1

CHAPTER I

INTRODUCTION

Background of the Study

Physics is an essential discipline because of its practical role to individual

and society. It is the study of matter and energy and in general, aims to analyze

and understand the natural phenomena of the universe. It has been taught to

STEM students since the implication of the K-12 curriculum. Under this subject is

“Projectile Motion” which was recently discussed to the researchers.

Projectile motion is a common phenomenon that is used in introductory

physics courses to help students understand motion in two dimensions (Connor,

et.al, 2018). This is one of the topics in Physics subject that requires much

analyzation to enable students to solve the given problem.

Problem-solving is the foundation of all mathematical activity (Lambdin,

Smith, Suydam, 2001). With its complexity, analyzation is one of the skills

needed in getting the right solution; therefore, one cannot solve a given problem

if one failed to analyze it well.

Analyzation is the process of breaking down and explaining something

complicated into smaller parts to gain a better understanding. But what the

researchers have observed and experienced is that there are lots of barriers in

understanding the concepts of the lessons because students don’t know to

analyze the problemsespecially in solving projectile motion. One factor the

researchers have observed that affects students’ analyzation skills is the lack of

time given to solve the problem.

 2

Time constraint is the limitation or restriction of time; this exists whenever

there is a time deadline, even if the person is able to complete the task in less

time. Time pressure indicates that the time constraint induced some feeling of

stress and created a need to cope with the limited time. Time pressure can

reduce performance on everything from simple math problems to piloting

airplanes (Raby&Wickens, 1994). Lack of time seems to be a hindrance in

analyzing given problems.

It is with this context that the researchers would want to study whether

there is a relationship between time constraints and analytical skills of STEM 12

students in the projectile motion topic in physics.

Research Objectives

The primordial objective of this study is to determine the relationship of

time and the analytical skills of STEM 12 students (S.Y 2018-2019) in Physics.

Specifically, it sought to achieve the following objectives:

1. To determine the demographic profile of the STEM 12 students in

terms of:

1.1. Gender

1.2. Age

2. To find out the analytical skills of the respondents in Projectile Motion.

3. To determine the strength of correlation between the time and the

analytical skills of students.

 3

4. To identify the significance of the relationship of the two variables- time

and analytical skills.

Theoretical Framework

Prospect Theory. The current research examines the effects of time pressure on

decision behavior based on a prospect theory framework. Three (3) experiments

were made. In experiments 1 and 2, time pressure led in increased risk

attractiveness, but no significant differences emerged in either probability

discriminability or outcome utility. In experiment 3, time pressure reduced

probability discriminability, which was coupled with severe risk-seeking behavior

for both conditions in the domain of losses. Results provide qualified support for

theories that suggest increased risk-seeking for gains under time pressure.

Conceptual Framework

Analytical Skills in Physics

Time Constraint
. (Projectile Motion)

Relationship

Positive relation No relation Negative relation

Figure 1. Conceptual Framework

 4

Hypothesis

H1: There is a significant relationship between time constraints and the analytical

skills of STEM-12 students in Physics.

H2: There is no significant relationship between time constraints and the

analytical skills of STEM-12 students in Physics.

Significance of the Study

This study unveils the STEM 12 students’ analytical skills in Physics within

a limited amount of time. Thus, this study is contributory and beneficial to the

following persons and entities:

Students. The result of this work would greatly encourage students to develop

their analytical skills not only in Physics but also for other subjects and real-life

situations involving problem-solving skills.

Teachers. The result of this study would guide teachers as to what suitable kind

of approach should be implemented to match the students learning capabilities

with the subject. Furthermore, the study helps teachers in crafting the best

strategy which will be readily used in the future by other instructors.

Administrators. The results of the study would unlock opportunities to making

guidelines and measures for a perfectly planned curriculum, strengthening the

analyzation skills of students despite time constraints.

Parents. Parents would be knowledgeable about the level of performance of their

children in school. Through their awareness and involvement with the intellectual
 5

development of their students, students feel boosted to do and learn more about

the subject.

Future Researchers. Results of this study may be utilized by future researchers

or this may serve as a benchmark for future studies.

