Final
Final
Final
RIZAL
Practical Research 1
Ms. Elyssa Marie Daton
APPROVAL SHEET
Titled
First and foremost, we thank God for guiding us in our research and leading us to the
right path where we learned that imperfection is normal, as well as for showering us with
knowledge and understanding for us to keep going even through the ups and downs of our
research.
We would like to express our deepest gratitude to our research teacher, Ms. Elyssa Daton,
for being patient, understanding, and giving us all of the right and logical constructive criticism
that could genuinely enhance the quality of our paper. We could not have done this without you.
We also want to express our appreciation to our panelists. We appreciate your honest
assessment and telling us what we could do to improve ourselves and our final output.
Lastly, we also thank our adviser, Ms. Regine Ambat, for being the caring and supportive
teacher that she is. You taught us to continue through hard times, so we extend our deepest
ABSTRACT …………………………………………………………………………………1
INTRODUCTION …………………………………………………………………………2
METHODOLOGY …………………………………………………………………………6-9
REFERENCES ……………………………………………………………………………..19
APPENDICES ………………………………………………………………………………21
This study explored the importance of the study habits and lifestyle of top academic achievers in
maintaining their grades, particularly students from the STEM strand who are currently living in
Rizal. In this context, the study mapped the perceived (1) motivation of these students, (2) the
influence of their academic preparation on their overall performance, (3) habits they often avoid
to get distracted from studying, (4) other social activities that help them balance their lives, and
(5) how they deal with failures. We conducted an open-ended survey with the top academic
performers to answer some questions and discuss how they maintain their high marks despite the
different circumstances each achiever faces. The survey showed that high academic achievers
frequently exhibit better levels of drive, self-control, and enthusiasm for learning. Strong study
habits, such as goal-setting, task prioritization, organization, and concentration, are also
displayed by these people. This study concluded that proper and well established habits result in
better overall academic performance. In line with that, this study also showed the importance of
Keywords: STEM students, top academic achievers, motivation, habits, dealing with academic
failures, balanced lifestyle, mental well-being
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II. INTRODUCTION
Academic institutions, such as schools and colleges, always aim to educate their students
through not only lectures but also assessments related to those lectures. Examinations,
worksheets, assignments, and recitations all serve to assess a student’s total understanding with
regards to the specific topics that they study. However, this type of work can overwhelm a
student and lead to negative effects on their mental state, such as increased pressure, anxiety, and
stress. According to Rahiem et al. (2021), the pressure and stress that schools impose on students
have an effect on their abilities. In other words, their mental state is directly proportional to their
capability to perform their tasks. The Hobsons and Hanover survey of 2021 revealed that
students face a variety of challenges, particularly amidst the pandemic. However, there are still
students who excel in their academic performance despite the immense workload and stress that
schools impose. In turn, the researchers would like to investigate the phenomenon of how
achieving students still perform more proficient than other students, more specifically within the
A survey (Kelly et al., 2021) revealed the relationship between the pandemic and
students’ mental state and academic performance. It was revealed that there were numerous
negative impacts; however, the reasoning was never discussed or only vaguely mentioned.
Similarly, a study conducted on achieving students (Mohta et al., 2021) revealed the struggles
that achieving students face, specifically the lack of academic stimulation, difficulty creating
relationships, being ensnared in an environment with high expectations for that student, and
often struggling with anxiety. This would pose problems when conducting this research further,
as it is important to know how these students cope with these problems in order to fully
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understand the reasoning behind their habits. The majority of the related literature gathered
mostly tackles the habits themselves, but not the rationale behind them. It is something that must
be investigated further, as it could reveal other factors to take into account while further studying
this phenomenon.
There are general agreements from teachers that study habits and attitudes have a big
that a student with good study habits and discipline will most likely have a good academic record
at all levels of education. Having good study habits and discipline is important for one's success
because, from there, one can gauge a student's interaction with and response to special activities,
extracurricular activities, and more. According to Moriarty, M. (2021) High achieving students
are defined as students who consistently perform at a high level academically, often earning top
grades, participating in advanced coursework or programmes, and receiving recognition for their
achievements. It is said that a student with good discipline and study habits, such as a high
achiever, will set a time when they can do an activity at their most productive time. The most
productive time is when they feel productive after balancing their personal lifestyle.
