1

CHAPTER I

THE PROBLEM AND ITS SETTING

This chapter showed the introduction or the background of the study. It also

includes the statement of the problem, conceptual framework and other parts in

conducting research.

Introduction

Education is process of learning things, experiencing ideas, understanding the

behavior of anything. Most people take education as a measure of their success. Most

people think if they graduate from a top notch university they have a good future they

think they have the best education.

Teacher is person who gives not only the knowledge but also inspiration to live.

They are the meaning of everyone’s success. Teachers encouraged students in

difficulties to overcome them. Teacher only knows to understand their students because

they spent lot of the time in school. Teacher knows about the student’s ability. A real

teacher never underestimate their students. They strongly believes that every child has

its own potential to prove.

However, K to 12 system gives additional two years for more content to be taught

and students to remain in school longer rather than picking up negative influences after

their graduation at the early age of 16. K to 12 is an educational system under the

Department of Education that aims to enhance learners’ basic skills, produce more

competent citizens, and prepare graduates for lifelong learning and employment. And

one of the five strands of this curriculum is Science Technology Engineering and

Mathematics or STEM.
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The Department of Education pronounces the addition of two more years in the

basic Filipino in the Philippines. The Aquino administrations asserts that with the

implementation of such program, the problem of unemployment in the country will be

resolved. He asserts that the additional two more years is needed to in basic education

because it increases the student’s chance at succeeding.

STEM is an educational program developed to prepare primary and secondary

students for college and graduate study in the fields of science, technology,

engineering, and mathematics. STEM strand will develop the student’s ability to

evaluate simple to complex societal problems and be responsive and active in the

formulation of its solution through the application and integration of scientific,

technological, engineering and mathematical concepts as it prepares them to pursue

college degrees that focuses on the enigma of the natural world thereby leading them to

become future scientists, engineers, technological analyst and many more.

According to Dilip (2018), STEM education is important because it pervades

every part of human life. Science is everywhere in the world. Technology is continuously

expanding into every aspects of their life. Engineering is the basic designs of roads and

bridges but also tackles the challenges of changing global weather and environmentally-

friendly to their home. Mathematics is in every occupation, every activity they do in their

lives. By exposing students to STEM and giving them opportunities to explore STEM-

related concepts, they will develop a passion for it.

For instance, there are benefits of STEM strand to every STEM students. First is

preparing them for upcoming technological innovations, it will help them to be proactive

about technology. Second is enhancing problem- solving skills, students will learn how
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to analyze problems and then work to correct and overcome them. In addition, it also

has greater understanding of concepts where students need to engage and apply

concepts in a deeper, more through way, leading to a greater understanding of

concepts. And last, building perseverance and determination, students have the

freedom of thinking critically, creatively and to innovate. It emphasizes the value of

failure as a learning opportunity and helps embrace the mistakes. It gives confidence to

make goals and take measurable steps to achieve it.

Furthermore, each Senior High School students must choose one track to master

and base to his/her choice on how he/she wants to advance after completing senior

high school. But some of the students in STEM strand did not want to take that track,

they are not willing to be in that strand. But because of their parents, they are forcing

their child to be in that situation. And also, teachers may expect to every STEM taker.

And having high expectation may lead to different problems psychologically.

In addition, high expectation maybe self- fulfilling when a student is expected to

succeed academically, he/ she is often given more resources to do so. If they set high

expectations, students will typically rise to meet them. But having a high expectation

may also cause depression and stress to some student specifically to STEM

engineering students.

Thus, this study sought to determine the Effects of high expectation of teachers

to STEM students of University of Batangas. The researchers conduct this study in

order for them to know how high expectation from teachers can affects their study

individually.
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Conceptual Framework

Input Process Output

 Expectations of
teachers to the
STEM students Activity proposed to
in terms of Analysis of data help the students to
Academic through interview cope up with the high
Performance questionnaires expectation
and Non-
Academic
Performance
 Perception of
the G11 STEM
Engineering to
the high
expectation of
teachers

Figure 1. Conceptual Framework

The first box is about the input of this research, the researcher tends to know the

effects of high expectation in terms of academic performance and non-academic

performance, researcher also wants to discover the perception of the G11 STEM

Engineering to the high expectation of teachers.

Through this, researcher gathered data through conducting interview

questionnaires. In this process it helped the researcher to give the gap of knowledge

and it helped to solve the mentioned problem.

Lastly the third box implies the output of the research. It shows the outcome of

the proposed study. Moreover, the output of the study centers on discovering on how

students cope up with the high expectation.

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Statement of the Problem

This research study aims to show the Perception of G11 STEM Engineering

about High Expectation of Teachers of University of Batangas.

Specifically, this study sought answers to the following questions:

1. What are the expectations of teachers to the STEM students of University of

Batangas in terms of:

1.1 Academic performance

1.2 Non- Academic Performance

2. What is the perception of the G11 STEM engineering to the high expectation

of teachers?

3. Based on the finding, what activity can be proposed to help the students to

cope up with the high expectation?

Scope, Delimitation and Limitation of the Study

The researchers determined the Perception of G11 STEM Engineering about

High Expectation of Teachers of University of Batangas. It only covered what is the

Effects of High Expectation of Teachers to STEM students.

It further delimited the Effects of High expectation of teachers to other strand and

to other year level. However, the study did not include the expectation of parents to the

said respondents.

The researcher limited the number of people involved in which Fifteen (15) G11 -

STEM students S.Y. 2018 – 2019 were the respondents. Also, this study is limited in

time that it started at January and should be passed on April.

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Significance of the Study

The researcher believed that this study will benefit the school administrator,

teachers, students, as well as future researchers.