Scope and Delimitation of the Study

The study is only limited in determining time constraint’s relation to the

analytical skills of students in Physics. This study does not include all the topics

under the Physics subject but rather focuses only on the topic about Projectile

Motion.

The place of conduction of this study will be the Naval State University,

Naval, Biliran andwill only cover 40 percent of grade 12 STEM students per

section with in the school year 2018-2019 through stratified sampling.

Review of Related Literature

This section manifests the literature review that could be utilized by the

researchers to support the present study.

Physics is one of the subjects taught in the STEM strand. Physics is the

science concerned with the nature and properties and energy (McBrown, 2016).

Physics has many subtopics and under it is about the projectile motion. Projectile

motion is an example of a two-dimensional motion (Silverio, 2017). This is a

subtopic in physics that deals with solving the horizontal and vertical distance

together with its time, velocity and angle (Dion, 2017). Solving these projectile
 6

motion problems can be quite timely. As Millon(2016) has stated, visualizing the

problem is an important factor in solving.Meryll(2014) has written that solving

problems cannot be done without analyzation.

Analyzation according to Chadly (2013) is the process of carefully

studying a problem and learning about its parts, what they do, and how they are

related to each other. This is an essential component of every topic that needs

problem solving. Henntoc(2011) stated in his book, “The Business, Power of the

Mind”, solving with correct analyzation, makes it so much easier and it produces

the best applicable results. Analyzation requires a prompt amount of time of

reading (Kirkland, 2010). However, a limitation or restriction of time can affect the

analyzation towards the given problem. Analyzation may vary depending on the

time that is given.

Time plays a crucial role in mathematical analyzation. However, a

restriction of itmay lead to some things, and that restiction of the is called time

constraint. It shows how a student handles a mathematical problem in a short

amount of time. Time constraint exists whenever there is a tie deadline, even if

the peroson is able to complete the task in less tha time. Time pressure indicates

that the time constraint induced some deeling of stress and created a need to

cope with the limited time. Thus, it is possible to have time contraint but no time

pressure (Ordonez, 2010).

Time pressure can reduce performance on everything from simple math

problems (Bryan and Locke, 2014) to piloting airplanes (Raby and Wickens,

2011).
 7

Students often complain that the problem in solving mathematical

problems arises from the fact that there would be hardships in analysing

mathematical problems due to the limited time provided by the teacher. In order

Review of Related Studies

One study (Onwuegbuzie, 1995) examined the effects of time constraints

on students taking a statistics class. In this study 13 students were given an

examination and told they had 90 minutes to complete the exam, which involved

finding numerical answers to statistics problems. In another class 13 students

were given the exact exam and told they had unlimited time to complete their

exams. Under normal conditions, students were given 90 minutes to complete

the exam. The results indicated that students given unlimited time to complete

the exam earned a significantly higher score than those students given a time

limit.

A more recent indirectly related study (Hosch 2010)examined the effects

of time spent by students taking standardized multiple choice entrance/exit

exams at a university. In this study, students’ time to completion was noted, but

few students worked on the test for the entire time, hence the students were not

acutely constrained. The study covered a three year period. The results indicated

that for both the entrance exam (freshmen) and the exit exam (seniors), students

who spent more time on the exam had significantly higher scores.

Young et al. (2012) run a laboratory experiment andask subjects to state

certainty equivalents for gain-only and loss only gambles. They show that time
 8

pressure increases risk-seeking behavior in the gain domain. Kocher et al. (2013)

consider the effects of time pressure on risk attitude separately for gains, losses

and mixed gambles by asking subjects to make choices between pure gain, pure

loss and prospects involving both gains and losses, separately. Contrary to

Young et al. (2012), Kocher et al. (2013) find no time pressure effect on risk

attitudes for gains, but an increase in risk aversion for losses.

There are only a few studies that examine strategic interactions under

time pressure. Dreu (2003) experimentally investigates the impact of perceived

time pressure on information processing in negotiation. In this experimental

study, two groups of subjects were given the same amount of time for the same

negotiation task. One group was told that based on the past research, the given

time was more than enough, whereas the subjects in the other group were told

that it was quite tight in order to reach an agreement. The results show that

perceived time pressure reduces efficiency in negotiation by reducing motivation

to process information. Sutter et al. (2003) consider bargaining behavior in an

ultimatum game under time pressure and show that time pressure has a high

degree of efficiency costs since it leads to significantly high rejection rates of

offers. Kocher and Sutter (2006) show that in an experimental beauty-contest

game, the rate of convergence to equilibrium and payoffs are lower under high

time pressure than under low time pressure.

