THE IMPACT OF ACADEMIC WORKLOAD

ON GRADE 10 STUDENTS' OVERALL HEALTH

A Term Paper

presented to

Mrs. Wilhelma B. Sampaco

Iligan City National High School

Iligan City

In partial fulfillment of the

requirement in English 10

By:

Yañez, Camille Kaye A.

Caballero, Rachel Jane A.

Mangray, Amer Hassan M.

Ibrahim, Johanah B.

Saidomar, Norhainie O.

X- Del Pilar
 TABLE OF CONTENTS

Title Page: i

Table of Contents ii

Chapter I – INTRODUCTION 1

1.1 Background of the Study 1

1.2 Statement of the Problem 2

1.3 Significance of the Study 2

1.4 Definition of Terms 3

CHAPTER II – REVIEW OF RELATED LITERATURE 4

CHAPTER III – RESEARCH METHODOLOGY 6

CHAPTER IV – PRESENTATION AND INTERPRETATION OF DATA 8

CHAPTER V – SUMMARY, CONCLUSION, AND RECCOMENDATI 12

Bibliography 15

Appendix 17

Acknowledgment 19

Curriculum Vitae 20
 CHAPTER I

INTRODUCTION

1.1 Background of the Study

In high school especially Grade 10 Students who are ending the Junior High School Academic

phase this year and are entering the next Senior High School Academic phase. This suggests to be

academically emotionally and mentally prepared without neglecting the possible influence of some

physical mechanisms like the Academic Overload on students' physical and mental health thus on the

state of students wellbeing. We all know that JHS and SHS grade level is different when it comes to

Academic performances, the academic overload in this grade level can take different aspects,

therefore more stressing academic performances is to be expected, starting from information overload,

many assignments , bunch of activities, reportings , research projects and school exams.

These various aspects of the Academic Overload are considered as a potential triggers for stress

knowing that stress is any natural or external trigger of the biological changes affecting the body, it is

defined as state of worry or mental tension caused by difficult situations. Academic stressors can

create anxiety and sleeping disorders in students. Some of the common stressors reported in an

academic setting include excessive assignments, poor time management and social skills, peer

competition, etc. The continues stress represented by academic overload may elicit students some

clinical signs like headaches, fatigue, weight gain, stomach aches, sleeping troubles which can have a

negative impact on their physical health.

1.2 Statement of the Problem

The aim of this research on academic overload is to explore the effects of excessive academic

demands on students' academic performance, mental and physical health, and overall well-being. This

research aims to shed light on the causes, consequences, and potential interventions that can alleviate

the negative effects of academic overload.

1. How does academic overload affect the students' overall health?

2. What are the effects of overloaded activities in the students' everyday lives?

3. How frequent does the school hand activities to the students?

1.3 Significance of the Study

The researchers' findings indicated that the academic overload can create in some of the

students a concern thus transforming into an academic stressor that can cause burn-out and it

negatively impacts the students' living conditions and consequently impacting their psychological and

physical well-being.

Students

The impact of academic overload on the students is significant as learners that are soon to enter

the senior high academic phase.

Community

The effects of academic overload extend beyond individual students and can have a

significant impact on the broader community. When students are overwhelmed by academic

demands, it can affect their ability to engage with their community in various ways.

Future Researchers

The goal of this study is to put out the facts and provide future scholars who takes interest in

this topic a headstart.

1.4 Definition of Terms

The following terms were defined so that the readers will have a better understanding of the

unfamiliar words used in the study.

Academic Overload. The amount of work that identifies different

school works or academically related activities

such as homeworks.

Cram. Cramming is essentially trying to stuff a load of

information into your short-term memory in

time for an upcoming exam. This has been

proven to increase stress levels, and can lead to

panic and anxiety, making it a lot harder to take

in information.

Stressors. Something that makes you worried or anxious.

It is a source of stress that may affect your

health, mentally and emotionally.

A stimulus that causes stress.

Stress Level. The measurement of physical, emotional, and

mental factor that came from bad experiences.