School Administrators. Through this study, the administrators would be aware

of the High Expectation of Teachers to STEM Engineering students.

Teachers. This study helps teachers through improving and enhancing the

students’ self- confidence.

Students. This study will be beneficial to STEM students for them to be aware

that teachers has a high expectation to them.

Future researcher. They can be provided with information which they may use

as guide in conducting a study relevant to this.

Definition of Terms

This study helped the STEM Engineering students to know the perception of the

effects of high expectations of teachers. To further more understand about the contents

of the research paper, here are some of keywords conceptually and operationally

defined to help the readers:

Academic. This term means basically a branch of education. Academics is same

for all the students but the education they want to gain or learn differs person to person

(Sharma, 2017).

In this research, academic refers as school related subjects.

Depression. This term means classified as a mood disorder. It may be described

as feelings of sadness, loss, or anger that interfere with a person’s everyday activities

(Higuera, 2018).
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In this study, depression is used as the effects of high expectation

Engineering. This term refers to the application of science and math to solve

problems. Engineering is the work in designing, constructing engines and machinery, or

structures such as roads and bridges (Lucas, 2014).

In this study, Engineering is defined as the strand in Senior High School. It refers

as one of the courses in college that talks about designs of road and etc.

Enigma. This term is not having complete knowledge about a subset(s) and

not understanding its functioning. Enigma may seem inexplicable or puzzling but it

is usually only because of incomplete knowledge which makes it not

understandable. (Sprogis, 2017).

In this research, it defines as focusing in problems.

Expectation. are our wish which we desire to get fulfilled. Expectation is what

is considered the most likely to happen (Gupta, 2018).

In this research, it define as set of educational standard.

Psychological. Psychologists perform such a wide variety of tasks, work

settings can vary dramatically. Psychologist work with people suffering from mental

disorders or psychological distress (Srivastava, 2018). In this study, psychological refers

as negative effects of having high expectation.

STEM Strand. STEM is a curriculum based on the idea of educating students in

four specific disciplines- science, technology, engineering and mathematics (Manual,

2014).

In this study, it refers as a one of the track in k– 12 curriculum.

8

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies which were

provided by the researcher, the information knowledge on the problem investigated by

the present study.

Related Literature

The review of related literature for this study focuses on the effects of high

expectation of teachers to STEM students.

Stress. According to Arnold et al. (2016) stress is a word derived from the Latin

word “stringere”, meaning to draw tight. Early definitions of stress drew on concepts

used in physics and engineering: external forces (load) were seen as exerting pressure

upon an individual, producing strain. Therefore, one could measure stress as an

external stimulus to which an individual is subjected in the same way that the physical

stress upon a machine could be measured. In contrast, it defined stress in terms of the

internal physiological state of subjects exposed to threatening or exciting situations (e.g.

the raised adrenalin secretion that can be observed in the well-known fight or flight

reaction). Stress is no longer defined in terms of environmental pressures or its effects

on physiological well– being. Stress is not really an illness, although people often use

the term in this way.

Instead, contemporary theories of work – related stress described it as the

intervening psychological process that link exposure to work – related problems to the

negative effects of those problems. Stress is a negative emotional state that results

from the transactions between a person and their environment. It is something that is
9

caused or made worse by work. Stress is not high work load or work – related absence,

rather it is the negative emotional state that can arise from pressure at work.

Additionally, Acosta – Gomez et al. (2018) said that, academic stress can be

defined as any stress associated with school. In particular, stress that occurs in an

academic environment can affect students as much as teachers, at any education level.

Academic environments can be highly competitive, and students must rely on their

coping abilities to handle school – related stress successfully. High school students

experience stress in many situations. Adolescence is a critical period full of changes,

and it must be carefully managed if teenagers are to develop properly. Although some

of the problems of adolescence do not originate in the school environment, they may

still affect students’ academic performance.

Self – Perception. As stated in the Theories and Personality book (2018) of Jess

Fiest, regardless of what they can learn from introspection, they proposed that people

can learn about themselves the same way outside observers do by watching their own

behavior. To the extent that internal states are weak or difficult to interpret, people infer

what they think or how they feel by observing their own behavior takes place. According

to them people do not infer their own internal states from behavior that occurred in the

presence of compelling situational pressures such as reward or punishment. In other

words, people learn about themselves through self-perception only when the situation

alone is insufficient to have caused their behavior. Self-perception theory may have

even more reach than anticipated. They argued that people sometimes learn about

themselves by observing their own freely chosen behavior.

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Academic self – perception is the awareness and perceptions about oneself in

achievement situations. Positive self – perceptions about one’s own academic

capabilities from a significant part in adolescent students to their adjustment in school.

Academic self – perception items normally refer to specific subjects offered in school as

a part of curriculum. The academic self – perception demonstrate an important role in

guiding students’ enterprise towards their academic effort. Adolescents become

confident to take challenges when they have a healthy perception of themselves

(Mathew, 2017).

Intrinsic motivation originates in factors within a person. People said to be

intrinsically motivated when they engage in an activity of the sake of their own interests,

the challenge, or sheer enjoyment. In contrast, extrinsic motivation originates in factors

outside the person. People are said to be extrinsically motivated when they engage in

an activity as a means to an end, for tangible benefit (Feist, 2018).

In the knowledge sharing literature intrinsic motivation is not a new concept.

There are a few conceptual studies which have considered the influence of intrinsic

motivation on knowledge sharing. One example is a conceptual study by Gagne (2009)

which links need satisfaction to employee attitude and intention to share knowledge.