Cella et al. (2007) experimentally investigate the effects of time pressure

on a learning based task, Iowa Gambling Task. They show that subjects with real

time constraints perform worse relative to those without such constraint. In order
 9

to see the impact of perceived time pressure on Iowa Gambling Task

performance, DeDonno et al. (2008) follow the procedure used by Dreu (2003),

in which a group of subjects were informed that the given time was insufficient to

learn and successfully complete the given task while the rest were told that it was

sufficient. It is shown that the former group performed significantly worse than the

latter group.

Definition of Terms

Analytical Skills- The process of breaking down and explaining something

complicated into smaller parts to gain a better understanding; the ability to

analyze and solve a problem by means of breaking down the problem.

Pearson’s Correlation Method- This refers to the method that measures the linear

relationship between two variable, x and y.

Projectile Motion- This is a subtopic in the subject physics.

Summation- This refers to the sum or total of a sequence of numbers.

Time – In this study, time refers to the amount of time in minutes it took the

respondents to answer the given questionnaire.

 10

Chapter II

METHODOLOGY

This chapter presents, describes and discusses the research design,

research subject, research locale, research instruments, data gathering

procedure, data scoring and statistical treatment of data.

Research Design

This study utilized the correlation method because this attempted to

determine the extent of a relationship between time constraints and the analytical

skills of students in Projectile Motion in Physics.

Research Subject

The respondents for this study will be the 30 STEM 12 students of Naval

State University Laboratory High School S.Y. 2018-2019. The respondents are

randomly selected through stratified sampling.

Research Locale

This study will be conducted at Naval State University, the only premiere

State University in the Province of Biliran.

Research Instruments

The instrument that will be used in this study is a researcher-made test.

Items will be checked and screened by the Physics Instructor for content validity.
 11

The instrument will contain 3 projectile motion problems. The respondents

will be asked using the indicators that tests and measure the analytical skills of

the respondents- whether they can illustrate the problem, would identify what are

the given data present in the problem, and would know what formula to use.

Time was measured depending on how long have they solved the given

problems.

Data Gathering Procedure

An examination scenario was the data gathering procedure for this study.

But before the distribution of copies, the researchers secured an approval or

seeked permission from the Chairman of the Laboratory High School and the

President for the researchers to conduct the study using one period of the

respondent’s classes to answer the instrument. The data for Analytical Skill with

relation to Time is obtained from the test given to the respondents.

Data Scoring

The responses of the test will be collected and tabulated to arrive at valid

and specific categories.

Analytical Skill Scoring. The Analytical Skill of a student is measured by

assigning points in every correct answer. The analytical skill indicators-

illustration, identifying the given, formula to use are each given bigger point, 3.

And the final answer was given 1 point. Based on the practice scores obtained by
 12

the students, correct answers were categorized into three, namely: High (19

points and above), Moderate (13-18 points), and Low (0-12 points).

Range Description

High 19 points and above

Moderate 13-18 points

Low 12 points below

Statistical Treatment of Data

The data to be gathered in this study will be subjected to the

followingstatistical treatment:

1. Coefficient of Correlation. Pearson’s product-moment correlation

coefficient is used to measure linear association between two variables. It

will determine if there is correlation between the job satisfactions of nurses

to the delivery of quality patient care using this formula:

𝒏𝚺𝒙𝒚 − (𝚺𝒙 )(𝚺𝒚 )

𝒓𝒙𝒚 = 𝟐
[𝒏𝚺𝐱 𝟐 − (𝚺𝒙 )𝟐 ] [𝒏𝚺𝐲 𝟐 − (𝚺𝒚 ) ]

Where:
n= Number of Samples
x= First Variable (time in minutes)
y= Second Variable (score)

2. To test the significance of r, t-test was used.

𝑟
t= (√𝑛 − 2)
√1−𝑟 2
 13

CHAPTER III

RESULTS AND DISCUSSIONS

This chapter presents the result of the data gathered from the respondents

through questionnaires. Part I the demographic profile of the respondents. Part II

includes the level of analytical skills of the students, and part III shows the

correlation between the two variables.

