CLASSROOM CONGESTION AND THE ACADEMIC PERFORMANCE

AMONG STUDENTS OF AGUSAN NATIONAL HIGH SCHOOL–SENIOR HIGH

SCHOOL

A Research Paper
Presented to the
Faculty of the Senior High School
Agusan National High School
Butuan City

In Partial Fulfillment of the Requirements for the Subject

Inquiries, Investigations, and Immersion

CASSANDRA M. GELBOLINGO
KRISHA CAMILLE C. MORADO
DIETHER O. SIMANGCA
HONEY GRACE A. PALOMA
SHERLYN A. TOMBOC
JOSING C. EBARVIA
DEXTER B. MONDEJAR

February 2020
 APPROVAL SHEET

This Research Paper entitled: “CLASSROOM CONGESTION AND THE

ACADEMIC PERFORMANCE OF THE STUDENTS IN AGUSAN NATIONAL
HIGH SCHOOL SENIOR HIGH SCHOOL” prepared and submitted by
Cassandra M. Gelbolingo, Krisha Camille C. Morado, Diether O. Simangca,
Honey Grace A. Paloma, Sherlyn A. Tomboc, Josing C. Ebarvia, and Dexter
B. Mondejar, in partial fulfillment of the requirements for Inquiries, Investigation,
and Immersion, has been examined and recommended for Oral Defense.

MONIQUE JESSE T. DELIMA

Adviser

Approved in fulfillment of the requirements for the course, Inquiries, Investigation,

and Immersion, by the Oral Examination Committee on February 12, 2020, with
the grade of Passed.

Member Member

Chairman

Accepted in fulfillment of the requirements for the course, Inquiries,

Investigations, and Immersions.

AMALIA B. RINGOR, devEdD

OIC, Track Head

RUTH A. CASTROMAYOR
P- IV, SHS-Assistant Principal
 ACKNOWLEDGMENT

The researchers would like to express their sincerest gratitude to the

following persons who have contributed in making this research a laudable

success.

To their families who have been very supportive financially and for the

endless encouragement and motivation.

To their research adviser, Miss Monique Jesse T. Delima for the intelligent

guidance and patience that drive the researchers to work harder. To the

participants for their full cooperation to participate in our study.

To the researcher's friends for understanding and cheering up the

researchers throughout the journey.

Lastly, to the Almighty God who have given them strength, hope,

knowledge and the will to hurdle all the challenges. It is an honor to be able to

say thank you to each one of you.

C.G.

K.C.M.

D.S.

H.G.P.

S.T.

J.E.
D.M

ABSTRACT

CLASSROOM CONGESTION AND THE ACADEMIC PERFORMANCE OF THE

STUDENTS OF AGUSAN NATIONAL HIGH SCHOOL-SENIOR HIGH SCHOOL

CASSANDRA M. GELBOLINGO, KRISHA CAMILLE C. MORADO, DIETHER

O. SIMANGCA, HONEY GRACE A. PALOMA, SHERLYN A. TOMBOC,
JOSING C. EBARVIA, DEXTER B. MONDEJAR

One of the common problems in the Philippines is classroom congestion.

Many studies conducted that a congested environment of a classroom setting
may affect the learning development of the students as well as the teacher’s
performance. This study aims to determine the relationship between classroom
congestion and the academic performance of the students. Thus, Learning
Acquisition Sufficiency, Access to Equipment, Facilities, and Technology,
Interpersonal Skills, and Teacher’s Performance were the chosen factors that
were affected by classroom congestion. The study used the descriptive
correlational design to see if there is a significant relationship between the two
variables. The researchers used the Cluster Sampling in choosing the HUMSS
strand and then selected 290 Grade 11 HUMSS students as the respondents
using the Cochran’s Formula. Random Sampling was used in selecting the five
sections and in getting the number of respondents in each section, Proportionate
Sampling was used. The gathered information and the General Average of the
students indicate that there is no significant relationship between classroom
congestion and the academic performance of the students through the Pearson's
r correlation analysis and by finding its P-value. The researchers recommend that
the students, parents, teachers, as well as the school administrators will have an
enough knowledge to this kind of problem since it involves the learning
development of the students as well as the performance of the teachers.
Keywords: Congested Classroom, Academic Performance, SHS Students

TABLE OF CONTENTS

Contents Page No.

TITLE PAGE …………………………………………………………………….. i

APPROVAL SHEET……………………………………………………………..ii

ACKNOWLEDGEMENT………………………………………………………...iii

ABSTRACT……………………………………………………………………….iv

TABLE OF CONTENTS…………………………………………………………v

List of Tables…………………………………………………………………….vi

List of Figures……………………………………………………………………vii

CHAPTER

I THE PROBLEM AND REVIEW OF

RELATED LITERATURE

Background of the Study…………………………………1

Review of Related Literature…………………………….3

Theoretical Framework………………………...……..... 10

Conceptual Framework………………………...……..... 12

Statement of the Problem………………………………..12

Statement of Hypothesis…………………………………13

Significance of the Study…………………………………13

Scope and Limitation……………………………………..14

Definition of Terms…………………………....................14
 II METHOD

Research Design……………………………………..….16

The Respondents………..………………………………17

Research Instruments…………………………………...18

Research Procedure………………………………….…20

Research Treatment of Data…………………………...20

III PRESENTATION AND ANALYSIS OF DATA……...22

IV SUMMARY, FINDINGS, CONCLUSION……………..35

AND RECOMMENDATION

REFERENCES…………………………………………………………………vii

APPENDICES

APPENDIX A: LETTER TO THE PRINCIPAL………x

APPENDIX B: SURVEY QUESTIONNNAIRE……..xi

APPENDIX C: INFORMED CONSENT FOR………xiv

PARTICIPATION

CURRICULUM VITAE…………………………………………………………...xv
 List of Tables

Table Page

2.1 Total Respondents of the Population …………………............ 26

2.2 Scaling on the Level of Student’s Academic Performance …. 28

2.3 Verbal Description ………………………………………………. 28

2.4 Pearson’s R ………………………………………………………. 28

3.1 Learning Acquisition Sufficiency ………………………………… 30

3.2 Access to Equipment, Facilities, and Technology …………….. 32

3.3 Interpersonal Skills ………………………………………………. 33

3.4 Teacher’s Performance ………………………………………….. 34

3.5 The General Average (GA) of the Respondents ……………… 36

3.6 Correlation Analysis - Learning Acquisition Sufficiency ……… 37

3.7 Correlation Analysis – Access to Equipment, Facilities

and Technology …………………………………………………… 37

3.8 Correlation Analysis – Interpersonal Skills ……………………. 38

3.9 Correlation Analysis – Teacher’s Performance ………………. 39

 List of Figures

Figures Page

1.1 Research Paradigm ………………………………………………. 19

2.1 Research Locale…………………………………………………... 25

2.2 Formula of Getting Sample Size ………………………………... 26

 Chapter 1

THE PROBLEM AND REVIEW OF RELATED LITERATURE

Background of the Study

In educational institutions, conducive classroom is one of the useful

facilities that every school have. Effective learning and better education will not

be attained if the classroom is not conducive for acquiring knowledge and

developmental skills. It is the classroom that makes the students to feel

comfortable in their studies because they have a place where they can listen

clearly, without any distractions caused by the surroundings. In relation to this,

there are factors that will be affected that may possibly affect the academic

performance of the students if the qualities of a conducive classroom are not

provided.

