Professional Documents
Culture Documents
21st
century
is
facing
wide
array
of
past
destroyed
years
it
had
billions
of
caused
thousands
properties,
of
adversaries,
infrastructures
and
Philippines,
just
like
any
country,
experience
are
conducted
to
raise
awareness
among
of
exposing
the
learners
to
information
that
are
knowledge
about
climate
change;
its
causes
and
problems
and
to
be
aware
of
the
common
Secondary
Education
students
major
in
Biological
change.
misconceptions
climate
change.
whether
our
The
and
The
future
researchers
the
depth
results
teachers
assessed
of
of
their
this
have
their
common
knowledge
research
clear
and
will
about
show
accurate
subjects
such
as
Earth
and
Environmental
Science
and
Ecology.
body
of
research
available
on
students
awareness,
change
conditions
and
can
involve
changes
in
both
changes
variability,
in
average
including,
for
Earth's
natural
climate. (EPA
State
and
Local
Any
amount
factor
of
that
causes
incoming
energy
a
or
sustained
the
change
amount
of
to
the
outgoing
and
to
those
natural
related
causes
of
to
human
climate
activity.
change,
In
changes
currents
or
atmospheric
circulation,
can
also
activity,
solar
output,
and
the
Earth's
orbit
Climate
change
can
also
be
caused
by
human
on
the
climate
substantially.
In
impacts,
activities
these
system
addition
to
change
have
other
the
land
increased
environmental
surface
and
It
never
been
experienced
in
the
history
of
human
and/or
unpredictable
environmental,
social,
and
economic
consequences.
Climate Change Impacts
As stated in an article of Canada's Action on Climate
Change, (n.d.), Emissions of heat-trapping gases from human
activityespecially the burning of fossil fuels for energy
cause our atmosphere to heat up. This atmospheric heating
unleashes
torrent
of
rapid
changes
to
the
way
water
The
cryosphere
the
frozen
water
on
Earthis
Weather
of
all
kinds
is
getting
more
extreme. The
higher
sea
levels.
Meanwhile,
the
increased
Coral
and
shellfish
are
suffering:
Coral
reefs
are
the
normal
calcium
balance,
meaning
creatures
lower
defense
mechanisms.
This
cycle
of
warmer
became
the
first
animal
to
be
added
to
the
means
we
face
increased
pressure
on
our
health,
climate
change
takes
on
agriculture
is
nearly
10
weather
and
increasingly
unpredictable
water
polluted
air
affects
our
health. A
warmer
atmosphere increases chemical reactions that form groundlevel ozone, also known as smog. Smog is a well-known lung
irritant and a major trigger of asthma attacks. Smoke from
wildfires degraded the air. Extreme summer heat will mean
more deaths during heat waves and warmer freshwater makes it
easier for pathogens to grow and contaminate drinking water.
Infrastructure
weather,
flooding
and
and
transportation
are
other
weather
extreme
at
risk,
events
too. Hot
damage
11
environmental
problems.
Most
were
concerned
with
integrates
various
environmental
concepts
in
the
levels
and
there
is
need
to
continuously
the
Philippines,
wide
range
of
environmental
has
been
very
aggressive
(2013),
in
its
the Aquino
approach
to
12
address
the
problem
of
climate
change.
It
staffed
the
negotiations
to
reduce
greenhouse
gas
Environment
and
emissions.
In
report
of
the
Department
of
Ramon
and
J.
Natural
Herminio
P.
Paje
of
Resources
Sonny
Coloma
the
Department
(DENR),
of
the
along
of
with
Presidential
13
The Climate
public
apathy
Change
toward
Advocacy
climate
Campaign aims
change
through
to
soften
strategic
public,
the
like KALIgKASAN,
organizers
play
on
the
have
created
branding
focuses
on
strategies
to
mitigate
the
14
objective
of
the
campaign
was
to
translate
such
should
see
himself
as
part
of
solution
to
majority
environment.
of
The
the
students
students
were
were
most
concerned
concerned
about
the
with
the
15
on
the
environment.
To
enrich
environmental
the
development
technologies.