There are also empirical studies which have incorporated intrinsic motivation in a model

of knowledge sharing (Welschen, 2014)

Time Pressure. According to Social Psychology (2016) the presence of other

can create obstacles at each step on the way toward helping in an emergency. Other

factors, too, can affect multiple steps in this process. A person’s good intentions of

helping those in need can sometimes conflict with other motivations. One such source
11

of conflict is time pressure. When they are hurry or have a lot on our minds, they may

be so preoccupied that they fail to notice others help, become less likely to accept

responsibility for helping someone, or decide that the costs, helping are too high

because of the precious time that will be lost. The pressure of time, however, made a

real difference. Of those who thought they were ahead of schedule, 63% offered help—

compared with 45% of those who believed they were on time and only 10% of those

who had been told they were late.

Related Studies

This part relates the summary method and findings of studies like dissertation,

thesis and other studies viewed. The study about the effects of high expectation

comprise of collected research study.

In education, the term high expectation typically refers to any effort to set the

same high educational standards for all the students. The concept of high expectation

on the philosophical and pedagogical belief that a failure to hold all the students to high

expectations effectively denies them to access to a high-quality education.

According to the study of Reston (2014) the major subjects of STEM track is

mathematics and science. Teaching mathematics well is an important component of a

comprehensive STEM program. There is more to mathematics, however, than being

part of STEM. The mathematics that students learn in school includes content and

thinking that can be used as a tool for tackling integrative STEM problems. Teaching

mathematics and science well can help students develop creativity, reasoning and

problem-solving skills that align with the goals of STEM programs.

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In addition, an article in the Contemporary Educational Psychology journal (2015)

claims that when teachers and parents have high expectations of students, they

themselves act in a way that encourages them to be met. High expectation has been

shown to have a positive effect on self- esteem and achievement, they need to be

matched with support, resilience and the strategies to attain the end goal. Reasonable

expectation can be a positive pressure in their life, but too much pressure can cause

them to burn out. Moreover, psychologist says that pressure can be incredible

motivational tool when applied in the right way. It can enhance motivation, concentration

and enjoyment. This makes the Pygmalion effect a potentially very useful construct for

improving student performance, but it can also be harmful if applied unevenly to specific

group.

According to the study conducted by Khursid et al. (2015) depression is defined

as psychiatric disorder and the common mental illness of present century which is

known as psychiatric cold. Depression has negative effects on our behaviors such as

loss of interest, productivity and social contact. History of separations, rejections, and

insecure attachments can be associated with depress people. However, people with a

history of happy and secure attachments may also fall into prolonged depression

because of the loss of a beloved lifelong partner. Depress people exhibit a negatively

explanatory style than non – depressed people. Depression is linked with a negative,

pessimistic way of explaining and interpreting failure. Stressed caused negative

emotions may have various effects on health.

In addition, Gans (2018) revealed that depression is a common topic for research

papers. He stated that everyone experiences depression when they feel a little bit blue
13

or sad. This is a normal part of being human. Depression, however, is a medical

condition which is quite different from everyday moodiness.

As for teacher motivation, (Han, 2016) defined it in terms of attraction, retention

and concentration as something that determines what attracts individual to teaching,

how long they remain in their initial teacher education courses and subsequently the

teaching profession, and the extent to which they engage with their courses and the

teaching profession. They highlighted the two dimensions of teacher motivation in

accordance with their conceptions of motivation, namely, the motivation to teach and

the motivation to remain in the profession. Their review of literature came to a

conclusion of four featured components of teacher motivation: prominent intrinsic

motivation which was closely related to inherent interest of teaching, social contextual

influences relating to the effects of external conditions and constraints, temporal

dimension with emphasis on lifelong commitment and demotivating factors emanating

from negative influences. Therefore, teacher motivation refers to reasons that

emanating from individuals’ intrinsic values to choose to teach and sustaining teaching,

and the intensity of teacher motivation which is indicated by effort expended on teaching

as influenced by a number of contextual factors.

Smith (2017) state that labeling, and notions of fixed ability are prevalent on our

education system. Students are divided into groups according to their prior attainment

and appropriate work is provided as a result. Teachers may be encouraging to provide

lesson objectives according to ‘all, most, some’, creating an opportunity for teachers

and students to subconsciously lower their expectations, and from the earliest stages of
14

formal education, teachers are required to make predictions about future development

based on present attainment, determining students’ academic ability.

Teacher’s expectations influence students’ performance. Positive expectations

influence performance positively, and negative expectations influence performance

negatively. If teachers demand high expectation from their students and engage them in

tasks that interest and involve them, they will promote self – esteem and build students’

confidence and academic performance (Solomon, 2014).

Students’ whose instructor set high expectations for them were more likely to

graduate from college later on. Lower expectations on the part of teachers regarding

minority students also appeared to play a role in future college graduates rates.

Teachers expectations can have both positive and negative effect on student learning

and achievement. He insists that expectations influence the ways in which teachers

evaluate students, behave toward students, and make decisions about students

(Dearborn, 2016).

A state that expectations that teachers form for their students can often have an

effect on students’ behavior and achievement. Some teachers tend to convey

differential expectations to students’, in which appear to have self – fulfilling prophecy

effects on them. The self – fulfilling prophecy effects to teacher expectations are an

important, yet not adequately appreciated affective variable in second and foreign

language learning (Bautista et al, 2017).

Moreover, Fan et al. (2015) state that every people set high expectations for

themselves because, collectively they had given themselves something to rise to – and
15

they are doing just that. This prompted them to wonder whether the same applies to the

students as individual.

Mathewson (2016), state that critical role teachers play in student achievement.

Research has long shown teachers have lower expectations for students from low –

income families and black students, generally.

Teacher expectations tend to line up with students’ outcomes. In other words,

teachers tend to report high educational expectations for students who end up attaining

college degree (Gershenson, 2016).

