: Elpidio Quirino High School 2015-2019

SENIOR HIGH SCHOOL: Arellano University-Plaridel Campus 2019-2021

MAJOR ACHIEVEMENTS
 With High Honors
 Leadership Awardee
 Manunulat ng Taon
 1st Place Pagsulat ng Dagli
 Batch Salutatorian (JHS)
 Best in Journalism

SKILLS (where you are good at)

 Communicating
 Editing
 Writing
 Leading
 Hosting

HOBBIES AND LEISURES (where you are interested)

 Volleyball
 Writing literatures
 Reading

ORGANIZATIONS WHERE YOU ARE A MEMBER

 SUPREME STUDENT COUNCIL-SHS A.Y. 2020-2021
 ARELLANO UNIVERSITY MULTIMEDIA CLUB

TRAININGS ATTENDED

Names of Trainings Sponsoring Agency Date of Trainings

CIC CONGRESS (NCR) OFFICE OF THE MARCH 2018

OMBUDSMAN
QUIM AND UNESCO INTEGRITY QUIM AND UNESCO JULY 2018
SEMINAR
“TRIPLE T” TOGETHER TOWARDS ABM SOCIETY NOVEMBER 2020
TOMORROW

WORK EXPERIENCES

Name of Employer Position Term of Employment

WORK IMMERSION STUDENT

REFERENCES

Name Position Company

 FELLY S. CABRERA JUNIOR HIGH SCHOOL ELPIDIO QUIRINO HIGH
TEACHER SCHOOL
ELIZA REMANEZ DEPARTMENT HEAD ELPIDIO QUIRINO HIGH
SCHOOL
MENANDRO ASI JUNIOR HIGH SCHOOL ELPIDIO QUIRINO HIGH
TEACHER SCHOOL

I hereby certify that the above information is true and correct.

Charles Dane Del Alcazar March 5, 2021

Signature of Student over Printed Name Date Submitted

NAME: KRISTINE G. FAJURA

EMAIL: kristinefajura12@gmail.com

ADDRESS: 2 F. Antonio St. Corner J. Ruiz, San Juan City

CONTACT NUMBER: 09663362361

PERSONAL INFORMATION
GENDER : Female

AGE : 18

DATE OF BIRTH : November 12, 2002

PLACE OF BIRTH : San Juan City

RELIGION : Catholic

NATIONALITY : Filipino

WEIGHT : 45 kg

HEIGHT : 5’2

FATHER’S NAME : Howard Fajura

OCCUPATION : Tailor

MOTHER’S NAME : Maggie Fajura

OCCUPATION : Housewife
 EDUCATIONAL ATTAINMENT

NAMES OF SCHOOL ATTENDED SCHOOL TERM

ELEMENTARY : Padre Jose Burgos Elementary School 2009 - 2015

JUNIOR HIGHSCHOOL: Eulogio “Amang” Rodriguez Vocational High School 2015 - 2019

SENIOR HIGH SCHOOL: Arellano University – Plaridel Campus 2019 - 2021

MAJOR ACHIEVEMENTS
 First Honor
With Honors
 2nd place in Slogan Making Competition
 Quiz Bee

SKILLS (where you are good at)

 Calligraphy
 Drawing
 Writing
 Fixing computer hardware and software system

HOBBIES AND LEISURES (where you are interested)

 Writing
 Music
 Technology
 Reading Stories
 Watching animes and movies

ORGANIZATIONS WHERE YOU ARE A MEMBER

 N/A

TRAININGS ATTENDED

Names of Trainings Sponsoring Agency Date of Trainings

 TRAINING CAMP GSP 2013

WORK EXPERIENCES

Name of Employer Position Term of Employment

WORK IMMERSION STUDENT

REFERENCES

Name Position Company

ANNA GOPEZ MANAGER EDMARK

I hereby certify that the above information is true and correct.

KRISTINE G. FAJURA MARCH 7, 2021

Signature of Student over Printed Name

Date Submitted
NAME: Llabore, Daisyry B.

