UNIVERSITY OF CALOOCAN CITY

Graduate School

UTILIZATION OF INFORMATION AND COMMUNICATION

TECHNOLOGY (ICT) IN TEACHING FILIPINO 9
IN SELECTED SECONDARY SCHOOL
IN CLUSTER II, CALOOCAN
NORTH DISTRICT

A Research Proposal
Presented to
The Students and Faculty of the Graduate School
University of Caloocan City

In Partial Fulfillment
of the Requirements for the Course
STW 320 Seminar in Thesis Writing

By:

EDLYN A. NACIONAL

March 2017
 UNIVERSITY OF CALOOCAN CITY ii
Graduate School

RECOMMENDATION FOR ORAL EXAMINATION

The thesis entitled “UTILIZATION OF INFORMATION AND

COMMUNICATION TECHNOLOGY (ICT) IN TEACHING FILIPINO 9 IN

SELECTED SECONDARY SCHOOL IN CLUSTER II, CALOOCAN NORTH

DISTRICT”, prepared and submitted by EDLYN A. NACIONAL, in partial

fulfillment of the requirements for the degree of Master of Arts in Education major

in Educational Management, has been examined and is hereby recommended for

oral examination.

MELCHOR S. JULIANES, Ed. D., Ph. D., DPA

STW Adviser
 UNIVERSITY OF CALOOCAN CITY iii
ii
Graduate School

APPROVAL SHEET

This thesis entitled “UTILIZATION OF INFORMATION AND

COMMUNICATION TECHNOLOGY (ICT) IN TEACHING FILIPINO 9 IN

SELECTED SECONDARY SCHOOL IN CLUSTER II, CALOOCAN NORTH

DISTRICT”, prepared and submitted by EDLYN A. NACIONAL, has been

approved by the Committee on Title Proposal on March 2, 2017.

DIONISIO S. REYES, Ph. D LILIAN B. ENRIQUEZ, Ph. D

Member Member

ROSARIO C. DE OCERA, Ed. D

Chairperson

Accepted in partial fulfilment of the requirements for the degree of Master

of Arts in Education major in Educational Management.

JOEL P. FELICIANO, Ph. D., DPA

Dean, Graduate School
 UNIVERSITY OF CALOOCAN CITY iv
Graduate School

CERTIFICATE OF ORIGINALITY

I hereby certify that this thesis proposal entitled UTILIZATION OF

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN

TEACHING FILIPINO 9 IN SELECTED SECONDARY SCHOOL IN CLUSTER

II, CALOOCAN NORTH DISTRICT, is my own work and that, to the best of my

knowledge and belief, it contains no material previously written or published by

another person or organization nor any material which has been accepted for

award and any other degree or diploma from the same institution of higher

learning, except where due acknowledgement is made thereof.

Furthermore, I declared that the intellectual content of this thesis proposal

is the product of my work although have received assistance and research

journals/ researches from others on the manner of organization, presentation,

language and style.

EDLYN A. NACIONAL
Researcher
Date: March 2, 2017
Attested by:

MELCHOR S. JULIANES, Ed. D., Ph. D., DPA

STW Adviser
 UNIVERSITY OF CALOOCAN CITY v
Graduate School

ACKNOWLEDGEMENT

The researcher want to express her heartfelt thanks and gratitude to the

following people for the help and support they extended to the researcher towards

the completion of this title proposal.

Mayor Oscar G. Malapitan Chairman of the Board of Regents for the

programs that he provided for professionals to grow more in their chosen field;

Dr. Melchor S. Julianes, Professor of this university in the graduate school

for the inspiration and support and unselfishly sharing his expertise to the

researcher;

Dr. Joel P. Feliciano Dean of the Graduate School for the untiring support

and encouragement in welcoming us here in this university;

Dr. Peter G. Young Jr., their school principal for encouraging and inspiring

the teachers in Benigno Aquino Jr. High School to improve their professional

growth;
 UNIVERSITY OF CALOOCAN CITY
vi
Graduate School

To Mr. Keith A. Madrilejos, for sharing his knowledge and for his patience

in evaluating and giving comments and suggestions in this research;

To the respondents for their cooperation in answering the questionnaires of

this study;

To her family, for their understanding and support, for their encouraging

words that uplifts her spirit every time she wants to give up;

Most importantly, to our Almighty God, for the strength, provision, wisdom

and knowledge, that without Him, we can do nothing.

 UNIVERSITY OF CALOOCAN CITY vii
Graduate School

TABLE OF CONTENTS

Title Page………………………………………………………………………..….. i

Recommendation for Oral Examination……………………..............………….. ii

Approval Sheet……………………………………………………………...…....... iii

Certificate of Originality…………………………………………………………… iv

Acknowledgement………………………………………………………….……… v

Table of Contents………………………………………………………….……… vii

Chapter 1: THE PROBLEM AND ITS BACKGROUND

Introduction…………………………………………………………...…..……… 1

Background of the Study………………………………………..……....………. 3

Statement of the Problem………………………………………..…..……..…… 5

Hypothesis………………………………………………………..…..…………… 6

Scope and Delimitations of the Study………………………..…...…….……… 6

Significance of the Study…………………………………..…………..………… 7

Definition of Terms ………………………………………..……………...……… 9

Chapter 2: REVEW OF RELATED LITERATURE AND STUDES

Related Literature………………………………………………………………… 12

Related Studies…………………………………………………………………… 17
 UNIVERSITY OF CALOOCAN CITY
viii
Graduate School

Synthesis of the Reviewed Studies ………………………..…………….…..... 22

Theoretical Framework ................................................................................. 25

Conceptual Framework……………………………………………………...…… 28

Chapter 3: RESEARCH DESIGN AND METHODOLOGY

Research Design ……………………………………….………..………………. 30

Population of the Study …………...…………………………………..………… 31

Research Instrument ………………………………………….……………….... 31

Validation of the Research Instrument ......................................................... 32

Research Locale .......................................................................................... 32

Statistical Treatment………………………………………………………....….. 33

BIBLIOGRAPHY…………………………………………………………...….… 34

APPENDICES ............................................................................................. 37

CURRICULUM VITAE.................................................................................. 45
 UNIVERSITY OF CALOOCAN CITY
Graduate School

Chapter 1

THE PROBLEM AND ITS BACKROUND

Introduction

Today, we teachers have been working and teaching in the arena of

“modern technology.” Students of the 21st century have been enormously changed

because of these technologies. They are called the millennial students nowadays.

