CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Education policy documents in many different countries promotes the use of

ICT/CSS in teaching and learning wherein they aim to enhance the development of 21st

century skills of the students nowadays. We all know that technology has changed the

way teachers present information; therefore, students are learning and studying

differently. In fact, an increasing each year, and among this is in the field of Computer

System Servicing.

Information Technology course is very well known all over the world and has a

huge demand in many different countries. At the heart of Computer System Servicing

(CSS) is applied and specialized subject specifically for the development of the skills of

the students in computer. Every Grade 11 student is expected to learn and gather these

CSS skills for them to be competitive in the computer field. However, their ability to

grasp the meaning of any CSS task is not directly affect their performance of TekSquad

Institute of Information Technology students in CSS subjects.

Though, attaining a degree in Computer System Servicing NC II in Information

Technology is not an easy to pass through, because from rigid exhausting school

requirements, a student needs to survive the world of configuring DHCP, DNS, QOS,

MAC Filtering, etc., creating and using system image, installing and using anti-virus,

registry cleaner, disk defragmentation, creating and using system restore, assembling

different computer parts, and other problems which requires massive skills in CSS. As

such, a student in Computer System Servicing in Information Technology is expected

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not only to have a good computer capability but also the correct manner and

commitment to learn.

Students have dissimilar learning strategies that are reflected in different

academic strengths, weaknesses, skills, and well-being. Given the almost limitless range

of job description within Information Technology in general, it is safe to say that a

student with every possible learning strategy has the possibility to succeed as an IT

admin or manager or system analyst. They may not be equally likely to succeed in

computer school, however, since they respond differently to different instructional

approaches and the predominant mode of instruction favors, some learning styles to

others.

According to the Republic Act No. 10175 Section 2,

“the State recognizes the importance of providing an
environment conducive to the development, acceleration, and rational
application and exploitation of information and communications
technology (ICT) to attain free, easy, and intelligible access to
exchange and/or delivery of information; and the need to protect and
safeguard and integrity of computer, computer and communication
systems, networks, and databases, and the confidentiality, integrity
and availability of information and data stored therein, from all forms
of misuse, abuse, and illegal access by making punishable under the
law such conduct or conducts. In this light, the State shall adopt
sufficient powers to effectively prevent and combat such offenses by
facilitating their detection, investigation, and prosecution at both the
domestic and international levels, and by providing arrangements for
last and reliable international cooperation,”

Therefore, we have the right to access easily the world of internet or computer to

improve the students’ skills in CSS strand.

For the purpose of the present research, we are mainly interested in learning

outcomes related to 21st century skills. In fact, according to the research paper of Law &

Chow (2008b) conducted at the system level, an exploration of the possible relationships

between the pedagogical orientation of the teachers’ ICT-using practices and their

perceptions of the impact of ICT-use on their students. To find out the factors affecting

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the skills in Computer System Servicing (CSS) of the students, a better and stronger

methodological approach, multilevel analysis, is employed and the findings are reported

in this paper.

BACKGROUND OF THE STUDY

There are many factors that can affect the improvement of skills of the students

in Computer System Servicing strand. The purpose of this paper is to identify and

examine frequently occurring factors affecting the students’ skills. The following were the

objectives of this study: 1.) To determine the level of study habits of CSS students at the

TekSquad Institute of Information Technology-Pinugay and Kaban Campus for the

school year 2018-2019; 2.) To determine the level of attitude of CSS students towards

Computer System Servicing NC II subject; 3.) to determine the level of teaching

competence of CSS instructors at the TekSquad Institute of Information Technology-

Pinugay and Kaban Campus in terms of commitment, knowledge of the subject and

teaching for independent learning; 4.) To determine the passing rate of CSS students in

their Computer System Servicing NC II subjects; 5.) To determine if there is a significant

relationship between the level of study habits and the passing rate of CSS students in

Computer System Servicing NC II subjects; 6.) To determine if there is a relationship

between the level of attitude and the passing rate of CSS students, and; 7.) To

determine if there is a significant relationship between the level of teaching level and

passing rate of CSS students.

We will determine the level of study habits of the students to know how does the

students’ study habits affect the improvement of their skills. We can adjudicate the

factors whether it is in a positive or negative, this objective will be discussed and

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explained in this paper. Second, we’ll going to report how does the level of attitude

affects the improvement of skills of the students, or we’ll study their behavior. We also

want to know how the instructor(s) of CSS teach their students, how they manage to

teach the students of TekSquad Institute of Information Technology with all their

commitment, to measure their knowledge and how they teach to learn from themselves,

& we’ll study the grades of the students in Computer System Servicing NC II subject.

Determining if there is a significant relationship between the level of study habits and the

passing rate of Computer System Servicing students is one of our objective that we think

that’s one of the factors that some students of TekSquad Institute of Information

Technology may be failed to achieve a passing grade because of their way of studying,

for example, one student is good or excellent in Math subject but other students are not

interested, but in other subjects, they are excelling or more interested. Because of that

different interest in studying, it may cause their focus in only one subject that they only

want to learn. In this factor, we want to know where does the students having difficulties

in the way they study, and to know what things interrupt their interest. We want to help

them to understand and to have an interest not only to one subject but also to others.

We will try to find out how the attitude of the students affect their grades. Our last

objective is we’re going to study or report how does the level of teaching competence of

the Computer System Servicing instructors affect the passing rate or grades of the

students and how it affects their skills.

Studying the different factors that affects the improvement of skills of the

students’ in Computer System Servicing may help us or guide us as students to know

what are those strengths, weaknesses or limitations that we have. Some practical

studies are carried out to investigate factors affecting the senior high school students’

performance of TekSquad Institute of Information Technology. The focus of this research

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is that students’ performance intermediate examination is linked with students’ outline

consisted of their approach towards communication, learning facilities, improving of skills

and proper guidance. The research is based on student profile developed on the bases

of information and data collected through assessment from a group of Computer System

Servicing students.

In line with this, this research was conducted to determine the factors that

affect the improvement of skills or performance of the Computer System Servicing

students which may consequently help the students. This study may benefit the students

by allowing them to understand better the factors that can affect their academic

performance. They may be able to improve their academic performance with the findings

that are established by this study. A qualitative-descriptive design was utilized. Self-

reporting questionnaire was the main method used for data gathering.

By means of studying those different kinds of factors, we will know how we improve our

individual skills in Computer System Servicing. By conducting some hypothesis we will

know the problems of the CSS students of TekSquad Institute of information

Technology, specifically the Grade 11 students. The findings of this study coincide to a

large extent with the results of many other studies of classroom practice. The conclusion

or the solution to the problem will be discussed, reported, and explained in this study or

research paper.

