1

CHAPTER 1
THE PROBLEM
INTRODUCTION
Rationale
High School Students face a lot of problems that other generations havent had
to deal with. Overwhelming burden of information leaves a minimal opportunity to relax
and recreate and sometimes lead to serious sleep deprivation (Lee & Graham, 2001;
Firth-Cozens, 2001). It constitutes various stressors which may cause impaired
judgement, reduced concentration, loss of self-esteem, increased anxiety and
depression (Gisele, 2002). Forces from the outside world impinging on the individual
could be counted as "stress". Stress can be defined as "a state of mental or emotional
strain or suspense" (Princeton University, 2001). Despite its diffuse perception, most of
the well-known definitions emphasize stress as any factor that threatens the health of
an individual or has an adverse effect on the functioning of the body (Oxford Medical
Publications, 1985). As such, stress is a normal, desirable, and beneficial part of our
lives that can help one learn and grow. The management of stress depends mainly on
the willingness of a person to make the changes necessary for a healthy lifestyle.
Coping is defined as constantly changing cognitive and behavioral efforts to
manage specific external and/or internal demands that are appraised as taxing or
exceeding the resources of the person, regardless of whether the outcomes of such
efforts are positive or negative (Lazarus & Folkman, 1984, p. 141). Several studies have
investigated the coping behaviors of adolescents who are faced with extreme stressors

(see Compas, Connor-Smith, Saltzman, Thomsen, & Wadsworth, 2001); less is known
about how adolescents cope with normative and daily stress, such as stress from
academic demands.
A students life is subjected to different kinds of stressors, such as the pressure of
academics with an obligation of success, uncertain future and difficulties envisaged for
integration into the system. These students face social, emotional and physical and
family problems which may affect their learning ability and academic performance (Fish
& Nies, 1996; Chew-Graham, Rogers, & Yassin, 2003).
This study addresses some of the most important issues facing our teenagers at
this time and how they cope up with it. These include keeping up with academics, home
issues, cyberbullying, teen violence, school shootings, Internet use and abuse, online
gaming, gaming addiction, bullying, stereotypes, societal pressure & teen suicide.
The common problems in High School are more complex because this is the
transition into adulthood. They are beginning to search for their independence and peer
pressure is very powerful in influencing their decisions. Aside from creating a foreground
to a student's future career, a counselor is their guide to making sound decisions in their
academic, social and individual lives (Ofer Zur, Ph.D., 2014).
Night High School students face in keeping up with their academics. While high
school isnt quite as tough as college, it still carries with it some academic responsibility.
When you mix in family life, extracurricular activities, sports, and hanging out with
friends, it doesnt leave much time for homework. Some students in night high school
even take dual credit classes that are supposed to give them credits for college. This

leads to even more pressure. Many night high school students choose to participate in
extracurricular activities such as basketball, band, speech, or debate. Most of the time,
they have to practice for these programs every day. Then they have games or concerts
or performances that they have to do well in. This puts more pressure on them in
addition to the other issues that they have to deal with. Those who are talented at their
activities are also trying to impress colleges so that they can score a scholarship after
graduation. (Langston, 2013).
Home issues are also common problems of Night High school students. The
student may be undergoing the divorce of parents or the lack of time they spend with
them. More often than not, their stress come from their time spent at home than in
school. Some teens also have a hard time talking to their parents regarding personal
matters like peer pressure and sex, so they need an unbiased opinion of an adult from
time to time (Teachnology, Inc., 2000). Another problem is that when they are
experiencing violence in their home, whether it is directed towards them or towards
others. Violence at home can be of a physical nature, or it can be expressed verbally or
through neglect and abandonment. Abusive homes and violent neighborhoods are
stronger predictors of adult violent behavior than violence in the media. Most abusive
parents were physically or sexually abused as children.
Suicide is the third leading cause of death for adolescents and young adults.
Teen suicide is a significant problem in our culture. It is prevalent problem that will
continue to grow unless we do something about it.

