Agbay Final 2
Agbay Final 2
Agbay Final 2
CHAPTER I
INTRODUCTION
reported about the low completion rates at primary school level, rising dropout rates at all
levels, and low achievement competency levels among learners. Another concern that needs to
be addressed in education is the absenteeism among the learners as it also contributes to low
academic achievement.
For education to fulfil its dynamic role and function in human society, it has to be
readily accessible to all learners, with considerations of motivating these learners to attend
classes regularly to be trained academically and become responsible leaders of the country in
future days. Most challenges in education revolve around the lack of motivation and regulation
of absenteeism in the classrooms. Both parents and the teachers are active participants in this
endeavor.
Moreover, teachers are encouraged to sustain good relations with the learners, like
treating them not only as pupils, but as friends. Teachers need to know more about them,
about their home conditions, to learn about the reasons of their absenteeism. Parents also need
The young learners need to be guided in terms of controlling over their own
absenteeism. Therefore, tighter links between the absentee and the school are needed, in
relation to the implementation of the curriculum, consulting parents and guardians regarding
teachers, together with the educational system are mindful of these challenges, regulating
In the Philippines, most parents consider education as the sole key to help eradicate
poverty, but perennial problems of children’s absenteeism are confronting the educational
system. It is for this reason that more efforts are exerted to create a framework that addresses
the clamors of target clients in classroom situations. Included in this framework are
Schoolchildren’s absences are numerous and can arise both from within and outside
the school. Absenteeism can be motivationally based, where a student may not wish to attend
classes. Learners’ absenteeism is deemed voluntary and involve deliberate decisions. Whereas
other absences are structurally based, where pupils miss school days due to their life
conditions, thus beyond student’s control, or the so-called involuntary decisions. Henry
(2007) observes that absenteeism often begins in elementary schools, from Grades 1 to 8, as
this is the years when learners have more autonomy over their respective decisions whether
to be present or to be absent.
Much like the causes, the consequences of absenteeism are quite diverse, and can
(Bazemore, Stinchcomb, & Leip, 2004). Due to the serious repercussions of absenteeism,
learners’ attendance. Yet this practice is inconsistent with the pool of researches that suggest
that pupils be given an opportunity to be heard, to be listened to, and to be recognized for
the contributions they may have to their own educational endeavors (Sather, 2006; Gunter
& Thomson, Sands et al., 2007; Smyth, 2006; Yonezawa & Jones, 2009).
3
It was on this premise that this study was conceptualized and developed to
determine the parents’ and teachers’ perceptions on absenteeism among the 45 pupils in
absenteeism among the Grade 5 pupils in Tominobo Central School, considering the
problem in many schools, it is said that a high level of absence has a big impact on
1. What are the prevalent causes that contribute to absenteeism in terms of:
1.1.=Proximity of school
1.2.=Health Condition
1.3.=Personal Attitude
1.4.=Teacher-related
1.5.=Classroom atmosphere
1.6.=Home related
The present inquiry on the factors that cause absenteeism and to identify the
intervention used by the teachers in addressing among students was undertaken for the
Firstly, there may be discrepancies that need to be forced to the surface, recognized,
and bridged. Secondly, teaching methodologies, strategies, and activities may be adapted
to the different needs of the learners, thus, creating a more informed and responsive
teaching learning process. Thirdly, to benefit as much from the insight offered by this study
are the teachers, students, and administrators. Cognizant of their students’ learning styles,
needs, interests and learner centeredness is vital. More importantly, the kind of support
provided must be purpose-driven, that is, based on an actual appreciation of the realities in
Teachers. Results of this study would guide them to attend to the social, personal and
academic needs of students who have been identified as at-risk of failing due to absenteeism.