Congested classroom is considered to be one of the major factors that

affect the academic performance of the students. According to Derrick Meador

(2019), a school administrator, and a former writer, in his article entitled

"Solutions for Teaching in an Overcrowded Classroom", he stated congested

classroom is a combination of an increase of the number of the students within

the classroom, and the decrease of the space due to the soar of class size.

Congested classroom prevents the students to concentrate in their lesson,

thus leads the students to less learning and low test scores. Approximately, 21

million elementary and high school students were enrolled at the start of the

school year, and almost 4 million of them, or 18% of the entire student population

are forced to belong in a congested classroom. Students who were enrolled in a

private school has the lesser chance to experience a congested classroom,

whereas, public school is very prominent and has higher population thus made

its students forced to attend in a congested classroom (Jones, 2017).

In connection with this, students are having difficulty concentrating in their

learning due to the congested classroom they are in. When students are

arranged very close to each other, they often lose focus in listening and coping.

The environment of a congested classroom made the students distracted due to

various noises. Moreover, teachers are also having difficulty in terms of providing

the students the proper discipline (May, 2019).

However, the Department of Education addressed the problem in terms of

congested classroom, and sought solutions including the construction of new

buildings. In instance, some of the schools in Metro Manila has still a problem in

of spaces, thus, education officials came to a temporary solution wherein

implementing of splitting of classrooms into two and employing double shifting of

classes are prescribed. In relation to this, Jesus Mateo, the Undersecretary of the
Department of Education, said that whenever there is a shortage of classrooms

and lack of spaces, there should be a need to use the available rooms, including

the principal's office, if necessary, just to properly teach the students (Geronimo,

2017).

In fact, this prompted the researchers to pursue this study by identifying

the relationship between classroom congestion and the academic performance

among students of Agusan National High School–Senior High School.

Review of Related Literature

The existence of classroom congestion is due to the number of students

that exceed the optimum level and causes hindrance in teaching-learning

process. The following review of related literatures help to gain an understanding

regarding on the relationship between congested classroom and the academic

performance of the students.

Learning Acquisition Sufficiency

Several number of studies have measured overall building condition and

its connection to student performance. These have shown that students

attending schools in better condition performs better as well. Classroom

overcrowding also makes it harder for students to learn because they get

distracted to the environment they are belonged due to the various nuisance they

are experiencing. (Earthman, 2019).

 In relation to this, larger class usually tends to decrease the effective

classroom control. It encourages to rise distraction that affects the level of

student's cognitive skills in the classroom. Whereas, small classes improved both

the student's performance and learning behavior as well as it rises fewer

classroom disruptions and discipline problem. Both instructors and students

usually preferred smaller classes (Yusuf, 2016).

Moreover, the condition of classroom and physical learning environment

had great influence on students' learning and motivation including the motivation

to actively participate in academic activities. It may influence their personal

behavior and their school attendance. Education stakeholders should give priority

attention in creating positive learning environment in schools for students'

successful learning and academic development (Romina, 2014).

Lastly, the environment of a congested classroom has also a significant

influence to the academic performance of the students. Due to the environment

that the students are attending, they tend to experience poor comprehension in

terms of understanding a lesson and to the process of their learning (Earthman,

2019).

However, according to Murphy (2008) the students must challenge

themselves in developing a culture of learning beyond usual level or speed

regardless of the environment they are in. A student has the needs to create

coping mechanism that enable effective continuation of their learning

development. Moreover, a student has already its potential within to cultivate

various aspects for learning.

Access to Equipment, Facilities, and Technology

Every classroom needs a proper place and surroundings that can help the

students achieve their goals. Classroom needs a decent facilities that can

provide to their teaching and learning process (Suleman, 2017).

In addition, an effective school facility responds to changes in educational

system, and the school facility should provide a physical environment that is

comfortable, secure, accessible, well ventilated, and aesthetically pleasing. The

school facility consists of not only physical structure and various building

systems. The facility also includes furniture, materials and supplies, equipment

and information technology (Garv, 2018).

Furthermore, a growing body of research has found that school facilities

can have an influence on both teacher and student outcomes. With respect to

students, school facilities affect health, behavior, engagement, learning, and

growth in achievement. Thus, researchers generally conclude that without

adequate facilities and resources, it is extremely difficult to serve large numbers

of children with complex needs. Improving the quality of school facilities is an

expensive undertaking. However, when it shows positive impact in terms of

improvement on teachers and students, the expenses are worth it. (GAO, 2019).

Lastly, good ventilation has a rule in every classroom, it helps the student

to feel comfortable everytime they are making their school activities. Some
school faced the hardship of getting a proper ventilation because of having a lot

of number of students. If their ventilation does not meet the standard that

students want, it may affect the performance of every student. Students want a

place that they can feel comfortable than a place with lack of air that they want to

take in (Vonk, 2013).

However, according to Wargocki (2007), with proper ventilation, you can

overcome the negative influence of an overcrowding classroom. Improving

ventilation is really necessary in terms of responding classroom changes. When

it is overcrowding, there is that uncomfortable feeling that the students are

experiencing due to small space. We can’t stop the classroom congestion, so the

school facility must initiate an action to resolve it. One of the best ways to

overcome it, is to add more fans. When students have more air coming from the

fans surround them, they will feel comfortable despite of the overcrowding

environment.

Interpersonal Skills

If a classroom has a high number of students, there will be more potential

for distraction, and more possibility of lesser interaction towards classroom

activities. Whereas, small classes give more opportunities to engage students

and keep them on task. Classroom engagement is the key process that explains

why smaller classes lead to better attainment. They conclude that students in

small classes are more engaged in learning behaviors, and display less

disruptive behavior than do students in larger classes. In connection to this,

larger classes can lead to pupils having a passive role in class. Students that are

in a large classes were more likely to engage in passive behavior. Whereas,

listening to the teacher while in a smaller class is the best way to interact in an

effective way with teachers (Blatchford, 2011).