The trend toward millennial using IPods and laptop computers rather than desktop

computers reflects their preference toward a more portable learning environment.

Millennia’s use texting and instant messaging (IM) to communicate with peers and

set up meetings and use email to clarify course information and expectations. The

Internet allows students to “express ideas that they would not have voiced in class”

and is the preferred method of conducting research (Starlink, 2004, p. 10).

Mainstreaming the technological media within what is called “Multimedia” is

the pattern which led to infinite applications of computer technologies. The concept

of this technology came into being with the appearance of sound cards, then

compact disks, then came the use of digital camera, then the video which made
 UNIVERSITY OF CALOOCAN CITY
2
Graduate School

computer an essential educational tool. Nowadays, multimedia expanded to

become a field on its own.

Traditional approaches to teaching may not address the learning

preferences of the millennial student. The discovery approach of teaching is a type

of instruction which focuses more attention on the student and less attention on

the teacher. Lectures and traditional classroom and laboratory environments,

albeit typical (and comfortable) from an educator’s point of view, can be enhanced

through online and electronic modes. The teacher may need to approach the

classroom with new and inventive ways to impart learning. The millennial student

skills is generally used to refer to certain core competencies such as collaboration,

digital literacy, critical thinking, and problem-solving that advocates believe

schools need to teach to help students thrive in today's world.

The purpose of this study is to utilize the ICT in teaching Filipino 9 on the

selected topic and it’s relation to the performance of grade 9 students in Filipino

subject. The research intends to examine the current approaches in teaching the

millennial students, its problems, and discovering the skills of the learners through

ICT.
 UNIVERSITY OF CALOOCAN CITY
3
Graduate School

Background of the Study

Education encounters, in modern times, challenges in all aspects of social,

economic & cultural life; the most important of which are over-population, over-

knowledge, education philosophy development & the change of teacher’s role, the

spread of illiteracy, lack of the staff & the technological development & mass media

(Aloraini, 2005). This drove the teaching staff to use the modern teaching

technologies to face some of the main problems, which education & its productivity

encounter, by increasing the learning level which may be achieved through

providing equivalent opportunities for all people whenever & wherever they are,

while taking into account the individual differences between learners (Wilkinson,

1986 & Abd El-Halim Said, 1997). To improve the educational productivity, some

of the teaching staff sought to mainstream technology within education, developing

traditional techniques & using new educational methods (Al-A’ny, 2000).

The concept of multimedia technology is broad & it has infinite usage fields; it

is a profound element as an educational technology in addition to its use in medical

& statistical domains & in establishing databases. Moreover, the entertainment

sector is one of the sectors that has the lion’s share in using this technology.

Interaction is the main element in multimedia technology as most of its applications

 UNIVERSITY OF CALOOCAN CITY
4
Graduate School

are characterized by interaction. Consequently, multimedia programs may provide

a more effective & more influential experiment than using each technology

separately.

The researcher thinks that multimedia is one of the best educational techniques

because it addresses more than one sense simultaneously, as it addresses the

senses of sight & hearing. Multimedia programs provide different stimuli in their

presentations which include a number of elements some of which are (Aloraini,

2005): texts, spoken words, sound & music, graphics, animations and still pictures.

Instructional software such as tutorials, drill and practice, games, simulation,

and exploratory environments are used in teaching different subjects. The Internet

provides virtual field trips, primary source documents, and telecommunication.

Parker and Jarolimek (1997) incorporated the Internet into inquiry learning and

reasoning with complex problems. Middle school students use the Internet to find

the latest information on current events (Windschitl & Irby, 1999). The National

Educational Technology Standards for Students (ISTE, 2000) developed

performance indicators for technology-literate ninth grade students. For example,

students should be able to use technology tools, software, and simulations.

Students learn to apply multi-media tools and publish products such as web pages.
 UNIVERSITY OF CALOOCAN CITY
5
Graduate School

Technology can facilitate higher order thinking skills when students use

telecommunication to investigate problems and issues and use technology to solve

problems. This study will address the use of technology in secondary schools

teachers in public. What technologies do teachers use in their classrooms? What

percentages of secondary school teachers employ instructional technology

strategies? Does the use of instructional technology by secondary school teachers

change the classroom learning environment, and if so, in what way?

Statement of the Problem

The study aimed to determine the utilization of Information and

Communication Technology (ICT) in teaching Filipino 9 in Selected Secondary

School in Cluster II, Caloocan North District.

Specifically, the following questions were addressed;

1. What are the topics in the subject that can be used in teaching Filipino

through ICT?

2. What is the extent of utilization of ICT on the selected topic in Filipino 9?

3. What is the performance of selected Grade 9 student respondents based

on the pre-test and post-test?

 UNIVERSITY OF CALOOCAN CITY
6
Graduate School

4. Is there a significant difference in the performance of students before and

after the utilization of ICT?

5. What are the problems encountered by the teacher respondents in the use

of ICT?

6. What prototype lesson plan in Filipino may be proposed in teaching ICT?

Hypothesis

There is no significant difference between the performance of the students

before and after the utilization of ICT?

Scope and Delimitation

This study is limited only to the teachers in Filipino 9 in Cluster II, Caloocan

North District during school year 2017-2018. It will involve a total of 12 respondents

from each school. It will consist of 5 teachers in Bagong Silang High School; 5

teachers in Kalayaan National High School; and 2 teachers in Benigno Aquino Jr.

High School; therefore there will be 12 teacher respondents.

 UNIVERSITY OF CALOOCAN CITY
7
Graduate School

Significance of the Study

The findings of this study will be useful to the following groups or individuals

hereunder.

The Principal and the School Administrators. They will realize the importance

of ICT in teaching Filipino 9 and hence put measures in place that will help

teachers encourages the use of ICT which will help gloom professionally

responsible teachers.

Head Teachers. It was hoped were to benefit from the study findings in a number

of ways namely: they will conduct trainings to motivate their teachers in

using ICT for effective and efficient teaching, put in place interactive

technology and improve the quality of teachers and education. The study

findings it was hoped, was to enrich head teachers with proper

administrative procedures needed in managing secondary schools and

other institutions of learning, and also be able to make fundamental

transformational changes in ensuring teacher development programmers

that are in line with teachers’ professionalism.