Strong communication skills and the ability to relate to a diverse student constituency are
important skills, in this job. They would be able to provide a detailed documentation of
learners’ progress and develops supplementary educational materials to supplement the general
curriculum. They would be able to assess learners’ potentials and recommendation services as
Parents. The result of the study would encourage them to actively participate in their
children’s learning in school and support their children as well as do reinforcement of the school
Future Researchers. They may conduct a follow-up study in other schools concerning
absenteeism.
5
enhance student learning. Action research is a model that promotes inquiry, reflection of
practice, and analysis of data. It is a process that allows school administrators to address
their own professional practice and improve student learning and achievement, these could
Due to time and financial constraints, this study will be limited to randomly selected
45 Grade V pupils in Tomas Cabili Central School, Iligan City, and delve into absenteeism
and motivation among pupil respondents, with plan to design an intervention program to
this effect.
Effective teachers allow students the opportunity to interact, learn, succeed, and
work to their utilize potentials. In this study, the Hierarchy of Needs by Maslow was
children.
individuals' most basic needs must be met before they become motivated to achieve higher
level of needs. Basic needs start with physiological aspects: food, clothing, and shelter. This
involves parents’ participation at home with considerations of their children’s basic needs,
in order to prepare these young individuals to enter school with satisfied basic needs.
Going in the higher ladder, safety needs must be met, to keep individuals from any
harm of illiteracy, health hazards, poverty, crime, and the like. Going higher, human beings
6
need love and belongingness, for instance in the classroom, learners have to feel the need to
Next in the higher level is self-esteem, where the learner needs to develop self-esteem,
of self-confidence while going about his or her academic activities with classmates and
teachers. Highest level includes self-actualization where the learners become fully-human,
balancing actual life situations with problems in school, home, and the environment, thus
Thus, all the basic needs of the child, as well as the school needs are met in order to
ensure quality education, with less number of absenteeism, and more strategies to motivate
Given the foregoing theories, this diagram guides the flow of the study, as its
conceptual framework:
Parents’ and teachers perceptions on the absenteeism of their children in school were
determined with the independent variables like proximity of school, health condition, personal
7
For a better understanding of this study, the following terms are defined conceptually
and operationally:
Absenteeism. This term refers to the incurred absences of students for more than
twenty (20) percent. Prescribed number of class during a year or term which should be
given a failing of grades and given no credits for the course of subject (Section 73 of the
1992 Manual of regulations for Private Schools, DepEd). In this study. This refers to
study, absenteeism is counted on the basis of the rule followed in the system of
Chronic Absenteeism. This term refers to a learner’s habitual absence from class. In
this study, it refers to the students who missed numerous days of absences in each quarter.
children’s work and by the best use of available facilities. In this study, the term refers
to the physical classrooms and the atmosphere in Tominobo Central School, Iligan City.
Engaging in classroom activity. Plan for active, interactive and engaging class sessions to
rule out boredom and disinterest as causes of absenteeism. This can be done by incorporating
various active strategies like role playing, debates or through use of technologies like
smart boards, clickers, Brainstorming, Barrier game, and Circle talk. In this study, the
8
term refers to what the teachers employ as classroom strategies in the delivery of
Health. A healthy classroom is about making health and wellness as part of the classroom
experience of each learner. In this study, it refers to the body or mental condition of
respondents.
Home-Related Factors. The objectives of the study were to establish: the influence
of family level of income, parents’ level of education, to establish the extent to which
Motivation. This term refers to a learner being given the drive to accomplish
In this study, it allows students opportunity to interact, learn, succeed, and work to
their topmost potentials, Also, an external factor such as a reward is used to boost the
Physical Factor. The physical environment of the school speaks to the contribution that
safe, clean, and comfortable surroundings make to a positive school climate in which
Personal Attitude. Learners’ attitudes towards learning determine their ability and
process that involves determining the factors driving the attitude and using this
information to bring about change. While a teacher’s attitude who are responsible for
study, this refers to student’s absenteeism in the classroom. In this study, it refers to the
9
manner by which respondents allow themselves to be absent from class, due to some
reasons.