Media is also a wide range problem encountered by Night High School Students.
Violent video games can train our children to kill, glorify violence, desensitize them to
suffering and legitimize and trivialize violence. One must remember that there are more
significant factors, such as child abuse, domestic violence, gangs in the neighborhood,
or growing up in a war zone, that are likely desensitize people to violence or increase
violent behavior.
Bullying affects millions of teenagers, causing thousands to fear in going to
school each day. Because adults in their lives dont always witness the bullying, the
children may not understand exactly how extreme it can get. Appearance and social
status are two of the prime reasons teens are bullied, because the bully decides who fits
in and who doesnt. Some bullies physically attack their targets, while others take
psychological control through gossiping or repeatedly spewing verbal insults.
Cyberbullying is the latest evolution in bullying, consisting of cruel instant, email and text
messages. Bullying in any form is relentless, causing a teen to live in a state of constant
fear. Bullied teens find their schoolwork and health suffering. They may contemplate
suicide after dealing with bouts of depression or anxiety. Perhaps surprisingly, bullies
themselves are at risk, too. Bullying of any kind is violence and often leads to more
violent behavior in the adult years. Teen bullies may eventually experience rejection by
their peers, leading to lost friendships and depression as they age.
While the older generation may primarily use the Internet to gather important
information and follow up on important news, the younger generation uses the Internet
for a wider range of activities. These include: homework, communication, fun, gaming,
social connection and interaction, information gathering, to view videos, listen to music,

post photos, blog, chat, etc. It is possible - and even common - for young people to
over-use technology, especially online gaming. At the same time, parents and teachers
would do best to understand children's affinity for technology given their status as digital
natives. Young people are not "addicted" simply because they were born in, and enjoy,
the digital era (Ofer Zur, Ph.D., 2014).
One of the most problems in high school is that of stereotypes. Everyone is
grouped into a particular group or sect, and its hard to shake that label. For example,
youve got the jocks, the nerds, the preppy kids, the rich kids, poor kids, and others. If a
child thinks more favorably of one particular group, they may try everything that they
can to try to be included in that group. Sometimes, that leads to making mistakes or bad
decisions that they otherwise wouldnt make. This also leads to cliques being formed.
Many cliques tend to hate each other, for no apparent reason, which can lead to major
problems (Langston, 2013).
Young people need to learn and practice coping strategies to get them through
their schooling and the stressful time of adolescence. Coping strategies should
accentuate self-responsibility to find positive, non-destructive ways to find relief. Young
people need help to learn problem-solving skills. Sorting out the issues, setting goals
and making plans to move forward are skills that can be learnt from parents and
teachers and practiced to help students cope with stress.
Ideally, most young people will develop and assume responsibility for their own
coping skills, but during the years of learning and practice, parents and teachers need
to make themselves available to help, and be aware of the signs and patterns that

signal danger. Developing effective coping strategies to minimise stress can positively
impact on student learning and will help to stimulate emotional development.
The present study explores the mechanisms of how the students from the selected
Night High Schools in Cebu City cope up with schooling and other situations
encountered. Finally, this study also assessed how each mechanism differs from the
other. It is hoped that through understanding each strategies used by the students, we
can develop appropriate interventions, if necessary, to ensure that students are able to
provide effective mechanisms needed to promote psychological well-being, academic
success, and, potentially, better outcomes for teenage mothers.

Theoretical Background
This study is supported by the theory entitled Dynamics of a Stressful Encounter:
Cognitive Appraisal, Coping and Encounter Outcomes by Susan Folkman, Richard S.
Lazarus, Christine Dunkel-Schetter, Anita DeLongis, and Rand J. Gruen (1985). The
theory identifies two processes, cognitive appraisal and coping, as critical mediators of
stressful person environment relations.
Cognitive appraisal is a process through which a person evaluates whether a
particular encounter with the environment is relevant to his or her well-being and if so
in what ways, moreover , cognitive appraisal was divided into two namely; primary and
secondary appraisals.
In primary appraisal the person evaluates whether he or she has anything at
stake in this encounter. For example, is there potential harm or benefit with respect to
commitments, values, or goals? Is the health or well-being of a loved one at risk? Is
there a potential harm or benefit to self-esteem? In secondary appraisal, the person
evaluates what if anything can be done to overcome or prevent harm or to improve
prospects for benefit. Various coping options are evaluated, such as altering the
situation, accepting it, seeking information, or holding back from acting impulsively and
in a counterproductive way (Lazarus 1984).
Primary and secondary appraisals converge to determine whether the personenvironment transaction is regarded as regarded for significant well-being, and if so,
whether it is primarily threatening( containing the possibility of harm or loss) or
challenging ( holding the possibility of mastery or benefit).