The implication is that research should not be regarded as a static concept but rather as
an active process by which knowledge or learning is acquired. A student will study for a variety
recognition. studies as a way of achieving his or her long-term goals, to satisfy a natural longing
to learn knowledge for its own sake, or even to avoid punishment. Whatever his or her motives
for learning, he or she must have a desire to learn and a strong will to succeed, or a desire to
obtain knowledge. As a result, the research method must involve the student personally
activating the system. As Mace (1968) points out, “study is the key to success.” Self-directed
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learning is not to say that the learner should be left on his or her own. Instruments in his or her
quest for knowledge or guidance on study techniques should not be made available to him or her
This research could be a solution to the knowledge gap as it investigates the habits of
these students in much more detail. It investigates their habits, mental state, past and current
experiences, capabilities in and out of school, and the methods they use during lessons and
schoolwork. These could be recognized as valuable data as they are qualities that students
possess that affect how they learn. Acknowledging the various factors that students have and/or
undergo would be essential information in understanding these students’ ideologies about their
academics, their priorities in their subjects, how it affects their academic credit and performance,
and how it affects their proficiency overall. While it is important to support all students, studying
high achievers has several benefits. According to Beuke C. (2011), high achievers can serve as
role models for other students, demonstrating the possibilities and rewards of academic success.
Another related study conducted by Mind Tools Content Tools (n.d.) states that high achievers
may be more likely to pursue advanced education and careers, making them an important group
to study in terms of their potential contributions to society. Their personal lives must be taken
into account when investigating how they behave, as it would be insufficient to only gather data
on their performance if this field of research aims to further investigate the means and methods
of these students and how they compare to those who achieve less than they do.
The goals of this study are to (1) determine what distinguishes high achievers from other
students, (2) identify the methods and techniques used by top achievers to keep their grades, and
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(3) identify the difficulties that high achievers face and how they overcome them. This study also
seeks to provide answers to the following questions: (1) What are the routines that top academic
students follow to maintain their grades? (2) How do top academic students manage the different
academic challenges presented to them? (3) What are the motivations of top achiever students to
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IV. METHODOLOGY
A. RESEARCH DESIGN
The phenomenology research design was used in this qualitative study. Phenomenology
is a field of study that focuses on and investigates how an individual experiences a particular
phenomenon. In addition to this, it provides researchers with the opportunity to take part in
adaptable activities that can describe and contribute to the understanding of complex phenomena,
such as the many different aspects of the human social experience (Alhazmi & Kaufmann, 2019).
Given that the purpose of our study is to learn about the routines of high achievers as well as the
strategies and methods that contribute to their success, this kind of research design would be
appropriate to use.
In order to receive the most accurate and substantial responses that are in line with our
research objectives, the participant must be a top academic achiever in a STEM field who resides
in Rizal. Therefore, the sampling method used for this study was a purposive sampling method.
This is done through the employment of criteria that have been created.
The selection of participants for our study was based on the outlined criteria.
● Students residing in Rizal that are currently enrolled in Senior High School (SHS)
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C. INSTRUMENT USED
Upon approval to conduct the study, the researchers administered survey questionnaires
for data gathering. The instrument used in the study was prepared by the researchers using
several open-ended questions aligned with the said objectives, and the problems of the study
were formulated for the respondents to answer via Google Forms. The questionnaire includes
demographic questions that seek to know the name and their preferred type of interview. The
total number of questions used was 11 in total. It aims to learn the following: (1) the motivation
of these students; (2) the influence of their academic preparation on their overall performance;
(3) habits they often avoid to get distracted from studying; (4) other social activities that help
them balance their lives; and (5) how they deal with failures.