Strategies. These are ways that are carried to address important matters. In this study,
when the normal avenues of intervention for habitual truants, chronic absentees, or
habitually disruptive pupils are exhausted at the school site, refer the case to a School
Truancy. This term refers to a learner’s not being present in school for any valid
reason. In this study, it refers to the respondent’s action of staying away from school
Techniques. This term refers to ways by which a teacher carries on her classroom
activities. In this study, any of the statements would apply: thinking of ways to
keep the morale high. Learn students’ names as quickly as possible. Prepare lesson
plans that grab student interest. Try to tie in course material with modern real-life
examples that students can relate to. Understand students learning and create
outcomes.
Teacher-Related Factors. These are matters that concern the child’s condition in school,
child looks up to as the More Knowledgeable Other who can provide the learner’s
educational needs. In this study, the key factors based on studies that influence students'
factors and government policies. The teacher is the number two factor that influences
CHAPTER II
This chapter presents the various literature and related studies critically reviewed
by the researchers in the course of conducting this study following the sequence.
As mentioned by Murcia (2015), one of the most annoying experiences for teachers
is when students are absent. They prepare lesson plans with the objective that 100% of the
class will learn from the day’s classroom activities, and it is most satisfying when all
students are present on that day and the days thereafter to ensure maximum learning. Sadly,
it is very difficult to achieve perfect attendance. No matter how interesting and well-
prepared the lessons and teaching materials are negative impressions are setting bad
Going to school regularly is crucially important for a student’s education and social
skills. Chronically absents students are at disadvantage both socially and academically.
They miss out critical stages of social interaction and development with their peers, while
simultaneously limiting their academic progress. This can result in low self-esteem, social
isolation, and dissatisfaction that could have precipitated non-attendance in the first place.
11
society in general, and pupils in particular. Unaccepted absences have negative effect on peer
relationships, which can cause farther absences according to (Malcolm, Wilson, Davidson
and Kirk, 2003), teachers identified the effect of absenteeism on children as academic under-
achievement; Prolonged absence can have deleterious effects for the child in later life; and
students who are absent from school are at the greatest risk of dropping out of school early.
According to (Balfanz and Byrnes, 2012), the public educational system is based on
the assumption that students regularly attend school. Compulsory education laws backed up
this assumption. The standards and accountability movement of the past 25 years represent
an on-going attempt to make every day of school matter the assumption that except for illness
and occasional doctor’s appointment, family vacation, special event or crisis, students do in
Chronic absenteeism if not acted upon, this is deeply problematic. As the report will
highlight, chronic absenteeism functions much like bacteria in a hospital - an unseen force that
wreaks havoc on efforts to improve life incomes. In fact, if the fragmentary evidence that this
report assembles is verified through more systematic data collection and analysis, the failure
to measure and act upon chronic absenteeism will be seen as a fundamental reason why the
school reform efforts of the past quarter century have not been as effective as intended. If
chronic absenteeism is not addressed it will continue to under-cut the impact of current and
future school improvement efforts in an era when the nation, its communities, and citizens are
income students who benefit the most for being present in school every day. This indicates
that one of the most effective strategies for providing pathways out of poverty is to do what
it takes to get students who live in high-poverty neighborhoods to attend school every day,
12
and that this alone, even without any additional qualitative improvements in the American
education system, will drive up achievement, high school graduation, and college attainment
2.2 Motivation
parents. Anti-bullying strategies and programs that develop social and emotional skills can help
nurture a safe, caring and connected school environment. Positive relationships with parents
schools that have achieved significant improvements in attendance. These programs can help
in building a sense of community and creating a positive school environment that students
want to be a part of. Attendance in classroom is made compulsory to ensure continuity in the
students learning process. When a student is regularly absent from class, it has an adverse
effect on their academic performance. This is because frequent absences may lead to missing
out on vital information, facts and instructions that result in partial understanding of a topic,
submission of incomplete work and poor participation in class activities. Some schools also
dictate that students should have a particular attendance percentage in order to appear for
exams. It is of utmost importance that parents ensure that their children attend classes.