On the other hand, Coping has two dimensions first is the process-oriented and
the second is the contextual. Process-oriented coping refers to the persons actually
thinks and does in a specific stressful encounter the next was the contextual that
defined as how a person reacts and judge the value and importance of a particular
situation.
Coping mechanisms include allowing oneself to cry, dealing with anger,
determining objectively the reasons for the anger, using anger constructively, finding
support, becoming flexible, and taking charge of those life elements that are
controllable. With 'generalized beliefs', as opposed to situation-specific appraisals of
control, 'dispositional resource' or 'vulnerability factors' are meant, such as locus of
control, general self-efficacy, trait anxiety, or self-esteem . Given a stressful situation,
low dispositional control expectancies make people vulnerable to distress, whereas
perceptions of high dispositional competence represent a positive resource factor
(Bandura, 1992; Jerusalem & Schwarzer, 1992).
The center of this study was the night high school students on what and how do
they cope up with various situations in and out of the school premise and its outcome,
furthermore the arrow on last box represents the intervention program that might be
possibly suit for the nigh high school students risk-problems and stressful encounters.

Dynamics of a Stressful Encounter: Cognitive Appraisal, Coping and

Encounter Outcomes by Susan Folkman, Richard S. Lazarus,
Christine Dunkel-Schetter, Anita DeLongis, and Rand J. Gruen. (1985)

Cognitive Appraisal

Primary Secondary
AppraisalAppraisal

Coping

Process
Oriented

Night High School Students

Intervention Program

Figure 1.

Contextual

10

Statement of the Purpose

The purpose of this study is to determine the coping mechanism of night high
school students. This study will be conducted on selected night high schools in the city
of Cebu.
Specifically, the study attempts to answer the following questions:
1. What is the demographic profile of the respondents in terms of
1.1 age;
1.2 gender;
1.3 year level;
1.4 civil status
1.5 economic status
1.6 number of siblings
2. What are the problems encountered by the night high school students in terms
of:
2.1 family
2.2 school
2.3 peer
3. What are the coping mechanisms of the respondents in relation to:
3.1 Primary Appraisal
3.2 Secondary Appraisal
4. Is there significant relationship between the coping mechanism and demographic
profile of night high school students?
5. What intervention program can be proposed based on the study?

11

Significance of the study

We address this study to the night high school students in Cebu City who are
able to cope up with their problems encountered. The result of the study is beneficial to
the following:
Students: the students will be the most benefited by the result of this study. They will
have more knowledge on how they will cope up with the problems they might encounter
in school or home. The findings will guide them in terms of their coping mechanism.
Parents: The parents will be more aware of the problems encountered by their children.
They can have an idea on how to help and support their children in coping problems
encountered.
Teacher: The outcome of the study may help the teachers to promote multiple
approaches that can lesser classroom problems and also serve as a guide to deal with
problems.
School Administrator: The result of the study may enable them to formulate plan of
action that can help minimize school problems that students will possibly encounter.
Society: the study equipped with information, that they will be able to understand the
problems of students and help them educate and give advice in order to breed
respected and responsible members of the community.
Future researcher: The outcome of this study may be used as a theory or basis for the
future researches.

12

Definition of Terms
Dynamics of a Stressful Encounter: Cognitive Appraisal, Coping and Encounter
Outcomes Is a term used by Richard Lazarus and Susan Folkman to identify what
kind of variable or factors was being used by an individual to cope up with stress in their
day to day lives.
Cognitive Appraisal Refers to how an individual views and handles a particular
situation considering his/her well-being.
Coping Refers to how a person manages and minimizes his/her interpersonal and
intrapersonal problems, and tolerates stress, conflicts and negative to positive
outcomes.
Primary Appraisal A person who examine his/her mental health on a particular
situation whether it is risky or beneficiary.
Secondary Appraisal A persons ability to take advantage of the situation and
accepting the situation.
Process-oriented Is how a person does and thinks in a particular stress encounter
and how it affects the person.
Contextual Is how a person shaped by the stress encountered and managed.
Night High School Students Is the center of the study, the risk and benefits they get
from school and how they coped up with stress.
Intervention Program - Is the propose plan to aid the stress and conflicts of the night
high school students.