In relation to this, when the group is small, its members have constant

face to face contacts. Thus, there will be high degree of interaction and

communication with each other. Whereas, in large groups, the possibility of

interaction among members is lesser. Furthermore, as group size increases, it

becomes more difficult to get the group to agree on common goals and activities

and disagreement and dissatisfaction increases instead (Sinha, 2019).

Moreover, when there is an increase in size of the group, contribution of

individual member tends to decrease. The responsibility for group goal gets

harder to achieve due to larger number of members and tends to lower their

activeness in their individual performance. Relationship between individual input

and group output cannot be maintained as group results cannot be attributed to

any single person. This tends to reduce efficiency of the group. In addition to this,

large groups also develop sub-groups, restrict participation by some members,

take too much time in making decisions, and few promotes dominance (Tanuha,

2019).

In connection with this, when a group has a lot number of members, hiding

becomes common. Others tend to lead dominance over other members, that
struggles to perform the effective leadership and they tend to form small groups,

that leads into division in a larger group (Deanery, 2012).

Lastly, aside from the various nuisance that the students are experiencing

within a congested classroom, student’s behavior may also be affected. Students

tend to adapt the attitude that they always see in their daily basis, regardless, if

it’s morally good or bad. Overcrowding of classroom influenced behavioral

attitude of students to their studies. Overpopulated classrooms affected the

student’s attitude on their studies (Oyebola, 2017).

However, according to SYN (2011) people with strong interpersonal skills

tend to be able to work well with other people, including in teams or groups,

formally and informally despite of having a huge number of people. Interpersonal

skills can be improved by developing awareness on how to interact with others

and practicing interpersonal skills.

In addition, according to Wargocki (2007) overcrowded classrooms have

consistently been linked to increased levels of aggression in students and

increased levels of engagement. However, through this, we can consider that it

might be helpful to students because they can improve their skill in

communicating others, through activities that compose of lot of students. We can

consider this as destructive but it also have a good impact towards students.

They can be able to enhance their 21st century skills such us the ability to have

teamwork, collaboration, effective communication, and other skills.

Teacher’s Performance
 Due to the increase of the number of the students in a classroom, the

teachers could not accommodate all of the students, thus, other students were

not able to cope up that leads into low scores. The overcrowded classrooms can

create a huge problems in learning of the students that can result of failing

grades. When the teachers teach their students in an overcrowded classrooms,

the students can't focus on their studies and some of the students feel

uncomfortable. Some of their concern is they had a weak foundation of learning

(Khalid, 2019).

In addition, teachers were not able to conduct oral communication to all

students due to the number of it, hence, they can’t interact to those students who

has difficulty on the particular subject and may tolerate them to their low

academic performance. With such a large amount of students packed into one

classroom, an instructor may not be ready to have one-on-one interaction with

students that require help. This may cause poor scores at school works (Kabera,

2011).

Furthermore, in teacher’s point of view, they were not able to discipline

and maintain the discipline to the students, because majority in the classroom

are the various personalities of the students, and the teacher is just alone. In

addition, students would get discouraged to the poor instruction of the teachers,

since teachers were not able to accommodate them all, hence, it leads them to

have negative impact to their academic performance (Khalid, 2019).

 Lastly, the overpopulated classrooms, make bigger problems in learning

results of the students. The students feel frustrated in facing a lot of difficulties in

an overcrowding classrooms. Some of the problems are maintenance of

discipline, lack of space, weak learnings and attention on students and help with

instruction issues. It directly affects the learning of the students (Khalid, 2019).

However, according to Meador (2019) overcrowded classroom is not a

hindrance for the student's good academic performance. All they need to do is to

make their class enticing, unique, energetic, and fun. In that way the student's

attention will focus on their class and find learning fun and exciting. In addition,

assigning sits is a must, students who hardly cope up with their academic

performance should be in front so that the teacher can cater them more. Also,

understanding differences of the student’s capabilities is very important. Lastly,

the teachers will put rules for the students to follow, in that way, it will create

peace in the classroom and it is more manageable.

In addition, Meador also states that they must develop a fluid system

through trial and error to maximize the time they have with their students. There

usual time is not enough to provide struggling students with the one-on-one time

that they need. Tutoring these students two to three times a week after school

gives them a better shot at being successful. It helps the students to understand

and to the teacher's performance. It refers to the methods, strategies and skills

teachers use to maintain a classroom environment that results in a student’s

learning.
 Learning Acquisition Sufficiency, Access to Equipment, Facilities, and

Technology, Interpersonal Skills, and Teacher’s Performance were the chosen

factors that affect the academic performance of the students. In addition, the said

literatures were the review of related literatures that support the research study

and contribute to the body of knowledge.

Theoretical Framework

According to Albert Bandura, in his "Social Learning Theory", people

learn through observing others’ behavior, attitudes, and outcomes of those

behaviors. “Most human behavior is learned observationally through modeling:

from observing others, one forms an idea of how new behaviors are performed,

and on later occasions this coded information serves as a guide for action.”

Social learning theory explains human behavior in terms of continuous reciprocal

interaction between cognitive, behavioral, and environmental influences.

In addition, Carl Rogers stated in his "Self-Actualization Theory", that

for a person to grow, they need an environment that provides them with

genuineness (openness and self-disclosure), acceptance (being seen with

unconditional positive regard), and empathy (being listened to and understood).

Without these, relationships and healthy personalities will not develop as they

should. He believed that humans have one basic motive, that is the tendency to

self-actualize – to fulfill one's potential and achieve the highest level of 'human-

beingness'. People will flourish and reach their potential if their environment is

good enough. He also believed that people are inherently good and creative.
They become destructive only when a poor self-concept or external constraints

override the valuing process.

Furthermore, according to Dr. William Glasser, in his "Choice Theory",

students need to have an awareness of their responsibility and to make their own

decisions about their learning and behavior in the classroom, students must have

a choice and that if they help choose their curriculum and decide on the rules in

the classroom, they will then have ownership of their learning, have pride in their

participation, will have higher self-esteem and will exhibit greater levels of self-

confidence and higher levels of cognition. This approach to classroom

management creates a safe space to learn, as mainly it is their space.

Lastly, Deci and Ryan stated in their “Self-Determination Theory”, that

the theory is a macro theory of human motivation that investigates human growth

tendencies for self-motivation and personality integration. Self-determination

theory assumes that all individuals have a natural constructive tendency towards

developing the self and identifies specifiable factors that both support and hinder

intrinsic motivations.

These are the theories that prove and support the research study.