Hathaway (2015) state that behavior expectations are procedures and rules that

are taught to students to encourage positive behaviors and prevent problem behaviors.

They form important building blocks for a positive school culture. These expectations

can address how students treat each other and the teacher, and how they operate in

the classroom. They can also address how students behave outside of the classroom,

such as in cafeteria, library, restroom, hallways and more.

Anonymous (2017) state that all teachers taking an active role in supporting and

monitoring students’ progress in literacy. While interacting with students, teachers

develop expectations for students’ academic performance and social skills.

Teachers can communicate positive expectations to students by using

encouraging words, and it is easy to do with students who appear motivated, who learn

easily, or who are quick. But it is even more important to communicate positive beliefs

and expectations to students who are slow, appear unmotivated, or struggles (Boaler,

2015).
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Teacher expectations, according to the study, turned out to be more predictive of

students’ futures than student motivation or effort teachers were also able to predict a

students’ college success with greater accuracy than parents or even the students

themselves (Jordan, 2014).

According to the study of Boundless (2016) teachers were led to expect

enhanced performed from some children, then the children did indeed show that

enhancement. This influence can be beneficial as well as detrimental depending on

which label an individual is assigned.

The students of high expectation teachers show larger achievement gains, while

the students of low expectation teachers make smaller or negative gains. The positive

attitudes and equitable teaching practices of high expectation teachers also lead to

higher levels of engagement, motivation and self – efficacy in students (Davies, 2014).

Synthesis

This corner of the research focused on the effect of having high expectation to

the students and also talks about the connection between the definitions, theories, and

ideas of different people. This part of the study also showed the relation, either positive

or negative relations, between the studies and literate context made by the main

objective of this research.

The studies of Gans (2018) and Khursid et al. (2015) focused about depression,

they stated that depression has negative effects on our behaviors such as loss of

interest and feeling sad or a little bit blue. While, the ideas of Boundless (2016) and

Anonymous (2017) is about teachers enhancing and developing expectations for

students on academic performance and social skills that support by the study of
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(Solomon, 2014) which talked about teacher’s expectations influence students’

performance.

Moreover, Han (2016) and Feist (2018) defined motivation as satisfaction of

reason that emanating from individuals’ intrinsic values which contradicts the idea and

definition of intrinsic motivation of Welschen (2014) which have considered the influence

of intrinsic motivation on knowledge sharing.

The studies presented above supports and contradicts the main point and

purpose of the research. Emphasizing each study and searched literatures objective to

be able to understand the author’s perspective.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter includes the research design, population and sampling, instruments
used and the data gathering procedures.

Research Design

This study is a qualitative phenomenological design that shows the effect of high

expectation of teachers to the students. This design focused on obtaining descriptions

of the subjects’ or respondents’ lived experiences either in writing or through interviews.

The goal of this study is to analyze the meaning behind these experiences for each

subject, rather than generalizing to a greater population (Cristobal, 2017).

To wholly understand the subjects’ experiences, the researcher must set aside

their own feelings and expectation towards the study. It uses appropriate and

systematic data analysis methods or adapts establish and credible processes to suit the

study’s purposes. It collects data in groups, such as in a focus – group interview.

Population and Sampling

The researches picked fifteen (15) respondents in order to answer the prepared

questions. The respondents are the Grade 11 STEM Engineering. The researchers

conduct interviews to answer these research questions. The respondents have the right

to reject the said interview if they are not willing to take part. For the researchers to

have an invalid information about the research study, they used the sampling method,

simple random sampling or also known as scientific sampling. The researchers will use

the face – to – face interview.

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Data Gathering Instrument

The interview questions were consumed to gather data relevant in the study. The

researchers use the internet, published thesis and other supporting facts to determine

and achieve the answer for the problems. Interview questions were greatly used to

collect comprehensive. The researcher prepared a set of specific questions and can ask

a follow up question in order for them to be clear the respondents’ answer and also for

the researchers to gather more information and to have an in – depth perspective on the

respondents’ answers.

Data Gathering Procedures

The gathering procedure is composed of the process on interviewing and

communicating to the respondents. The research questions are created to fulfill the

knowledge of gap. The interview questions are created using suitable questions

modified from the research and individual questions formed by the researchers. The

followings are the process on how the researchers get the answers or the information

from the respondents: First, the researchers prepared interview questions. Then, they

picked fifteen (15) STEM Engineering students as the respondents. Lastly, the

researchers will interview the respondents personally.

Furthermore, researchers utilize primary data since they used the university-

based research as a frame of support and reference. The source of the studies is the

population sample from which it garnered its data.

In order to collect the required data, the researchers conducted interview

questionnaires to determine the Effects of high Expectation of Teachers of University of

20

Batangas. The researchers constructed 3 questions that can be used to identify the

effects of high expectations. The researcher finds some STEM students to give

sampling. It went thoroughly explained to the students why and how the questionnaire

will be answered. The respondents have successfully answered the questionnaire. The

questionnaire designed for the study was subjected to a validation process for face and

content validity. When the questionnaire was finished by the researchers it was

submitted to the research teacher for the checking of content. After checking, it was

brought back for revision. The items in the questionnaire were tally. And also, the

evaluated verbal interpretations were also provided.

Data Analysis

The researchers sorted out the data from different respondents corresponding to

their answers. Every data collected in the study in employed through Thematic Analysis

Method wherein certain themes from the data are classified based on common

responses. The themes connected to the research were seen in the problem statement

that the researchers aim to answer. Moreover, the researchers meant to identify,

organize and search for themes that can produce the final output.
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CHAPTER IV

RESULTS AND DISCUSSION

This chapter deals with the presentation, analysis and interpretation of gathered

data in the study design for this study entitled “Effect of High Expectation of Teachers of

University of Batangas to G11 STEM Engineering”.