Therefore, there is a need to create an environment of fun and learning and in still on students
a positive feel towards studies and class activities, which in turn will reduce absenteeism.
One of the first steps towards improving student attendance requires developing
some form of effective monitoring system. Schools, parents, and communities cannot act
to improve student attendance unless they understand which students are missing school.
Effective monitoring helps educators and communities effectively identify students who
13
are most at-risk of becoming chronically absent. Researchers and policymakers have
student absenteeism and truancy. Early warning systems “use routinely available data
housed at the school that are good predictors of whether a student is likely to drop out of
promotes a feeling of community, a place where the school, parents and the students work
this, we need to recognize students’ individual needs and meet those needs by building
upon their strength. For students, these needs may be academic, social, emotional or
physical in nature. They may stem from their genetic makeup or even their family,
community, or school environment. Once again, this makes a case for not only
understanding the cause of absenteeism or truancy, but the prevention and early assessment
From the study of Hubbard (2003), consensus was parenting style, where 28
(82.4%) of the teachers agreed. According to the sample of teachers in the school district,
the top five reasons that children were truant from school were related to the student’s
home environment. They were as follows: 1) parenting style – 82.4%; 2) parental abuse of
61.8% 5) low SES – 52.9%. It was interesting to note that the schools with the highest
percentages of students receiving free reduced lunch and therefore having more families
with low SES, did not view low SES as great as an issue as those schools with middle and
high SES.
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attendance. This type of incentive helps to encourage students by a school wide recognition
as well as a personal certificate or award. In some instances, the principal read student names
over the public announcement system (Ford and Sutphen, 1996.). Other ways of using a
reward incentive to increase daily attendance has been done through parties, gift certificates,
recognition at assemblies and small items that a student can receive if they attend school
of improved attendance motivates some students to attend school more regularly” (Epstein
Family interventions have also been implemented to link the family, student and school
as one unit. Family-based intervention consist of home visits or telephone contact with parents
encouraging parents to be more actively involved in getting their children to school. Family-
based services help parents to set some fixed schedules for students to follow and help their
families to identify and deal with the problems that are surrounding them child’s low
attendance (Ford and Sutphen, 1996.). Within family interventions, the schools are really
encouraging a family-school collaboration. Within this collaboration the schools are looking
for the families to support their decisions with regards to discipline for low attendance. The
school are looking for the families to work with them to figure out ways in which they can
get these children to attend school regularly. Also, within this group effort, schools are
constantly in contact with the family regarding student’s attendance (Teasley, 2004.).
attendance. Community organizations and getting students involved outside of their home and
within their community have shown to be effective in motivating students. After school
community organization are available to help students with their schoolwork and to provide
15
a healthy atmosphere for success, weekend programs help them to set goals and provide
procedures and promote the consistency of attending school every day. Within the
community, there is leadership and community-based activities which give students a sense
of pride and make them feel a sense of achievement for being a leader. Having a community
around a student’s home that is supportive to their needs is essential, and a place near their
home would most likely have the same socio-economic and ethnic makeup which would not
intimidate the students or make them feel out of place (Teasley, 2002.).
The foregoing literature and studies had shed light on this current study as they delved
on absenteeism, the reasons why learners are absent from class, and the manners by which
that absenteeism was done, either decided upon by the child himself or herself, or because of
parents’ reasons, or because of teacher factor. Any other factor that might have affected
CHAPTER III
METHODOLOGY
This chapter presents the research methods and design, the respondents, locale of the
study and the instrument that was used. It also describes the procedures used in gathering
This study used the descriptive method of research, particularly the survey design in
order to address the existing problem concerning absenteeism among the students and how
Forty-five (45) purposively selected parents and teachers of the Grade V learners
in Tomas Cabili Central School, Tominobo, Iligan City were chosen as participants of the
study. The rural school district where the study was conducted is located in Tomas Cabili
The survey questionnaire consisted of a checklist that was designed to ascertain the
respondents’ responses guided by the five-point Likert scale with options: Strongly
Disagree, Disagree, Neutral, Agree, and Strongly agree. The respondents were asked to
choose among these possible answers that would correspond to their responses that closely
absenteeism among the learners where they rated each situation/reason/cause presented.