Also,
and
utilization
increased
support
of
is
climate-friendly
needed
for
the
16
recommended
that
issues
which
are
relating
to
curriculum
science
content
teachers
for
the
irrespective
training
of
of
their
pre-service
area
of
17
As
concluded
by
Pruneau,
Diane
of
Universit
de
Hlne
&
Bourque,
Wendy,
&
Langis,
Joanne
of
learners
would
first
be
invited
to
draw
their
effect,
methane,
Subsequently,
CO2,
clearer
and
the
images
of
thinning
these
ozone
diverse
underscored
through
such
use
of
imagery,
since
many
18
of
climate
change
risks,
combined
with
on
the
climate
change
education
and
awareness
change
made
threatens
toward
to
meeting
undo
the
and
then
Millennium
reverse
the
Development
19
to
combat
climate
change.
There
is
clear
changing
behaviors
vulnerabilities
and
in
manage
the
order
risks
to
of
reduce
climate
the
change.
cyclones,
biodiversity.
The
rising
average
sea
number
levels
of
and
disasters
loss
of
caused
by
Anderson
recommended
the
expansion
of
the
climate
20
and
mitigation
strategies.
Climate
change
presents
the
mitigation
individuals
and
measures.
Education,
communities
to
gain
through
new
enabling
knowledge
and
component
of
this
process.
An
expanded
climate
Conceptual Framework
Environmental
education
is
an
attempt
to
reorient
and
skills.
As
they
progress
and
finish
each
21
relationship
perception
on
of
the
Climate
respondents
Change.
The
profile
students
and
their
perception
change
understanding,
awareness,
attitudes
and
mitigation responses.
Climateclimate
Changechange
Understanding
profile and their perception towards
were
using Chi-square
Profileevaluated
of the Respondents
test.Climate
Also, Change
the difference
Awareness
Basic
on Climate
Change
between the respondents attitude
perConcepts
year level
towards
Causes of Climate Change
Effects
Climate Change
climate change were gauged using Analysis
ofofVariance.
Gender
Year Level
Year Level
Appropriate Attitude
22
Definition of Terms
The
following
terms
are
defined
operationally
for
23
refer to students
Change
Awareness-
refers
to
students
Responses-
preventive
refer
to
measures
of
the
the
practices
and
respondents
to
Sciences
in
PHINMA-Araullo
it
sought
to
answer
the
following
24
the
Hypotheses
The study was guided by the following hypotheses:
1 There
is
no
significant
difference
between
the
of
the
relationship
respondents
and
their
between
the
awareness,
25
attitudes
and
mitigation
responses
towards
climate
change.
their
workshops
skills,
in
mitigating
the
for
serving
knowledge
and
teachers
towards
impact
education
appropriate
students
major
strategies
in
to
of
enhance
climate
attitude
climate change.
Teacher. The study will help them in planning capacity
building
and
help
for
biological
change
them
in
educating
sciences
on
to
climate
change.
The
study
will
enhance
26
study
focused
on
evaluating
the
perception,
enumeration
were
employed
in
obtaining
the
needed
data.
The
main
source
of
data
information
came
from
For statistical
27
Chapter II
METHODOLOGY
This
chapter
methodology.
It
presents
presents
the
the
details
research
of
the
method,
research
source
of
design
correlations,
permits
about
that
statement,
relationship.
in
the
form
Correlation
of
is
gives
another.
an
indication
of
how
However, correlation
one
does
variable
not
may
imply
28
major
in
Biological
Science
of
PHINMA-Araullo
22
30
29
Total
60
Checklist.
The
checklist
consists
of
Checklist.
The
checklist
consists
of
20
Attitude
3 Aware
2 Uncertain
1 Unaware
Checklist.
The checklist
consists
of
14
30
2- Disagree/Disengaged
1 Strongly Disagree/Dismissive
Data Collection
After
the
approval
of
the
adviser
of
the
subject,
administered
questionnaires.
analyzed.
and
Respondents
retrieved
answers
the
were
accomplished
tallied
and
31
Data Analysis
Analysis was done using Microsoft Excel software. The
level of significance was set at 0.05. Data were analyzed
using the following statistical method:
1 Percentage
This tool
was
used
to
assess
the
respondents
Where:
P= percentage
f= frequency
N= total number of cases
2 Weighted Mean
Weighted mean was used to evaluate the respondents
awareness,
climate
attitude
change.
The
and
mitigation
results
responses
gathered
towards
answered
(Spiegel 45)
WM=
wX
w
sub-
32
Where:
WM= Weighted Mean
W= Weighting Factor
X= Observed Phenomenon
Climate Change Awareness
Verbal Description
Weighted Mean
Aware
2.34-3.00
Uncertain
1.67-2.33
Unaware
1.00-1.66
The weighted mean were described verbally using
the following scales: 6
determined
the
difference
between
the
33
F (x1y)
MSg
MSw
Where:
MSg- group mean square
MSw- within mean square
4 Chi-Square
Chi-Square was used to answer the sub-problem four
which established the relationship between the profile
of the respondents and their awareness, attitudes and
mitigation responses toward climate change.