Table 1
Effect of High Expectation in terms of Academic Performance

Number of
Respondents
Themes Responses
R1: They need to get high grades and do better in class.
R6: To gain high grades.
High Scores 4 R11: To have 85 and above grades
R15: They need to perform well and do their best to get high grades.
R2: On my own opinion they must expect that students will perform
maturely and do their task well due to their experiences.
R4: To be very well and has high standards.
R8: They (are) expecting too much on STEM students and they
expect that we can do better than before and lastly, they expect that
we already have an Engineering knowledge.
For Future R10: Expectation are they want to learn something new and useful
Purposes lesson for the STEM students.
6
R12: Some of the expectation of teachers in STEM students are so
high. They expect us to do activities like in college even though we
are in Senior High.
R13: they must possess critical thinking, logical mathematical and
scientific skills. They also need to be more innovative and creative to
prepare for real life.
R3: The teachers are expecting more in terms of academic
performance especially in Math and Science.
R4: They (are) expecting that we’ll got (get) high grades especially in
Science and Mathematics subject.
Specific R7: They expect that we will got (get) high grades especially in Math
Subjects like and Science.
Science and 5 R9: Since, they are STEM students, they are expecting that STEM
Mathematics students are all good in Mathematics.
R14: Their expectation to the STEM students are to be good at every
subjects especially in Math and Science subjects.

Table 1 presents the effects of high expectation in terms of academic

performance. 4 out of 15 respondents revealed that they need to have high grades.
22

They need to perform well to have high grades. One of the effects of high expectation in

terms of academic performance is high scores or grades. This is supported by the study

of (Solomon. 2014) he stated that if the teachers demand high expectation from their

students and engage them in tasks that interest and involve them, they will promote self

– esteem and build confidence for academic performance.

Secondly, 6 out of 15 respondents stated that it will help for future purposes

because they need it to be preparing in college. They must possess critical thinking

skills to be prepare in real life because, teacher expect that students have already an

engineering knowledge. However, (Dearborn, 2016) said that students’ whose instructor

set high expectations for them were more likely to graduate from college later on. He

insists that expectations influence the ways in which teachers evaluate students,

behave toward students and make decisions about students.

Lastly, the remaining 5 respondents said that teachers are expecting that they

are good in math and science subjects specifically because they are STEM Engineering

students. This is supported by the study of (Reston, 2014) he stated that teaching

mathematics is an important component of a comprehensive STEM program. Teaching

mathematics and science well can help students develop creativity, reasoning and

problem-solving skills that align with the goals of STEM programs.

23

Table 2

Effects of High Expectation in terms of Non-Academic Performance

Number of
Theme Respondents Response
R7: They can perform extracurricular activities.
R10: Soft skills, character, building character, social and
emotional skills.
Skills 4 R13: They must possess a good leadership skill and decision
making skills.
R14: They are not that good in sports.

R1: They are expected to maintain good performance outside

the school.
R2: They are expected to retain their performance on different
club in school.
R3: They are expecting that the students can also slay even if
it’s non – academic.
R4: To be active not only in academic. R5:
Expectation 11 They also expecting that we can join in other activity while
having a high grade.
R6: To pursue.
R8: They expect that we can perform good in non – academic
performance.
R11: To always do what’s right and never be wrong.
R9: Some teachers are expecting that STEM students are not
just academically competitive, but they are also sports/ and
competitive enough outside the classroom
R12: They expect us to do a thing that is also related to what
course.
R15: Maintain good performance and be a better example to
everyone.

Table 2 shows the effects of high expectation in terms of non-academic

performance. 4 out of 15 respondents said that in terms of non-academic performance it

affects their skills as a student. According to the study of Boundless (2016) teachers

were led to expect enhanced skills performance from some students, and then the

students did indeed show that enhancement.

Furthermore, 11 out of 15 revealed that they are expected to pursue good

performance even if it is non-academic related. They also said that teacher was
24

expecting to maintain their high grades even outside the school. They are expecting that

they can join sports activities with their good grades.

Table 3

Perceptions of High Expectation of Teachers to the Student

Theme Number of Answer

Respondents
R1: They are pressured to meet the expectations of their
teachers.
R2: High expectation from teachers makes students feel
pressured and stress at the same time.
R3: The students feel the high pressured within themselves.
R4: Students are setting low self – esteem and causes dreams
to be broken.
R5: Too much pressured and it is stressful to the students.
R7: Due to the high expectations, the students feel being
pressured by the people around them.
R8: Too much pressured and it is stressful to the students who
want to study without expectations to the teachers.
High-Pressured 13 R9: Students are being pressured by these expressions
resulting to cramming to school works. Also, if this expectation
weren’t meeting by the students they tend to ask themselves
and then it cause to low self – esteem.
R11: Stress and sleepless.
R12: Some effects are the students are being pressured
because of high expectation.
R13: The effect of high expectations to the students required to
do maximum effort and be mentally alert at all times leading to
peer competition
R14: The students give much effort and stress their life just to
reach those expectations.
R15: The students will be pressured.
R6: It can motivate them to do stuff efficiently and morally.
R10: Students intrinsic motivation is evident when they desired
Motivated 2 to learn for what kind that we need to learn.

Table 3 indicates the effects of high expectation to the students. 13 out of 15

respondents said that setting high expectation was lead them to stress. Majority of them

said that they are pressured when teachers set expectation and they didn’t able to

reach that expectation. Setting high expectation has negative effects to them as
25

students. This is supported by the study of (Arnold et.al. 2016) he stated that stress is a

negative emotional state that results from the transactions between a person ad their

environment. Stress is not a high work load or work – related absence; rather it is the

negative emotional state that can arise from pressure to work. Additionally, Acosta –

Gomez et.al. (2018) stated that academic stress can be defined as any stress

associated with school.