The following steps were taken in gathering the data for the research study: Two
(2) different letters were prepared for the respondents. One was for the school district
superintendent and the school principal, asking permission for the conduct of the survey
with the Tomas Cabili Central School, teachers, parents and students who served as
17
respondents. The second letter was for the teachers and parents to secure permission for
the interview with their students. The first and the second letters signed by the researchers
were both noted by the undergraduate thesis adviser the second letter was signed by the
researchers, noted by the thesis adviser and approved by the school district superintendent
and the school principal. The questionnaires were distributed to the selected elementary
teachers and parents of Tomas Cabili Central School who answered the questionnaire. The
questionnaires that were distributed to the respondents were retrieved. After retrieving the
To interpret the quantitative data effectively, the following tools were employed :
1. Frequency and percentage – this will be used to determine the percentage of the
respondents’ profile
2. Weighted Mean – this will be used to determine the Reponses of the respondents
CHAPTER IV
This chapter presents the findings, results and discussion of the gathered data, as
perceived by the parents and teachers of the grade 5 pupils, with possible strategies to be
Items F 1 2 3 4 5 X
I am absent from school because…
F 15 4 12 5
` It’s noisy inside our 9 33.3 8.89 36.68 11.11
1 classroom % 1.9
20
2 Peers influence me to be f 31 8 3 3
absent % 68.88 17.78 6.670 6.67 1
3 My classmates bully me f 10 3 8
% 22.22 6.67 35.55 17.78 1
17.78
4 My parents don’t care f 32 6 2 2
3
% 71.11 13.33 4.44 4.44
1.0012
5 Parents cause absence f 5 0 12 1
without reason 27
% 11.11 0 26.67 2.22
60
8 My teacher scolds me F 19 5 17 2 5
% 33.33 11.11 37.78 4.44 11.11
19
1.023
9 I can’t understand my f 19 7 4 0 15
teacher’s lessons % 42.22 15.56 8.88 0 33.33
Table 4.1 shows the mean of 1.3. It was evident that the children did not remain
absent from school because of the causes sourced from the classroom atmosphere because
most of the respondents answered items in “neutral” interval in this sub-dimension. For
instance, 36.68% of the learners never skip school because “it’s noisy inside the
classroom”, referring to the data found in the study of Ocak & Baysal (2017) where it was
evident that there were several factors that contributed to the absenteeism of learners in
school such as physical attitudes and the influence of peers to the respondents’ possible
With the mean 1.0004, it was evident that the home related factors on the student’s
absenteeism. Basically, data show that 60% of the respondents are committing absences
based on their parents’ prerogative. However, there was a huge percentage that parents
students’ disliking their teacher and being absent because of being reprimanded. However,
although not the majority, there was at least 15% of learners having difficulty on
understanding their teacher’s lessons which affected their school attendance, evidenced by
mean the mean 1.008, referring to Henry (2007) observation that absenteeism often begins in
elementary schools, from Grades 1 to 8, as this is the years when learners have more autonomy
Table 4.2 shows the mean 1.24 concerning parents’ or home-related contributions
on absenteeism. The data show the involvement of parents’ in their children’s education
which was vivid because 77.78% of the parents were aware when their children were absent
and majority of them were disciplining their child. However, majority of them were neutral
when it came to allowances since the respondents were not aware if the given allowances
were enough for their child. This was because of the financial constraints of the parents.