SETTING OF THE STUDY

The study will be conducted at TekSquad Institute of Information Technology –

Pinugay Campus and Kaban Campus. We will be selecting thirty (30) Grade 11 CSS

students. The mentioned school is located at Brgy. Pinugay, Baras, Rizal. TekSquad

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Institute of Information Technology is a Technical Vocational Institution which undertake

specialized training activities for accredited programs such as Computer System

Servicing NC II, Bookkeeping NC III and many more. They aim to serve the communities

by providing an Industry-class IT Education and Training through socialized education

programs.

We conduct this research in this school because our topic suits their education

curriculum so we will finish this study easily.

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VICINITY MAP

Figure 1. Vicinity Map of TekSquad Institute of Information Technology

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THEORETICAL FRAMEWORK

This study was based on the Abraham Maslow’s Theory on Hierarchy of Needs.

This refers to the theories of human developmental psychology, some of which focus on

describing the stages of growth in humans. The theory includes the self-actualization,

esteem, love/belonging, safety, and physiological. Maslow subsequently extended the idea

to include his observations of humans' innate curiosity. His theories parallel many other

theories of human developmental psychology, some of which focus on describing the stages

of growth in humans. He then decided to create a classification system which reflected the

universal needs of society as its base and then proceeding to more acquired emotions.

Self-actualization relates to the study because it expressing one’s creativity,

quest for spiritual enlightenment, and pursuit of knowledge, it means that if you improve

your skills in Computer System Servicing, you will become more creative to the things

you are doing with your CSS strand that’s why self-actualization is important. Maslow

describes this level as the desire to accomplish everything that one can, to become the

most that one can be. The theory also includes the esteem which it presents the typical

human desire to be accepted, respected and valued by others, meaning, if you have a

self-esteem, you can easily improve or enhance your CSS skills with strength,

competence, mastery, self-confidence, independence and freedom. The third one is the

love/belonging or social belonging, which this need is one of the important things in

improving the CSS skills of the students because if you feel loved and belonged in

society, you can improve your skills, not only for yourself but for others too. Safety

needs, one of the hierarchy of needs which is also important because in improving the

CSS skills of the students, they need to be safe in doing their tasks needed to be

accomplish in school. Lastly, the physiological needs are the physical requirements for

improving or enhancing CSS skills. If these requirements are not met, the human body

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cannot function properly and will ultimately fail. Physiological needs are thought to be the

most important.

The mentioned theory was used by the researchers because they find it very

related and very connected to the study.

DISCUSSION OF THE CONCEPTUAL FRAMEWORK

The goal of the study was to determine the factors that affect the improvement of

skills of CSS strand of Grade 11 students of TekSquad Institute of Information

Technology. This study is guided by the conceptual model which consists Input, Process

and Output together with the feedback. The input represents the name, gender,

students’ academic performance, highest educational attainment and the factors

affecting the improvement of skills in their chosen strand (CSS).

The second frame which refers to the Process is steps undertaken in the conduct

of the study.

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 CONCEPTUAL FRAMEWORK ANALYSIS MODEL

INPUT PROCESS OUTPUT

Respondents’ Profile  Availability of Action plan to determine

learning
 Name resources the factors that can affect
 Gender - computer
the improvement of skills
 Students’ laboratory
Academic - library in Computer System
Performance - classrooms
 Highest - desks and Servicing strand of Grade
Educational chairs
11 students of TekSquad
Attainment  Interviewing
 Factors affecting variables Institute of Information
the improvement - teaching
of skills in their approaches Technology.
chosen strand - lecture
(CSS) - discussion
- demonstration
- learning by
teaching
 Collection of data
through survey
questionnaires
 Analysis of data
 Interpretation of
Data

FEEDBACK

Figure 2. Conceptual Model Showing The Factors That Can Affect The
Improvement of Skills of Grade 11 Students in CSS Strand

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HYPOTHESIS OF THE STUDY

The study tested the following null hypothesis that there is no significant

difference on the factors that can affect the improvement of skills of Grade 11 CSS

students at Teksquad Institute of Information Technology in forms of sex, family income

and academic performances.

STATEMENT OF THE PROBLEM

This study aims to determine the factors that can affect the improvement of skills

of the students in Computer System Servicing of TekSquad Institute of Information

Technology. This study also investigated the kind of technology related leadership

behavior exhibited by principals, how their leadership behavior affected, and whether it

predicted, the multiple ways that technology was used throughout a school.

Specifically, this study seeks answers to the following questions:

1. What are the profiles of the respondents in terms of the following

demographic:

1.1 sex;

1.2 parent’s educational attainment;

1.3 monthly family income; and

1.4 academic performance?

2. What are the factors that can affect the improvement of skills of the

students according to the following variables:

2.1 time management

2.2 test preparation

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 2.3 reading

3. Is there a significant relationship between the extent of factors that can affect the

improvement of skills in CSS strand at Teksquad Institute of Information

Technology with respect to the cited aspects in terms of their profile?

SIGNIFICANCE OF THE STUDY

The researchers believed that the conclusion of this study has its benefits on

the different stakeholders in the subject being taught. The study will improve and develop

the compliance of respondents from the data gathered and insights elicited as a basis for

their planning, implementation and evaluation. Stakeholders include the students,

instructors, administrators and the researchers themselves.

Students – The students will achieve understanding on their case towards the subjects

and given them reference for self assessment. This study has benefits that are helpful

especially to the students because by knowing the factors on how to improve their

Computer System Servicing skills, they will know their strengths and weaknesses, and

they will enhance their skills.

Instructors – Being conscious of the circumstance of the student mindset towards

Computer System Servicing subject, the instructor would be in a better position to

recommend instructional strategies to increase the spur of the students towards CSS

subject.

Administrators – The consequence of this study will help them in preparation,

improvement and boost of CSS program which is consistent with the departments’

mission, vision, and goal.

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Researchers – The outcome of this study shall supply as baseline information for

advanced studies in order to widen knowledge about this field of study.

SCOPE AND LIMITATION OF THE STUDY

This study seeks to determine the factors that affect the students’ improvement

of skills in Computer System Servicing. This research paper will give a self-evaluation

questionnaire that is required to answer by Grade 11 students who are taking CSS

course/strand in TekSquad Institute of Information Technology regarding to the proper

way of improving the skills of every students. This study wants to know the performance

of every students in their classroom.

This study might help the students to know how will they improve their skills in

CSS, but this study has limited information – the factors included here in our study is not

overall included. Some are from our own opinions only, our only aim is to just help the

students improve their CSS skills better.

Furthermore, this study serves as the aid to be able to enhance the computer

skills of the senior high school students. But, there are some possibilities that some of

the information gathered were not perfectly detailed and efficient.