 UNIVERSITY OF CALOOCAN CITY
8
Graduate School

Teachers. The result of this study would help them to minimize or maximize the

use of ICT as a strategy in classroom discussions and improving students’

performance in Filipino 9. It will lead them to motivate and encourage Grade

9 students to have a good learning and understanding through the use of

technologies and techniques in learning. This will serve them as basis for

more intensive educations. Thus, increasing academic results.

Students. They will realize their importance as the heart of the system and do their

part to uplift their academic performance. They would be the ultimate

beneficiaries of the result of the study in order to minimize or maximize their

capacity of using ICT.

Researcher. The study findings it was hoped would enrich scholars with new

knowledge, theories, and methodologies needed and in future add their

researched knowledge on new technologies of teaching and the implied

performance of teachers thereby fill the gap that this study has left. The

researcher will explore further about utilization of ICT in teaching and

enumerate findings that affect teacher’s adherence in discovering

knowledge through new technologies.

 UNIVERSITY OF CALOOCAN CITY
9
Graduate School

DEFINITION OF TERMS:

To constitute general comprehension, the terms were operationally/

conceptually defined for better understanding and justification of the study.

Academic achievement or (academic) performance is the outcome of

education — the extent to which a student, teacher or institution has

achieved their educational goals.

Educational method. A teaching method comprises the principles

and methods used for instruction to be implemented by teachers to achieve

the desired learning by students. These strategies are determined partly on

subject matter to be taught and partly by the nature of the learner.

ICT (Information and Communication Technology). Is an umbrella term

that includes any communication device or application, encompassing:

radio, television, cellular phones, computer and network hardware and

software, satellite systems and so on, as well as the various services and

applications.

Internet. Is the global system of interconnected computer networks that use

the Internet protocol suite (TCP/IP) to link devices worldwide. It is a network

of networks that consists of private, public, academic, business, and

government networks of local to global scope, linked by a broad array of

 UNIVERSITY OF CALOOCAN CITY
10
Graduate School

electronic, wireless, and optical networking technologies. The Internet

carries an extensive range of information resources and services, such as

the inter-linked hypertext documents and applications of the World Wide

Web (WWW), electronic mail, telephony, and peer-to-peer networks for file

sharing.

Middle school. A school intermediate between an elementary school and a

high school, typically for children in the sixth, seventh, and eighth grades.

Millennial. A person reaching young adulthood in the early 21 st century. It

is also known as Generation Y or the Net Generation.

Modern teaching. DmM is the short form of

The Definition of Modern Methods. The DmM is a modern pedagogical

method that gives students extraordinary. possibilities to learn by

transforming each student into being the main.

Multimedia. Is content that uses a combination of different content

forms such as text, audio, images, animations, video

and interactive content. Multimedia contrasts with media that use only

rudimentary computer displays such as text-only or traditional forms of

printed or hand-produced material. Multimedia can be recorded and played,

displayed, interacted with or accessed by information content processing

 UNIVERSITY OF CALOOCAN CITY
11
Graduate School
devices, such as computerized and electronic devices, but can also be part

of a live

performance. Multimedia devices are electronic media devices used to store

and experience multimedia content. Multimedia is distinguished from mixed

media in fine art; for example, by including audio it has a broader scope.

The term "rich media" is synonymous with interactive multimedia.

Technology literacy. Is the ability of an individual, working independently

and with others, to responsibly, appropriately and effectively

use technology tools to access, manage, integrate, evaluate, create and

communicate information.

Telecommunication. Is the transmission of signs, signals, messages,

writings, images and sounds or intelligence of any nature by wire, radio,

optical or other electromagnetic systems. Telecommunication occurs when

the exchange of information between communication participants includes

the use of technology. It is transmitted either electrically over physical

media, such as cables, or via electromagnetic radiation. Such transmission

paths are often divided into communication channels which afford the

advantages of multiplexing. The term is often used in its plural

form, telecommunications, because it involves many different technologies.

 UNIVERSITY OF CALOOCAN CITY
Graduate School

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the theoretical review, conceptual framework,

and literature review. The literature review was done under titles which

correspond to the study objective about the utilization of ICT in teaching.

Related Literature

Research has indicated that the use of ICT can support new

instructional approaches and make hard-to-implement instructional methods

such as simulation or cooperative learning more feasible. Moreover,

educators commonly agree that ICT has the potential to improve student

learning outcomes and effectiveness. Integration has a sense of

completeness or wholeness, by which all essential elements of a system are

seamlessly combined together to make a whole (Chang & Wu, 2012).

Schools have seen an exponential increase in the range of ICT being

utilized for learning and teaching over the past decade, especially with the
 UNIVERSITY OF CALOOCAN CITY
13
Graduate School
advent of the Internet. What is exciting is not just more technology but that

there are more types of technology which teachers can pick and choose

from, based on their own pedagogical preferences (Choy, Suan & Chee,

2012).

Philippine DepEd has policies on the use of ICT. These are: (1)

technology must be studied first as a separate subject, then applied in other

learning areas as a tool for learning how to learn; (2) the application of

computer skills to the other learning areas is a curriculum policy that stems

from the principle that teaching-learning must not be textbook-driven, and

educational processes should take advantage of technological

developments, including the application of ICT in teaching and learning,

where appropriate; and (3) an education modernization program will equip

schools with facilities, equipment, materials and skills and introduce new

learning and delivery systems necessary to capitalize on recent

technological developments. The bulk of investment requirements for

implementing ICT in education come from government funding. However,

the DepEd involves other government agencies, local governments and the

private sector to finance various components of building up a program in

ICT in education.
 UNIVERSITY OF CALOOCAN CITY
14
Graduate School

Studies of ICT development in both developed and developing

countries identify at least four broad steps through which educational

systems and individual institutions typically proceed in their adoption and

use of ICT (Majumdar, 2012). The emerging stage is when educators are

just becoming aware of the potentials of ICT in education. The applying

stage is the time teachers are starting to learn how to use ICT for teaching

and learning. The infusing stage is when a host of ICT tools are used and

integrated into the curriculum. Finally, the transforming stage involves

the development of new ways of teaching and learning using ICT to explore

real-world problems through innovative learning.

A student’s academic achievements are often used to evaluate

teaching effectiveness and are influenced by the use of technology in

school. In other words, a student’s use of technology represents the

teacher’s integration of technology into teaching and curricula and also

affects the teacher’s effectiveness (Chang & Wu, 2012).