A letter addressed to the Principal, Vice Principal, HUMMS Coordinator, and Research
Adviser of La Salle College Antipolo, was secured prior to the study. Upon approval, the
selection of participants who fit our given criteria was initiated. Consent letters were sent to their
respective Google addresses. Selected respondents who chose to participate were asked to sign
the consent letter as permission to voluntarily be part of the study. Those who opted not to
Upon receiving the signatures and completion of approvals, the 10 target participants
were identified and proceeded to answer open-ended survey questions that were sent and
provided by the researchers with the use of Google Forms. Respondents were given 7 days to
complete the survey. Due to the participants' understandably hectic schedules, the researchers
also had difficulty getting all the necessary responses immediately. In spite of this, the
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researchers made an effort to collect the required number of survey responses. In order to make
sure that all of the study's key topics were covered and examined, researchers arranged the data
after replies had been completed using a table that was divided by domain, theme, description,
and example verbatim response. Each researcher was tasked with organizing and analyzing the
information obtained in a particular domain. After the table was completed, the researchers
performed a second level of analysis to check the accuracy and authenticity of the data.
The researchers conducted a meticulous data analysis using thematic analysis to gain a
deeper understanding of the habits and lifestyles of the 11th grade STEM students. The data
analysis began with the coding and categorization of the open-ended responses to observe the
repeating themes and patterns. Coding was done by the researchers to ensure objectivity and a
of texts, such as an interview or transcripts. The researcher closely examines the data to identify
common themes, topics, ideas, and patterns of meaning that come up repeatedly. This was used
in this study as it is more fitting since the study was all about knowing the patterns and repeated
E. ETHICAL CONSIDERATIONS
Prior to this study, consent letters were distributed to the respondents and sent to their
provided Google address. Upon confirmation, an open-ended survey was conducted via Google
Forms. The online survey has been utilized for protection and safety, as well as for the
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convenience of the student researchers and the participants, making the study more feasible
despite the Covid19 health restrictions and the limited time given. For the sake of confidentiality,
the real names and other personal information of the respondents will not be disclosed. Only
researchers can access the data, and all information will be used for academic purposes only.
The following domains and themes are about the experiences and lifestyles of the top academic
Domain 1: Reasons Influence of the Majority of the “My family, dreams, and the
why they are People Around participants pressure from everyone
classified as top Them stated that their around me.”
academic students family serves as
an important role “My future, my friends &
This domain refers to as the motivation family, and money.”
the reasons as to what of their studies
motivates them to “So that my parents will be
study hard under the proud of me.”
STEM strand.
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Domain 2: Activities Relaxing/Restin Some “I always find time to relax,
they engage in to g participants especially when I feel
balance their mentioned that exhausted.”
lifestyle and studies not doing
anything at all “I always remind myself that
This domain refers to after doing any taking a break from time to
the activities they opt activities help time is an important part of
to do that help them them retain their working or studying.”
in maintaining a focus and keep
healthy lifestyle. their minds fresh. “Whenever I run out of
energy to do school stuff, I
immediately stop because I
know that forcing myself to
continue is not gonna end up
good. “
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Domain 3: Academic Studying in The participants “Study in advance and do
Habits and Advance stumbled upon school work ahead of time to
Preparation that studying avoid cramming.”
ahead of time and
This domain focuses being prepared at “Always prepare for what’s
on establishing all times had an to come.”
effective study impact on their
methods to assist performance. “Studying before a test.”
students in achieving
high test and quiz
scores and
performing well in
class. It can also help
to reduce the amount
of time spent
studying and make
learning more
comfortable and
enjoyable.
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Being attentive Participants “Be active in school
and efficient pointed out that particularly during
through making paying attention, recitations and give enough
good use of participating in effort to your performance
one’s time class, and making tasks.”
the best possible
use of time “Some consistent habits I
helped them currently follow in order to
reduce maintain my grades are
procrastination avoiding any distractions,
and boost staying focused, being
productivity. organized, and avoiding
piling up activities so as not
to cram it.”
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Domain 5: Dealing Acceptance Some of the “Accept it and then learn
with academic participants from it so that the next time
failures simply accept you face these tasks, you
their poor grade know how to finish them
This domain refers to and resolve to properly.”
the experiences of the perform better in
participants to the future.
overcome and also to “By accepting the result and
cope up with failures learning from it. Using it as
in their academics a motivation to do better
next time.”