TERMINOLOGIES/DEFINITION OF TERMS

CSS – Computer System Servicing; this course is designed to develop knowledge, skills,

and attitudes of a Computer Service Technician in accordance with industry standards. It

covers basic and common competencies such as installing, maintaining, configuring,

and diagnosing computer systems and networks.

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DHCP – Dynamic Host Configuration Protocol; a protocol used to provide quick,

automatic, and central management for the distribution of IP addresses within a network.

DNS – Domain Name System; a hierarchical decentralized naming system for

computers, services, or other resources connected to the Internet or a private network.

QOS – Quality of Service; the description or measurement of the overall performance of

a service, such as a telephony or computer network or a cloud computing service,

particularly the performance seen by the users of the network.

MAC Filtering – Media Access Control Filtering; refers to a security access control

method whereby the 48-bit address assigned to each network card is used to determine

access to the network.

system analyst – a person who uses analysis and design techniques to solve business

problems using information technology.

IT Admin – a system administrator, or sysadmin, is a person who is responsible for the

upkeep, configuration, and reliable operation of computer systems; especially single-

user computers, such as servers.

Pedagogy – the art, science, or profession of teaching; (pedagogical – of or relating to

teachers or education)

ICT – Information and Communications Technology; stresses the role of unified

communications and the integration of telecommunications (telephone lines and wireless

signals), computers as well as necessary enterprise software, middleware, storage, and

audio-visual systems, which enable users to access, store, transmit, and manipulate

information.

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adjudicate – to make an official decision about who is right in dispute.

consequently – as a result; in view of the foregoing; accordingly

hypothesis – an idea or theory that is not proven but that leads to further study or

discussion.

extent – the range, distance, or space that is covered or affected by something or

included in something.

coincide – to happen at the same time as something else.

rigid – not easily changed; not willing to change opinions or behavior.

predominant – being most frequent or common

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 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

LITERATURE REVIEW

Foreign Literature

Frank Pogue (2000) did a research project to determine why students fail. What

he found to be true in the study habits survey was that more than 30 years ago still rings

true today students fail because they do not know how to study. The best advice he can

give to develop the improvement of skills of the students have socialize with the other

students or teachers to them to gain more information that may help them to study their

specific subjects.

According to Wighting MJ (2006), he studied and used a mix of method design to

determine how the use of computers in the classroom affects the sense of learning in a

community among high school students. The main objectives of his study were to study

how do high school students describe classroom community and its importance for their

learning and what are the factors student consider to be important for the development

of a sense of classroom community. The author had discussed about the student

community but the factors influencing the community was not considered.

Valentine Gill, Holloways and Bingham N. (2002) have explored the potentially

inclusionary and exclusionary implications of ICT for children through an examination of

ICT policies and practices in UK schools. Thus, those children who had access to ICT in

school but resisted on rejected the opportunities available to become technologically

literate tend to be socially excluded in future “Information Society” because without these

skills they may be unable to participate in “normal activities”.

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Local Literature

Ortinero (2000) particularly highlights the role of family and environment in

students’ acquisition of rational capacities and skills. It has been scientifically confirmed

that family upbringing, neighborhood culture and schooling experience. It is believed that

good study habits and positive attitude towards learning proven in many studies

enhance the process of learning skills, including reasoning skills. Local studies (Mega

2003, Acuna 2000, Orteza 1999) have also stressed the need forward this students to

acquire reasoning skills that would enable them to think critically to make the right

decisions claims on issues.

Krysa (1998) in his study entitled ‘Factors affecting the adoption and use of

computer technology in schools’ stated that computer training should not be limited to

teachers who teach computer but all teachers should train computer and its usage. He

points to professional development and training as a solution to successful ICT

implementation. He also reported that successful implementation of computers can only

occur if administrators offer teachers support and leadership.

According to Monico V. Jacob (2007), he stated that “…as you embarked on this

step towards enhancing your computer technology skills, you are challenged to step up

and make a difference. The power to chart the course of your students’ destiny is in your

hands.” This act of concern and benevolence from various education stakeholders

addresses the means of ushering the Filipino students to the digital age. The initiative

makes every Filipino child more globally competitive and, in turn, will drive the country

towards progress and innovation.

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 CHAPTER III

METHODOLOGY AND SOURCES OF DATA

RESEARCH DESIGN

The researchers used descriptive method of research with the survey

questionnaire as a tool or principal instrument for gathering of data.

According to Manuel and Medel (1976), descriptive research involves the

description, recording, analysis and interpretation of the present nature, composition, or

process of phenomena. The focus is on prevailing conditions, on how a person, group,

or thing behaves or functions at the time of the study.

Sanchez (1980) stated the process of descriptive research as going beyond

mere gathering and alignment of data. It involves the outfit of interpretation with the

meaning or significance of what is described. Hence, description is often combined with

comparison and contrast involving measurement, classification, interpretation and

evaluation.

The aim of this type of research is to describe the data and characteristics of the

study. Descriptive research is principally done when a researcher study better and

understands the specific topic. The details of the facts won’t be known. The existing

phenomena are not known to the persons.

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RESPONDENTS OF THE STUDY

The study considered 15 students per section of Grade 11 students of CSS

strand in TekSquad Institute of Information Technology for School Year 2018-2019. To

ensure that different sections are adequately represented in the sample. The researcher

uses satisfied sampling.

Table 1. Respondents of The Study

Section Population

11-CSS A 15

11-CSS B 15

TOTAL 30

INSTRUMENTATION

The instrumentation was utilized in first study is a researcher-made questionnaire

checklist as the main tool in gathering the data to determine the factors that can affect

the improvement of skills of CSS students of TekSquad Institute of Information

Technology S.Y. 2018-2019. The said instrument is divided into two parts, the first part is

confined on responses of Grade 11 students which deals in their personal profile

composed of sex, age, gender, students’ academic performance and highest

educational attainment. The second part is focused on the main problem of the research

which is the factors that can affect the improvement of skills of Grade 11 CSS students

of TekSquad Institute of Information Technology.

To measure the extent of learning employed by the problems, four (4) statements

for each category of learning styles are constructed. The statements begin with action

19
words and that is aligned to the subjects experiences and the subline of thinking as far

as learning styles are concerned.

The respondents were instructed to the rate each item following the given scale:

Scale Range Verbal Interpretation

5 4.01 – 5.00 Yes

4 3.01 – 4.00 Sometimes

3 2.01 – 3.00 Maybe

2 1.01 – 2.00 I Don’t Know

1 0.00 – 1.00 No

VALIDATION OF THE INSTRUMENT

This study covers the viewpoint and perception of Grade 11 CSS students in

TekSquad Institute of Information Technology on factors that can affect their

improvement of skills in Computer System Servicing strand. The instrument underwent

validation through content and face validity.

Professionals or experts in the field of research, education and teaching are

tapped for consultation to further determine the verity of the instrument. After thorough

review of the items and statements constructed, suggestions and commentaries are

given to the researchers. It is revised and finalized following formative commentaries

given by the experts.