Also, 2 out of 15 respondents revealed that high expectation can be a motivation.

It can motivate them to do stuff morally and also intrinsic motivation can help them what

they want to learn. However, the study of Feist (2018) he said that intrinsic motivation

originates in factors within a person. People said to be intrinsically motivated when they

engage in an activity of the sake of their own interests, the challenge, or sheer

enjoyment.

ACTION PLAN
26

Effects of High Expectation of Teachers to G11 STEM Engineering: There’s no

harm in hoping for the best as long as you’re prepared for the worst

Description and Rationale Goals and Objectives Procedures and Resource

The study made by the  Be more aware about  This will need several
researchers focused on the high expectation of students who
perception of G11 STEM teachers to every experienced high
Engineering about High students expectation from
Expectation of Teachers of  Understand the teachers inclined with
University of Batangas. effects of setting high knowledge regarding
Upon conducting the study, expectation to the issue so as to
the researchers found  Learn more about provide information
setting high expectation specific mental health needed in publishing.
affects one’s perception in that may be caused  Effectively combining
life. With regard to this, the by setting high the knowledge of
researchers came up with expectation researchers and
possible action that students  Understand how to some students who
may obtain to be aware of cope up with this has probably
the said problem. The action problem experienced high
plan is entitled “There’s no expectation from
harm in hoping for the best teachers and the
as long as you’re prepared effective
for the worst”. In brochure dissemination
form strategy, the project
shall become
successful.

Timeline and Evaluations Reflections and

27

Sustainability Comments

The brochure are expected  The students shall The researchers might
to be disseminated on April understand the encountered difficulty in
disseminating the brochure.
8, 2019 relevance of the But through the
issue determination and
 Setting high willingness of the
researchers with the aid of
expectation from technology, the essential
teachers will be information shall be
avoided. disseminated. The
researchers also hope that
the information distributed
will be comprehend easily
by researchers for better
coherence at thoughts
regarding the issue.

CHAPTER V
28

SUMMARY, CONCLUSIONS AND RECOMMENDATION

This chapter presents the summary, conclusions and recommendations of the

study that were gathered from the result of interview questionnaire.

Summary

The purpose of this research is to show the concept of the study about the Effect

of High Expectation of Teachers of University of Batangas to G11 STEM Engineering

students. Specifically, it sought answers to the following questions.

This research study aims to show the effects of high expectation of teachers of

University of Batangas to G11 STEM Engineering students.

Specifically, this study sought answers to the following questions:

1. What are the expectations of teachers to the STEM students of University of

Batangas in terms of:

1.1. Academic performance

1.2. Non- Academic performance

2. What is the perception of the G11 STEM engineering to the high

expectation of teachers?

3. Based on the finding, what activity can be proposed to help the students to

cope up with the high expectation?

29

Findings

Based from the data obtained, the following were the findings of the study.

1. What are the expectations of teachers to the STEM students of University

of Batangas in terms of:

1.1. Academic performance

Some of the respondents said that one of the effects of high expectation in terms

of academic performance is to have high grades. Some of them also stated that

teachers were expecting them to already have an engineering knowledge. Lastly, other

respondents said that teachers are expecting that they are good in math and science

subjects specifically because they are STEM Engineering students.

1.2. Non – Academic Performance

The respondents said that in terms of non-academic performance it affects their

skills as a student. Because teachers expect that students should also good in sports.

Some of them said that teachers are expecting them to maintain their high grades

outside the school. They are expecting that they can join sports activities with their good

grades.

2. What is the perception of the G11 STEM engineering to the high expectation of

teachers?

Majority of the students said that high expectations have negative effects to students

psychologically. High expectations could cause pressure to students, and with that the

students could perform poorly in class. But some of them addressed that this
30

expectation has positive effects. High expectations can make students feel challenged

to achieve those expectations.

Conclusion

Based on the findings from the questionnaire’s interpretation, the following

conclusions were drawn.

1. The effects of high expectation in terms of academic performance are high

grades, to have an engineering knowledge to be prepare in college and to be

good in the major subjects which is mathematics and science.

2. The effects of high expectation in terms of non-academic performance are they

expecting that the students are good in sports, and they expect that they

maintain high grades.

3. High expectations have negative effects to students psychologically, and it

cause pressure and stress, but some of them addressed that this expectation

has positive effects than can make students feel challenged to achieve those

expectations.

4. The action plan will help a lot to avoid or mitigate setting high expectation to the

students.

Recommendations

From the findings and conclusions of the study, the following recommendations

are offered:

1. The teachers should avoid setting high expectation to those students who has

a hard major subject specifically, mathematics and science.

31

2. The teachers shouldn’t measure the ability of the students.

3. Teachers should be able to help their students from the problems they

encountered from high expectation.

4. Students must learn something from the brochure about the action plan of the

perception of the effects of high expectation from teachers.

32

BIBLIOGRAPHY

A. Books

Arnold and Randall (2016). Work Psychology Understanding Human Behavior.

Workplace Sixth Edition. Pearson Higher Ed. North America.

Feist et. al. (2018). Theories of Personality. Brown and Benchmark. United States.

Steven et. al. (2016) Social Psychology. Wordsworth Publishing. New York City.

B. Thesis

Anonymous (2017) Impacts of High Expectation of Teachers. Bulacan Ecumenical

School Senior High School. Bulacan, Philippines.