 UNIVERSITY OF CALOOCAN CITY
15
Graduate School
A study showed that students’ academic achievements are noticeably

influenced by the teacher’s use of technology. A teacher’s technological

literacy directly affects whether students can incorporate technology into the

curriculum to improve students’ academic achievements (Chang & Wu,

2012). Educators must be knowledgeable in their subject matter and current

in the content standards and teaching methodologies of their discipline.

Teacher candidates should learn to use technology in ways that support

attaining the content standards.

To enhance teachers’ skills and competencies in technology

integration, the following are recommended (Almekhlafi & Almeqdadi, 2010):

(1) deliver workshops on effective technology integration; (2) provide

teachers with appropriate ICT tools in the classroom; (3) provide teachers

with incentives and awards for outstanding technology integration in their

classrooms; (4) provide teachers with some release time so that they can

plan effectively for technology integration in teaching and learning; (5)

explore the use of technology in classrooms covering all school levels,

including public and private schools; (6) investigate the effect of technology

integration on students’ achievement and attitude; (7) evaluate technology

integration in relationship to curriculum goals and outcomes.

 UNIVERSITY OF CALOOCAN CITY
16
Graduate School

The use of technology for teaching requires the development not only

of knowledge, skills, and behaviors but also of appropriate attitudes (Kim &

Baylor, 2008). Attitudes might be influenced by concerns, confidence, and

so forth. For example, pre-service teachers’ attitudes

toward a technology are affected by their confidence in using it. Even thou gh

technology is available, and teachers have the requisite skills and

knowledge, if they are not confident in using technology for teaching, they

might be unwilling to do so. Attitude toward ICT integration in instruction,

and the level of knowledge and skills of teachers in the Philippines vary due

to demographic, geographic, economic and regional differences.

Developing ICT curriculum standards for K-12 schools in the

Philippines seems to be a long decision process, yet the urgency to do it

should be realized now as technology is becoming more and more crucial in

the lives of Filipinos as they follow the path of economic growth and

strengthening of a nation. The researcher believes that the first step is to

accept the need to formulate these standards, know and prepare for the
 UNIVERSITY OF CALOOCAN CITY
17
Graduate School
challenges ahead, have the will to pursue it by utilizing whatever resources

are available, and be able to carry on the appropriateness,

effectiveness and sustainability of ICT integration in schools, keeping in

mind that its success lies in the hands of Filipino educators who are

committed to make their education system work in the midst of many barriers

to learning (Bonifacio, 2016).

Related Studies

Tinio (2002) found that teachers are critical to the success of

technology integration in the classroom. A school’s capacity to use

technology to enhance the learning process depends not only on its level of

development in terms of ICT infrastructure and resources but equally on the

level of teacher ICT-competencies, both technical and

curricular/pedagogical.

Respondents were asked to estimate the proportion of their teachers

who have basic computing (i.e., operating a computer, using word

processing, spreadsheet, graphical, and presentation programs) and

Internet-related (i.e., using email, researching online) skills.

 UNIVERSITY OF CALOOCAN CITY
18
Graduate School
They were also asked how many teachers in their schools know how to use

software applications designed for their respective subject areas.

Over half of the respondents (52%) claim that at most only half of their

teachers have some knowledge of computer fundamentals and can use

productivity tools. In fact, in 13% of the schools, 10% or less of the teachers

have basic computing skills. It is somewhat encouraging, however, that in

almost a third of the schools (29%) at least 75% of the teaching staff is

computer literate.

The lack of space in which to properly maintain computers and other

ICT equipment is another barrier to the widespread use of ICT in schools. In

addition, there are costs attendant to adequately preparing a room to house

ICT equipment, both one-time and recurring, which some schools may not

be able to assume. Such costs include air conditioning, electrical rewiring,

and security, among others. Another focus of concern which findings from

the survey indicate have implications on the type and extent of ICT use in a

school is that of the need for capacity building among teachers,

administrators and other school staff. In general, ICT -related skill levels in

the schools surveyed were less than ideal. Too few teachers have the know-

how to apply ICT in the teaching of specific subject areas. Although

 UNIVERSITY OF CALOOCAN CITY
19
Graduate School
computer literacy levels are somewhat higher, Internet-related skills levels

are relatively depressed as well (Tinio, 2002).

Priscilla et al. (2008) conducted study on ‘Factors that could possibly

influence the use of laptops among educators’. They reported that guidance

from a head of department is very important in encouraging the development

of electronic lesson materials to encourage computer use for the specific

subject in the teaching-learning environment. The study found out that the

success of integrating ICT into the teaching-learning interaction among

school teachers depends on the support provided by the principal of the

school.

Likewise, Afshari et al. (2009) studied on ‘Factors effecting teachers’

use of information and communication technology policy for education’.

They stated that schools should work to convince ICT staff on how ICT

integration in classrooms is very important. Ministry of Education and Sports

should encourage Schools to purchase highly reliable technologies; improve

systems for checking and maintaining ICTs in the classroom. This could be

done by creating new approaches (including staff training) to guarantee that

extremely rapid responses are made to breakdowns. They reported that with
 UNIVERSITY OF CALOOCAN CITY
20
Graduate School
information technology support, teachers are able to access school network,

internet and computer accessories (printer, digital

camera, data projector, large TV screen, scanner and video camera). They

also reported that as beginners of computer use, teachers need technical

training support to assist them in teaching-learning process when they face

constraints whereas for competent teachers, they are eager to share their

expertise and provide technology support to their colleagues. Thus, lack of

technical knowledge of maintaining the functionality of computers confused

teachers to integrate ICT in the classroom. They found the effective use of

computers by teachers depends not only on their attitudes, but also on the

training they have received Teachers competence presupposes: positive

attitudes to ICT, understanding of educational potential of ICT, ability to use

ICT effectively in the curriculum and ability to manage ICT use in the

classroom.

Similarly, Abdi et al. (2009) conducted survey research ‘The utilization

and integration of ICT in chemistry teaching in Iranian high schools’. They

found that in general they highly need to change chemistry curriculum using
 UNIVERSITY OF CALOOCAN CITY
21
Graduate School
ICT and they had very positive views toward ICT and comments were

effective for changing the learning environment.

However, Bahr (2009) in his study ‘Technological barriers to learning’

found that the complex ICT environments may adversely impact on student

learning. Learning is enhanced when integrating pedagogies are employed

to soften the sometimes high-load information environments of ICT. Further,

a framework for ICT in education needs to consider the professional

capacities of teachers in their differing abilities to effectively design and

integrate technologies for learning.