EMAIL: llaboredaisyry20@gmail.com

ADDRESS: 327 Nanirahan st. Barangay Mabini J. Rizal Mandaluyong city

CONTACT NUMBER: 09462916360

PERSONAL INFORMATION
GENDER : Female

AGE : 17 years old

DATE OF BIRTH : April 20, 2003

PLACE OF BIRTH : Mercedes Camarines Norte

RELIGION : Roman Catholic

NATIONALITY : Filipino

WEIGHT : 4.5

HEIGHT : 5’4

FATHER’S NAME : Meldan A. Llabore

OCCUPATION : Vendor

MOTHER’S NAME : Brenda G. Bobier

OCCUPATION : Housewife

EDUCATIONAL ATTAINMENT
 NAMES OF SCHOOL ATTENDED SCHOOL TERM
ELEMENTARY : Mandaluyong Elementary School 2011-2015

JUNIOR HIGHSCHOOL: Mandaluyong High school 2016-2019

SENIOR HIGH SCHOOL: Arellano University Plaridel Campus 2019-2021

MAJOR ACHIEVEMENTS
 Academic
 Extra-Curricular
 Community
 Personal
 Others (Please specify)

SKILLS (where you are good at)

 Sports
 Music
 Technology
 Others (Please specify)

HOBBIES AND LEISURES (where you are interested)

 Sports
 Music
 Technology
 Others (Please specify)

ORGANIZATIONS WHERE YOU ARE A MEMBER

 POLITICAL
 SOCIAL
 COMMUNITY
 Others (Please specify)

I hereby certify that the above information is true and correct.

DAISYRY LLABORE

Signature of Student over Printed Name Date Submitte

 1.5 x 1.5

ID picture
NAME: Marzan, Ezekiel Jullian

EMAIL: marzanezekieljullian@gmail.com

ADDRESS: Blk 1 Lot 19 Sinag Compound Brgy Mauway Mandaluyong City

CONTACT NUMBER: 09777585740

PERSONAL INFORMATION
GENDER : Male

AGE : 20

DATE OF BIRTH : July 14,2000

PLACE OF BIRTH : Quezon City

RELIGION : Born Again Christian

NATIONALITY : Filipino

WEIGHT : 60kg

HEIGHT : 5’8

FATHER’S NAME : n/a

OCCUPATION : n/a

MOTHER’S NAME : Margie Marzan

OCCUPATION : OFW

EDUCATIONAL ATTAINMENT

NAMES OF SCHOOL ATTENDED SCHOOL TERM

ELEMENTARY : Highway Hills Integrated School 2014-2015

JUNIOR HIGH SCHOOL: Highway Hills Integrated School 2018-2019

SENIOR HIGH SCHOOL: Arellano University 2020-2021

MAJOR ACHIEVEMENTS
 Inter-School Dance Sport Competition 2014 (latin) Champion
 Hair and Make up 2015 District level 4th Runner up
 Inter-School Dance Sport Competition 2016 (standard) 1 st Runner Up
 NCR Dance Sport Competition 2016 Mandaluyong Representative

SKILLS (where you are good at)

 Volleyball
 Dancing
 Video Editing

HOBBIES AND LEISURES (where you are interested)

 Joining Beauty Pageants
 Reading Books and Articles

ORGANIZATIONS WHERE YOU ARE A MEMBER

 PINK MANDALUYONG

TRAININGS ATTENDED

Names of Trainings Sponsoring Agency Date of Trainings

KAGANDAHANG FLORES KG QUEEN MAKER JUNE – AUGUST 2020

WORK EXPERIENCES

Name of Employer Position Term of Employment

WORK IMMERSION STUDENT JANUARY – MARCH 2021

REFERENCES

Name Position Company

KAREN TEODONES TEACHER ARELLANO UNIVERSITY

I hereby certify that the above information is true and correct.