Demographic Profile

Below is a table showing the demographic profile of the 30 respondents of the

study.

Table 1
Demographic Profile of the Respondents According to Age and Gender

Profile of the Frequency Percentage

Respondents

Gender

Male 19 63%

Female 11 37%

Total 30 100%

Age

17 14 46%

18 16 54%

Total 30 100%
 14

Table 1 shows the profile of 30 STEM 12 students of the Naval State

University. It shows that out of 30 students; 19 which comprise the 63% are

male; 11, which comprise the 37% are female. This table also shows the

frequency and percentage of the age of the respondents. Out of 30, 14 students,

which is equal to 46% are aged 17 and 16 which is equal to the 54% of the

respondents are aged 18.

Level of Analytical Skills of the Respondents

Below is a table and a figure showing the analytical scores of students

together with its interpretation.

Table 2
Students’ Analytical Scores

Student’s Score Frequency (f) Percentage (%)

1-6 2 6%

7-12 3 10%

13-18 7 24%

19-24 6 20%

25-30 12 40%

Total 30 100%

The table shows the student’s scores in the given test that then measures

their analytical skills. Based on the table, out of 30 students; 12, that comprise

the 40% got a score ranging from 25-30; 6, which comprise the 20% got scores
 15

between 19 and 24; 7 students, which is equal to 24% got a score between 13-

18; 3 students that comprise the 10% got scores ranging from 7 to 12; and 2

students, which comprise the 6% got the lowest scores, 1-6.

Based on the score, students’ analytical skill was determined based on the

midpoint score- in this case it was 15.5 or 16. Those who obtained scores lower

than 15 were considered to have low analytical skills, while those with 16 and

above score were considered to have high analytical skills. On the table above, it

showed that almost 40% of the students have low analytical skills while

approximately 60% have high analytical skills.

Based on the categorized score, more than 16% fall in the low analytical

level category in terms of analytical skills; 24% fall in the moderate category and

60% fall in the high level category.

45%

40%

35%

30%

25%

20%

15%

10%

5%

0%
High (19 points and above) Moderate (13-18 points) Low (0-10 points)

Figure 1. Students’ Level of Analytical Skills

 16

Correlation of Time and the Analytical Skills of Students in Projectile

Motion

Below are tables showing the computation of the correlation of time and

the analytical skills of the students; and the summarization of its computation.

Table 3

Pearson’s Product-Moment Correlation Computation

x y 𝒙𝟐 𝒚𝟐 xy
60 30 3600 900 1800
60 29 3600 841 1740
60 28 3600 784 1680
60 30 3600 900 1800
60 29 3600 841 1740
60 30 3600 900 1800
60 30 3600 900 1800
60 28 3600 784 1680
60 27 3600 729 1620
60 25 3600 625 1500
60 20 3600 400 1260
60 21 3600 441 1680
60 28 3600 784 1380
60 23 3600 529 1440
60 24 3600 576 1500
60 25 3600 400 950
50 19 2500 361 900
50 18 2500 324 1000
50 20 2500 400 720
45 16 2225 256 675
45 15 2225 225 680
40 17 1600 280 450
30 15 900 225 300
30 10 900 100 480
30 16 900 156 220
20 11 400 121 280
 17

20 14 400 196 212

20 10 400 100 200
10 2 100 4 20
10 5 100 25 50
∑ 𝒙 = 𝟏𝟒𝟏𝟎 ∑ 𝒚 = 𝟔𝟏𝟓 ∑ 𝒙𝟐 ∑ 𝒚𝟐 ∑ 𝒙𝒚
= 𝟕𝟓𝟐𝟓𝟎 = 𝟏𝟑𝟗𝟓𝟏 = 𝟑𝟏𝟑𝟒𝟓

Table 3 shows the overall computation in finding the correlation coefficient

of time and the analytical skills of the students. The first column-x, refers to the

amount of time (in minutes) it took the respondents to answer the given problem;

second column-y refers to the scores of the respondents in the test; third column-

x2 is the column in which each time is squared; fourth column –y2 is the column in

which the scores are squared. The last row shows the summation of all the

scores in each column and the scores are then used for the computation in

finding the correlation coefficient.