13

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related literature and studies after the thorough and indepth search done by the researchers. The literature and studies cited in this chapter
tackle the prospects of students in their high school education career, as well as the
concepts on the problems they encounter and the coping mechanisms they used.
Related Literature
High school is an exciting time for teens, with new experiences like dating,
driving, and preparing for future schooling and careers. High school can also be
challenging for teens as their minds and bodies mature and they face increasing
responsibilities, but there are things teens can do to make high school easier. High
school prepares teens for their future. For this reason, teens need to do what they can
to succeed in high school academically, like making goals and remembering that
grades are important, even in your freshman year. Be willing to sacrifice for your
education, but don't forget to take time for fun (Teen Help, 2015).
Parents, teenagers and communities across the country are concerned with
issues, which are caused by a number of social, cultural, communal, economic, familial
and individual factors. While it may be hard to change the nature of the Internet, T.V. or
movies, there is always something that each one of us can do to reduce violence,
prevent cyberbullying and school shootings, reduce the rate of teen suicide and help
develop a balanced use of the Internet and online gaming (Zur Insitute, 1997 2015).

14

Reducing feelings of homesickness may be difficult for some but may be

accomplished by remaining on campus during the week and on weekends. This may
help students to get to know their campus and become more involved in athletic and
social events. Students learn more about campus resources and make friends with
other students, with whom they may find common ground. Stay in touch with those back
home through phone, mail and email but force yourself to become part of the culture
within your new academic world (Indiana UniversityPurdue University Fort Wayne,
2015).
Many of the problems experienced by children or adolescents can be addressed
by the family. However, many families do seek out professional help at some point. They
do so when they or the school observe the child exhibiting emotional, learning or
behavior problems that interfere with his or her adjustment, success and self-esteem. A
consultation with a psychologist can help to clarify the situation, determine if
professional assistance is needed and develop a plan of action. Depending on the
issues, services such as parent guidance, individual child therapy or family counseling
can be very helpful. Psychological testing can pinpoint the nature of a child's learning
problems; follow-up parent guidance can help work out an appropriate plan of
educational intervention and support (Michigan Psychological Association, 2015).
National institute on drug abuse -Some of the major problems of the high school
students are being active in using drugs, alcohol/liquors and cigarettes in which made
them become an addict and push them to do bad things towards others (High School
and Youth Trends -Revised December 2014).

15

Findings on more than 1,000 teens and almost 2,000 adults suggest that
unhealthy behaviors associated with stress may start early and continue through
adulthood. With 21% of adults reporting "extreme" stress levels, the survey says that
with teens "mirroring adults' high-stress lives" they are "potentially setting themselves
up for a future of chronic stress and chronic illness." (Sharon Jayson, 2014).
Teenagers may exhibit depression symptoms in various ways. Irritability and
quickness to anger do not always trigger parents to recognize depression, as these also
occur on a typical teenagers bad day. When paired with declined interest in activities,
changes in sleep patterns and eating habits, preferred isolation and dropping grades, a
parent should intervene immediately. Without approaching a teen negatively about
whether or not he is in a state of depression, parents need to listen to, comfort, love and
accept their child. It's vital that teens feel validated in their thoughts because what they
are experiencing is a very real part of their lives. There should be no judgment or
criticism from parents (1999-2015 Demand Media, Inc).
Teenagers are often baffled and puzzled by the fast changes taking place in the
whole new world they are facing. For them, moving inexorably through life's difficult
situations on the way to adulthood is not easy. Youth today are plagued with myriad of
problems, pressures and temptations. In this light, they need emotional and
psychological support in the most difficult stage of their lives. First and foremost, they
need their parents' active involvement in their lives (leefrancesemery, 2015).