 CHAPTER II

REVIEW OF RELATED LITERATURE

The impact of academic workload on students has become a subject of increasing concern

among educators, researchers, and parents. The literature in this area provides valuable insights into

the effects of excessive academic demands on students' physical health, mental well-being, and

overall academic performance. This comprehensive review aims to summarize and analyze key

findings from existing research, highlighting the various dimensions of the impact of academic

workload on students. Numerous studies have demonstrated a significant association between high

academic workload and adverse effects on students' physical health. For instance, research by A

cross-sectional study (Altun, Cınar, & Dede et al., 2012) found that increased academic demands were

linked to poor sleep quality among students. Sleep disturbances, in turn, can lead to fatigue, decreased

immune function, and higher susceptibility to illness.

Similarly, prolonged periods of sitting while studying and reduced engagement in physical

activity due to heavy academic workload contribute to sedentary behavior, which is associated with

various health risks, including obesity and cardiovascular diseases (Thivel, Tremblay, Genin, &

Panahi et al., 2018). It is crucial to recognize the impact of academic workload on physical health and

promote strategies to mitigate these negative effects, such as incorporating physical activity breaks

during study sessions and fostering a culture of wellness in educational settings. The impact of

academic workload on students' mental well-being has been extensively explored. Many studies have

identified a significant relationship between high academic demands and increased levels of stress and

anxiety among students (Trautwein et al., 2009).

The pressure to excel academically, coupled with the fear of failure, can result in heightened

stress levels, which may negatively affect students' psychological well-being. Additionally, research

by Fernández-Alonso, Suárez-Álvarez, and Muñiz (2015) suggests a potential link between excessive

academic workload and symptoms of depression among students. This highlights the importance of

fostering a supportive and inclusive learning environment that promotes mental health and provides
students with adequate resources and support to manage stress and anxiety related to academic

demands. While academic workload is often assumed to be positively correlated with academic

performance, the relationship is complex and multifaceted. Some studies have found that a moderate

workload can enhance students' cognitive abilities, time management skills, and academic

achievements. However, an overwhelming workload can have detrimental effects on students'

learning outcomes. It can lead to decreased motivation, reduced engagement, and compromised

learning effectiveness (Gbollie, & Keamu, 2017). Students may resort to surface-level learning

strategies or experience cognitive overload, which hinders deep understanding and knowledge

retention. Thus, striking a balance in academic workload is crucial to promote optimal learning and

academic success.

Several factors can moderate the impact of academic workload on students. Individual

characteristics, such as self-regulation skills, resilience, and coping mechanisms, play a significant

role in determining how students respond to academic demands (Trautwein et al., 2019). Students

who possess effective self-regulation skills and coping mechanisms are better equipped to manage

academic workload and its associated stress. Supportive school environments, including positive

teacher-student relationships and the availability of academic resources, can also mitigate the negative

effects of excessive workload (Kitsantas, Winsler & Huie el al., 2008). Furthermore, parental

expectations and involvement in students' academic lives can shape their perception of workload and

influence their well-being (Conley, 2014). Collaborative efforts among students, parents, teachers,

and school administrators are essential to create a supportive and balanced learning environment. The

review of related literature highlights the multifaceted impact of academic workload on students,

encompassing physical health, mental well-being.

 CHAPTER III

METHODOLOGY

Introduction

The purpose of this study is to investigate the impact of academic workload on Grade 10

students. This chapter presents the methodology used in this research, including the research design,

sampling strategy, data collection instruments, and data analysis techniques.

Research Design

This study aims to investigate the impact of academic workload on students' academic

performance and well-being. It is hypothesized in this study that students who have a higher academic

workload will experience more stress and anxiety, leading to lower academic performance and overall

well-being. On the other hand, students who have a lower academic workload will have better

academic performance and overall well-being.

Respondents of the Study

The researchers will conduct this study with 3 selected Grade 10 sections in Iligan City

National High School. The researchers will select a random sample of at least 100 students. The

researchers will provide the students with a survey questionnaire for the collection of quantitative

data. The survey questionnaire will include topics related to academic workload, academic

performance, and mental health of the students.

Research Instrument

The instrument used in conducting this study is a survey questionnaire. The survey will consist

of different sections that will explore various aspects of academic workload, academic performance,
and mental health. The survey questionnaire will be pre-tested with a small sample of students to

ensure its validity and reliability. The responses to the survey will be analyzed using statistical

methods to identify any relationships or patterns between academic workload and academic

performance on mental health and everyday lives of Grade 10 students.