Table 4

Time and its Relation to the Analytical Skills of STEM 12 Students in

Projectile Motion

Variable Computed r Computed t Table Value Decision

Time

to

Analytical 0.71 5.19 2.048 Accept H1

Skills of

students
 18

Shown in the table above are the correlation of time and the analytical

skills of students. The computed r is 0.71 is interpreted as strong positive

correlation. Testing the significance of r, t-test is used. The computed t is 5.19

and its table value is 2.048 at a 0.05 level of significance. The computed t is

greater than the table value which means that the alterative hypothesis is

accepted. This means that there is a significant relationship between time and

the analytical skills of the students in Projectile Motion.

 19

CHAPTER IV

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This study aimed to discover the correlation of time to the analytical skills

of STEM 12 students in projectile motion. This chapter discusses the summary of

findings, conclusions and recommendations of this study.

Summary of Findings

The findings of this study are presented below.

Demographic Profile. The data gathered shows that among the respondents,

63% are male and 37% are female. It also showed that 46% of the respondents

are aged 17 while 54% of them are 18.

Level of Analytical Skills. Based on the data, 16% of the respondents have low

level of analytical skills, 24% have a moderate level of analytical skills and 40%

of the students have a high level of analytical skills in projectile motion.

Correlation of Time and the Analytical Skills. The correlation r of time and

analytical skills is measured through Pearson’s Correlation method and it was

found out that r is equal to 0.71 and is interpreted with the use of the degree of

linear relationship as “strong positive relation”.

Significance of the Relationship of the two variables. The t value computed is

5.19 and its table value is 2.048. Since the t value is greater than its table value,

there is a significant relationship between time and the analytical skills of the

students.
 20

Conclusions

In the light of the findings derived from the study, the following conclusions

were drawn:

1. The male student-respondents in Projectile Motion outnumbered the

female respondents. The respondents ages’ 17 and 18 were almost

equal in number.

2. Most of the respondents have high levels of analytical skills in

Projectile Motion.

3. There is a relation between time and analytical skills with a strong

positive linear relation between the two variables..

4. There is a significant relationship between time and the analytical skills

of the students in projectile motion.

5. After analyzing the findings, the researchers therefore concluded that

time plays an essential role in the analytical skills of students, the

greater the time, the greater the analyzation of the students. It was

also found out that correlating the variables- time and analytical skills,

they found to be highly significant at .05 level.

Recommendations

In the light of the findings and conclusions cited above, the following

recommendations are forwarded:

 21

1. Since time is essential to the analytical skills of the students, teachers

should consider giving students an ample amount of time to help them

analyze the problem well resulting to a correct answer.

2. This study be replicated for use by other researchers for more

knowledge and for their benefit.

3. This research paper should be used as a reference for future

researchers.

4. A follow study should be conducted to find out more about the

relationship of the two variables.