16

Related Studies
Choy, S.P., Medrich, E.A., Henke, R.R., Bobbitt, S.A., Schools and Staffing in the
United States: A Statistical Profile, 1987- 88. National Center for Education Statistics,
NCES 92-120. In 1990-91, one out of every four public school teachers cited lack of
parent involvement as a serious problem in their schools. This problem was also
described as "serious" by 4.3 percent of private school teachers. Among both public and
private school teachers, this problem topped the list in the percentage of teachers who
rated it as a serious problem in their schools. Secondary teachers were more likely than
elementary teachers to report lack of parent involvement as a serious problem in their
schools. School principals agreed that lack of parent involvement was one of the most
serious school problems. Among public school principals, poverty was described as a
"serious" problem as often as lack of parent involvement. Private school principals cited
poverty as a "serious" problem somewhat more often than they cited lack of parent
involvement.
Swarzwelder, S., Wilson, W., Tayyeb, M. 1995. Age-Dependent Inhibition of
Long-Term Potentiation by Ethanol in Immature Versus Mature Hippocampus.
Alcoholism: Clinical and experimental Research. Vo. 19, No. 6: 1480-1485.Scientists
know that alcohol problems are tied to lower grades, poor attendance and increases in
dropout rates. The 2000 National Household Survey on Drug Abuse (NHSDA - now
known as the National Survey on Drug Use and Health), a federal study, found that as
rates of alcohol use by 12- to 17-year-olds increase, grade point averages decrease. 3
Middle school students whose peers avoid using alcohol and other drugs score higher
on state reading and math tests than other students.

17

Belinda L. Needham, Robert Crosnoe, and Chandra Muller. Educational research

has identified numerous family, peer, and economic factors that contribute to academic
failure (Schneider and Coleman 1993; Steinberg et al. 1996). Often lost in this inquiry,
however, is consideration of physical and mental health problems for academic
performance in secondary school. The relative lack of attention to health is unfortunate
given that related literatures strongly suggest the possibility that health problems disrupt
academic functioning. For example, research on adult populations has shown that
mental and physical health problems negatively affect work performance (Dewa and Lin
2000). This study suggests that performance in the educational systemthe social
institution most directly equivalent to the labor force for adolescentsis also likely
affected by health problems. Moreover, small-scale epidemiological studies have found
that physical and mental health problems in childhood and adolescence impair
academic functioning (Field, Diego, and Sanders 2001; Thies 1999).

18

CHAPTER 3
Research Methodology and Procedure
This chapter deals with the method of the study that covers population, selection
of the samples, development and validation of the tools, this administration and
statistical techniques used for the data analysis. Keeping in view the related literature in
chapter 2 and objective of the study, questionnaires, interviews and observation sheets
here, developed administrated and analyzed.
Methods
The descriptive method of the research was utilized in this study to determine the
different mechanism of the night high school students of selected Night High Schools in
Cebu City; Banilad Night High school, Mabolo Night High School, Pardo Night High
School and Abellana Night High School.
The descriptive method therefor enable the researcher to determine the
conditions as a night high school student wherein they are able to state the different
coping mechanism used based on their situation.
Environment
The respondent of this study are from the selected Night High School in Cebu
City, namely; Abellana National High School is situated at Osmena Boulevard, Cebu
City. It was formerly the Cebu State College of Science and Technology (CSCST)
College of Arts and Trades. On June 10, 1983 it was converted into an extension
campus of the CSCST by the passage of Batasang Pambansa Bilang 412. Now already

19

known as Abellana National High School. Pardo Night High School, their school name
Pardo is derived from the native Paldo which means dumping of dead animals and
located at Pardo Cebu City. Banilad Night High School, located at Banilad Cebu City
with their mission of providing quality basic education that coupled with moral values
formation and developing necessary skills towards an effective and useful citizen in the
community. And Mabolo Night High School, located at Juan Luna Avenue Cebu City. It
was name before Florencio Urot Memorial National High School in Barangay Mabolo
has been named to Mabolo National High School.
Participants
The respondents of this study are the parent student of the selected night high
school in Cebu City. The respondent of this study are the night high school students,
either a boy or a girl, selected sections from first year to fourth year in the selected Night
High School in Cebu City.
Sampling Technique
The researcher used cluster sampling. In this sampling technique, the researcher
may choose on purpose of the study, may involve study the entire population of some
limited or what exactly needed in some cases.
Research Instrument
The researcher formulated questionnaire was used in the study, based on the
different coping mechanism of respondent. The questionnaires contained these parts.
Part one dealt with the night high school student profile as to the age, gender, year