While Park et al. (2009) investigated on ‘ICT in science education: A

quasi experimental study of achievement, attitudes toward science, and

career aspirations of Korean middle school students’. The researchers found

some evidence that ICT assists high-achieving students and encourage

enrolment in science.

Furthermore, Reid (2013) studied on ‘Quality assurance, open and

distance learning, and Australian universities’. They found that determined

 UNIVERSITY OF CALOOCAN CITY
22
Graduate School
online instructors moved through different phases of their online learning

experience, and their needs changed at each stage. Furthermore,

considering educational leaders were responsible for the quality of online

programs and instruction they also needed to engage in professional

development, and experiment with online learning environments,

infrastructures, and technologies.

Synthesis of the Reviewed Studies

The literature and studies focused on the utilization of ICT in teaching.

However, this future study will bear similarity with literature and studies

being cited, since similar problem areas will be investigated.

ICTs can be used to improve the quality of learning. They can promote

learner motivation, mastery of basic concepts, and the development of

higher order thinking and lifelong learning skills.

However, ICT is complex and confusing, and it deeply encroaches on

the processes of education. Lack of vision, lack of consensus and lack of

policy on how to integrate ICT in education consistently, are not very helpful
 UNIVERSITY OF CALOOCAN CITY
23
Graduate School
either. ICTs, cannot by themselves resolve educational problems in the

developing world, as such problems are rooted in well entrenched issues of

poverty, social inequality, and uneven development. What ICTs as

educational tools can do, if they are used prudently, is enable

developing countries to expand access to and raise the quality of education.

Prudence requires careful consideration of the interacting issues that

underpin ICT use in the school, policy and politics, infrastructure

development, human capacity, language and content, culture, equity, cost,

and not least, curriculum and pedagogy (Tinio, 2002).

As observed from the related literature from various scholars and past

researchers collected from secondary sources i.e. textbooks, magazines,

internet and journals, it shows that to a large extent ICT implementation in

developing countries is still minimal. As regards to cost of ICT training

materials, most studies indicate that to a large extent, costs were very high

and thus affecting ICT implementation in institutions of higher learning.

By analyzing and synthesizing the different ways of classifying and

categorizing ICT usage in the classrooms, the literature informs a repertoire

of using ICT in teaching and learning. Children who exposed to school ICT
 UNIVERSITY OF CALOOCAN CITY
24
Graduate School
programmes learned better than children not exposed. Also ICT was found

to make school more interesting. Also when students participated in the ICT

programmes, programmes were more effective.

Majority of the students and teachers had positive reaction to ICT

programmes. Teachers and principals believed that teaching through ICT is

better than traditional way of teaching. Whenever teachers used follow up

activities, students attitudes toward ICT 52 programmes were found are

higher. The above all, all the research findings revealed that ICT

programmes by and large have been utilized in comprehensive manner in

countries for the benefit of the students. In India the utilization of ICT within

the classroom seems to be meager. The reasons for under-utilization of ICT

were manifold. Literature review shows that due to poor maintenance of

computer sets, the sets go out of order most of the time. The socio economic

condition of the rural children adversely affects the education at the

secondary stage of learning. The traditional system of education is not able

to attract them toward formal system of schooling. In this context it is

determined that Information Communication Technology (ICT) can motivate

children to perform better and change their attitude toward school and

learning.
 UNIVERSITY OF CALOOCAN CITY
25
Graduate School

Theoretical Framework

It is important to acquire the pedagogical skills of using ICT for

improvement of the teaching and learning process rather than merely

concentrating on technical skills of teachers. ICT skills and pedagogical

skills of integrating ICT tools in the teaching and learning of English

Language are totally two different things. The Pedagogical Content

Knowledge (PCK) and Technological Pedagogical Content Knowledge

(TPCK) models must be referred to in developing appropriate content where

there is interweaving of all three key sources of knowledge - technology,

pedagogy and content. The resulting interactive lessons ought to take into

consideration the principles of the constructivist learning theory.

Constructivism frames learning less as the product of passive

transmission than a process of active construction whereby the learners

construct their own knowledge based upon prior knowledge (Duffy et al.,
 UNIVERSITY OF CALOOCAN CITY
26
Graduate School
1993; Piaget, 1971; Steffe & Gale, 1995). Constructivist learning requires

learners to demonstrate their skills by constructing their own knowledge

when solving real-world problems.

Figure 1 TPCK Model

 UNIVERSITY OF CALOOCAN CITY
27
Graduate School

The constructivist model calls for learner-centered instruction because

learners are assumed to learn better when they are forced to explore and discover

things themselves. Pupil/learner/student-centeredness is another essential

pedagogical approach whereby students are given more control over their own

learning (ChandraHanda, 2001; Haughey, 2002; Smeets & Mooij, 2001). Student

control facilitates student centeredness. Technology should be employed in ways

that pedagogical strategies that are learner-centred develop in classrooms

(Haughey, 2002). Teachers are responsible for this development. In the

technological revolution and the information age, using technology in teaching

becomes “a fact of life” (Chapelle, 2001, p. 1).

Several prominent theories such as constructivism, socio-cultural concept,

situated cognition, multiple intelligences, distributed cognition, problem-based

learning etc., play an important role in designing learner-centred environment.

Each of these theories is based on the same underlying assumptions that learners
 UNIVERSITY OF CALOOCAN CITY
28
Graduate School
are active agents purposefully seeking and contributing collaborative knowledge

within a meaningful context.

Conceptual Framework

Figure 2
 UNIVERSITY OF CALOOCAN CITY 29
Graduate School
Conceptual framework or model relating utilization of ICT in Filipino 9

The researcher come up with a paradigm to present the utilization of

Information and Communication Technology (ICT) in teaching Filipino 9.

The paradigm is divided into four stage. First stage is the emerging, where

in a teacher is becoming aware of ICT, it’s the time he started using presentation

software. Second, is applying where he is learning how to use ICT and utilizing it

in the lesson. Third is the infusing wherein he is understanding how to and when

to use ICT. It is the stage that he is infusing multimedia and simulation. Fourth, is

specializing the use of ICT and embedding lessons in the subject through it.

Furthermore, by becoming ICT literate, it can also emerge into cognitive and

technology proficiency.
 UNIVERSITY OF CALOOCAN CITY
Graduate School

Chapter 3

RESEARCH METHODOLOGY

The methods of research and procedure that will be used in this study are

presented in this chapter. It includes the research design, population and sample

of the study, research instrument, and validation of instruments, data gathering

procedure and statistical treatment of data.