 22

References
Connor, James V. (2018). Physics and Science. London: Edward Arnold.
Dunn, R., Dunn, K., & Price, G.E. (1985). Learning styles inventory (LSI): An
inventory for the identification of how individuals in grades 3 through 12
prefer to learn. Lawrence, KS: Price Systems.
Dunn, R. & Dunn, K. (1993). Teaching elementary students through their
individual learning styles: Practical approaches for grades 3 - 6. Allyn &
Bacon: Boston.
Dunn, R. & Dunn, K. (1993). Steps in Problem Solving. Practical approaches for
grades 7 - 12. Allyn & Bacon: Boston
Felder, R.M. &Spurlin, J. (2005). Applications, analyzations and validity of the
index of solving problems. International Journal of Engineering Education,
21(1),103-112.
Grasha, A.F. (1996). Solving with analyzation. A practical guide to enhancing
learning by understanding the right path. [Electronic version]. Alliance
Publishers. 1-343. Retrieved 10, August, 2010, from
http://ilte.ius.edu/pdf/teaching_with_style.pdf
Gregorc, A.F. (1979). Learning/Teaching Styles: Potent Forces Behind Them.
Educational Leadership Volume 36. 234-236.
Gregorc, A.F. (1982). An Adult’s Guide to Style. Maynard, Massachusetts:
Gabriel Systems Inc.
Gregorc, A. F. (2004). Physics and life: A phenomenological perspective. Theory
into Practice, 23(1), 51-55. [Electronic version] In Melba, T. (Ed). Projectile
Motion. (pp. 45-48). Retrieved 12 December, 2011 from
http://www.vccaedu.org/inquiry/inquiry-spring97/i11tayl.html
Henntoc, D.K. (2011).The Business: Power of the Mind. Englewood Cliff, New
Jersey: Prentice-Hall.
Lambdin, J.W. (2001).What One Takes in Solving Word Problems. 48(2), 57-61.
Kirkland. Hamid (2011). Investigating The Factors of A Persons’ Analytical Skills.
Unpublished Masters dissertation, University Teknologi Mara, Shah Alam.
Oxford, R. (2003). Problem Solving Styles And Strategies: An Overview.
[Electronic version]. Retrieved December 2011, from
http://web.ntpu.edu.tw/~problem/workshop/read2.pdf
Raby, J.M. (2011). Time Pressure And Its Effects To Students. 87-110. Retrieved
December 2011, from
 23

http://lwtoefl.ielp.pdx.edu/internal_resources/tutor/level_1_regular/
Time_Pressure_ESL%20_%20Reid.pdf
Wilson, Mary Lynne (2011). Student’s ComprehensionSkill and Teachers’
Instructional Strategies: Correlations between It.
 24

APPENDICES
 25

APPENDIX A

LETTER OF REQUEST

Republic of the Philippines

Naval State University
LABORATORY HIGH SCHOOL
Naval, Biliran

October 1, 2018

Dear Respondent,
Please be informed that we are conducting a study on “Time and its
Relation To The Analytical Skills Of Stem 12 Students In Projectile Motion”.
In this connection, we have constructed a questionnaire to gather information for
our study.
Your earnest participation and sincere cooperation in the study by way of
answering questions truthfully is very vital, without it, the study will not be
complete as it should be.
Kindly answer the questions in the questionnaire passionately. Please feel
assured that your anonymity and the information you will give will be treated with
the strictest confidentiality.
Thank you very much for your kind response to this request!

Very Sincerely Yours,

Jelly Mendoza
Ronn Andre Napala
Dustin Kierr Antoc
Arjay Sambitan
Francis Triexl Kyle Gobi
James Paa
THE RESEARCHERS
 26

Appendix B
LETTER OF REQUEST

Republic of the Philippines

Naval State University
LABORATORY HIGH SCHOOL
Naval, Biliran

DR. NOEL P. TANCINCO

NSU-LHS Chairperson
Naval State University
Naval, Biliran

Sir:

Greetings!

We are the Grade-12 STEM (Science Technology Engineering and Mathematics)

students who are currently making a quantitative action research for our subject
Practical Research. We would like to ask your approval to gather data in
conducting our study for academic purposes entitled: “Time and its Relation to
the Analytical Skills of Stem 12 Students in Projectile Motion

In this joint, we humbly ask your approval to officially begin conducting survey
questionnaire as the main source of gathering data that is needed in our study.

Your prestigious consideration and limitless support to this undertaking would

contribute to the success of this research study.

Respectfully yours,

(SGD)RONN ANDRE NAPALA

Group Leader, STEM 12-A

Noted:

(SGD) MARK ALMAZAN, LPT

Instructor, Practical Research II

Approved:

(SGD)NOEL P. TANCINCO, Ph.D

Chairman, NSU-LHS
 27

APPENDIX C
QUESTIONNAIRE

Dear Respondents,

We are conducting a study on the relationship of time with the analytical

skills of the students. We would greatly appreciate it if you could answer this

questionnaire as it is a crucial part of our study.