Data Gathering Procedure

For this study on the impact of academic workload on students, the researchers will use a

survey questionnaire as the only instrument to gather data. The survey questionnaire will consist of

several sections. We will distribute the survey questionnaire to a random sample of at least 100 Grade

10 students from different sections, in Iligan City National High School. The researchers will use a

combination of online and paper-based survey administration methods to increase the response rate.

The survey respondents will be instructed to answer the questions honestly and to the best of their

knowledge. The researchers will maintain confidentiality and anonymity of the participants and

ensure that they give their informed consent before participating in the survey. The data gathered

from the survey questionnaire will provide insights into the impact of academic workload on students'

academic performance and well-being.

Treatment of Data

The data collected from the survey is arranged in a systematic process. The researchers will

ensure that the data collected is accurate and complete. Then, descriptive statistics is used to

summarize the data. The researchers will also use inferential statistics such as correlation analysis and

regression analysis to explore the relationship between academic workload, academic performance,

and mental health.

 CHAPTER IV
PRESENTATION AND INTERPRETATION OF DATA

This chapter presents the results, analysis and interpretation of the gathered data. Its findings
were based on the data gathered through the questionnaires. The results of the study were presented in
tabulation and were interpreted by the researchers in accordance with the specific questions on the
statement of the problem.

TABLE I
IMPACT OF ACADEMIC WORKLOAD ON THE WELL-BEING
OF THE GRADE 10 RESPONDENTS

STRONGLY AGREE AGREE DISAGREE STRONGLY

DISAGREE
QUESTIONS FREQUENCY % FREQUENCY % FREQUENCY % FREQUENCY %
1.) The workload
has an impact on 23 44.2 27 51.9 2 3.8% 0 0
my stress levels. % %
2.) I feel
overwhelmed to
the point of break 14 26.9 31 59.6 6 11.5 1 1.9%
from school. % % %
3.) I have 16 30.8 30 57.7 6 11.5 0 0%
developed % % %
physical health
problems.
4.) I have 38.5 23 44.2 8 15.4 1 1.9%
developed mental 20 % % %
health problems.
5.) I have
experienced not
getting enough
sleep or even not 23 37.1 24 38.7 5 8.1% 10 16.1%
getting any sleep % %
at all, just to meet
deadlines.
6.) I have missed 13 25.0 25 48.1 14 26.9 0 0.0%
fun events and % % %
activities due to
being busy with
academic
workload
7.) I have enough 7 13.5 27 51.9 16 13.5 2 3.8%
time to engage in % % %
extracurricular
activity.
 The first question indicates that 44.2% or 23 of 52 respondents strongly agree that the
workload has an impact on their stress levels. Majority of the respondents, which is 51.9% or 27 of 52
respondents agree. While, 3.8% of 52 respondents disagree, and none of the 52 respondents answered
strongly disagree.

In question #2, it implies that 26.9% or 14 of 52 respondents strongly agree that they feel
overwhelmed to the point that they are needing a break from school. Majority of the respondents,
which is 59.6% or 31 of 52 respondents agree while, 11.5% or 5 of 52 respondents disagree, and 1.9%
or 2 of the 52 respondents strongly disagree.

In question #3, it implies that 30.8% or 16 of 52 respondents strongly agree that the workload
has caused them physical health problems. Majority of the respondents, which is 30 or 57.7% of 52
respondents agree while, 11.5% or 6 of the 52 respondents answered Disagree, and 0 of the 52
respondents strongly disagree.

In question #4, it implies that 38.5% or 20 of 52 respondents strongly agree that the workload
has caused them mental health problems. Majority of the respondents, which is 23 or 44.2% of 52
respondents agree while, 15.4% or 8 of the 52 respondents disagree, and 1.9% or 1 of the 52
respondents strongly disagree.

In question #5, it implies that 37.1% or 19 of 52 respondents strongly agree that they have
experienced not getting enough sleep or even not getting any sleep at all, just to meet deadlines.
Majority of the respondents, which is 38.7% or 21 of 52 respondents agree while, 16.1% or 8 of the
52 respondents disagree, and 8.1% or 4 of the 52 respondents strongly disagree

In question #6, it implies that 25.0% or 13 of 52 respondents strongly agree that they have
missed fun events and activities due to being busy with academic workload. Majority of the
respondents, which is 48.1% or 25 of 52 respondents agree while, 26.9% or 14 of the 52 respondents
disagree, and 0% or 0 of the 52 respondents strongly disagree.