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PROCEDURE OF THE STUDY

The study was undertaken following the standard operation procedures based on

the chart of activities after the proposal defense about the improvement of skills of the

students in TekSquad Institute of Information Technology. The researchers will develop

the questionnaire checklist based from the readings on related literature and studies.

The questionnaire was referred several times to the statistician and experts from the

field and the researchers’ thesis adviser for content validation. Their comments and

suggestions were properly recognized and acknowledge and are considered in the final

form of the instruments. The answer questionnaire was administered personally by the

researcher to the respondents after the permission to conduct the study was granted.

The questionnaire will be answered by the selected 30 respondents from Grade 11 CSS.

Revisions of the manuscript were done based on the comments and recommendation of

the member of oral examination committee. Hard bound copies of this manuscript were

submitted the final editing and revision.

STATISTICAL TREATMENT

For the analysis and interpretation of data, the following were considered

To determine the profile of student respondents, frequency , percentage and rank

distribution were used.

To determine the extent of the improvement of skills of the students of Grade 11

CSS of TekSquad Institute of Information Technology with respect to the different

categories, weighted mean was applied.

To determine the significant difference on the extent of the improvement of skill

of the students of Grade 11 CSS with respect to different categories according to their

profile, one way analysis of variance was utilized.

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 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and interpretation of

data according to the problem in study.

The Profile of the Senior High School Students in TekSquad Institute of

Information Technology in Terms of Variables

Table 2 presents the frequency, percentage and rank distribution of the

respondents’ profile in terms of the selected variable.

In terms of sex, 19 or 63.33% of them are male while the female are 11 or

36.67% total of the population of the respondents.

In terms of parents’ educational attainment, for the father’s educational

attainment 13 or 43.33% of them are High School Graduate, 10 or 33.33% of them are

Elementary Graduate, 5 or 16.67% of them are College Graduate and 2 or 6.67% of

them are NC II/TESDA Certificate Holder, for the mother’s educational attainment, 24 or

80.00% of them are High School Graduate, 4 or 13.33% of them are Elementary

Graduate, 1 or 3.33% of them are College Graduate, and lastly 1 or 3.33% of them are

NC II/TESDA Certificate Holder.

In terms of Monthly Family Income, 15 or 50.00% of the respondents belongs to

a family who earned below 10,000, 8 or 26.67% of the respondents belongs to a family

who earned 11,000 – 15,000, 6 or 20.00% of the respondents belongs to a family who

earned 16,000 – 20,000, and lastly 1 or 3.33% of the respondents belongs to a family

who earned 21,000 or above.

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 Table 2

Frequency and Percentage Distribution of the Profile of the Respondents

Sex f % RANK
Male 19 63.33 1
Female 11 36.67 2
TOTAL 30 100
Father's Educational Attainment f % RANK
College Graduate 5 16.67 3
NC II Holder/TESDA Certificate 2 6.67 4
High School Graduate 13 43.33 1
Elementary Graduate 10 33.33 2
TOTAL 30 100
Mother's Educational Attainment f % RANK
College Graduate 1 3.33 3
NC II Holder/TESDA Certificate 1 3.33 3
High School Graduate 24 80.00 1
Elementary Graduate 4 13.33 2
TOTAL 30 100
Monthly Family Income f % RANK
21,000 and above 1 3.33 4
16,000 - 20,000 6 20.00 3
11,000 - 15,000 8 26.67 2
Below 10,0000 15 50.00 1
TOTAL 30 100
Academic Performance in ICT-CSS
subject F % RANK
96 - 100 0 0.00 5
91 - 95 1 3.33 4
86 - 90 10 33.33 2
81 - 85 16 53.33 1
76 - 80 2 6.67 3
75 and below 1 3.33 4
TOTAL 100

In terms of academic performance, 16 or 53.33% of the respondents got a grade

of 81 – 85 in ICT–CSS subject, 10 or 33.33% of the respondents got a grade of 86 – 90,

2 or 6.67% of the respondents got a grade of 76 – 80, 1 or 3.33% of the respondents got

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a grade of 91 – 95, 1 or 3.33% of the respondents got a grade of 75 and below, and no

one got a grade of 96 – 100.

Extent of factors that can affect the improvement of skills of Grade 11 students in

Computer System Servicing strand at TekSquad Institute of Information Technology with

respect to time management, test preparation and reading.

The Table 3 shows the extent of factors that can affect the improvement of skills
of Grade 11 students of CSS-A and CSS-B with respect to time management.

Table 3
Computed Weighted Mean of the Extent of Factors That Can Affect the Improvement of
Skills of Grade 11 Students of CSS-A and CSS-B with respect to Time Management

CSS-B

Verbal
Time Management WX RANK
Interpretation
1. Do you spend a lot of time in
doing your activities/ home 4.00 Sometimes 3
works?
2. Does your teachers gave
exact time to do your activities, 4.00 Sometimes 3
do you do it on time to finish it?
3. Do you send a lot of time in
doing insignificant things such
as surfing internet, online 4.27 Yes 1
gaming, etc instead of doing
school activities?
4. As a student, can you
manage your time despite of
4.20 Yes 2
experiencing problems inside or
outside the school?
5. Does using gadgets distract
you to do your school activities 3.67 Sometimes 4
on time?
OVERALL WX 4.03 Yes

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 CSS-A

Verbal
Time Management WX RANK
Interpretation
1. Do you spend a lot of time in
doing your activities/ home 4.13 Yes 1
works?
2. Does your teachers gave
exact time to do your activities, 3.53 Sometimes 3
do you do it on time to finish it?
3. Do you send a lot of time in
doing insignificant things such
as surfing internet, online 4.0 Sometimes 2
gaming, etc instead of doing
school activities?
4. As a student, can you
manage your time despite of
4.0 Sometimes 2
experiencing problems inside or
outside the school?
5. Does using gadgets distract
you to do your school activities 3.07 Sometimes 4
on time?
OVERALL WX 3.75 Sometimes

As shown in table 3 item number 1 and number 2 of CSS-B had the same ranks

of three with a weighted mean of 4 and has the verbal interpretation of Sometimes. In

the other hand the CSS-A item 1 had a weighted mean of 4.13 and has a rank of 1 and

the interpretation is Yes. While item 2 had a weighted mean of 3.53 and its rank is 3 with

the interpretation of Sometimes, which the students spend a lot of time in doing activities

or home works and giving exact time doing those activities. With item number 3 in CSS-

B had a first rank which the students spend a lot of time doing insignificant things with

the weighted mean of 4.27 and with the verbal interpretation as Yes, while in CSS-A

item 3 had a rank of 2 and has a weighted mean of 4 same as item 4 in CSS-A 4 and

has a verbal interpretation of Sometimes while in CSS-B item 4 has a rank of 2 with the

weighted mean of 4.2 with interpretation of Yes which the student id doing insignificant
25
things and managing their time despite of problem. CSS-B item 5 that has a rank of 4

and has a weighted mean of 3.67, while in CSS-A has a weighted mean of 3.07 the two

has the same verbal interpretation of Sometimes, which using gadgets can distract

students doing their school activities.