McLeod’ (2018) citation of Maslow’s hierarchy of needs that has bearing with the child’s
absenteeism having a rising level, all because their basic needs were not met.
Items F 1 2 3 4 5 X
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Table 4.3 shows that majority of the teachers provided the best learning experiences for
their children, referring to Murcia (2015), that teachers and school personnel have the
objective that majority of the class will learn from the day’s classroom activities. In this study,
Causes of absenteeism sourced from school, according to Gökyer (2012), the students
either agreed or partly agreed on the items related to the causes of absenteeism, supported by
Wadesango and Machingambi (2011) findings that poor teaching strategies resulted to a
boring learning environment, poor social economic situations and weak student-teacher
In relation to this literature, the teachers were asked whether or not programs to
counter students’ absenteeism should be crafted and implemented four (4) of them answered
yes which constitutes 66.67 in percentage and only two (2) of the respondents answered no
which establishes 33.33 in percentage. One of the intervening programs is the establishment
of a strict monitoring program to monitor children’s attendance and absences and the
4.4 Analysis
The data have shown different factors that affects absenteeism on students. And the
willingness of the teachers to create, implement and conduct a series of programs and
activities to solve this problem. This corroborates the study of Murcia (2015), it is
frustrating for teachers when students are absent and they have prepared lesson plans with
the objective that 100% of the class will learn from the day’s classroom activities, and it is
most satisfying when all students are present on that day and the days thereafter to ensure
different factors. No matter how interesting and well-prepared the lessons and teaching
materials are negative impressions are setting bad directions among, to miss out on the
Chapter V
This chapter presents the conclusion of the study. It also includes the summary,
implications to the theory used in analyzing the study, implications to practice and the
5.1 Summary
The study aimed to describe the common factors affecting absenteeism of grade V
pupils of Tomas Cabili Central School. In addition, the study determined the common
factors that causes absenteeism among the respondents. Furthermore, the study also
23
described the academic performance of the students and the possible programs that would
The findings of the study showed that there are different factors contributing to the
absences of the students. In addition, majority of the respondents have pointed out that one of
the reasons why skipping classes has become a trend is because of the difficulty understanding
the lessons presented by the teachers. Furthermore, the data gathered through the parents’, it
has been concluded that parent-child relationship is a key factor why students take absences.
strict monitoring program to monitor children’s attendance and absences and a healthy
5.2 Conclusions
Based on the findings, results, and discussion of the gathered data, it could be
concluded that due to home-related factors, teacher-related factors, and the atmosphere
where the classes were held, absenteeism increased among the Grade 5 pupils. The
children’s basic needs like allowance, good health, guidance from parents, and motivation
to learn from teachers, had to be taken into top priority in order to reduce absenteeism.
The teachers who responded during the data gathering phase also believes that
every student has a different learning needs and everyone should be address. This could
teachers/managers has the role to that students are working hard and performing in the best
of their abilities.
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5.3 Implications
Most of the related studies are focused on the secondary level. Given the findings,
there is a research gap that focuses on absenteeism at the elementary level. This study will
elementary level.
theory and the Hierarchy of needs on which basic conditions must be first met in order to
nurture the potential of the students and strengthen their holistic development.
The findings of the study suggest that there must be an awareness and a deliberative
action from the educational institutions in order to counter the growing problem of chronic
institutionalized venue where parents, teachers and learners can build stronger relationships,
5.4 Recommendations
different levels in grade school to strengthen the validity of the conclusion and
minimize absenteeism, if not, eliminate it. Example would be: a)house to house
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APPENDICES
Dear Respondent:
Greetings of peace! The undersigned are 4 th year Bachelor of Elementary Education Major in
English students of the College of Education in Mindanao State University – Iligan Institute
of Technology currently conducting a study entitled ABSENTEEISM AMONG GRADE V
PUPILS AND TEACHERS’ INTERVENTION, in partial fulfillment of our degree.