In question #7, it implies that 13.5% or 7 of 52 respondents strongly agree that they have
enough time to engage in extracurricular activity while managing their workload. Majority of the
respondents, which is 51.9% or 27 of 52 respondents answered agree while, 30.8% or 16 of the 52
respondents answered disagree, and 3.8% or 2 of the 52 respondents answered strongly disagree.
 Table II
Hours regularly spent on studying and doing homework all-together in a day.

RESPONSES NO. OF RESPONDENTS PERCENTAGE

4-5 hours 2 3.8%

3-4 hours 4 7.7%

2-3 hours 24 46.2%

1-2 hours 22 42.3%

The table above implies that 3.8% or 2 of 52 respondents spend 4-5 hours on studying and doing
homework all-together in a day. 7.7% or 4 of 52 respondents spend 3-4 hours on studying and doing
homework all-together in a day. Majority of the respondents, which is 46.2% or 24 of the 52
respondents spend 2-3 hours on studying and doing homework all-together in a day. Lastly, 42.3% or
22 of 52 respondents spend 1-2 hours on studying and doing homework all-together in a day.

Table III
Frequency of assignments given to the Grade 10 Students on holidays and weekends.

RESPONSES NO. OF RESPONDENTS PERCENTAGE

4-5 assignments 6 11.5%

3-4 assignments 6 11.5%

2-3 assignments 23 44.2%

1-2 assignments 17 32.7%

The table implies that 11.5% or 6 of 52 respondents get 4-5 assignments on weekends and
holidays. 11.5% or 6 of 52 respondents get 3-4 assignments on weekends and holidays. Majority of
the respondents, which is 44.2% or 23 of the 52 respondents get 2-3 assignments on weekends and
holidays. 32.7% or 17 of the 52 respondents get 1-2 assignments on weekends and holidays.
 Table IV
Frequency of Homework given to Grade 10 Students in ICNHS Everyday

RESPONSES NO. OF RESPONDENTS PERCENTAGE

4-5 assignments 0 0%

3-4 assignments 13 25.0%

1-2 assignments 39 75.0%

The table implies that 0% or 0 of 52 respondents get 4-5 assignments everyday. 25.0% or 13

of 52 respondents get 3-4 assignments everyday. Majority of the respondents, which is 75.0%% or 39

of the 52 respondents get 1-2 assignments everyday.

Table V
Ratings of the Overall Well-Being of the Grade 10 Students

RESPONSES NO. OF RESPONDENTS PERCENTAGE

5 15 28.8%

4 9 17.3%

3 21 40.4%

2 3 5.8%

1 4 7.7%

The table implies that 28.8% or 15 of 52 respondents rate their overall well-being with a
score of 5. 17.3% or 9 of 52 respondents rate their overall well-being with a score of 4. Majority of
the respondents, which is 40.2% or 21 of the 52 respondents rate their overall well-being with a score
of 3. Respondents who rate their overall well-being with a score of 2 are 5.8% or 3 of the 52
respondents. Lastly, 7.7% or 4 of the 52 respondents rate their well-being with a score of 1.
 CHAPTER V

SUMMARY, FINDINGS, AND RECOMMENDATIONS

5.1 Recap of Research Objectives

The primary objective of this study was to investigate the impact of academic workload on the

overall health and wellbeing of Grade 10 Students of ICNHS. By examining the relationship between

academic workload and various health indicators, the researchers aimed to provide valuable insights

into the potential consequences of excessive academic demands on students' wellbeing.

5.2 Summary of Methodology

To achieve research objectives, the researchers conducted a quantitative study involving Grade

10 students in Iligan City National High School. A comprehensive survey instrument was developed,

comprising validated scales to measure academic workload and assess various aspects of students'

health and wellbeing. The survey data were collected through questionnaires, ensuring the

confidentiality and reliability of the responses. Statistical analysis techniques, including correlation

analysis and regression models, were employed to analyze the data and determine the relationships

between academic workload and health outcomes.

5.3 Presentation of Findings

Our findings reveal significant associations between academic workload and various aspects of

Grade 10 students' health and wellbeing. Specifically, we observed a strong positive correlation

between increased academic workload and heightened levels of stress and anxiety among the students.