Conceptual Framework

ssss
Independent Variable: Dependent Variable:

Congested Classroom Academic Performance

Figure 1: Research Paradigm

Statement of the Problem

In Agusan National High School Senior High School, each classroom

mostly have a class size of more than 50 students in all strands in both year

level, which is way above the suggested and desired class size both

internationally and locally. The researchers aim to seek for an answer to the

following questions:

1. How can congested classroom affects the performance inside the

classroom among Grade 11 HUMSS students of Agusan National High

School – Senior high school in terms of:

a. Learning Acquisition Sufficiency

b. Access to Equipment, Facilities and Technology

c. Interpersonal Skills

d. Teacher’s Performance

2. What are the academic performance of the Grade 11 HUMSS students

who are part of congested classroom?

 3. Is there a significant relationship between classroom congestion and the

academic performance of the Senior High School students in Agusan

National High School?

Statement of the Hypothesis

Ho: There is a significant relationship between classroom congestion and

the academic performance of the students.

Significance of the Study

Congested classroom leads the students to have difficulty in

concentrating. This needs to be addressed because it is one of the factors that

affect the academic performance of the students.

Through the generalization of this study, it will provide knowledge and will

be highly beneficial to the following:

Students. The study would stand as an awareness to the students that there is a

significant relationship between classroom congestion and academic

performance.

Teachers. The study would aware the teacher that congested classroom is also

one of the factors why students tend to have a poor academic performance.

School Administrators. The study would stand as a basis regarding to the

educational quality of the school and how efficient the school in terms to the

progress of learning of the students.

Parents. This study would help them to be more aware of the factors that affect

the academic performance of their children and to increase their level of

discipline.

Future researchers. This study would stand as a guide to those who will

conduct the same research study.

Scope and Limitation

This study will focus on identifying the effects of congested classroom to

the academic performance of Grade 11 HUMSS students. This study will be

performed in the premises of Agusan National High School–Senior High School,

A.D. Curato Street, Butuan City. This is only applicable to the bonafide Grade 11

HUMSS students of Agusan National High School–Senior High School.

Definition of Terms

Congested Classroom. This refers to an overcrowding environment of

the classroom and has a narrow space due to the class size. Hence, made the

students to have difficulty in learning.

Concentration. This refers to the ability of giving attention to a single

object or activity.
 Overcrowded. This refers to the increase of population in a particular

area.

Difficulty. This refers to the quality of something that is not easy to do or

has trouble while doing.

Effects. This refers to the outcome of a particular study.

Academic Performance. This refers to the measurement of student's

achievement across various academic subjects.

General Average. This refers to the number representing the average

value of the accumulated final grades earned in semester over the time.
 CHAPTER 2

METHOD

This chapter of the research study is composed of different parts such as:

research design, research respondent, research instrument, research procedure,

and research treatment of data.

Research Design

The study is quantitative in nature through the use of descriptive

correlational research design. According to Suzan DeFranzo (2011), a blogger

and writer, quantitative research approach is usually used to quantify the problem

by way of generating numerical data and transforms it into usable statistics. In

addition, it also quantifies attitudes, opinions and behavior that generalize results
from a sample population. In addition, DeFranzo (2011) also stated, that

descriptive correlational research design is a type of research design which

measures two variables, understands and assess the statistical relationship

between them. The researchers used the type of research design to see if there

are any significant relationship between the two variables; the classroom

congestion and the academic performance of the students.

Figure 1. Map of Butuan City locating the location relevant to the study.
Research Respondents

The researchers selected 290 respondents which are the Grade 11

HUMSS only who belonged to a congested classroom using the Cochran’s

Formula and in getting the number of participants in each section, the

researchers used the Proportionate Sampling. In addition, in selecting the strand,

the researchers used the cluster sampling. Second, the researchers selected five

(5) sections, using the random sampling. Lastly, in selecting the respondents, the

researchers used the systematic sampling, in the interval of 1. The respondents

were given research questions and confidentiality for the voluntary involvement

of the study was assured.

Formula:

n= Nz2p Legend:
(N-1) d2+ zpq N= 1174
z= 1.96
= 1174 (1.96)2 (0.5)(0.5) p= 0.5
1173 (0.05)2 + (1.96)2(0.25) q= 0.5
d= 0.05
= 1127.5096
3.8929

= 289.63 = 290 290= 58

5

Table 1. Total Respondents of the Population

Location (Butuan City) Number

Foucault 58
Hemingway 58
Homer 58
 Piaget 58
Tolkien 58
Total 290

Research Instrument

The researchers used a survey questionnaire consisted of five (5)

questions regarding to the effects of congested classroom in terms of learning

acquisition sufficiency; five (5) questions in terms of access to equipment,

facilities, and technology; five (5) questions in terms of interpersonal skills; and

five (5) questions in terms of teacher’s performance in the form of Likert’s Scale.

There are 20 questions in total, regarding on the effects of congested classroom

to the academic performance of Grade 11 HUMSS students. According to

Francis Galton (2019), an English polymath, a survey questionnaire is a research

instrument consisting of a series of questions for the purpose of eliciting ideas,

behaviors, preferences, traits, attitudes, and facts. It is a printed self-report

designed in gathering information from respondents. This instrument had been

already proven validated and reliable.

Table 2. Scaling on the level of Student’s Academic Performance

Interval Description

90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
 Below 75 Did Not Meet Expectation

Table 3. Pearson’s R

Range Strength of Association

0 No association
0 to + 0.25 Negligible association
+0.25 to +0.50 Weak association
+0.50 to +0.75 Moderate association
+0.75 to +1 Very strong association
+1 Perfect association

Table 4. Likert Scale

Range Qualitative Description Qualitative Statement

3.26 – 4.00 Strongly Agree Very High

2.51 – 3.25 Agree High
1.76 – 2.50 Disagree Low
1.00 – 1.75 Strongly Agree Very Low

Research Procedure

In gathering of the data, the researchers sent first a permission letter to

the principal of Agusan National High School–Senior High School Department.

The whole section was asked if they will allow the researchers to conduct their

study. If the section will say yes or allow the researchers to be their participants,
the researchers then distributed the questionnaires to the participants. If there

are any complications regarding in conducting the survey, the researchers were

ready to assist those. The researchers collected the questionnaires after the

participants answered. The researchers also gathered the General Average (GA)

of the respondents from the first semester of the school year 2019-2020, to be

able to find a relevant relationship between the two variables in the study. The

researchers ensured that confidentiality is present in their participation. The

participants was identified as the respondents.

Research Treatment of Data

The results gathered was tabulated, measured, and tallied in Microsoft

Excel. The results were sorted accordingly to the categories regarding to the

influence of congested classroom to the academic performance of the students.

Mean is the average that is used to derive the central tendency of the data

in question. It is determined by adding all the data points in a population and then

dividing the total by the number of points. The resulting number is known as the

mean or the average.