C. Online References

Khursid et. al. (2015). Effects of Depression on Students’ Academic Performance.

https://www.researchgate.net/publication/278191116_EFFECTS_OF_DEPRESSI
ON_ON_STUDENTS'_ACADEMIC_PERFORMANCE?
fbclid=IwAR1aE_QqiQeu0Z_BERUWurrEiqcgN0wV5Q2AJGfiMYBd0sCluHLY7E
NtYTU. Retrieved: February 22, 2019

Smith, J. May 2016. Creating a culture of high expectation: complexities and

challenges. https://www.bera.ac.uk/blog/creating-a-culture-of-high-expectations-
complexities-and-challenges. Date Retrieved: February 22, 2019

Armstrong, T. (2000) Differentiated Instruction: High Expectations for All.

http://ptgmedia.pearsoncmg.com/imprint_downloads/merrill_professional/pdf/roth
enbergchp8.pdf. February 22, 2019

Boaler, J. (2015) When You Believe In Your Students They Do Better.

https://www.youcubed.org/think-it-up/when-you-believe-in-your-students-they-do-
better/. February 22, 2019

Boundless (2016). Teachers' perception of students' knowledge and abilities influences

classroom processes and student achievement.
https://www.boundless.com/sociology/textbooks/boundless-sociology-
textbook/education-13/the-symbolic-interactionist-perspective-on-education-
102/teachers-expectations-577-9627/. J February 22, 2019
33

Dearborn, L. Febuary 2016. The Effects of High Expectations.© COPYRIGHT 2017.

POWERED BY WORDPRESS. http://edu.stemjobs.com/high-expectations/. Date
retrieved: February 22, 2019

HATHAWAY, E. DECEMBER 2, 2015. Setting Consistent Expectations to Improve

Student Behavior (and Learning!). KICKBOARD.
https://www.kickboardforschools.com/blog/post/the-value-of-consistent-
expectations. DATE RETRIEVED: February 22, 2019

Jordan M. (2014) Teacher Expectation.

http://www.edweek.org/ew/articles/2014/10/15/08report-2.h34.html. February 22,
2019

Mathewson, T, G July 5, 2016. Teacher expectations top list of effects on student

achievement. Industry Dive. http://www.educationdive.com/news/teacher-
expectations-top-list-of-effects-on-student-achievement/422029/ DATE
RETRIEVED: February 22, 2019

Solomon, B. DECEMBER 16, 2014. The Pygmalion Effect: Communicating

High Expectations. © 2017 George Lucas Educational Foundation.
https://www.edutopia.org/blog/pygmalion-effect-communicating-higher-
expectations-ben-solomon. Date retrieved: February 22, 2019
34

APPENDIX A

Cover Letter and Interview Questions

March 20, 2019

Dear Respondents:

Good Day!

We are students from University of Batangas Senior High School Department. As a

requirement in our subject, Practical Research 1, we are currently conducting a study
entitled “Perception of G11 STEM Engineering about High Expectation of
Teachers of University of Batangas”.

In relation to this, we would like to sincerely request you to become one of our
respondents who will contribute valuable knowledge regarding the aforementioned
study. We are hoping that you will take time in answering the questions honestly.

Rest assured that the information you will provide will be treated with utmost
confidentiality and will be used for academic purpose only. Thank you so much for your
support and cooperation.

Researchers:

Cueto, Jayruz C.
De Villa, Jan Nyll H.
Faytaren, Yvette G.
Macatangay, Clark P.
Manalo, Edwin Joseph B.
Tan, Lance Kiehlord
Tolentino, Sherilyn B.
Vizco, Geoffrey Aristotle I.

Noted by:

Ms. Astrild Gail Y. Estrella

Professor
Practical Research 1
35

APPENDIX B
INTERVIEW QUESTIONNAIRE
Name (optional):_______________________________________________________
INSTRUCTION: ANSWER THE GIVEN QUESTIONS IN OPEN-ENDED FORM. WRITE
YOUR ANSWER TO THE SPACE PROVIDED.

1. What are the expectation of teachers to STEM students in terms of Academic

Performance?
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. What are the expectation of teachers to STEM students in terms of
Non – Academic Performance?
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. What are the perceptions of high expectation of teachers to the students?
________________________________________________________________
________________________________________________________________
________________________________________________________________
 36

APPENDIX C

INTERVIEW TRANSCRIPT

1. What are the expectation of teachers to STEM students in terms of Academic Performance:
Respondents Response

Respondent 1 “They need to get high grades and do better in class.”

Respondent 2 “On my opinion they must expect that students will perform
maturely and do their task well due to their experiences since
High School.”

Respondent 3 “The teachers are expecting more in terms of Academic

Performance especially in Math and Science subjects.”

Respondent 4 “To be very well and has high standards.”

Respondent 5 “They (are) expecting that we’ll got (we will get) high grades
especially in science and mathematics subjects.”

Respondent 6 “To gain high grades.”

Respondent 7 “They expect that we will got (get) high grade especially in Math
and Science.”

Respondent 8 “They (are) expecting too much on STEM students and they
expect that we can do better than before and lastly, they expect
that we already have an Engineering knowledge.”

Respondent 9 “Since, they are STEM students, they are expecting that STEM
students are all good in Mathematics; They are competitive
enough to face all the needed requirements. They think that
STEM are robots and genius at all.”

Respondent 10 “Expectation are they want to learn something new and useful
lesson for the STEM students.”

Respondent 11 “To have 85 and above grades.”

Respondent 12 “Some of the expectation of teachers in STEM students are so

high. They expect us to do activities like in college even though
we are in Senior High.”

Respondent 13 “They must possess critical thinking, logical mathematical and

scientific skills. They also need to be more innovative and
creative to prepare for real life.”