Marzan, Ezekiel Jullian C. March 9,2021

Signature of Student over Printed Name Date Submitted

NAME: Mirador, Railey Lawrence

EMAIL: aupchumss12ra.mirador@gmail.com

ADDRESS: Phase 4 Blk 26 Lt 21 Purok San Lorenzo Brgy. San Juan Taytay, Rizal

CONTACT NUMBER: 09154544165

PERSONAL INFORMATION
GENDER : Male

AGE : 20

DATE OF BIRTH : August 14,2000

PLACE OF BIRTH : Pasig City

RELIGION : Roman Catholic

NATIONALITY : Filipino

WEIGHT : 74 kgs

HEIGHT : 5”11

FATHER’S NAME : Jonathan D. Bulan

OCCUPATION : n/a

MOTHER’S NAME : Florie M. Bulan

OCCUPATION : Hospital Employee

EDUCATIONAL ATTAINMENT

NAMES OF SCHOOL ATTENDED SCHOOL TERM

ELEMENTARY : San Juan Elementary School 2014-2015

JUNIOR HIGH SCHOOL: San Juan Science-SJNHS 2015-2018

KEANNEY-DIAZ EDUCATIONAL INSTITUTE 2018-2019

SENIOR HIGH SCHOOL: STI COLLEGE- STA MESA 2019-2020

Arellano University 2020-2021

MAJOR ACHIEVEMENTS
 Science Quiz Bee 1st Runner up (Regional Level)
 Inter-School Basketball Champion (Mythical 5)
 Mathinik Quiz Champion (District Level)

SKILLS (where you are good at)

 Basketball
 Chess
 Badminton
 Volleyball
 Playing Instruments

HOBBIES AND LEISURES (where you are interested)

 Listening to science related theories
 Strategizing rotations for a game
 Taking care of pets
ORGANIZATIONS WHERE YOU ARE A MEMBER
 MARY HELP OF CHRISTIANS CRUSADE( COORDINATOR)

TRAININGS ATTENDED
 Names of Trainings Sponsoring Agency Date of Trainings

LEADERSHIP TRAINING SM ENTERTAINMENT JUNE – AUGUST 2020

WORK EXPERIENCES

Name of Employer Position Term of Employment

WORK IMMERSION STUDENT JANUARY – MARCH 2021

REFERENCES

Name Position Company

KAREN TEODONES TEACHER ARELLANO UNIVERSITY

I hereby certify that the above information is true and correct.

Mirador, Railey Lawrence March 19,2021

Signature of Student over Printed Name Date Submitted

1.5 x 1.5

ID picture
NAME: Jasper D. Mendez

EMAIL: jaspermendez9@gmail.com

ADDRESS: 2273 Calderon St. Sta. Ana Manila

CONTACT NUMBER: 09464979328

PERSONAL INFORMATION
GENDER : Male

AGE : 17 Years Old

DATE OF BIRTH : April 12, 2003

PLACE OF BIRTH : Manila

RELIGION : Roman Catholic

NATIONALITY : Filipino

WEIGHT : 64Kg

HEIGHT : 5’7

FATHER’S NAME : Juvel A. Mendez

OCCUPATION : OFW

MOTHER’S NAME : Esperanza D. Mendez

OCCUPATION : N/A

EDUCATIONAL ATTAINMENT

NAMES OF SCHOOL ATTENDED SCHOOL TERM

ELEMENTARY : Fernando Amorsolo Elementary School 2010-2015

JUNIOR HIGHSCHOOL: Mariano Marcos Memorial High School 2015-2019

SENIOR HIGH SCHOOL: Arellano Unviesity – Plaridel Campus 2019-Present

MAJOR ACHIEVEMENTS
 Academic Achiever Grade 10
 With Honor Grade 11 and 12
 Varsity Player in Junior High
 Attends Theater Arts

SKILLS
 Written and Verbal Communication
 Computer and Technical Skills
 Detail Oriented
 Fast Learner
 Team Building and Leadership

HOBBIES AND LEISURES

 Playing Basketball
 Listening to Music
 Reading Books
 Playing Computer Games
 Watching Streams

ORGANIZATIONS WHERE YOU ARE A MEMBER

 Word Squad (Bible Study)
 Mariano Basketball Team Varsity
 Lola Grande Summer Arts Workshop for Musical Theatre Dance

TRAININGS ATTENDED

Names of Trainings Sponsoring Agency Date of Trainings

Basketball Seminar MMMHS 2018

Lola Grande Summer Arts Workshop Lola Grande Inc. 2012

WORK EXPERIENCES
 Name of Employer Position Term of Employment

BingSu Shop Handling Sales - Part Timer 2019

REFERENCES

Name Position Company

Romel Talinga Barangay Chairman Brgy. 879

Susan Strebel Policewoman District 6
Oscar Sison Councilor Brgy. 879

I hereby certify that the above information is true and correct.