The findings imply that the respondents of CSS-A and also the CSS-B, time

management and also spending a lot of time in doing insignificant things such as surfing

internet, online gaming, etc instead of doing school activities and spending a lot of time

in doing your activities/homeworks can help you to achieve what you want.

Table 4 presents factors that can affect the improvement of skills of Grade 11

students of CSS-A and CSS-B with respect to test preparation.

Table 4

Computed Weighted Mean of the Extent of Factors That Can Affect the
Improvement of Skills of Grade 11 Students of CSS-A and CSS-B with respect to Test
Preparation

CSS-A

Verbal
Test Preparation WX RANK
Interpretation

1. Are you reviewing your notes/lectures

before taking an exam? 4.27 Yes 1

2. Does reviewing helps you to get a higher score?

4.07 Yes 2
3. Does reviewing makes you bored that causes
2.93 Maybe 5
you to get lower score?
4. Do you spend your free time in reviewing than
3.40 Sometimes 4
doing something?
5. Does gadgets affect you not to review the
3.80 Sometimes 3
previous topic that have been discussed?
OVERALL WX 3.69 Sometimes

26
 CSS-B

Verbal
Test Preparation WX RANK
Interpretation

1. Are you reviewing your notes/lectures

before taking an exam? 3.87 Sometimes 3

2. Does reviewing helps you to get a higher score?

4.27 Yes 1
3. Does reviewing makes you bored that causes
3.2 Sometimes 5
you to get lower score?
4. Do you spend your free time in reviewing than
3.47 Sometimes 4
doing something?
5. Does gadgets affect you not to review the
4.00 Sometimes 2
previous topic that have been discussed?
OVERALL WX 3.76 Sometimes

As the table 4 shows, CSS-A item 1 has the rank of 1 and weighted mean of 4.27

with the verbal interpretation of Yes, while in CSS-B item 1 has the rank of 3 and has the

weighted mean of 3.87 with the verbal interview of Sometimes which the students are

reviewing their notes/lectures before exam. In item 2 which is reviewing helps you to get

a higher score in CSS-A has a weighted mean of 4.07 and the rank is 2 with the verbal

interpretation of Yes, in the other hand CSS-B has a weighted mean of 4.27 and the

rank is 1 and the verbal interpretation of Yes. Next item 3 rank as fifth of CSS-A which is

reviewing makes you bored that causes you to get lower score have 2.93 weighted

mean and verbal interpretation of maybe, while in CSS-B question 3 rank fifth which is

reviewing makes you bored that causes you to get lower score have 3.2 weighted mean

and verbal interpretation of Sometimes, number 4 of CSS-A rank as fourth which is

spending your free time in reviewing than doing something have 3.4 weighted mean and

verbal interpretation of Sometimes, on the other hand CSS-B number 4 rank as fourth

which is spending your free time in reviewing than doing something have 3.47 weighted

mean and verbal interpretation of Sometimes, In CSS-A last number 5 question ranks

27
third which is gadgets affect you not to review the previous topic that have been

discussed got 3.8 weighted mean with a verbal interpretation of sometimes, on the other

side CSS-B number 5 last question rank as second which is gadgets affect you not to

review the previous topic that have been discussed have 4 weighted mean and verbal

interpretation of Sometimes.

The findings imply that the respondents of CSS-A and also the CSS-B, test

preparation and reviewing the notes/lectures before exam can help you to got a higher

score.

Table 5 presents the factors that can affect the improvement of skills of Grade 11

students of CSS-A and CSS-B with respect to reading.

Table 5

Computed Weighted Mean of the Extent of Factors That Can Affect the
Improvement of Skills of Grade 11 Students of CSS-A and CSS-B with respect to
Reading

CSS-A

Verbal
Reading WX RANK
Interpretation

1. Does reading helps you to improve your skills?

4.67 Yes 1

2. Does listening while reading helps you to gain

4.07 Yes 3
knowledge?
3. Does reading and using other books as your
references helps you to understand more easily 4.40 Yes 4
the lesson?
4. Is reading important to us?
4.33 Yes 2
5. Do you want to write or list down the words you
have read rather than reading only and 3.73 Sometimes 5
remembering?
OVERALL WX 4.17 Yes

28
 CSS-B

Verbal
Reading WX RANK
Interpretation

1. Does reading helps you to improve your skills?

4.80 Yes 2

2. Does listening while reading helps you to gain

4.33 Yes 1
knowledge?
3. Does reading and using other books as your
references helps you to understand more easily 4.00 Sometimes 4
the lesson?
4. Is reading important to us?
4.60 Yes 3
5. Do you want to write or list down the words you
have read rather than reading only and 4.00 Sometimes 4
remembering?
OVERALL WX 4.35 Yes

As the table 5 shows, CSS-A item 1 has the rank of 1 and has the weighted

mean of 4.67 with the verbal interpretation of Yes, while in CSS-B item 1 has the rank of

2 and has the weighted mean of 4.8 with the verbal interpretation of Yes which reading

helps the students to improve their skills. In item 2 which is listening while reading helps

you to gain knowledge in CSS-A has a weighted mean of 4.07 and the rank is 3 with the

verbal interpretation of Yes, in the other hand CSS-B has a weighted mean of 4.33 and

the rank is 1 and the verbal interpretation of Yes. Next item 3 rank as 4th in CSS-A which

reading and using other books as their references helps the students to understand

more easily the lesson have 4.4 weighted mean and verbal interpretation of Yes, while in

CSS-B question 3 rank as 4 have 4 weighted mean with the verbal interpretation of

Sometimes, item of CSS-A which is reading is important to the students has a rank of 2

and has the weighted mean of 4.33 with the verbal interpretation of Yes, while in CSS-B

item 4 rank as 3rd with 4.6 weighted mean with the verbal interpretation of Yes, in the last

question which is do the students want to write or list down the words they have read

29
rather than reading only and remembering, CSS-A item 5 rank as 5 and has a weighted

mean of 3.73 with the verbal interpretation of Sometimes while CSS-B has rank 4,

weighted mean of 4 and has the verbal interpretation of Sometimes.

The findings imply that the respondents of CSS-A and also the CSS-B, reading

and using other books as their references helps them to understand more easily the

lesson and to improve their skills.