Moreover, higher academic workload was found to negatively impact sleep quality, physical activity

levels, and overall life satisfaction. These findings suggest that excessive academic demands can have

detrimental effects on the holistic wellbeing of junior high school students.

5.4 Interpretation of Results

The results of our study align with previous research highlighting the negative consequences of

high academic workload on students' health. The findings emphasize the importance of considering

the balance between academic demands and students' overall wellbeing. It is crucial for educational

institutions, teachers, and parents to be aware of the potential risks associated with excessive

academic workload and to implement strategies that promote a healthier and more balanced approach

to education. The relationship between academic workload and student health can be explained by

various factors. The intense pressure to excel academically may lead to increased stress levels and

reduced opportunities for physical activity and relaxation. Additionally, limited sleep due to academic

workload can disrupt the students' sleep patterns, affecting their cognitive abilities and emotional

resilience.

5.5 Discussion of Limitations

Although our study provides valuable insights into the impact of academic workload on Grade

10 students of ICNHS' health and wellbeing, certain limitations should be acknowledged. Firstly, the

study's cross-sectional design prevents us from establishing causality between academic workload and

health outcomes. Future longitudinal studies could provide more robust evidence in this regard.

Secondly, the data collected relied on self-reported measures, which are subject to recall biases and

social desirability effects. Incorporating objective measures, such as physiological indicators, could

enhance the accuracy of future studies.

5.6 Conclusion

In conclusion, this study highlights the significant impact of academic workload on the overall

health and wellbeing of Grade 10 students of ICNHS. Excessive academic demands contribute to

increased stress, anxiety, compromised sleep quality, reduced physical activity levels, and diminished

life satisfaction. The findings call for a comprehensive approach that ensures a balanced education
system, fostering both academic achievement and students' wellbeing. Educational institutions,

policymakers, and parents must collaborate to implement measures that prioritize students' health and

wellbeing while maintaining academic standards. Strategies such as workload management, stress

reduction programs, promoting physical activity, and encouraging open communication can

contribute to a healthier learning environment. Further research in this area is essential to continue

refining our understanding and develop evidence-based interventions to optimize the overall

wellbeing of not just the Grade 10 students, but also to all of the grade levels.
 BIBLIOGRAPHY

ARTICLES:

1. Altun, I., Cinar, N., Dede, C. (2012). The contributing factors to poor sleep experiences in

according to the university students: A cross-sectional study, 17(6): 557–561. Retrieved from,

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3634295/

2. Fernández-Alonso, R., Suárez-Álvarez, J., & Muñiz, J. (2015). Adolescents' homework

performance in mathematics and science: Personal factors and teaching practices. Journal of

Educational Psychology, 107(4), 1075-1085. Retrieved from,

https://www.apa.org/pubs/journals/releases/edu-0000032.pdf

3. Galloway, M. (2013). Nonacademic Effects of Homework in Privileged, High-Performing High

Schools. The Journal of Experimental Education, 81(4), 490-510. Retrieved from

https://www.researchgate.net/publication/271744468_Nonacademic_Effects_of_Homework_in_Privil

eged_High-Performing_High_Schools

4. Gbollie, C. & Keamu, H. (2017). Student Academic Performance: The Role of Motivation,

Strategies, and Perceived Factors Hindering Liberian Junior and Senior High School Students

Learning. Education Research International. Retrieved from,

https://www.hindawi.com/journals/edri/2017/1789084/

5. Kitsantas, A., Winsler, A., Huie, F. (2008). Self-Regulation and Ability Predictors of Academic

Success During College: A Predictive Validity Study. Journal of Advanced Academics, 20, 200811,

42. Retrieved from, https://journals.sagepub.com/doi/10.4219/jaa-2008-867

6. Thivel, D., Tremblay, A., Genin, P., Panahi, S. (2018). Physical Activity, Inactivity, and Sedentary

Behaviors: Definitions and Implications in Occupational Health. Directory of Open Access Journals.