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Self-Reflection Some of the “I let myself have time to
participants take accept the fact that I failed
their time to for like an hour and after
reflect before that, I'll continue with my
they overcome life.”
their failures.
“I don’t dwell much on
academic failures because
for me, that’s normal. I may
sometimes feel down or
disappointed but I always
remind myself that there will
always be times where I’ll
fail but that doesn’t mean I
won’t get back up because
there’s always room for
improvement. I deal with it
by accepting, reflecting, and
doing better the next time.”
The people around top academic students can have a significant impact on their academic
and personal growth. Family members have a crucial role to play in creating a conducive
environment at home and providing support to the students. Friends can also influence academic
performance and should be chosen wisely. Additionally, teachers, mentors, and role models can
provide guidance, motivation, and inspiration to these students. Overall, a positive and
supportive network can contribute to the success of top academic students. All of these were
explained in domain 1.
In domain 2, top students have developed effective strategies for balancing their
academic and personal lives. They prioritize their studies while also making time for hobbies,
exercise, and social events. They maintain a schedule and set realistic goals, using time
management skills to stay organized and meet deadlines. Balancing these activities allows them
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to maintain a well-rounded life and reduce stress. Top students understand the importance of a
healthy work-life balance and make it a priority in their daily routine. By following these
practices, they are able to achieve academic excellence while also enjoying their personal lives.
These students are organized, disciplined, and prioritize their time and efforts effectively.
They also have a strong work ethic and are consistent in their efforts, regularly reviewing and
practicing what they learn, as mentioned in the domain 3. In addition, they maintain a growth
mindset, always seeking ways to improve and learn more. Lastly, top students are proactive in
seeking resources and support when needed, including seeking guidance from mentors and
educators. Developing these academic habits and preparation strategies can help any student
These refrained habits made by the top academic students are often characterized by an
over-focus on academic performance and neglect of self-care and outside interests. Top students
can overcome these challenges by seeking support from peers, mentors or counselors, taking
breaks regularly, engaging in self-reflection, setting achievable goals, and establishing a healthy
work-life balance. By understanding the importance of self-care and balance, top students can
avoid underperformance and achieve long-term success in both their academic and personal
lives. (Domain 4)
And lastly in domain 5, it showed that top students deal with academic failures in a
mature and constructive manner. They tend to view failures as opportunities for growth and
learning, rather than as setbacks. They confront their mistakes and use them as opportunities to
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identify areas of weakness and improve. Additionally, they seek assistance, advice, and guidance
from mentors or instructors to better understand their failures and develop strategies for success.
Top students also maintain a goal-oriented mindset and stay focused on achieving their academic
objectives despite setbacks. In the end, their resilience and determination enable them to rise
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VI. CONCLUSION & RECOMMENDATIONS
of success in life. Top academic achievers are those students who excel academically, often
achieving high grades, test scores, and other academic accolades. This research paper has
explored the academic and personal characteristics, study habits, and motivation of top academic
The findings of this research paper suggest that top academic achievers exhibit several
common characteristics. Firstly, they tend to be highly intelligent, with above-average cognitive
abilities and academic aptitude. This supports previous research that suggests that intelligence is
a key factor in academic success (Gottfredson, 1997). Secondly, top academic achievers tend to
This supports the self-determination theory, which suggests that intrinsic motivation is an
important factor in academic achievement (Deci & Ryan, 2000). Finally, top academic achievers
tend to have strong study habits, including effective time management skills, organization, and
discipline. This supports previous research that suggests that effective study habits are critical for
In addition to these common characteristics, this research paper has also identified some
individual differences among top academic achievers. For example, some top academic achievers
are highly social and outgoing, while others are more introverted and prefer to work
independently. Similarly, some top academic achievers are highly self-confident and assertive,
while others are more modest and humble. These individual differences suggest that top
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academic achievement is not only a function of intelligence, motivation, and study habits but
The findings of this research paper have several implications for parents and students.