The formula for Chi-Square is as follows (Garret
253)
2
f 0f e
2
x =
Where:
X2= chi-square
fo= observed frequency
fe= expected frequency
34
CHAPTER III
PRESENTATION, ANALYSIS AND INTERPRETATION OF RESULTS
This chapter presents the data and results as well as
the interpretation of the findings.
Profile of the Respondents
Table 2 presents the profile of the respondents as to
gender, year level and number of science subjects taken.
Gender
Table 2 shows that there are 60 Bachelor of Secondary
Education students major in Biological Science enrolled this
summer; twenty-three (23) or 38.33% are male students and
thirty seven (37) or 61.67% female students. It can be
inferred
that
females.
Year Level
this
academic
environment
is
dominated
by
35
building
years
of
Education
students
where
the
students
have
taken
science
subjects
while
the
Biological
Science
2,
Physics
for
Health
Sciences,
36
by
Biological
Chemistry,
Science
Microbiology,
majors,
namely:
Biotechniques,
Inorganic
Earth
and
Frequency
Percentage
Male
23
38.33%
Female
37
61.67%
Total
60
100%
Frequency
Percentage
1st Year
22
36.67%
Year
30
50%
3rd Year
13.33%
60
100%
Frequency
Percentage
26
43.33%
6-10
26
43.33%
11-15
13.33%
Total
60
100%
Year Level
nd
Total
Number of
Science
Subjects Taken
1-5
37
Table
3.1
illustrates
the
percentage
of
the
findings
show
that
majority
or
71.67%
of
the
table
also
shows
that
48.33%
say
it
is
change
in
the
respondents
sources
of
information,
has
Increased
in
the
past
10
years
observed
No
Change,
while
0%
said
temperature
Decreased.
It also shows that 85% of the respondents said they
have observed the amount of rainfall for the past 10 years
has Increased, 10% believes theres No Change, 5% says
they Dont Know and 0% agrees that it has Decreased.
38
personally,
58.33%
answered
global
warming
and
of
the
respondents
were
concerned
with
problems
improve
willingness
the
to
environment.
sacrifice
is
She
a
further
behavior
commitment.
Table 3.1
Climate Change Understanding
expounded
that
that
indicates
39
40
21
35%
11
35
34
18.33%
58.33%
56.67%
10
16.67%
35
58.33%
in
precipitation
patterns
worldwide.
(wm=2.67),
it
wouldnt
exist
if
there
were
no
humans.
41
ocean
is
becoming
more
acidic
and
its
temperature
is
increasing. (wm=2.58).
The respondents show a strong awareness on the issue of
increasing global temperature which is definitely observable
and experienced in the Philippines. On the other hand, the
respondents are less familiar on the issue of ocean water
acidification and heating due to climate change. When carbon
dioxide in the atmosphere is combined with water, by means
of natural processes, it produces the compound HCO 3 which
causes the pH of ocean water to become more acidic which
will then pose a serious threat to marine biodiversity.
In an interview, one of the respondents was asked why
was he unaware of ocean water becoming more acidic and
hotter,
in
response
he
said
None
of
my
teachers
have
can
be
inferred
that
the
awareness
of
the
be
watching
improved
educational
by
reading,
television
attending
programs
seminars
to
be
and
better
42
of
climate
changes.
The
weighted
mean
for
the
Animal
agriculture
or
raising
of
livestock
awareness
that
the
persistent
deforestation
or
of
the
question,
representative
said
that,
43
awareness
on
the
issue
and
this
problem
must
be
would
be
of
great
help
in
their
future
careers
as
educators.
Effects of Climate Change
The table reveals that the respondents answered Aware
on all of the questions on the effects of climate change.
The results and weighted mean of the students responses
goes as: Changes in the patterns and amount of rainfall as
well as changes in the timing and amount of stream flow.
(wm=2.70), An increase in the amount of rain falling during
44
(wm=2.68)
Rising
sea
levels
which
can
threaten
yet
rain
would
fall
and
there
would
be
typhoon
45
increased for the past years that affect the low lying areas
in the country, these scenarios are experienced by most of
the
respondents
while
the
decrease
in
crop
yield
and
Verbal
Description
Aware
Aware
Aware
Aware
Aware
Aware
46
Statement
7.