Table 6

Composite Table on the Extent of Factors That Can Affect the Improvement of Skills of

the Respondents

CSS – A

VARIABLES WX Verbal Interpretation RANK

Time Management 3.75 Sometimes 1

Test Preparation 3.69 Sometimes 3
Reading 3.72 Sometimes 2
OVERALL WX 3.72 Sometimes

CSS – B

VARIABLES WX Verbal Interpretation RANK

Time Management 4.03 Yes 2

Test Preparation 3.76 Sometimes 3
Reading 4.35 Yes 1
OVERALL WX 4.05 Yes

30
 As shown in the table 6, the Time Management in CSS-A comes first with 3.75

weighted mean and verbal interpretation of Sometimes, in CSS-B, Reading comes first

with 4.35 weighted mean and verbal interpretation of Yes, second is Reading in CSS-A

with 3.72 weighted mean, Time Management with 4.03 weighted mean in CSS-B, and

Test Preparation in third in both CSS-A and CSS-B, but has unlike weighted means –

3.69 in CSS-A and 3.76 in CSS-B.

The result indicates that the time management and reading can affect their

improvement of skills in Computer System Servicing strand.

Table 7

Computed T-values on the Significant Differences on the extent of Factors That Can

Affect the Improvement of Skills of the Respondents with Respect to Time Management

#
Computed
Respondents of GWM SD Tabular Decision Interpretation
T-value
R

CSS-A 15 3.75 0.442 T-value Fail to

No
CSS-B 15 4.03 0.223 1.253 Given: reject the
Significance
2.043 HO

As shown in the table 7, CSS-A and CSS-B are found no significant on factors

that can affect their improvement of skills in CSS strand in terms of the survey

questionnaire with respect to Time Management since the computed T-value of 1.253

did not reach the tabular T-values of 2.043.

31
 There is no significant difference on the factors that can affect their improvement

of skills with respect to Time Management. Therefore, it accepts the null hypothesis that

time management doesn’t affect the improvement of skills in CSS strand of the students.

Table 8

Computed T-values on the Significant Differences on the extent of Factors That

Can Affect the Improvement of Skills of the Respondents with Respect to Test

Preparation

#
Computed
Respondents of GWM SD Tabular Decision Interpretation
T-value
R

CSS-A 15 3.69 0.707 T-value Fail to

No
CSS-B 15 3.76 0.426 0.19 Given: reject the
Significance
2.043 HO

As shown in the table 8, CSS-A and CSS-B are found no significant on factors

that can affect their improvement of skills in CSS strand in terms of the survey

questionnaire with respect to Test Preparation since the computed T-value of 0.19 did

not reach the tabular T-values of 2.043.

There is no significant difference on the factors that can affect their improvement

of skills with respect to Test Preparation. Therefore, it accepts the null hypothesis that

test preparation doesn’t affect the improvement of skills in CSS strand of the students.

32
 Table 9

Computed T-values on the Significant Differences on the extent of Factors That

Can Affect the Improvement of Skills of the Respondents with Respect to Reading

#
Computed
Respondents of GWM SD Tabular Decision Interpretation
T-value
R

CSS-A 15 4.17 1.167 T-value Fail to

No
CSS-B 15 4.35 0.357 1.154 Given: reject the
Significance
2.043 HO

As shown in the table 8, CSS-A and CSS-B are found no significant on factors

that can affect their improvement of skills in CSS strand in terms of the survey

questionnaire with respect to Reading since the computed T-value of 1.154 did not reach

the tabular T-values of 2.043.

There is no significant difference on the factors that can affect their improvement

of skills with respect to Reading. Therefore, it accepts the null hypothesis that test

preparation doesn’t affect the improvement of skills in CSS strand of the students.

33
 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of the findings, so conclusions drawn from

the findings and the corresponding recommendations.

This study was taken to find out the factors that can affect the improvement of

skills of Grade 11 students in Computer System Servicing strand at TekSquad Institute

of Information Technology.

Summary of Findings

1. Sex

 Most of the respondents in Grade 11-CSS A and CSS-B at TekSquad

Institute of Information Technology are male with a frequency of 19 or a

percentage of 63.33%.

2. Parents’ educational attainment

 Most of the respondents’ parents are High School Graduate, in terms of

father’s educational attainment, it has a frequency of 13 or a percentage of

43.33%. In terms of mother’s educational attainment, it has a frequency of 24

or a percentage of 80.00%.

3. Monthly family income

 Most of the respondents belong to a family who earns 10,000 or below

with a frequency of 15 or a percentage of 50.00%.

4. Academic performance in ICT-CSS subject

 Most of the respondents of Grade 11 got a grade of 81 – 85 with a

frequency of 16 or a percentage of 53.33%.

34
 5. Factors affecting the improvement of skills of Grade 11 students in Computer

System Servicing strand

 In CSS-A, time management is the most common factor with a general

weighted mean of 3.75 and in CSS-B, reading is the most common with a

general weighted mean of 4.35.

6. The study tested the following null hypothesis that there is no significant

difference on the factors that can affect the improvement of skills of Grade 11

CSS students at Teksquad Institute of Information Technology in forms of sex,

family income and academic performances.

Conclusion

Based on the findings, it was concluded that the time management, test

preparation and reading were not significant in terms of sex, parents’ educational

attainment, monthly family income and academic performance to the factors that can

affect the improvement of skills of the Grade 11 students.

Recommendations

The following recommendations are offered to enhance the factors that can affect

the improvement of skills in CSS strand.

1. The teachers should often act as a facilitator and guide in the classroom for

the student to learn well especially during CSS subject, which is their major

subject as well as their course.

2. The teachers should be creative and emphasize more often the relation of

their topic to real life situations.

3. Implementation of the proposed program is needed to enhance the

improvement of skills of the Grade 11 students in CSS strand.

35
4. Parallel studies considering other variables may be conducted.