Research Design

The researcher will use Mixed method of research in utilizing

questionnaires. Descriptive study describes a present condition and it involves

accurate interpretation of findings. As cited by Calmorin (2007), this type of

research could draw out important data to bring out actual situations or its reality.

Survey-questionnaire as the instrument to gather the data needed to answer the

 UNIVERSITY OF CALOOCAN CITY
31
Graduate School
specific problems of the study. Processes that is going or otherwise which are

relevant to discovery approach through multimedia and online application tool.

In Experimental method, the researcher focuses on what will be the

outcome of the study from the point of view of the future with the manipulation of

one independent variable under control and observes the effect of one or more

dependent variables. After the experimental group shall have been exposed to the

treatment for the prescribed length of time, the researcher administers a parallel

test of the independent variable, after which the researcher determines the

significant difference between the groups. (Acero & Leuterio, 2006)

Population and Sample of the Study

This study will involve 12 Filipino teachers as respondents in Grade 9 in

public secondary school in Cluster II, North Caloocan District.

Research Instrument

This study will use the survey-questionnaire consisting of five parts. Part I

is consist of the personal data of the respondents; Part II consists of ICT exposure,

extent of use of ICT perceived by the students and teachers in addressing the
 UNIVERSITY OF CALOOCAN CITY
32
Graduate School
achievement of Selected Grade 9 students in Filipino 9; Part III consists of

performance of the students based on the pre-test and post-test; Part IV consists

of the problems encountered by the respondents in using ICT on teaching; and

Part V consists of solutions and suggested lesson related on ICT to be used by the

teacher in classroom teaching.

The researcher will make a survey-questionnaire as the primary source

of data. The needed data will be gather from the respondents.

The researcher will also conduct an interview to the respondents to

gather some data and information that is relevant to the study regarding the

discovery approach through multimedia and internet application.

Validation of the Research Instrument

The researcher will be constructing the draft of the questionnaire. It will

be presented to the adviser for comments and suggestions. After the

modification of questionnaire, the researcher will conduct a pilot-testing to

validate the questionnaire.

Research Locale
 UNIVERSITY OF CALOOCAN CITY
32
Graduate School

The study will be conducted at Benigno Aquino Jr. High School, Bagong

Silang High School and Kalayaan High School in Caloocan City. It will be

randomly selected from among the students and teachers.

Statistical Treatment

The data gather will be carefully tally, tabulate and encode. The statistical

treatments are frequency count and percentage, weighted mean and chi-square.

Frequency Count and Percentage. This relative frequency will use in the

distribution of the respondent’s profile on age, gender, highest educational

attainment and position.

Weighted Mean. This will use in interpreting the data and to determine the

extent of use of multimedia and internet application.

Chi-Square. This will use to determine the significant relationship in the

achievement of the students and the extent of use in ICT.

The scales for statistical treatment are as follows:

Scale Range Interpretation

 UNIVERSITY OF CALOOCAN CITY 33
34
Graduate School
3 2.60-3.0 Effective

2 1.50-2.49 Sometimes effective

1 0.30-1.49 Needs work

BIBLIOGRAPHY

Abdi, R.M., Edalat, D.F., Shutbi, A.I. (2013), “IT service improvement through the
Total Quality Management”, International Journal of Information and
Computer Science, vol. vol. 2(7), pp.141-145.
https://www.researchgate.net/publication/222527904_How_to_compute_r
eliability_estimates_and_display_confidence_and_tolerance_intervals_for
_pattern_classifiers_using_the_Bootstrap_and_3-
way_multidimensional_scaling_DISTATIS [accessed Apr 1, 2017].

Afshari, M., Bakar, K.A., Luan, W.S., Samah, B.A., & Fooi, F.S. (2008). School
leadership and information communication technology. Turkish Online
Journal of Educational Technology, 7 (4), 82-91.

Aloraini, S.I. (2002).Distance learning. Alretha Press, Dammam. Kingdom of

Saudi Arabia.

Bahr, N. (2009). Blended learning discussion paper. Queensland University of

Technology Teaching and Learning Committee, Brisbane.

Chandrahandra, Y. Bioorg. (2001). Med. Chem. Lett. 2014, 24, 4439-4443.

Choy, M., Suan, K. & Chee, L. (2012). Enabling learning at the workplace –
humans first, technology second: Adopting a Best-Fit Approach to
Implementing ICT in Training.

Chapelle, C. (2001). Computer applications in second language acquisition:

 UNIVERSITY OF CALOOCAN CITY 35
Graduate School
Foundations for teaching, testing, and research. Cambridge: Cambridge
University Press.

Calmorin, L.P. (2007). Research Method and Thesis Writing. 2nd Edition; Rex
Printing Company Inc. Quezon City.

Department of Education, “2002 Basic Education Package”, January 29, 2002.

Department of Education, Culture and Sports, “DECS IT Framework (2000 to

2005)”,2000.

Department of Education, “Status Report on the 1996 DECS Computerization

Program,” prepared by Marivic Abcede, Adopt-a-School Program, DepEd,
2000.

Duffy, G., Roehler, L., and Hermann, B. (1993). Re-thinking strategy instruction:
Teacher development and low achievers’ understanding. Elementary
School Journal, 93 (3), 231-247.

Haughey NJ. Disruption of neurogenesis by amyloid beta-peptide, and perturbed

neural progenitor cell homeostasis, in models of Alzheimer’s disease. J
Neurochem. 2002;83:1509–24.

Kim. C., & Baylor, A. L. (2008). A virtual change agent: Motivating pre-service
teachers to integrate technology in their future classrooms. Educational
Technology & Society, 11 (2), 309-321.

Majumdar, S. (2012). Modelling ICT Development in Teaching & Learning.

Park, J.,Shin, S.K., and Sanders, G.L. "Impact of international information

technology transfer on national productivity", Inform. Syst. Res., vol. 18,
pp. 86-102, 2007.

Parker, W. & Jarolimek, J. (1997). Social studies in elementary education (10th

ed.) Upper Saddle River, NJ: Merrill.

Piaget, J. Mental imagery in the child—A study of mental imaginal

representation. Basic Books,New York; 1971.
 UNIVERSITY OF CALOOCAN CITY
36
Graduate School
Reid, S., 2002. The integration of ICT into classroom teaching. Alberta Journal of
Educational Research, vol. 48, pp.30-46.