Weighted
Mean
Verbal
Description
Aware
Aware
Aware
Aware
Uncertain
Aware
Aware
Verbal
Description
Aware
Aware
Aware
Aware
Aware
Aware
47
2.58
Aware
and
verbal
description
on
the
respondents
climate
change attitude.
The
respondents
answered
Strongly
Agree
on
the
48
The
respondents
however
Agree
on
the
following
to
what
have
heard
about
climate
change.
(wm=3.77)
The results show a strong affirmation of statements
which tell that climate change can affect and endanger their
lives. They also strongly agreed that personal preparation
is the key to protect themselves from the effects of climate
change.
When
asked
how
they
think
climate
change
could
like
Haiyan/Yolanda
may
happen
again
in
our
49
hinder
the
respondents
from
protecting
themselves
We
cannot
prevent
the
rise
of
average
global
us
by
using
machines
that
would
help
reduce
the
temperature.
The respondents agree that they have the information,
ability and power needed to prepare for the impacts of
climate change; this shows that the students believe that
they have just the sufficient knowledge they need against
the effect of climate change upon them.
Results also show that the respondents have made their
contributions
to
help
the
environment
by
reducing
their
50
first
aid
and
survival
kit
shows
that
students
are
were
Alarmed,
5%
were
Cautious,
1.67%
were
Table 3.3
Attitude toward Climate Change
51
consequences
of
climate
change.
5. I have the information
necessary to prepare for the
3.97
impacts of climate change.
6. I think I have the ability
and power to protect myself
3.87
from
dangerous
effects
of
climate change.
7. I have reduced my energy
consumption
in
response
to
3.77
what
I
have
heard
about
climate change.
8. I have a plan for what to
do to protect myself in the
4.02
event
of
a
disaster
or
emergency like an evacuation.
9. I have an emergency kit
that includes such items as a
first aid kit, thermometers,
flashlight and batteries, food
4.02
that wont spoil, sufficient
drinking
water
and
other
essential things people need
to live for at least three
days
in
the
event
of
a
disaster or emergency.
Appropriate Attitude
Attitude
Frequency
Alarmed
23
Agree
Agree
Agree
Agree
Agree
Percentage
40%
Concerned
32
53.33%
Cautious
5%
Disengaged
1.67%
Dismissive
0%
Total
60
100%
52
respondents
statements and
answered
Often
with
the
other
less
trash
(wm=4.07),
Reduce
energy
consumption
53
choose
to
(wm=4.02),
walk
Plant
to
destination
more
trees
as
and
often
prevent
as
possible
deforestation
or
grow
alternative
local
organic
transportation
food
(wm=3.77),
vehicles
such
as
and
Use
bicycles.
(wm=3.72)
Turning off lights and appliances when not in use is
the simplest and most effortless way we could help., thats
an opinion of one of the respondents when asked about what
he does most often among the enlisted statements.
Data show that respondents have a positive yet a not so
strong
response
towards
climate
change
but
this
still
Table 3.4
Climate Change Mitigation Responses
Statement
1. Reduce energy consumption
whenever possible
2. Turn off lights and
appliances at home when not in
use
3. Reduce, reuse, and recycle
materials
Weighted
Mean
Verbal
Description
4.05
Often
4.42
Always
3.83
Often
54
55
about
climate
change
than
when
Im
still
freshmen.
Results
imply
that
the
attitude
of
the
respondents
Table 4
Difference between the Respondents Year level and
their Appropriate Attitude towards
Source of
Variance
Degree
Sum of
of
Squares
Freedom
Mean
Square
Group
461.88
2
230. 94
Within the
24.12
57
2.36
Group
Total
486
59
* F is significant at 0.05 level.
Observed
F
Tabular
F 5%
97.86*
3.15
56
revealed
between
that
the
there
profile
of
was
the
no
significant
respondents
and
57
researchers
asked:
Are
you
familiar
with
second
year
student
responded
know
what
change
is
both
natural
occurring
and
human
the
given
induced.