36
 BIBLIOGRAPHY

A. Unpublished Materials

 Bien Pendon, Jayson Berdan, Paul Christian Celajes, Learning Styles In teaching
Mathematics For Grade 7 Students Of Tomas Claudio Colleges (Unpublished
Education Thesis,Tomas Claudio Colleges Education Department, 2016)

B. Internet Sources

 http://www.klientsolutech.com/importance-of-computer-education-in-schools-for-students/

 https://pcdreams.com.sg/importance-of-information-and-communications-technology-ict-
in-our-daily-life/

 https://etad.usask.ca/802papers/krysa/krysa.PDF

 https://www.lawphil.net/statutes/repacts/ra2012/ra_10175_2012.html

 https://www.iiste.org/Journals/index.php/RHSS/article/viewFile/19013/19832

 https://globaljournals.org/GJMBR_Volume12/3-Factors-Affecting-Students-Academic.pdf

 https://www.entranceuniversity.com/city/teksquad-institute-of-information-technology-inc/

 https://www.google.com/maps/place/Teksquad+Institute/@14.5226182,121.2635373,104
7m/data=!3m2!1e3!4b1!4m5!3m4!1s0x3397ea7ed425e6f5:0x3c810a020d9c8dfb!8m2!3d
14.522613!4d121.265726

 https://en.wikipedia.org/wiki/Maslow%27s_hierarchy_of_needs

 http://www.academia.edu/33897255/Chapter_2REVIEW_OF_RELATED_LITERATURE_
and_STUDIES

 http://shodhganga.inflibnet.ac.in/bitstream/10603/36053/8/08_chapter%202.pdf

 https://www.sheffield.ac.uk/geography/staff/valentine_gill/publications

 http://www.academia.edu/9672925/study_habits

 https://www.academia.edu/20339329/THESIS_on_the_use_of_computer_technology_in_
secondary_schools

37
 Appendix A

Letter to the Adviser

March 11, 2019

Ginnele Airisse A. Repala

Dear Madam/Sir,

Considering your qualifications, you are hereby assigned as adviser of the following
researchers listed below under Education Program, who defended the proposal for their
thesis entitles FACTORS THAT CAN AFFECT THE IMPROVEMENT OF SKILLS OF
GRADE 11 STUDENTS IN COMPUTER SYSTEM SERVICING STRAND OF
TEKSQUAD INSTITUTE OF INFORMATION TECHNOLOGY on March __, 2019.

Researchers:

1. Aeriel Krishia Atijera

2. Aljhon Ray Avila
3. John Paul Avila
4. Ron-ron Echave
5. Joseph Lobedesis
6. Joegit Rebleza

Sincerely yours,

Joie S. Maming
Thesis Professor

Dela Cruz, Ph.D.

Academic Coordinator

Conformed/Date

__________________

38
 Appendix B

Letter to Conduct the Study

March 11, 2019

Dela Cruz, Ph.D.

PRINCIPAL

Dear Mr: Dela Cruz, Ph.D.

Greetings of peace in the name of quality education!

The undersigned students are undertaking a research entitled FACTORS THAT CAN
AFFECT THE IMPROVEMENT OF SKILLS OF GRADE 11 STUDENTS IN
COMPUTER SYSTEM SERVICING STRAND OF TEKSQUAD INSTITUTE OF
INFORMATION TECHNOLOGY in partial fulfillment of the requirements for the degree
bachelor of secondary education.

This study requires distribution of questionnaire to the grade eleven pupils in TIIT. In this
regard, we have the honor to request permission to research to the said respondents.
Aware of your concern pupils’ development, we know that you will support us in this
endeavor.

Thank you very much and more power.

Very truly yours,

AERIEL KRISHIA ATIJERA

ALJHON RAY AVILA

JOHN PAUL AVILA

RON-RON ECHAVE

JOSEPH LOBEDESIS

JOEGIT REBLEZA

Noted by:

MS. JOIE MAMING

Research Adviser

39
 Appendix C

Letter to the Respondents

March 11, 2019

Dear Respondents,

You are one of the respondents in our study entitled FACTORS THAT CAN
AFFECT THE IMPROVEMENT OF SKILLS OF GRADE 11 STUDENTS IN
COMPUTER SYSTEM SERVICING STRAND OF TEKSQUAD INSTITUTE OF
INFORMATION TECHNOLOGY. This is in connection with our thesis writing.

In view of this, we would like to request your kind assistance by accomplishing

the attached questionnaire-checklist. We are grateful to give our appreciation for any
cooperation and assistance you can extent to us.

Thank you and God bless you!

Very truly yours,

AERIEL KRISHIA ATIJERA

ALJHON RAY AVILA

JOHN PAUL AVILA

RON-RON ECHAVE

JOSEPH LOBEDESIS

JOEGIT REBLEZA
Researchers

40
 Appendix D

Questionnaire Checklist

I. Personal Data
Name: _____________________________________ (optional)

Direction: Please put a check mark (√) inside the box that best describes your
answer.

A. Sex

 Male
 Female

B. Parents’ Educational Attainment

Mother: Father:

Master of Arts Graduate Master of Arts Graduate

College Graduate College Graduate
High School Graduate High School Graduate
Elementary Graduate Elementary Graduate

C. Monthly Family Income

 21,000 above
 16,000 – 20,000
 11,000 – 15,000
 10,000 below

D. Academic Performance in ICT-CSS subject

 96 – 100
 91 – 95
 86 – 90
 81 – 85
 76 – 80
 75 and below

41
 FACTORS THAT CAN AFFECT THE IMPROVEMENT OF SKILLS IN CSS STRAND
OF GRADE 11 STUDENTS OF TEKSQUAD INSTITUTE OF INFORMATION
TECHNOLOGY – SURVEY QUESTIONNAIRE

Direction: Read the following questions and statements. Check the box of the
corresponding rank of your answer.

I
VARIABLES YES SOMETIMES MAYBE DON’T NO
KNOW
Time Management
1. Do you spend a lot of time in
doing your activities/homeworks?
2. Does your teachers gave exact
time to do your activities, do you
do it on time to finish it?
3. Do you spend a lot of time in
doing insignificant things such as
surfing the internet, online
gaming, etc. instead of doing
school activities?
4. As a student, can you manage
your time despite of experiencing
problems inside or outside the
school?
5. Does using gadgets distract you
to do your school activities on
time?

I
VARIABLES YES SOMETIMES MAYBE DON’T NO
KNOW
Test Preparation
1. Are you reviewing your
notes/lectures before taking an
exam?
2. Does reviewing helps you to get
a higher score?
3. Does reviewing makes you bored
that causes you to get lower
score?
4. Do you spend your free time in
reviewing than doing something?
5. Does gadgets affect you to not
review the previous topic that
have been discussed?

42
 I
VARIABLES YES SOMETIMES MAYBE DON’T NO
KNOW
Reading
1. Does reading helps you to
improve your skills?
2. Does listening while reading
helps you to gain knowledge?
3. Does reading and using other
books as your references helps
you to understand easily the
lesson?
4. Is reading important to us?
5. Do you want to write or list down
the words you have read rather
than reading only and
remembering?

43
 Appendix E

Certificate of Content Validation

This is to certify that the following persons have content validated the

researchers made questionnaire-checklist of AERIEL KRISHIA ATIJERA, ALJHON RAY

AVILA, JOHN PAUL AVILA, RON-RON ECHAVE, JOSEPH LOBEDESIS, and JOEGIT

REBLEZA for the study entitled FACTORS THAT CAN AFFECT THE IMPROVEMENT

OF SKILLS IN CSS STRAND OF GRADE 11 STUDENTS OF TEKSQUAD INSTITUTE

OF INFORMATION TECHNOLOGY.