Firstly, parents can use the findings to better support their children's academic success. For
example, they can provide a supportive home environment that encourages academic
achievement as well as resources and opportunities for enrichment. Finally, students themselves
can use the findings to better understand their own strengths and weaknesses and develop
These are some recommendations that future researchers can refer to when studying
similar studies like this. Future researchers should consider using a mixed-methods approach to
gather the richest data possible.considering using a mixed-methods approach to gather the richest
data possible. This could include quantitative surveys, qualitative interviews, and direct
observation of top academic achievers in natural settings. The support system of top academic
achievers may play a crucial role in their success. Future researchers should consider surveying
parents and teachers to gain insight into the role that family and school play in high achievement.
Technology has transformed the way students learn and study. Future researchers should explore
how top academic achievers use technology and how it has affected their approach to academic
success. By understanding the study habits of top students, we can empower all students to strive
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VII. REFERENCES
https://insights.gostudent.org/en/4-common-struggles-of-high-performing-students
Abdulrahman, K. a. B., Khalaf, A. T., Abbas, F. B. B., & Alanazi, O. T. (2021). Study Habits of
Highly Effective Medical Students. Advances in Medical Education and Practice, Volume
Bainbridge, C. (2021). Differences Between Academic High Achievers and Gifted Students.
Barton, D. & Elevate Education. (2016, November 11). Three Things Top Performing Students
https://www.kqed.org/mindshift/46951/three-things-top-performing-students-know-that-t
heir-peers-miss
Beuke, C., [Carl Beuke, Ph.D.]. (2011, October 19). How Do High Achievers Really Think?
https://www.psychologytoday.com/us/blog/youre-hired/201110/how-do-high-achievers-re
ally-think
Burns, R., & Dobson, C. B. (1984). Study habits and attitudes. In Study habits and attitudes.
https://doi.org/10.1007/978-94-011-6279-1_21
Mahlangu, T., & Fraser, W. D. (2017). The academic experiences of Grade 12 top achievers in
Moriarty, M. (2021, December 15). What We Can Learn from High Achievers. Michael Moriarty.
https://www.michaelmoriarty.ie/what-we-can-learn-from-high-achievers/
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Rahiem, M. D. H. (2021). Remaining motivated despite the limitations: University students’
learning propensity during the COVID-19 pandemic. Children and Youth Services
https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=
8&ved=0CAMQw7AJahcKEwjA4uTajpz9AhUAAAAAHQAAAAAQAw&url=https%3
A%2F%2Ffiles.eric.ed.gov%2Ffulltext%2FEJ1097402.pdf&psig=AOvVaw1_LkxfHym7
M0_2Jkipwj90&ust=1676706574505969
Survey Reveals Students Struggling with Academics During Pandemic -- Campus Technology.
https://campustechnology.com/articles/2021/02/09/survey-reveals-students-struggling-wit
h-academics-during-pandemic.aspx
Tus, J. (2020). The Influence of Study Attitudes and Study Habits on the Academic Performance
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VIII. APPENDICES
APPENDIX A
1. How will you describe the current difficulty level of your education so far?
4. Besides studying, what are the things you do most of the time?
5. How do you still find time to balance your social life with your academics?
6. What are the consistent habits that you currently follow in order to maintain your grades?
7. What are the academic preparations that you do during exams, quizzes and activities?
10. What are the habits you refrain from doing that will result in your underperformance in
school?
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APPENDIX B
B. CONSENT LETTER
To the participants:
Read this consent form and ask questions and clarifications before you decide to participate in
this study or not. You are also free to ask questions during your participation in this research.
Project Information
Research Title: THE STUDY HABITS AND LIFESTYLE OF TOP STEM ACADEMIC
ACHIEVERS IN RIZAL
There are five different tracks within the K–12 Senior High School (SHS) programme:
academic, arts and design, sports, and technical vocational. Since La Salle College Antipolo only
has a few tracks, our research will only focus on the academic track, which is Science,
Technology, Engineering, and Math (STEM). The goal of this research is to gain a deeper
understanding of the behaviors, routines, and methods used by high achievers. This is done with
the goal of learning how high achievers deal with the pressures that are placed on them by their
schools as well as how they maintain a healthy balance between their personal lives and their
academics.