20

level, civil status, economic status, and number of siblings. Part two dealt with the
different coping mechanisms of respondents.
The researcher utilized books, hand-outs, and unpublished materials as
references and guides. The researcher submitted the draft to their adviser for
correction.
Interview was done to obtain more information; informal interviews were
conducted to select night high school student. The researcher obtained essential
information about prevailing night high school students different coping mechanism.
These were conducted to secure more idea and inputs in constructing group
formulated questionnaire.
Data Gathering Procedure
The data for this research were collected using survey questionnaire. The survey
was created using suitable questions modified from related research and individual
questions formed by the researchers.
Statistical Treatment of Data
The questions under the study were treated by using descriptive and inferential
statistics. Frequency distribution and percentage measures the data about the
respondents, while the sample size determined the number of the high school students
in Night High School.

21

In getting the sample size, the researcher used the Slovins Formula.
The Formula is:
n=
N
1+Ne

Where:
n= sample size, used in the study to determined based on the expences of data
collection, and the need to have sufficient statistical power.
N= population, the number of the student in every Night High School in Cebu City
e= margin of error, response to the questionnaire were statistically analyzed with
the data requirements of the study.

22

Bibliography

http://www.teenhelp.com/teen-issues/surviving-high-school.html
http://nces.ed.gov/pubs93/web/93149.asp
http://www.zurinstitute.com/teenviolence.html
http://www.ipfw.edu/offices/family-outreach/for-parents-fromsap/commonproblemsforstudents.html
http://www.ehow.com/list_7419698_common-teenage-problems.html
http://leefrancesemery.hubpages.com/hub/Common-Problems-and-Concerns-ofTeenagers
http://www.alcoholcostcalculator.org/kids/teens/?page=5
Books
Helga Sederholm,Counselling Young People in School,2003,Jessica Kingsley
Publishers Ltd,Page 48.
Jennie Lindon,Understanding Children and Young People ,2007Bookpoint Ltd, 130
Milton Park, Abingdon, Oxon OX14 SB.,Page 263.
Patrick J. Schloss, Maureen A. Schloss and Cynthia N. Schloss,Instructional Methods
for Secondary Students with Learning and Behavior Problems,2001, 2007,Pearson
Education Inc.Page 65.
Verna Hildebrand, Ph. D,Parenting: Rewards and Responsibilities,1994, 1990, 1985,
1981,Division of the McGraw Hill Companies,Page 98 and 99.

23

Journals
Leonard I. Perlin,The Structure of Coping,Journal of Health and Social Behavior,Vol.
19, No. 1, Mar., 1978,Pages 2-21.
Robert R. McCrae, PhD,Age Differences in the Use of Coping Mechanisms
The Journal of Gerontology,Volume 37, Issue 4, 1982,Pages 454-460
Ellen A. Skinner and Melanie J. Zimmer-Gembeck
The Development of Coping Annual Review of Psychology,Vol. 58, January 2007,Pages
119-144,Elsevier
The Association for Professionals in Services for Adolescents
Journal of AdolescenceVolume 32, Issue 2, April 2009 Pages 259273
Ralitza V. Gueorguieva
Effect of Teenage Pregnancy on Educational Disabilities in Kindergarten
American Journal of Epidemiology Page 212 Volume 3; November 2000
Mtafiti Mwafrika
pp.1-22
African Journals Online, Vol 17 (2006)
Studying and parenting: Experiences of student mother in Ugandan universities
Margaret L. De Wit & Fernando, Rajulton Biodemo-graphy and Social Biology.