The
researchers
also
asked
Which
among
58
in
wildfire
in
the
forest
areas
especially
59
climate
change,
lalo
na
po
yung
Matanglawin,
Lastly,
Matanglawin.
first
It
year
gives
replied
Sa
information
news
that
po
at
sa
helps
us
in
60
Table 6
Relationship of the Profile of the Respondents and
their Awareness, Attitude and Mitigation
Responses towards Climate Change
Climate Change
Awareness
Demographi
c Profile
Gender
Year Level
Number of
Science
Subjects
Taken
Climate Change
Attitudes
Climate
Change
Mitigatio
n
Responses
Basic
Concep
ts
Causes
Effect
s
Survey
Appropria
te
X2
0.74
6.57
X2
0.15
2.61
X2
1.3
6.2
X2
0.24
8.63
X2
4.12
4.45
X2
5.61
9.74
5.39
2.82
7.46
5.16
2.4
6.64
61
CHAPTER IV
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This
chapter
presents
the
summary
of
findings,
the
SUMMARY
The main objective of the study was to examine the
students perception; understanding, awareness, attitude and
mitigation responses, towards climate change.
The
respondents
of
the
study
were
60
Secondary
University
in
Summer
2015.
Student
62
Profile
There were 60 respondents of the study, majority were
female, second year and have taken 6-10 tertiary science
subjects.
Climate Change Understanding
The statements about how they view about climate change
were ranked by the respondents as follows: change in the
atmosphere, change in temperature, change in environment,
change in climate due to human pollution and as change in
weather condition.
Regarding
televisions
the
appear
respondents
to
be
the
sources
most
of
common
information,
followed
by
63
they
Dont
Know
and
none
agrees
that
it
have
Decreased.
The findings show that the respondents ranked the effects
of
climate
change
and
which
would
affect
them
personally
as
of
typhoons,
rising
temperature,
depletion
of
the
ozone
patterns
caused
activities,
there
worldwide,
climate
are
by
natural
changes
change
is
in
phenomena
and
precipitation
caused
primarily
human
patterns
by
human
64
students
are
Aware
of
the
causes
of
climate
respondents
questions
about
answered
the
effects
Aware
of
to
climate
all
of
the
change.
The
patterns
and
amount
of
timing
and
amount
amount
of
rain
of
rainfall,
stream
falling
precipitation
events,
which
rising
levels
which
sea
changes
flow,
increase
during
the
increase
can
the
in
the
heaviest
flooding
threaten
in
risks,
coastal
particularly
elderly,
plants
changes
and
animal
in
for
the
species
young
children
geographic
and
the
ranges
timing
and
of
of
the
any
their
65
drought
season,
decrease
yield
of
crop
statements:
believe
climate
change
can
believe
that
climate
change
can
endanger
my
life,
respondents
however
Agreed
to
the
following
like
an
evacuation,
have
the
information
66
there
are
serious
obstacles
and
barriers
to
protecting
have
the
dangerous
ability
effects
and
of
power
climate
to
protect
change,
myself
have
from
reduced
my
respondents
answered
Always
only
to
the
whenever
possible,
consume
less
and
produce
less
plant
more
trees
and
prevent
deforestation,
67
revealed
between
that
the
there
profile
of
was
the
no
significant
respondents
and
68
climate
change
as
gender
(X2=0.24),
year
level
gender (X 2=4.12),
69
Conclusions
Based
on
the
findings
of
the
study,
the
following
in
Biological
Science
in
PHINMA-Araullo
get
most
have
of
their
observed
information
an
increase
from
in
climate
change
and
would
likely
affect
them
personally.
2.2. The students have awareness on the basic concepts
of climate change as well as its causes and effects
which
is
an
indication
that
the
respondents
are
70
of
mitigation
climate
change,
responses
climate change.
to
concerned
minimize
the
and
practice
effects
of
71
Recommendations
In
the
conclusions
light
of
drawn,
the
the
findings
following
of
the
study
and
recommendations
are
offered:
1. Respondents being science major students must have
an extensive and deep knowledge on climate change by
educational
programs
on
televisions
(e.g
books
and
other
materials
like
Readers
and
handle
Science
subjects
which
tackles
should
develop
responsibility
by
sense
having
of
maturity
self-discipline
and
and
about
mitigating
climate
change,
waste
72
to
help
our
environment
which
will
teaching
waste
segregation
and
information
of
the
subjects
to
ensure
that
the
Bibliography
I.
Published Studies
73
environmental
college
students
attitude
from
the
and
behavior
University
of
of
the
Climate
Change
Seed
Grant
(2014),
Project
Advanced
of
the
Research
Brown
International,
Institute
(BIARI)
on
Climate Change
Pruneau D., Liboiron L., Vrain ., Gravel H., Bourque
W., & Joanne Langis, (n.d), Peoples Ideas about
74
II. Websites
EPA State and Local Climate and Energy Program,(n.d)
Retrieved
from:
http://epa.gov/statelocalclimate
/state/state-
examples/index.html
Canada's Action on Climate Change, (n.d.) Retrieved
from:
http://www.epa.gov/climate/climatechange/
kids/impacts/ effects/index.html)
An
article
of
Sering,
Lucille
L.