Pearson’s correlation coefficient also referred to, as Pearson's r is the

test statistics that measures the statistical relationship, or association, between

two continuous variables. It gives information about the magnitude of the

association, or correlation, as well as the direction of the relationship.

The P-value, is the probability of obtaining the observed results of a test,

assuming that the null hypothesis is correct. The p-value is used as an

alternative to rejection points to provide the smallest level of significance at which

the null hypothesis would be rejected.

CHAPTER 3

PRESENTATION AND ANALYSIS OF FINDINGS

This chapter presents the results and findings of the study.

Table 1. Learning Acquisition Sufficiency

Indicators Mean Verbal

Description

1. I can understand the lesson even 2.26 Low

with high noise level.
2. I can focus on my studies even in 2.36 Low
a very hot environment.
3. I am actively participating in activities 2.59 High
and school works despite of the
disorderliness of the class.
4. I can concentrate on listening to the 2.54 High
teacher regardless of my misbehaving
classmates.
5. I can answer the quizzes and exams 2.77
confidently because I can listen and High
understand to what my teacher is
discussing.
Mean 2.50 Low

The table indicates the level of the academic performance of Grade 11

HUMSS students within a congested classroom and it shows the overall mean

and verbal description of each indicator. The level of learning acquisition

sufficiency has an overall mean of 2.50 which belongs in the verbal description of

Low. As supported by Earthman (2019) several number of studies have

measured overall building condition and its connection to student performance.

These have shown that students attending schools in better condition performs

better as well. Classroom overcrowding also makes it harder for students to learn

because they get distracted to the environment they are belonged due to the

various nuisance they are experiencing. In relation to this, Indicator 1 has the

mean of 2.26 and this result indicates as Low, which means that the students

disagreed that they can understand the lesson even with high noise level. In

addition, Indicator 2 has the mean of 2.36 and this result signifies as Low, which

means that the students disagreed that they can focus in their studies even in a

very hot environment. Moreover, Indication 3 has the mean of 2.59 and this result

signifies as High, which means that the students agreed that they are actively
participating in activities and school works despite of the disorderliness of the

class. Furthermore, Indicator 4 has the mean of 2.54 and this result signifies as

High, which means that the students agreed that they can concentrate on

listening to the teacher regardless of their misbehaving classmates. Lastly,

Indicator 5 has the mean of 2.77 and this result signifies as High, which means

that the students agreed that they can answer the quizzes and exams confidently

because they can listen and understand to what their teacher is discussing.

Table 2. Access to Equipment, Facilities, and Technology

Indicators Mean Verbal

Description

1. I can use the laboratory equipment, 2.20 Low

E- classrooms or other equipment in
school during activities despite having
overcrowding in the class where I belong.
2. The distribution of reading materials is 2.55 High
enough to accommodate all the students
despite the congestion in class.
3. I can actively participate in classroom 2.57 High
activities because I can access the school
facilities, equipment, and technology
anytime even though I belong to
an overcrowded classroom.
4. I am comfortable to listen to the discussion 2.61 High
because the materials and types of
equipment such as arm chairs we have
in class can accommodate us all despite
having congested classroom.
5. I can focus inside our classroom because 2.59 High
it is well ventilated and has enough fans.
Mean 2.50 Low
 The table indicates the level of the academic performance of Grade 11

HUMSS students within a congested classroom and it shows the overall mean

and verbal description of each indicator. The level of access to equipment,

facilities, and technology has an overall mean of 2.50 which belongs in the verbal

description of Low. As supported by Vonk (2013) good ventilation has a rule in

every classroom, it helps the student to feel comfortable everytime they are

making their school activities. Some school faced the hardship of getting a proper

ventilation because of having a lot of number of students. If their ventilation does

not meet the standard that students want, it may affect the performance of every

student. Students want a place that they can feel comfortable than a place with

lack of air that they want to take in. In relation to this, Indicator 1 has the mean of

2.20 and this result signifies as Low, which means that the students disagreed

that they can use the laboratory equipment, E-classrooms, or other equipment in

school during activities despite having overcrowding in the class where they

belong. In addition, Indicator 2 has the mean of 2.55 and this result signifies as

High, which means that the students agreed that the distribution of reading

materials is enough to accommodate all the students despite the congestion in

class. Moreover, Indicator 3 has the mean of 2.57 and this result signifies as

High, which means that the students agreed that they can actively participate in

classroom activities because I can access the school facilities, equipment, and

technology anytime even though I belong to an overcrowded classroom.

Furthermore, Indicator 4 has the mean of 2.61 and this result signifies as High,

which means that the students agreed that they are comfortable to listen to the
discussion because the materials and types of equipment such as arm chairs

they have in class can accommodate them all despite having congested

classroom. Lastly, Indicator 5 has the mean of 2.59 and this result signifies as

High, which means that the students agreed that they can focus inside their

classroom because it is well ventilated and has enough fans.

Table 3. Interpersonal Skills

Indicators Mean Verbal

Description

1. I can easily ask for clarification about 2.75 High

the lessons being discussed by my
teacher inside the classroom despite
the congestion.
2. The congestion doesn’t hinder proper 2.61 High
communication, friendship, and
understanding between the students
inside the classroom.
3. Me and my classmates can come up 2.78 High
to one decision despite of the
different suggestions.
4. I can ask for my teacher’s assistance 2.73 High
whenever I need something or there
is a problem inside the classroom.
5. I prefer individual activities rather than 2.62 High
by group activities.
Mean 2.70 High

The table indicates the level of the academic performance of Grade 11

HUMSS students within a congested classroom and it shows the overall mean

and verbal description of each indicator. The level of interpersonal skills has an

overall mean of 2.70 which belongs to the verbal description of High. As

supported by SYN (2011) people with strong interpersonal skills tend to be able
to work well with other people, including in teams or groups, formally and

informally despite of having a huge number of people. Interpersonal skills can be

improved by developing awareness on how to interact with others and practicing

interpersonal skills. In relation to this, Indicator 1 has the mean of 2.75 and this

result signifies as High, which means that the students agreed that they can

easily ask for clarification about the lessons being discussed by their teacher

inside the classroom despite the congestion. In addition, Indicator 2 has the

mean of 2.61 and this result signifies as High, which means that the students

agreed that the congestion doesn’t hinder proper communication, friendship, and

understanding between the students inside the classroom. Moreover, Indicator 3

has the mean of 2.78 and this result signifies as High, which means that the

students agreed that they can come up to one decision despite of the different

suggestions. Furthermore, Indicator 4 has the mean of 2.73 and this signifies as

High, which means that the students agreed that they can ask for their teacher’s

assistance whenever they need something or there is a problem inside the

classroom. Lastly, Question 5 has the mean of 2.62 and this result signifies as

High, which means that the students agreed that they prefer individual activities

rather than by group activities.