24

Curriculum Vitae
Name : Gymaylina T. Abarquez
Age: 19
Sex: Female
Status: Single
Birthdate: December 01, 1994
Religion: Roman Catholic
Address : #1349 Crosan Bulacao Talisay City Cebu
Cellphone no.: 0933-461-1282
Fathers Name: Gemilo Abarquez
Mothers Name: Celsa Abarquez

Educational Background:
Primary:

Bulacao Elementary School

2006-2007

Secondary:

Cansojong Natl High School

2010-2011

College:

University of the Visayas

present

Awards Received:
Skills:

Computer Skills, Cooking Skills

Seminars Attended: Students training on ICT Integration in the classroom: excel class
record Power Point presentation Item analysis workshop, HIV/AIDS Seminar,
Singaporean math seminar, Grading System and computation and KPUP Lesson
Planning, Illegal Drugs seminar.

25

Curriculum Vitae
Name : Ann Jeanette I. Cuevas
Age: 18
Sex: Female
Birthdate: March 23, 1996
Status: Single
Religion: Roman Catholic
Address :514 New Frontier St. Mabolo Cebu, City
Cellphone no.:0922-921-6427
Fathers Name: Joseph Cuevas
Mothers Name: Alma Cuevas

Educational Background:
Primary:

Mabolo Elementary School

2007-2008

Secondary:

Mabolo National High School

2011-2012

College:

University of the Visayas

present

Awards Received:
Skills:

Cooking Skills

Seminars Attended: Students training on ICT Integration in the classroom: excel class
record Power Point presentation Item analysis workshop, HIV/AIDS Seminar,
Singaporean math seminar, Grading System and computation and KPUP Lesson
Planning, Illegal Drugs seminar.

26

Curriculum Vitae
Name : Gevirlyn S. Exclamado
Age: 18
Sex: Female
Birthdate: June 16, 1996
Status: Single
Religion: Roman Catholic
Address : Cogon, Pardo Cebu City
Cellphone no.: 09239369600
Fathers Name: Virgillo O. Exclamado
Mothers Name: Gertrudes S. Exclamado

Educational Background:
Primary:

Getafe Central Elem. School

2007-2008

Secondary:

Santo Nio Institute

2011-2012

College:

University of the Visayas

present

Awards Received:
Skills:

Computer Skills, Listening and Speaking Skills

Seminars Attended: Students training on ICT Integration in the classroom: excel class
record Power Point presentation Item analysis workshop, HIV/AIDS Seminar,
Singaporean math seminar, Grading System and computation and KPUP Lesson
Planning, Illegal Drugs seminar, CWTS seminar.

27

Curriculum Vitae
Name : Johanna D. Auman
Age: 18
Sex: Female
Birthdate: August 25, 1996
Status: Single
Religion: Roman Catholic
Address : 91-H. Joaquino St. Mabolo Cebu City
Cellphone no.: 09327177412
Fathers Name: Dennis D. Auman
Mothers Name: Teresita D. Auman

Educational Background:
Primary:

Mabolo Elementary School

2007-2008

Secondary:

Abellana National School

2011-2012

College:

University of the Visayas

present

Awards Received:
Skills:

Computer Skills and Photography Skills

Seminars Attended: Students training on ICT Integration in the classroom: excel class
record Power Point presentation Item analysis workshop, HIV/AIDS Seminar,
Singaporean math seminar, Grading System and computation and KPUP Lesson
Planning, Illegal Drugs seminar.

28

Curriculum Vitae
Name : Neslie A. Cahayagan
Age: 18
Sex: Female
Birthdate: February 15, 1996
Status: Single
Religion: Roman Catholic
Address : Cansaga, Consolacion, Cebu
Cellphone no.: 09324060798
Fathers Name: Jovencio A. Cahayagan
Mothers Name: Alma Fe A. Cahayagan

Educational Background:
Primary:

Cansaga Elementary School

2007-2008

Secondary:

Consolacion National High School

2011-2012

College:

University of the Visayas

present

Awards Received:
Skills:

Computer Skills, Cooking Skills, Dancing, House Management Skills

Seminars Attended: Enhancing the 21st century Learners to the Effectiveness and
Efficiency of the New Technology to the Teaching Learning Process, HIV/AIDS Seminar,
Singaporean math seminar, Grading System and computation and KPUP Lesson
Planning, Water Summit Seminar.

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