Starlink. (2004). Educating the NetGen: Strategies that work. Participant Packet.
http://www.starlinktraining.org/packets2004/packet129.pdf.

Steffe, L. P.; Gale, J. (1995). Constructivism in Education Hillsdale, NJ:

Lawrence Erlbaum – 575 p.

Smeets, E., Mooij, T. (2001). The impact of information and communication

technology on the teacher. Nijmegen, the Netherlands: University of
Nijmegen, ITS. webdoc.ubn.kun.nl/anon/i/impaofina.pdf [February 15,
2004].

Tinio, V.L. (2002). Survey of information & communication technology utilization.

Commissioned by the Center of International Cooperation for
Computerization. Government of Japan.

Windschitl, M. & Irby, J. (1999). Tapping the resources of the World Wide Web
for inquiry in middle schools. Middle School Journal 30(3), 40-46.

Wilkinson, J. (1986). Means in education and research during the sixty years, the
translation by Dabbasi & Salah al-Arab. Science Press and Publication, Riyadh.
 UNIVERSITY OF CALOOCAN CITY
37
Graduate School

APPENDIX A

QUESTIONNAIRE

Dear Respondents:

You are chosen to be the respondent of this research entitled “Utilization of

Information and Communication Technology (ICT) in Filipino 9.”

Part I: Profile of the Respondents

Name:__________________________________ (Optional)

Direction: Please check (√) the blank for your appropriate answer.

(1) Age:
_____ 18-20 years old _____ 31-40 years old
_____ 21-30 years old _____ 41-50 years old
_____ 51-60 years old _____ 61-65 years old

(2) Gender: _____ male _____ female

(3) Highest Educational Attainment:

_____ College Graduate _____ MA graduate
_____ with MA units _____ with doctoral units
_____ Ph. D/ Ed. D
 UNIVERSITY OF CALOOCAN CITY
38
Graduate School
Others (specify) ________________________

(4) Position:
_____ Teacher
_____ Teacher Quality Circle Member
_____ Coordinator
_____ Master Teacher

Part II: How do you assess your extent of utilization of ICT on the selected topic in
Filipino 9. Rate the following statements by checking (√) the column that
corresponds to the degree influence by the following choices.

5 – Very Often 2 – Seldom

4 – Often 3 – Not at all
3 – Sometimes

Very Often Some- Seldom Not

often times At all
(5) (4) (3) (2) (1)

1 Using overhead projector in

teaching and learning.
Using social media, i.e. face
2
book, twitter or any other to
communicate with your students
Use gadgets i.e. desktop, laptop,
3 tablet, cellphone connected to
the Internet for your classroom
discussion
4 Set computer-based homework

5 Use of word processors or

desktop publishing package to
 UNIVERSITY OF CALOOCAN CITY
39
Graduate School
produce task-sheets, tests,
handouts
6 Accessing the internet in order
to find and collect lesson ideas
Use of social media for working
7 together with other teachers and
students on issues related to
teaching and learning.
Searching the internet for good
8 multi-media lessons, activities
and resources as well as
pedagogical issues.

Very Often Some- Seldom Not

often times At all

(5) (4) (3) (2) (1)

Use different ICT for

9
entertainment to engage and
motivate students
Using different designing
10
programs (Photoshop, Flash)
for your lessons in Filipino
Deleting or editing pictures,
11
animations or movies from your
lesson
12 Using digital camera

13 Publishing a personal blog

related on the subject
Create lessons that incorporate
14
students' use of a digital video,
graphics or sound editors.
15 Create lessons that use
presentation software
 UNIVERSITY OF CALOOCAN CITY
40
Graduate School
16 Create lessons that incorporate
simulation software
Participate in an on-line
17
interactive discussion or bulletin
board with students
18 Use software to monitor the
students' scores

Part III: What is the performance of Selected Grade 9 students based on the pre-
test and post-test?

Pre-test:

Proficiency Frequency MEAN MPS SD

Percentage
Level of
of Scores
Scores
Above
Average: 38-
50
Average:
25-37
Below Average
24-below
Total

Post-test:

Proficiency Frequency MEAN MPS SD

Percentage
Level of
of Scores
Scores
 UNIVERSITY OF CALOOCAN CITY 41
Graduate School
Above
Average: 38-
50
Average:
25-37
Below Average
24-below
Total

Part IV: What are the problems encountered by the teacher in the use of ICT?
Rate the following statements by checking (√) the column that corresponds to the
degree influence by the following choices.

5 – Very Serious 2 – Sometimes Serious

4 – Serious 3 – Not serious
3 – Moderately Serious

Very Serious Mode- Some- Not

Serious rately times Serious
Serious Serious
(5) (4) (3) (2) (1)
Shortage of class time
1
hinders me to use ICT.
Limited access to
2
computers
Lack of adequate
3 technical support for ICT
projects
Teachers do not have
4 access to ICTs at home to
improve the ICT skills
5 Lack of ICT skills
Low computer literacy
6
level among students
 UNIVERSITY OF CALOOCAN CITY
42
Graduate School
Lack of motivation and
7
confidence in using ICT
Inappropriate teacher
8
training
Number of computers in
school is inadequate for
9
integrating ICT in learning
programmes
Lack of computer-based
10
learning materials

Part V: Enumerated below are the possible solutions may be proposed in teaching
ICT in Filipino.

_____ Offer teacher opportunities for long-term collegial interaction involving

critical reflection, sharing ideas, and research concerning the use of ICT
_____ Integrate ICT into schemes of work in ways which satisfy the NC and assist
in meeting learning objectives but ensure that use is selective, appropriate
and critical
_____ Take account of – and build up – students’ and teachers’ levels of
technological expertise
_____ Constantly evaluate the unique contribution of ICT and its specific role in
enhancing teaching and learning activity
_____ Offer a carefully formulated balance of complementary ICT supported and
other learning activities
_____ Take advantage of resources offered at school
_____ Access to ICT resources at home
_____ Acquiring skills of self-organization and time-management
 UNIVERSITY OF CALOOCAN CITY 43
Graduate School
_____ Preparing themselves by self-training
_____ Taking up opportunities for training offered at school
_____ Knowing how to access resources
_____ Relying on themselves to be able to solve problems in their use of ICT
_____ Accessing available suuport
Others (please specify) ______________________________________________
________________________________________________________________

APPENDIX B
LETTER TO PRINCIPAL ASKING PERMISSION TO CONDUCT STUDY

March 31, 2017

DR. PETER G. YOUNG JR.