Table 4. Teacher’s Performance

Indicators Mean Verbal

Description

1. I have seen my teachers comfortable 2.69 High

in our classroom environment during
their classes.
2. My teachers were motivated and 2.80 High
productive in teaching their lessons
because of the challenge of big
quantity of students to cater.
3. I have rarely heard my teacher’s 2.57 High
complaints during the class just
because we were having a noise
created by congestion.
4. My teachers were having an 2.86 High
efficient time to discipline us
with our behavior.
5. Most of my teachers have taught 2.81 High
us an information in a smooth
passage without any interruptions
of sounds during quizzes or
activities.
Mean 2.75 High

The table indicates the level of the academic performance of Grade 11

HUMSS students within a congested classroom and it shows the overall mean

and verbal description of each indicator. The level of teacher’s performance has

an overall mean of 2.75 which belongs to the verbal description of High. As

supported by Meador (2019) overcrowded classroom is not a hindrance for the

student's good academic performance. All they need to do is to make their class

enticing, unique, energetic, and fun. In that way the student's attention will focus

on their class and find learning fun and exciting. In addition, assigning sits is a

must, students who hardly cope up with their academic performance should be in

front so that the teacher can cater them more. Also, understanding differences of

the student’s capabilities is very important. Lastly, the teachers will put rules for

the students to follow, in that way, it will create peace in the classroom and it is

more manageable. In relation to this, Indicator 1 has the mean of 2.69 and this
result signifies as High, which means that the students agreed that they have

seen their teachers comfortable in their classroom environment during their

classes. In addition, Indicator 2 has the mean of 2.80 and this result signifies as

High, which means that the students agreed that their teachers were motivated

and productive in teaching their lessons because of the challenge of big quantity

of students to cater. Moreover, Indicator 3 has the mean of 2.57 and this result

signifies as High, which means that the students agreed that they have rarely

heard their teacher’s complaints during the class just because they were having

a noise created by congestion. Furthermore, Indicator 4 has the mean of 2.86

and this result signifies as High, which means that the students agreed that their

teachers were having an efficient time to discipline them with their behavior.

Lastly, Indicator 5 has the mean of 2.81 and this result signifies as High, which

means that the students agreed that most of their teachers have taught them an

information in a smooth passage without any interruptions of sounds during

quizzes or activities.

Table 5. Academic Performance of the students in a Congested Classroom

Indicators Mean Verbal

Description

I. Learning Acquisition 2.50 Less

Sufficiency

II. Access to Equipment, 2.50 Less

Facilities, and
Technology
III. Interpersonal Skills 2.70 High
 IV. Teacher’s 2.75 High
Performance

The table above shows the Academic Performance of the students

situated inside a congested classroom. The level of learning acquisition

sufficiency has an overall mean of 2.50 which belongs in the verbal description of

Low. Meanwhile, the level of access to equipment, facilities, and technology has

an overall mean of 2.50 which belongs in the verbal description of Low. In

addition, the level of interpersonal skills has an overall mean of 2.70 which

belongs to the verbal description of High. Lastly, the level of teacher’s

performance has an overall mean of 2.75 which belongs to the verbal description

of High.

Table 6. The level of Academic Performance of Grade 11 HUMSS students.

(General Average)

Section General Average Interpretation

Foucault 85 Very Satisfactory

Hemingway 87 Very Satisfactory
Homer 85 Very Satisfactory
Piaget 85 Very Satisfactory
Tolkien 85 Very Satisfactory
Overall Grade 85 Very Satisfactory
 The table above shows the general average of the Grade 11 HUMSS

students in Agusan National High School-Senior High School. The interpretation

of their general average indicates that it is Very Satisfactory.

Table 7. Correlation Analysis between Classroom Congestion and Academic

Performance of Grade 11 HUMSS students

I. Learning Acquisition Sufficiency

Null Hypothesis P-value Pearson’s R Decision Remarks

There is no 0.06 0.13 Failed to reject Negligible

significant the null association
relationship hypothesis
between the
classroom
congestion
and academic
performance
of Grade 11
HUMSS students.

The table above shows the correlational analysis between the Learning

Acquisition Sufficiency and the Academic Performance of the students in Agusan

National High-School Senior High School. The Pearson’s R has a value of 0.13,
thus, the two variables has a negligible association. In addition, the P-Value is

0.06, which is greater than the significance level of 0.05, thus, indicates that

there is no significant relationship between the two variables, therefore, the

researchers have failed to reject the null hypothesis.

II. Access to Equipment, Facilities, and Technology

Null Hypothesis P-value Pearson’s R Decision Remarks

There is no 0.07 0.16 Failed to reject Negligible

significant the null association
relationship hypothesis
between the
classroom
congestion
and academic
performance
of Grade 11
HUMSS students.

The table above shows the correlational analysis between the Access of

Equipment, Facilities, and Technology and the Academic Performance of the

students in Agusan National High-School Senior High School. The Pearson’s R

has a value of 0.16, thus, the two variables has a negligible association. In

addition, the P-Value is 0.07, which is greater than the significance level of 0.05,
thus, indicates that there is no significant relationship between the two variables,

therefore, the researchers have failed to reject the null hypothesis.

III. Interpersonal Skills

Null Hypothesis P-value Pearson’s R Decision Remarks

There is no 0.7 0.18 Failed to reject Negligible

significant the null association
relationship hypothesis
between the
classroom
congestion
and academic
performance
of Grade 11
HUMSS students.

The table above shows the correlational analysis between the

Interpersonal Skills and the Academic Performance of the students in Agusan

National High-School Senior High School. The Pearson’s R has a value of 0.18,

thus, the two variables has a negligible association. In addition, the P-Value is

0.07, which is greater than the significance level of 0.05, thus, indicates that

there is no significant relationship between the two variables, therefore, the

researchers have failed to reject the null hypothesis.

IV. Teacher’s Performance

Null Hypothesis P-value Pearson’s R Decision Remarks

There is no 0.08 0.20 Failed to reject Negligible

significant the null association
relationship hypothesis
between the
classroom
congestion
and academic
performance
of Grade 11
HUMSS students.

The table above shows the correlational analysis between the

Interpersonal Skills and the Academic Performance of the students in Agusan

National High-School Senior High School. The Pearson’s R has a value of 0.20,

thus, the two variables has a negligible association. In addition, the P-Value is

0.08, which is greater than the significance level of 0.05, thus, indicates that

there is no significant relationship between the two variables, therefore, the

researchers have failed to reject the null hypothesis.