This study seeks to answer the following questions: (1) What are the routines top academic
students follow to maintain their grades? (2) How do top academic students manage different
academic challenges presented to them?
2. PROCEDURES
As a participant in this study, you will be asked to attend an online interview via Zoom or
answer questionnaires via Google Forms during the time that is the most convenient for you on
April 14, 2023. You may decide what date you want to conduct the interview. Prior to the
interview, the researcher will provide you with a set of questions related to our research for you
to answer. During the interview, the researcher will ask you about your experiences on the topic,
as well as any challenges you may have encountered. Again, you may opt to have the online
interview through Zoom meeting or answer the questionnaires via Google Forms on Friday,
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April 14, 2023, within your desired time or in your free time, and will last for approximately
[10-15 mins]. Please feel free to ask any questions you may have during the interview. Thank you
for your participation in this study.
4. POSSIBLE BENEFITS
The findings of this research will benefit your co-students in formulating better study
habits and help them also by learning how to balance their studies to their social lives. This
study will not only be useful for Senior High School students, but also those under the K-12
curriculum as well. By taking part in this research, you are able to help other students
strengthen their foundation and develop a sense of discipline toward their study routines that
they can also use in college.
5. FINANCIAL CONSIDERATIONS
No amount will be required for you during your participation in this study.
6. CONFIDENTIALITY
Your identity in this study will be treated with the utmost confidentiality. The results will
be published for academic purposes only. However, any data obtained due to your participation
in this study may be checked by the research adviser, the people conducting this study, or the
research panelists.
7. TERMINATION
You are free to choose whether or not to participate in this study. There will be no
penalty if you choose not to participate. You may withdraw from your participation at any time
without penalty.
9. AUTHORIZATION
I have read and understood this consent form, and I volunteer to participate in this
research study. I understand that I will receive a copy of this form. I voluntarily choose to
participate, but I understand that my consent does not take away any legal rights in the case of
negligence or other legal faults by anyone involved in this study. I further understand that
nothing in this consent form is intended to replace any applicable laws.
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Participant’s Signature Over Printed Name and Date
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APPENDIX C
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IX. CURRICULUM VITAE
Address: Happy Homes Corner Yakal Street Brgy, San Vicente Angono,
Rizal
PERSONAL DATA:
Age: 18
Sex: Mae
Height: 175 cm
Weight: 62 kg
Citizenship: Filipino
Occupation: Student
EDUCATIONAL BACKGROUND
Pre-School & Primary School: Gingergrace Academe and Angono Private High School
Elementary Department
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Middle School: Angono Private High School
Address: Blk 6 Lot 14 Simeon lacson St. Gloria Heights Brgy. Dalig
Email Address:kurthandrew.dizon@lsca.edu.ph
PERSONAL DATA:
Age: 17
Sex: Male
Height: 164 cm
Weight: 90kg
Citizenship: Filipino
Occupation: Student
EDUCATIONAL BACKGROUND
Primary School & Middle school: Rich Golden Shower Montessori Center
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Secondary School: La Salle College Antipolo
PERSONAL DATA:
Age: 17
Sex: Male
Height: 165 cm
Weight: 55 kg
Citizenship: Filipino
Occupation: Student
EDUCATIONAL BACKGROUND
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Name: Earl John M. Tudas
PERSONAL DATA:
Age: 17
Sex: Male
Height: 172 cm
Weight: 68 kg
Citizenship: Filipino
Occupation: Student
EDUCATIONAL BACKGROUND
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Name: Marie Therese Suarez
Address: Blk 11 Lot 26 Guyabano St. Town and Country Heights Brgy.
PERSONAL DATA:
Age: 17
Sex: Female
Height: 149 cm
Weight: 40kg
Citizenship: Filipino
Occupation: Student
EDUCATIONAL BACKGROUND
Middle School: Sumulong Memorial High School and Lasalle College Antipolo
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