Jasper D. Mendez March 6, 2020

Applicant
Date Submitted
NAME: Dan Edilberto R. Nacalaban

EMAIL: dannacalaban@gmail.com

ADDRESS: 7floor City Residence 420 P. Martinez, Bagong silang, Mandaluyong City

CONTACT NUMBER: 09771361867

PERSONAL INFORMATION
GENDER : Male

AGE : 19

DATE OF BIRTH : Febuary 19, 2002

PLACE OF BIRTH : Cagayan De Oro City

RELIGION : Catholic

NATIONALITY : Filipino

WEIGHT : 56 kg

HEIGHT : 162 cm

FATHER’S NAME : Danish Nacalaban

OCCUPATION : deceased

MOTHER’S NAME : Anna Lisa Nacalaban

OCCUPATION : Factory Worker

EDUCATIONAL ATTAINMENT

NAMES OF SCHOOL ATTENDED SCHOOL TERM

ELEMENTARY : Alubijid Central School June 2004-March 2014

JUNIOR HIGHSCHOOL: Alubijid National Comprehensive Highschool June 2015-March 2019

SENIOR HIGH SCHOOL: Arellano University Plaridel Campus July 2019-July 2021

MAJOR ACHIEVEMENTS
 Grade 11 With honors
 Grade 12 Academic Awardee

SKILLS (where you are good at)

 Good skills at playing Basketball
 Playing Guitar
 Good communication skills

HOBBIES AND LEISURES (where you are interested)

 Basketball
 Playing Guitar
 Learning skills on online games
 Studying things that I don’t know yet

ORGANIZATIONS WHERE YOU ARE A MEMBER

 NONE

TRAININGS ATTENDED

Names of Trainings Sponsoring Agency Date of Trainings

WORK IMMERSION ARELLANO UNIVERSITY JANUARY TO MARCH 2021

WORK EXPERIENCES

Name of Employer Position Term of Employment

WORK IMMERSION STUDENT JANUARY TO JULY 2021

REFERENCES

Name Position Company

MRS. TEODONES TEACHER WORK IMMERSION

I hereby certify that the above information is true and correct.

Dan Edilberto R. Nacalaban March 4, 2021

Signature of Student over Printed Name Date Submitted

1.5 x 1.5
ID picture

NAME: Almira I. Villan

EMAIL: almiravillan06@gmail.com
ADDRESS: 1719 3rd street. Punta Santa Ana Manila.
CONTACT NUMBER: 09284937269
 PERSONAL INFORMATION

GENDER : Female
AGE : 18
DATE OF BIRTH : January 06,2003
PLACE OF BIRTH : Manila Hospital
RELIGION : Catholic
NATIONALITY : Filipino
WEIGHT : 50 Kilograms
HEIGHT : 5’6
FATHER’S NAME : Federico Villan
OCCUPATION : Barangay Tanod
MOTHER’S NAME : Juana Isip
OCCUPATION : House Wife

EDUCATIONAL ATTAINMENT

NAMES OF SCHOOL ATTENDED SCHOOL TERM

ELEMENTARY : Tomas Earnshaw Elementary School. 2008-2014

JUNIOR HIGHSCHOOL: Emilio Aguinaldo Integrated School High School. 2016-2018

SENIOR HIGH SCHOOL: Arellano University Plaridel Campus. 2019-
2021

MAJOR ACHIEVEMENTS
▪ Top 2
▪ Academic Achiever Top 21
▪ Top 5 Quiz bee

SKILLS (where you are good at)

▪ Volleyball
▪ Dancing
▪ Cooking

HOBBIES AND LEISURES (where you are interested)

▪ Watching Netflix series and Asian dramas
▪ Dancing
▪ Reading wattpad stories

ORGANIZATIONS WHERE YOU ARE A

MEMBER N/A
TRAININGS ATTENDED
VOLLEYBALL Sponsoring Agency Date of Trainings
T.E.E.S 2013

WORK EXPERIENCES
Name of Employer Position Term of Employment
WORK IMMERSION STUDENT

REFERENCES
Name Position Company

I hereby certify that the above information is true and correct.

Almira Villan

Signature of Student over Printed Name Date Submitted