In this connection, we would like to ask for your kind consideration in answering the questions
listed in the following pages and during the course of our interview. We assure genuine
confidentiality in the data that you would provide and that they would only be used for the
purposes of this study.
Thank you very much!
Respectfully yours,
MICHELLE D. REGALADO
Noted by:
Thesis Adviser
The Questionnaire
Directions: Please pub a checkmark (√) on the box that corresponds to your
choice of answer. Guided by this 4-point Likert Scale, 4 is the highest, 1 is the
lowest.
Items
As parent/ teacher, this is I perceive
concerning child’s absenteeism
I am absent from school because…
4 3 2 1
Strongly Agree Dis- Strong-
Agree agree ly Dis-
agree
` It’s noisy inside our classroom
1
2 Peers influence me to be absent
3 My classmates bully me
4 My parents don’t care
5 Parents cause absence without reason
6 Parents say be absent with reason
29
7 I dislike my teacher
8 My teacher scolds me
9 I can’t understand my teacher’s lessons
Items
As a teacher,
Are your/Do you… 4 3 2 1
Strongly Agree Dis- Strong-
Agree agree ly Dis-
agree
1 Instructional materials appealing?
2 Providing a conducive learning space?
3 Motivate your learners?
4 Find your learners attentive?
5 Encourage learners’ participation?
6 Impose discipline on your learners?
7 Motivate your learners?
8 Find your learners attentive?
9 Encourage learners’ participation?
10 Impose discipline on your learners?
Oral Consent:
read/write, researchers will verbally explain the nature and purpose of the research and request
him/her to affix his/her thumb mark in the space indicated below as a sign of voluntary consent,
Participant
Name and Signature of Witness
__________________________
Date (Day/Month/Year)
33
We hereby declare that this submission is our own work and product of our own effort,
patience, and knowledge. It contains no materials previously published or written by another
person. This work does not also contain material which to a substantial extent, has been
accepted for an award of any other degree or diploma, except where due acknowledgement is
made in the manuscript. Any contribution made to the research by others, with whom we have
worked at MSU-IIT or elsewhere, is explicitly acknowledged in the manuscript.
We also declare that the intellectual content of this manuscript is the product of our own work,
except the assistance that we received in the project’s design, conception and style, and
presentation which we also acknowledged.
MICHELLE D. REGALADO
CURRICULUM VITAE
PERSONAL DATA
EDUCATIONAL ATTAINMENT
SEMINAR ATTENDED
2017 Sambisig Colloquium
2018 Political Science Seminar
2020 Seminar-Workshop on Inclusive Education
ORGANIZATIONAL EXPERIENCES
CURRICULUM VITAE
MICHELLE D. REGALADO
Purok 3 Nangka, Balo-i Lanao Del Norte
Mobile: +639068770645
Email: michelle.regalado@g.msuiit.edu.ph
PERSONAL DATA
EDUCATIONAL ATTAINMENT
Kindergarten Engineering Day Care Center
SY.2003-2004
Elementary Shekinah Hope Foundation Academy Inc.
SY.2004-2006
Quitoras Foundation College Inc.
SY.2006-2011
Secondary Quitoras Foundation College Inc.
SY. 2011-2013
Iligan City National High School
SY.2013-2015
Tertiary Mindanao State University Iligan Institute of Technology
SEMINAR ATTENDED
2011 Redeemer Lutheran Church Youth Training
2013 Redeemer Lutheran Church Youth Leadership Training
2015 Redeemer Lutheran Church Youth Leadership Training
2017 Sambisig Colloquium
2018 Political Science Seminar
2020 Seminar-Workshop on Inclusive Education
ORGANIZATIONAL EXPERIENCES
2011-Present Redeemer Lutheran Church Choir
Member
2020-2021 Christian Lutheran Church Secretary
2017-Present One Million dance troupe CED-IDS
Member