Name(optional):_______________________________

Amount of time answering(to be filled by the researcher):______

Projectile Motion

Instructions: Read the following problems carefully. Give the illustration of the

problem , identify what are given, write what formula to be used and then solve

the problem. Write your answers on the sheet the researher has attached.

1. An arrow shot horizontally from a cliff at 15m/s lands 30 meters away.

How high is the cliff and how fast is the arrow before it hits the ground?

2. Nicole throws a ball with a velocity of 20m/s and at an angle of 60o above

the horizontal. The ball leaves her hand at a height of 1.80 m from the

ground. At what height from the ground will it strike the wall 30 meters

away? What would be the height of the instant velocity were 30m/s?

3. A baseball player standing on a platform throws a baseball out over a level

playingfield. The ball is released from a point 3.50m above the ground with

an initial speed of 14.3m/s at an upward ange of 27 o from the horizontal.

How far from the point on the ground directly below the point of release

will the baseball strike the field?

 28

CURRICULUM VITAE

ANTOC, DUSTIN KIERR P.

PERSONAL DATA

Age 17

Sex Male

Date of Birth February 22, 2001

Place of Birth Naval, Biliran

Civil Status Single

Religion Roman Catholic

Citizenship Filipino

Language Cebuano, Filipino, English

Father’s Name

Mother’s Name Rhodora P. Antoc

EDUCATIONAL ATTAINMENT

Elementary Naval Sped Center

Naval, Biliran

March 2013

Secondary Naval State University

Naval, Biliran

March 2017
 29

GOBI, FRANCIS TRIEXL KYLE D.

PERSONAL DATA

Age 17

Sex Male

Date of Birth August 12, 2001

Place of Birth Naval, Biliran

Civil Status Single

Religion Seventh Day Adventist

Citizenship Filipino

Language Cebuano, Filipino, English

Father’s Name Francisco Gobi

Mother’s Name Tita Gobi

EDUCATIONAL ATTAINMENT

Elementary Kawayan Central School

Kawayan, Biliran

March 2013

Secondary Kawayan NHS

Kawayan, Biliran

March 2017
 30

MENDOZA, JELLY M.

PERSONAL DATA

Age 18

Sex Female

Date of Birth September 24, 2000

Place of Birth Naval, Biliran

Civil Status Single

Religion Roman Catholic

Citizenship Filipino

Language Cebuano, Filipino, English

Father’s Name Tarcelo Mendoza Jr.

Mother’s Name Gilda Mendoza

EDUCATIONAL ATTAINMENT

Elementary Naval Central School

Naval, Biliran

March 2013

Secondary Naval School of Fisheries

Naval, Biliran

March 2017
 31

NAPALA, RONN ANDRE R..

PERSONAL DATA

Age 18

Sex Male

Date of Birth May 04, 2001

Place of Birth Naval, Biliran

Civil Status Single

Religion Roman Catholic

Citizenship Filipino

Language Cebuano, Filipino, English

Father’s Name Ronald Napala

Mother’s Name Arlene Napala

EDUCATIONAL ATTAINMENT

Elementary Naval Sped Center

Naval, Biliran

March 2013

Secondary Naval School of Fisheries

Naval, Biliran

March 2017
 32

PAA, JAMES G.

PERSONAL DATA

Age 18

Sex Male

Date of Birth August 06, 2000

Place of Birth Naval, Biliran

Civil Status Single

Religion Roman Catholic

Citizenship Filipino

Language Cebuano, Filipino, English

Father’s Name

Mother’s Name

EDUCATIONAL ATTAINMENT

Elementary Naval Central School

Naval, Biliran

March 2013

Secondary Naval School of Fisheries

Naval, Biliran

March 2017
 33

SAMBITAN, ARJAY R.

PERSONAL DATA

Age 18

Sex Male

Date of Birth July 20, 2000

Place of Birth Naval, Biliran

Civil Status Single

Religion Roman Catholic

Citizenship Filipino

Language Cebuano, Filipino, English

Father’s Name Bernandino Sambitan

Mother’s Name Cherry Sambitan

EDUCATIONAL ATTAINMENT

Elementary Naval Central School

Naval, Biliran

March 2013

Secondary Naval School of Fisheries

Naval, Biliran

March 2017