Retrieved from, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6182813/

BOOKS:

1. Conley, D. (2014). College and Career Ready: Helping All Students Succeed Beyond High School.
Wiley.

2. Hinchliffe, G., Jolly, M., & Copley, A. (2013). Stress-Free Teaching: A Practical Guide to
Managing Workload, Stress, and Wellbeing in the Classroom. Routledge

3. Kohn, A. (2019). The Homework Myth: Why Our Kids Get Too Much of a Bad Thing. Da Capo
Lifelong Books..

4. Pope, D., & Galloway, M. (2009). Overloaded and Underprepared: Strategies for Stronger Schools
and Healthy, Successful Kids. Wiley.
 APPENDIX

Appendix : Survey Instrument

The survey instrument used in this study is presented below. The instrument was designed to
collect data on academic workload and various aspects of junior high school students' health and
wellbeing. The scales used in the survey were adapted from validated measures with established
reliability and validity. The survey consisted of the following sections:

Section 1: Demographic Information

•NAME
• SECTION

Section 2: Academic Workload

• Number of hours spent on academic activities per day

(including homework, studying, and assignments)
• Perception of workload intensity

Section 3: Stress and Anxiety

• Perceived stress levels
• Symptoms of anxiety

Section 4: Sleep Quality

• Sleep duration on weekdays and weekends

• Perceived quality of sleep

Section 5: Physical Activity

• Frequency and duration of physical activity per week

Section 6: Life Satisfaction

• Overall life satisfaction (on a scale of 1-5)

SAMPLE QUESTIONNAIRE

NAME: SECTION:

INSTRUCTIONS: Put a check in the circle next to your chosen answer

1. The academic workload has a significant impact on my stress levels.

○ strongly agree ○ agree ○ disagree ○ strongly disagree

2. The workload has caused me to feel burnt out or

overwhelmed to the point of needing a break from school.
○ strongly agree ○ agree ○ disagree ○ strongly disagree

3. The workload has caused me physical health problems (such as headaches, eye strain, or fatigue)
○ strongly agree ○ agree ○ disagree ○ strongly disagree

4. The workload has caused me mental health problems (such as stress, anxiety, or depression)
○ strongly agree ○ agree ○ disagree ○ strongly disagree

5. I have experienced not getting enough sleep, or even not getting any sleep at all, just to meet
deadlines.
○ strongly agree ○ agree ○ disagree ○ strongly disagree

6. I have missed fun events or activities (such as sports or hobbies) due to academic workload
○ strongly agree ○ agree ○ disagree ○ strongly disagree

7. I have enough time to engage in extracurricular activities while managing my academic workload.
○ strongly agree ○ agree ○ disagree ○ strongly disagree

8. How many hours do you regularly spend on studying and doing homework all-together in a day?
○ 1-2 hours ○ 2-3 hours ○ 3-4 hours ○ 4-5 hours

9. How many assignments do your teachers usually assign on weekends or holidays?

○ 1-2 assignments ○ 2-3 assignments ○ 3-4 assignments ○ 4-5 assignments

10. How many assignments do your teachers usually assign everyday?

○ 1-2 assignments ○ 3-4 assignments ○ 5 or more
On a scale of 1-5, how would you rate your overall wellbeing as a Grade 10 student in ICNHS?

ACKNOWLEDGMENT

We, the researchers would like to express our sincere gratitude to all those who have
contributed to the successful completion of this research study on the impact of academic workload on
grade 10 students of ICNHS' overall health and wellbeing.

We would like to express our deep appreciation to our english teacher and research advisors
who have guided us throughout this research journey. Their expertise, wisdom, and invaluable
feedback have shaped the trajectory of this study, ensuring its rigor and relevance. Their
encouragement and support have inspired us to push beyond our limitations and strive for excellence
in our research endeavors.

Our heartfelt thanks go to the survey respondents, who generously shared their time and
provided their honest responses. Their willingness to engage in the survey instrument has been the
bedrock upon which this research is built. Their contribution and participation have played a pivotal
role in generating the data necessary for our analysis, ultimately enriching the quality and validity of
this study. Their willingness to share their experiences and insights has been a crucial help in
advancing our understanding of the complex relationship between academic demands and student
wellbeing.
 CURRICULUM VITAE

PERSONAL DATA

Name: Camille Kaye A. Yañez

Age: 15

Date of Birth: June 15, 2007

Place of Birth: Bara-as, Iligan City

Sex: Female

Religion: Roman Catholic

Nationality: Filipino

Address: Purok 4, Ceanuri Subdivision, Barangay Tomas Cabili, Iligan City

Phone Number: 09918951123

E-mail: camillekyanez@gmail.com

EDUCATIONAL BACKGROUND

Level School Address

Kindergarten South 1-A Central School 10th East, Rosario Heights,
Iligan, Lanao del Norte
Elementary South 1-A Central School 10th East, Rosario Heights,
Iligan, Lanao del Norte