Name Designation Signature Date

Mr. Dela Cruz, Ph.D. Principal _________ _____

Ms. Ginnele Airisse A. Repala Head Teacher _________ _____

Ms. Joie S. Maming Thesis Adviser _________ _____

44
 Appendix F (Gantt Chart of Activities)

ACTIVIES June July Aug Sept. Oct. Nov. Dec. Jan. Feb. Mar Apr
1. 1. Submission of
Proposed Titles
2. 2. Title Defense
3. 3. Search for
Related
Literature and
Studies
4. 4. Preparations
of Chapter 1, 2
and 3
5. 5. Colloquium

6. 6.Revision of
Chapters 1, 2, 3
7. 7. Preparation
and Validation of
Questionnaire
Checklist
8. 8. Permission to
Conduct the
Study
9. 9.Administration
of Questionnaire
Checklist
10.Retrieval of
the questionnaire
checklist
11.Tallying,
Tabulating and
Analyzing of the
Questionnaire
Checklist
12.Preparation of
Chapters 4 and 5
13. Final Oral
Defense
14. Revision of
the manuscript.
15. Submission
of the hard
bound copy of
manuscript.

45
CURRICULUM
VITAE

46
Aeriel Krishia Martinez Atijera
Southville 9, Phase 4, Brgy. Pinugay, Baras, Rizal
[email protected]
09185133819

Personal Data
Name: Aeriel Krishia Martinez Atijera
Age: 16
Sex: Female
Date of Birth: August 19, 2002
Address: Southville 9, Phase 4, Brgy. Pinugay, Baras, Rizal
Religion: Bornagain Christian
Civil Status: Single

Educational Attainment

Tertiary: ICT – CSS NC II (SHS)

TekSquad Institute of Information Technology
Pinugay, Baras, Rizal (2018 – present)

Secondary: Baras – Pinugay Phase 2 National High School

(2014 – 2018)

Elementary: Buting Elementary School (2008 – 2014)

Seminars and Trainings Attended

TekSquad Institute of Information Technology

K12 IT Preparatory Training: Photo-editing with Photoshop
(TVL: ICT Track)
May 8, 2018 – May 11, 2018

47
Aljohn Ray Torrecampo Avila
Southville 9, Phase , Brgy. Pinugay, Baras, Rizal
09197587645

Personal Data
Name: Aljhon Ray Avila
Age: 19
Sex: Male
Date of Birth: August 25, 1999
Address: Southville 9, Phase 2, Brgy. Pinugay, Baras, Rizal
Religion: Roman Catholic
Civil Status: Single

Educational Attainment

Tertiary: ICT – CSS NC II (SHS)

TekSquad Institute of Information Technology
Pinugay, Baras, Rizal (2018 – present)

Secondary: Baras – Pinugay Phase 2 National High School

(2014 – 2018)

Elementary: Baras – Pinugay Elementary School

(2012 – 2014)

Seminars and Trainings Attended

TekSquad Institute of Information Technology

K12 IT Preparatory Training: Programming
(TVL: ICT Track)
May 8, 2018 – May 11, 2018

48
John Paul Torrecampo Avila
Southville 9, Phase , Brgy. Pinugay, Baras, Rizal
09124772638

Personal Data
Name: John Paul T Avila
Age: 16
Sex: Male
Date of Birth: April 2, 2002
Address: Southville 9, Phase , Brgy. Pinugay, Baras, Rizal
Religion: Roman Catholic
Civil Status: Single

Educational Attainment

Tertiary: ICT – CSS NC II (SHS)

TekSquad Institute of Information Technology
Pinugay, Baras, Rizal (2018 – present)

Secondary: Baras – Pinugay Phase 2 National High School

(2014 – 2018)

Elementary: Baras – Pinugay Elementary School

(2012 – 2014)

Seminars and Trainings Attended

TekSquad Institute of Information Technology

K12 IT Preparatory Training: Programming
(TVL: ICT Track)
May 8, 2018 – May 11, 2018

49
Ron-ron Navia Echave
Southville 9, Phase , Brgy. Pinugay, Baras, Rizal
09484753786

Personal Data
Name: Ron-ron Navia Echave
Age: 17
Sex: Male
Date of Birth: April 27, 2001
Address: Southville 9, Phase , Brgy. Pinugay, Baras, Rizal
Religion: Christian
Civil Status: Single

Educational Attainment

Tertiary: ICT – CSS NC II (SHS)

TekSquad Institute of Information Technology
Pinugay, Baras, Rizal (2018 – present)

Secondary: Baras – Pinugay Phase 2 National High School

(2014 – 2018)

Elementary: Juan Sumulong Elementary School

(2008 – 2013)
Baras – Pinugay Elementary School
(2013 – 2014)

Seminars and Trainings Attended

TekSquad Institute of Information Technology

K12 IT Preparatory Training: Photo-editing with Photoshop
(TVL: ICT Track)
May 8, 2018 – May 11, 2018

50
Joseph Gaon Lobedesis
Sitio Pader, Brgy. Pinugay, Baras, Rizal
[email protected]
09198362759

Personal Data
Name: Joseph Gaon Lobedesis
Age: 19
Sex: Male
Date of Birth: December 25, 1999
Address: Sitio Pader, Brgy. Pinugay, Baras, Rizal
Religion: Roman Catholic
Civil Status: Single

Educational Attainment

Tertiary: ICT – CSS NC II (SHS)

TekSquad Institute of Information Technology
Pinugay, Baras, Rizal (2018 – present)

Secondary: Dolores National High School (2016 – 2018)

Elementary: Pinugay Elementary School (2011 - 2012)

Seminars and Trainings Attended

Hydroponics
Animal Handling

51
Joegit Rejano Rebleza
Southville 9, Phase 2, Brgy. Pinugay, Baras, Rizal

Personal Data
Name: Joegit Rejano Rebleza
Age: 17
Sex: Female
Date of Birth: February 21, 2002
Address: Southville 9, Phase 2, Brgy. Pinugay, Baras, Rizal
Religion: Iglesia Ni Cristo
Civil Status: Single

Educational Attainment

Tertiary: ICT – CSS NC II (SHS)

TekSquad Institute of Information Technology
Pinugay, Baras, Rizal (2018 – present)

Secondary: Bagong Nayon II National High School

(2014 – 2016)
Ipil National High School
(2016 – 2017)
Baras – Pinugay National High School
(2017 – 2018)

Elementary: Bagong Nayon II Elementary School

(2008 – 2009, 2010 – 2011, 2012 - 2014)
Kalangkang Elementary School (2009 – 2010)
Kasily Elementary School (2011 – 2012)

Seminars and Trainings Attended

TekSquad Institute of Information Technology

K12 IT Preparatory Training: Programming
(TVL: ICT Track)
May 8, 2018 – May 11, 2018

52