(2013):
Aquino
from:
http://www.gov.ph/2014/07/18/
government-intensifies-campaign-for-climatechange-awareness-and-the-rehabilitation-of-manilabay/)
Appendix A
Letter to the Registrar
Mrs. Emily Lim Garcia
Registrar
PHINMA- Araullo University
75
Madam:
We, the undersigned third year Education students enrolled
in the Teaching of High School Biology with Research, are
conducting a study on Education Students Awareness,
Attitudes and Mitigation Responses towards Climate Change.
In connection with this, may we request to have a copy of
the list of the first, second and third year Education
students major in Biological Sciences currently enrolled
this summer?
Rest assured that we will handle this data confidentially.
We are hoping for your favourable response. Thank you for
your assistance.
Sincerely,
Jan S. Del Rosario
Jeen April V. De Leon
Joshua P. Magpantay
Kale Andrea B. Salazar
Noted:
DR. NELIE DC. SACMAN
Adviser
Appendix B
Letter to the Dean
76
Respectfully yours,
Appendix C
Letter to the Respondents
Dear Respondents:
77
Greetings!
We, students from the College of Education Major in
Biological Sciences, are conducting a study entitled PRESERVICE
SCIENCE
TEACHERS
AWARENESS,
ATTITUDE,
AND
MITIGATION RESPONSES TOWARDS CLIMATE CHANGE. Inconnection
with this, this questionnaire is intended to collect data
about the demographic profile, awareness, attitude, and
mitigation responses of students towards climate change.
Your participation in this study by way of answering this
questionnaire is very vital. Without it, the study will not
be completed as it should be. Kindly answer the questions
honestly. Rest assured that the data which will be gathered
will be treated with fairness and confidentiality.
May we expect your cooperation?
Thank you very much. God bless!
Sincerely:
Jan S. Del Rosario
Jeen April V. De Leon
Kale Andrea B. Salazar
Joshua P. Magpantay
Noted:
Appendix D
Questionnaire
78
[ ] Female
2. Year Level
[ ] 1st Year
[ ] 2nd Year
[ ] 3rd Year
3. Total Number of Science Subjects Taken
[ ] 1-5
[ ] 6-10
[ ] 11-15
79
80
81
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
Survey Questions
1. I believe climate change can affect my way
of life or lifestyle if I dont prepare.
2. I believe that climate change can endanger
my life.
3. Personal preparation in climate change can
change my life.
4. There are serious obstacles and barriers to
protecting myself from negative consequence
of climate change.
5. I have the information necessary to prepare
for the impacts of climate change.
6. I think I have the ability and power to
protect myself from dangerous effects of
climate change.
7. I have reduced my energy consumption in
response to what I have heard about climate
changes.
8. I have plan for what to do to protect myself
in the event of a disaster or emergency like
an evacuation.
9. I have an emergency kit that includes such
items as a first aid kit, thermometers,
flashlight and batteries, food that wont
spoil, sufficient drinking water, and other
essential things people need to live for at
least three days in the event of disaster or
emergency.
5 4 3 2 1
82
83
Appendix E
Curriculum Vitae
54321-
Always
Often
Sometimes
Seldom
Never
84
Name:
Place of Birth:
Date of Birth:
Address:
Civil Status:
Single
Parents:
Educational Background:
Elementary:
Secondary:
Tertiary:
PHINMA-Araullo University
2012-Present
Name:
85
Place of Birth:
Date of Birth:
Address:
Civil Status:
Single
Parents:
Educational Background:
Elementary:
Secondary:
Tertiary:
PHINMA-Araullo University
2012-Present
Name:
86
Place of Birth:
Date of Birth:
Address:
Civil Status:
Single
Parents:
Educational Background:
Elementary:
Secondary:
Tertiary:
PHINMA-Araullo University
2012-Present
Name:
Joshua Magpantay
Place of Birth:
Date of Birth:
87
Address:
Civil Status:
Single
Parents:
Educational Background:
Elementary:
Secondary:
Wesleyan University
Philippines
2008-2012
Tertiary:
PHINMA-Araullo University
2012-Present