Junior High School Iligan City National High Gen. Wood Street, Corner
School Roxas Avenue, Brgy.
Mahayahay, Iligan City, 9200
Lanao del Norte

ACADEMIC ACHIEVEMENT

Level Achievement
Elementary Honor Student
Junior High School Honor Student

PERSONAL DATA

Name: Norhainie O. Saidomar

Age: 15

Date of Birth: October 26, 2007

Place of Birth: Sandor, Baloi Lanao Del Norte

Sex: Female

Religion: Islam

Nationality: Filipino

Address: Purok 9, Tambacan Iligan City

Phone Number: 09308312422

E-mail: norhainieorintar26@gmail.com

EDUCATIONAL BACKGROUND

Level School Address

Kindergarten Tambacan Elementary School Purok 9, Tambacan Iligan Ctiy
Elementary Tambacan Elementary School Purok 9, Tambacan Iligan City
Junior High School Iligan City National High Gen. Wood Street, Corner
School Roxas Avenue, Brgy.
Mahayahay, Iligan City, 9200
Lanao del Norte

ACADEMIC ACHIEVEMENT

Level Achievement
Elementary Conduct Award Honor Student
Junior High School Honor Student
PERSONAL DATA

Name: Rachel Jane A. Caballero

Age: 15

Date of Birth: October 26, 2007

Place of Birth: Tibanga, Iligan City

Sex: Female

Religion: Catholic

Nationality: Filipino

Address: Purok 10, Roosevelt Saray, Iligan City

Phone Number: 09268265549

E-mail: racheljanecaballero114@gmail.com

EDUCATIONAL BACKGROUND

Level School Address

Kindergarten North Central School Tibanga, Iligan City
Elementary Iligan City Central School Roxas Ave, Brgy. Mahayahay,
Iligan City, 9200 Lanao del
Norte
Junior High School Iligan City National High Gen. Wood Street, Corner
School Roxas Avenue, Brgy.
Mahayahay, Iligan City, 9200
Lanao del Norte

ACADEMIC ACHIEVEMENT

Level Achievement
Elementary Honor Student
Junior High School Honor Student
PERSONAL DATA

Name: Johannah B. Ibrahim

Age: 18

Date of Birth: October 9, 2004

Place of Birth: Saudi Arabia

Sex: Female

Religion: Islam

Nationality: Filipino

Address: Purok Adelfa West, Mahayahay, Iligan City

Phone Number: 09105155065

E-mail: johanahibrahim123@gmail.com

EDUCATIONAL BACKGROUND

Level School Address

Kindergarten Jeddah Educational Jeddah, Saudi Arabia
Foundation School
Elementary Iligan City Central School Roxas Ave, Brgy.
Mahayahay, Iligan City,
9200 Lanao del Norte
Junior High School Iligan City National High Gen. Wood Street, Corner
School Roxas Avenue, Brgy.
Mahayahay, Iligan City,
9200 Lanao del Norte

ACADEMIC ACHIEVEMENT

Level Achievement
Elementary Meritorious Award
Junior High School Honor Student
PERSONAL DATA

Name: Amer Hassan M. Mangray

Age: 17

Date of Birth: August 2, 2005

Place of Birth: Cainta, Rizal

Sex: Male

Religion: Islam

Nationality: Filipino

Address: Prk Lakambini 2, Tubod Iligan City

Phone Number: 09078681304

E-mail: mangray891@gmail.com

EDUCATIONAL BACKGROUND

Level School Address

Kindergarten South 1-A Central School 10th East, Rosario Heights,
Iligan, Lanao del Norte
Elementary South 1-A Central School 10th East, Rosario Heights,
Iligan, Lanao del Norte

Junior High School Iligan City National High Gen. Wood Street, Corner
School Roxas Avenue, Brgy.
Mahayahay, Iligan City, 9200
Lanao del Norte

ACADEMIC ACHIEVEMENT

Level Achievement
Elementary Most Loyal, Honor Student
Junior High School Honor Student