This table shows the correlational analysis between Classroom

Congestion and Academic Performance of Grade 11 HUMSS students in Agusan

National High School-Senior High School. The result of this study indicates that
there is no significant relationship between classroom congestion and academic

performance of students.

CHAPTER 4

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, and

recommendations from the implications of the data by the researchers.

Summary
1. The study shows the relationship between Classroom Congestion and the

Academic Performance of Grade 11 HUMSS students. The area of study is

limited to Grade 11 HUMSS students in Senior High School. The result of the

study indicates that there is no significant relationship between Congested

Classroom and the Academic Performance of the respondents. It interpreted that

both situation are not correlated.

2. This study aims to determine the relationship between Classroom Congestion

and the Academic Performance of Grade 11 Senior High students as a result in

the study in Agusan National High School-Senior High Department. Data were

gathered from 290 samples coming from Humanities and Social Sciences strand

in the first semester of academic.

3. The study employed a Quantitative Research design in order to gather the

best data needed to the Classroom Congestion and the Academic Performance

of Grade 11 HUMSS ANHS-SHS.

Findings

The result of the study indicates that there is no significant relationship

between classroom congestion and the academic performance of the grade 11

HUMSS students.

In addition, from the result of findings, it shows that there is no correlation

between classroom congestion and the academic performance of the students

through Pearson’s r correlation and by finding its p-value. Thus, classroom

congestion is not one of the factors that affect the academic performance of the

students.

Lastly, the four factors that were affected by the classroom congestion,

which are the Learning Acquisition Sufficiency, Access to Equipment, Facilities

and Technology, Interpersonal Skills, and Teacher’s Performance have a

negligible association on the academic performance of the students inside a

congested classroom.

Conclusion

1. Therefore, classroom congestion does not correlated by academic

performance of Grade 11 HUMSS students in Agusan National High School. In

general, the gathered information and the General Average of the students

indicate that there is no significant relationship between classroom congestion

and the academic performance of the students through the Pearson's r

correlation analysis and by finding its P-value.

2. The conclusion is supported by the theory of Deci and Ryan, which is the

“Self-Determination Theory”, that all individuals have a natural constructive

tendency towards developing the self and identifies specifiable factors that both

support and hinder intrinsic motivations. This verify the findings between
classroom congestion and the academic performance of Grade 11 HUMSS

students.

Recommendations

1. The researchers recommend that the students will not only base their

academic performance to the environment they are in. Might as well find another

factors that affect their academic performance other than classroom congestion.

2. The researchers recommend that if the students will experience negativities

out from classroom congestion, and are affecting their academic performance,

better report it to their advisers, immediately.

3. The researchers recommend that the teachers will be versatile to all aspects of

their teaching. They will assure to their students that their teaching will adjust

depending of the setting they are in or the number of students they area

teaching.

4. The researchers recommend that the school administrators will be aware that

the equipment, facilities, and technology they had given to the students are the

best for the learning development of the students.

5. The researchers recommend that the parents will monitor the academic

performance of their children from time to time.

6. The researchers recommend that the future researchers will seek more

information about the said topic to expand their learnings and knowledge, they

will not limit the information they get in various sources.

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Appendix A

Department of Education
AGUSAN NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT
A.D Curato St., Butuan City

January 06, 2020

MARIO Y. ORENDAIN, MSPE
SHS-ANHS Principal II
Agusan National High School
Butuan City

SIR:

We are researchers from Agusan National High School – Senior High School
Department Humanities and Social Sciences Strand. We are currently working on our
research study entitled, “Classroom Congestion and the Academic Performance of
the students in Agusan National High School-Senior High School”. This study
seeks to hear the students view on the existing problem in the school which is the
presence of the congested classroom and how it affects their academic performance to
better understand their sentiments and experiences as they are the people who are
affected on the type of environment they are apart of.

With this, we would like to ask your good office to allow us to conduct our study
and interview the students inside the campus. It will be assured that the participation of
our possible participants will be voluntary and that there will be no risks in the conduct of
the study.

Thank you and God bless!

THE RESEARCHERS

Cassandra M. Gelbolingo
Krisha Camille C. Morado
Diether O. Simangca
Honey Grace A. Paloma
Sherlyn A. Tomboc
Josing C. Ebarvia
Dexter B. Mondejar
Noted by:

MONIQUE JESSE T. DELIMA

Research Adviser

Approved By:

MARIO Y. ORENDAIN, MSPE

SHS-ANHS Principal

Appendix B

Agusan National High School

A.D.Curato St., Butuan City
Humanities and Social Sciences
 Classroom Congestion and the Academic Performance of the students in
Agusan National High School-Senior High School

General Instruction: Read each item carefully and answer the following questions
provided below. (Please be assured that all the answers provided herein shall be
kept confidential.) Please indicate (✓) mark on the appropriate box.

Respondent No. ___Grade and Section: ___________Signature: ________

Please read each item carefully. Use the scale below to guide you in checking
the appropriate column that best describes your factors greatest influence on
choosing a degree.

Score Limits Qualitative

Description
4 3.26-4.00 Strongly Agree
3 2.51-3.25 Agree
2 1.76-2.50 Disagree
1 1.00-1.75 Strongly Disagree

I. Learning Acquisition Sufficiency

4 3 2 1

1. I can understand the lesson even with the high

noise level.
2. I can focus on my studies even in a very hot
environment.
3. I am actively participating in activities and school
works despite of the disorderliness of the class.
4. I can concentrate on listening to the teacher
regardless of my misbehaving classmates.
5. I can answer the quizzes and exams confidently
because I can listen and understand to what my
teacher is discussing.

II. Access to Equipment, Facilities and Technology

4 3 2 1
 1. I can use the laboratory equipment, E- classrooms
or other equipment in school during activities
despite having overcrowding in the class where I
belong.
2. The distribution of reading materials is enough to
accommodate all the students despite the
congestion in class.
3. I can actively participate in classroom activities
because I can access the school facilities,
equipment, and technology anytime even though I
belong to an overcrowded classroom.
4. I am comfortable to listen to the discussion
because the materials and types of equipment
such armchairs we have in class can
accommodate us all despite having congested
classroom.
5. I can focus inside our classroom because it is well
ventilated and has enough fans.

III. Interpersonal Skills

4 3 2 1

1. I can easily ask for clarification about the lessons

being discussed by my teacher inside the
classroom despite the congestion.
2. The congestion doesn’t hinder proper
communication, friendship, and understanding
between the students inside the classroom.
3. Me and my classmates can come up to one
decision despite of the different suggestions.
4. I can ask for my teacher’s assistance whenever I
need something or there is a problem inside the
classroom.
5. I prefer individual activities rather than by group
activities.