Principal I
Benigno Aquino Jr. High School
Caloocan City

Dear Sir:

I am Edlyn A. Nacional student in Master of Arts major in Educational Management

at the University of Caloocan City. I am currently working on our research proposal
entitled “Utilization of Information and Communication Technology (ICT) in Filipino
9 in Selected Secondary School in Cluster II, North Caloocan District.”

In view of this, I am respectfully asking permission from your good office to allow
me to administer my questionnaire to the coordinators, teachers and students of
your school. Rest assured that the information gathered will be treated with utmost
confidentiality and respect will be used only for its intended purpose.
 UNIVERSITY OF CALOOCAN CITY
Graduate School
Thank you very much.

Respectfully yours,

EDLYN A. NACIONAL
Researcher
Noted by:

MELCHOR S. JULIANES, Ed. D., Ph. D., DPA 44

STW Adviser

APPENDIX C
LETTER TO RESPONDENTS TO CONDUCT STUDY

Survey Questionnaire

Dear Respondents,

I am currently working on my research proposal in partial fulfillment of the

requirements for the course STW 315 Seminar in Thesis Writing. The title of my
study is “Utilization of Information and Communication Technology (ICT) in Filipino
9 in Selected Secondary School in Cluster II, North Caloocan District.”

In this regard, you are chosen as one of the respondents. I would like to
seek assistance and take some of your time to answer the instruments used in the
study. Rest assured that your responses will be held in strict confidentiality.

Thank you very much for your cooperation.

Sincerely,

EDLYN A. NACIONAL
 UNIVERSITY OF CALOOCAN CITY
Graduate School
Researcher

45

EDLYN A. NACIONAL
Phase 1, Package 3, Block 48, Lot 16
Bagong Silang, Caloocan City
09202467427
nacionaledlyn@gmail.com

EDUCATIONAL BACKGROUND:

Post Graduate University of Caloocan City 2014 - present

Camarin, Caloocan City 30 units
MaEd- Educational Management

Tertiary Rizal Technological University 1999-2003

Boni Ave., Mandaluyong City
Bachelor in Secondary Education
Major in Filipino

Intermediary Rizal High School 1995-1999

Caniogan, Pasig City

Elementary Pinagbuhatan Elementary School 1989-1995

 UNIVERSITY OF CALOOCAN CITY
Graduate School
Pinagbuhatan, Pasig City

JOB EXPERIENCES:

Teacher I Benigno Aquino Jr. High School 2007-present

Bagong Silang, Caloocan City

LSB Teacher Bagong Silang High School 2006-2007

Phase 3, Bagong Silang, Caloocan City

Contractual Teacher Pinagbuhatan High School 2005-2006

Pinagbuhatan, Pasig City

46

SEMINARS ATTENDED:

3RD ANNUAL GRADUATE FACULTY-STUDENTS RESEARCH CONFERENCE

Graduate School- University of Caloocan City
March 18, 2017 at La Consolacion College, Caloocan City

2016 SUMMER READING CAMP

Facilitator
April 27, 2016 at Benigno Aquino Jr. High School

2ND ANNUAL GRADUATE FACULTY-STUDENTS RESEARCH CONFERENCE

Graduate School- University of Caloocan City
March 5, 2016 at La Consolacion College, Caloocan City

COOPERATING TEACHER
Colegio de Sta. Teresa De Avila
February 10, 2016

SCHOOL-BASED DEMONSTRATION TEACHING FESTIVAL

Demonstraion Teacher in Filipino 9
February 4, 2016 at Benigno Aquino Jr. High School

MID-YEAR IN-SERVICE TRAINING (INSET)

 UNIVERSITY OF CALOOCAN CITY 47
Graduate School
October 26-29, 2015 at Benigno Aquino Jr. High School

2015 DIVISION SCHOOLS PRESS CONFERENCE (SECONDARY)

Schools Division Office- Caloocan
September 29, October 1, 3, 6, & 13, 2015 at Tala High School, Caloocan
City

ORGANIZER-JOURNALISM SEMINAR-WORKSHOP
Philippine Star
October 6, 2015 at Benigno Aquino Jr. High School

MENTORLYMPICS 2015
September 28- October 2, 2015 at Benigno Aquino Jr. High School

2015 DIVISION JOURNALISM SEMINAR-WORKSHOP FOR SCHOOL PAPER

ADVISERS
Schools Division Office- Caloocan
September 18-20, 2015 at Bagumbong High School

PROGRAM AND INVITATION COMMITTEE

“Equipping the 21st Century Mentors: Future of the Nation”
Graduate School- University of Caloocan City
September 19, 2015 at Villa Consuelo Retreat House, Caloocan City

SEMINAR-WORKSHOP
“Equipping the 21st Century Mentors: Future of the Nation”
Graduate School- University of Caloocan City
September 5, 12, &19, 2015 at Villa Consuelo Retreat House, Caloocan
City

HURADO- PANDISTRITONG PATIMPALAK

“Filipino: Wika ng Pambansang Kaunlaran”
Distrito ng Caloocan North II
August 14, 2015 at Silanganan Elementary

SCHOOL-BASED IN-SERVICE SEMINAR-WORKSHOP

May 25-27, 2015 at Benigno Aquino Jr. High School
 UNIVERSITY OF CALOOCAN CITY
Graduate School
2015 DIVISION SEMINAR-WORKSHOP & CONVENTION OF CALOOCAN
SCHOOL PAPER ADVISERS AND TRAINERS
Division of City Schools- Caloocan
May 21-23, 2015 at Mariano Marcos State University, Ilocos Norte,
Philippines

REGIONAL TRAINING OF GRADE 10 TEACHERS: FILIPINO IN THE K-12

CURRICULUM
National Capital Region
May 11-16, 2015 at Philippine Normal University, Taft Ave., Manila

COOPERATING TEACHER AND MENTOR

Bestlink College of the Philippines 48
March 28, 2015 at Novaliches, Quezon City

PERSONAL INFORMATION:

Date of Birth : May 27, 1982

Age : 34 years old
Place of Birth : Pasig, Metro Manila
Nationality : Filipino
Religion : Catholic
Civil Status : Married
Spouse :Rolando P. Nacional
Children : Twister Jaf A. Nacional
Natsume Elaine Rose Ic A. Nacional