IV. Teacher’s Performance

4 3 2 1
1. I have seen my teachers comfortable in our
classroom environment during their classes.
2. My teachers were motivated and productive in
teaching their lessons because of the challenge of
big quantity of students to cater.
3. I have rarely heard my teachers’ complaints during
the class just because we were having a noise
created by congestion.

4. My teachers were having an efficient time to

discipline us with our behavior.
5. Most of my teachers have taught us an information
in a smooth passage without any interruptions of
sounds during quizzes or activities.

Appendix C
 INFORMED CONSENT FOR PARTICIPATION

Respondent No._____

Dear Respondent,

You are invited to participate in a research study entitled, “Classroom

Congestion and the Academic Performance among Students of Agusan
National High School- Senior High School”, conducted by the Humanities and
Social Sciences Students from Agusan National High School – Senior High
School Department. The purpose of this research is to determine the effects of
congested classroom and its impact to the academic performance of the
students.

You will be given one questionnaire prepared for the purpose of gathering
the needed data for the study. There are no known risks associated with your
participation in this study. Your privacy will be ensured and will be prioritized.
Your identity will remain confidential and no information from the survey will be
disclosed publicly.

Your participation in this research study is voluntary. You have the choice
to withdraw any time and refuse to answer any question without any
consequence of any kind. Also, our participation on this research will allow us to
receive updates on the progress of the research.

The Researchers,

CASSANDRA M. GELBOLINGO
KRISHA CAMILLE C. MORADO
DIETHER O. SIMANGCA
HONEY GRACE A. PALOMA
SHERLYN A. TOMBOC
JOSING C. EBARVIA
DEXTER B. MONDEJAR
______________________
The Respondent’s Signature
CURRICULUM VITAE
CASSANDRA M. GELBOLINGO
Doricoville Subd, Tiniwisan, Butuan City
cassandragelbolingo001@gmail.com
09560136026

PERSONAL INFORMATION

Name: Cassandra M. Gelbolingo

Place of Birth: Butuan City

Date of Birth: October 31, 2001

Age: 17 years old

Father’s Name: Charles A. Gelbolingo

Mother’s Name: Catherine M. Gelbolingo

EDUCATIONAL BACKGROUND

Senior High School: Agusan National Highschool- Senior High School

Academic Track: Humanities and Social Sciences (HUMSS) Strand

A.D. Curato St., Butuan City

Junior High School: Libertad National High School

Elementary: Libertad Elementary School

CURRICULUM VITAE
KRISHA CAMILLE C. MORADO
P-9 Upper Doongan, Butuan City
kccamille@gmail.com
09467396003

PERSONAL INFORMATION

Name: Krisha Camille C. Morado

Place of Birth: Butuan City

Date of Birth: March 15, 2001

Age: 18 years old

Father’s Name: Noli F. Morado

Mother’s Name: Elpedia C. Morado

EDUCATIONAL BACKGROUND

Senior High School: Agusan National Highschool- Senior High School

Academic Track: Humanities and Social Sciences (HUMSS) Strand

A.D. Curato St., Butuan City

Junior High School: Agusan National High School

Elementary: Doongan Elementary School

CURRICULUM VITAE
DIETHER O. SIMANGCA
Brgy. 15 Villasor, Butuan City
therdhiemcgarden@gmail.com
09951532009

PERSONAL INFORMATION

Name: Diether O. Simangca

Place of Birth: Butuan City

Date of Birth: December 10, 2001

Age: 17 years old

Father’s Name: Constancio A. Simangca Jr.

Mother’s Name: Joudillee O. Simangca

EDUCATIONAL BACKGROUND

Senior High School: Agusan National Highschool- Senior High School

Academic Track: Humanities and Social Sciences (HUMSS) Strand

A.D. Curato St., Butuan City

Junior High School: Agusan National High School

Elementary: Jose T. Domingo Sr. Central Elementary School

CURRICULUM VITAE
HONEY GRACE A. PALOMA
P-6 Sampaguita, Pagatpatan, Butuan City
honeygrace280@gmail.com
09488028550

PERSONAL INFORMATION

Name: Honey Grace A. Paloma

Place of Birth: Butuan City

Date of Birth: June 21, 2001

Age: 18 years old

Father’s Name: Arnulfo C. Paloma

Mother’s Name: Ma. Luisa A. Paloma

EDUCATIONAL BACKGROUND

Senior High School: Agusan National Highschool- Senior High School

Academic Track: Humanities and Social Sciences (HUMSS) Strand

A.D. Curato St., Butuan City

Junior High School: Agusan Pequeno National High School

Elementary: Pedro- Victorina Calo Elementary School

CURRICULUM VITAE
SHERLYN A. TOMBOC
P-apitong, Pangabugan, Butuan City
sherlina123@yahoo.com
09078512477

PERSONAL INFORMATION

Name: Sherlyn A. Tomboc

Place of Birth: Butuan City

Date of Birth: February 7, 2001

Age: 18 years old

Father’s Name: Dante S. Aguillon

Mother’s Name: Cheryl T. Aguillon

EDUCATIONAL BACKGROUND

Senior High School: Agusan National Highschool- Senior High School

Academic Track: Humanities and Social Sciences (HUMSS) Strand

A.D. Curato St., Butuan City

Junior High School: Agusan National High School

Elementary: Maon Elementary School

CURRICULUM VITAE
JOSING C. EBARVIA
Brgy. Taguibo, Butuan City
josingebarvia@gmail.coms
09487951187

PERSONAL INFORMATION

Name: Josing C. Ebarvia

Place of Birth: Butuan City

Date of Birth: April 25, 2001

Age: 18 years old

Father’s Name: Setching M. Ebarvia

Mother’s Name: Joan C. Ebarvia

EDUCATIONAL BACKGROUND

Senior High School: Agusan National Highschool- Senior High School

Academic Track: Humanities and Social Sciences (HUMSS) Strand

A.D. Curato St., Butuan City

Junior High School: Agusan National High School

Elementary: San Antonio Elementary School

CURRICULUM VITAE
DEXTER B. MONDEJAR
P-2A Brgy. 22 Bading, Butuan City
dextermondejar@gmail.com
09560136026

PERSONAL INFORMATION

Name: Dexter B. Mondejar

Place of Birth: Butuan City

Date of Birth: May 28, 1999

Age: 20 years old

Father’s Name: Teresita B. Mondejar

Mother’s Name: Noel D. Mondejar

EDUCATIONAL BACKGROUND

Senior High School: Agusan National Highschool- Senior High School

Academic Track: Humanities and Social Sciences (HUMSS) Strand

A.D. Curato St., Butuan City

Junior High School: Butuan City School of Arts and Trades

Elementary: Bading Elementary School