Respondent 14 “Their expectation to the STEM students are to be good at every

subjects especially in Math and Science subjects.”

Respondent 15 “They need to perform well and do their best to get high grades.”
 37

2. Non – Academic Performance:

Respondent Response

Respondent 1 “They are expected to maintain good performance outside the

school.”
Respondent 2 “They are expected to retain their performance on different club
in school.”
Respondent 3 “They are expecting that the students can also slay even if it’s
non – academic.”
Respondent 4 “To be active not only in academic.”

Respondent 5 “They also expecting that we can join in other activity while
having a high grade.”
Respondent 6 “To pursue.”

Respondent 7 “They can perform extracurricular activities.”

Respondent 8 “They expect that we can perform good in non – academic

performance.”
Respondent 9 “Some teachers are expecting that STEM students are not just
academically competitive, but they are also sports/ and
competitive enough outside the classroom.”
Respondent 10 “Soft skills, character, building character, social and emotional
skills.”
Respondent 11 “To always do what’s right and never be wrong.”

Respondent 12 “They expect us to do a thing that is also related to what

course.”
Respondent 13 “They must possess a good leadership skill and decision-making
skills.”
Respondent 14 “They are not that good in sports.”

Respondent 15 “Maintain good performance and be a better example to

everyone.”

3. What are the perceptions of high expectation of teachers to the students?

Respondent Response

Respondent 1 “They are pressured to meet the expectations of their teachers.”

Respondent 2 “High expectation from teachers makes students feel pressured

and stress at the same time.”

Respondent 3 “The students feel the high pressured within themselves.”

38

Respondent 4 “Students are setting low self – esteem and causes dreams to
be broken.”

Respondent 5 “Too much pressured and it is stressful to the students.”

Respondent 6 “It can motivate them to do stuff efficiently and morally.”

Respondent 7 “Due to the high expectations, the students feel being pressured
by the people around them.”

Respondent 8 “Too much pressured and it is stressful to the students who want
to study without expectations to the teachers.”

Respondent 9 “Students are being pressured by these expressions resulting to

cramming to school works. Also, if this expectation weren’t
meeting by the students they tend to ask themselves and then it
cause to low self – esteem.”

Respondent 10 “Students intrinsic motivation is evident when they desired to

learn for what kind that we need to learn.”

Respondent 11 “Stress and sleepless.”

Respondent 12 “Some effects are the students are being pressured because of
high expectation.”

Respondent 13 “The effect of high expectations to the students required to do

maximum effort and be mentally alert at all times leading to peer
competition.”

Respondent 14 “The students give much effort and stress their life just to reach
those expectations.”

Respondent 15 “The students will be pressured.”

39

APPENDIX D

Table 1
Effect of High Expectation in terms of Academic Performance

Number of
Respondents
Themes Responses

R1: They need to get high grades and do better in class.

R6: To gain high grades.
High Scores 4 R11: To have 85 and above grades
R15: They need to perform well and do their best to get
high grades.

R2: On my own opinion they must expect that students

will perform maturely and do their task well due to their
experiences.
R4: To be very well and has high standards.
R8: They (are) expecting too much on STEM students
For Future and they expect that we can do better than before and
Purposes lastly, they expect that we already have an Engineering
6 knowledge. R10: Expectation are they want to learn
something new and useful lesson for the STEM students.
R12: Some of the expectation of teachers in STEM
students are so high. They expect us to do activities like
in college even though we are in Senior High.
R13: they must possess critical thinking, logical
mathematical and scientific skills. They also need to be
more innovative and creative to prepare for real life.

R3: The teachers are expecting more in terms of

academic performance especially in Math and Science.
R4: They (are) expecting that we’ll got (get) high grades
especially in Science and Mathematics subject.
Specific
R7: They expect that we will got (get) high grades
Subjects like
5 especially in Math and Science.
Science and
R9: Since, they are STEM students, they are expecting
Mathematics
that STEM students are all good in Mathematics.
R14: Their expectation to the STEM students are to be
good at every subjects especially in Math and Science
subjects.
40

Number of
Theme Respondents Response
R7: They can perform extracurricular activities.
R10: Soft skills, character, building character, social
and emotional skills.
Skills 4 R13: They must possess a good leadership skill and
decision-making skills.
R14: They are not that good in sports.
R1: They are expected to maintain good
performance outside the school.
R2: They are expected to retain their performance on
different club in school.
R3: They are expecting that the students can also
slay even if it’s non – academic.
R4: To be active not only in academic.
Expectation 11 R5: They also expecting that we can join in other
activity while having a high grade.
R6: To pursue.
R8: They expect that we can perform good in non –
academic performance.
R11: To always do what’s right and never be wrong.
R9: Some teachers are expecting that STEM
students are not just academically competitive, but
they are also sports/ and competitive enough outside
the classroom R12: They expect us
to do a thing that is also related to what course.
R15: Maintain good performance and be a better
example to everyone.
Table 2

Effects of High Expectation in terms of Non-Academic Performance

41

Table 3

Perceptions of High Expectation of Teachers

R11: Stress to the Student
and sleepless.
R12: Some effects are the students are being
pressured because of high expectation.
R13: The effect of high expectations to the students
required to do maximum effort and be mentally alert
at all times leading to peer competition
R14: The students give much effort and stress their
life just to reach those expectations.
R15: The students will be pressured.
R6: It can motivate them to do stuff efficiently and
morally.
Motivated 2 R10: Students intrinsic motivation is evident when
they desired to learn for what kind that we need to
learn.
 42

CURRICULUM VITAE

NAME : Jayruz C. Cueto

AGE : 16

GENDER : Male

DATE OF BIRTH : April 23, 2002

PLACE OF BIRTH : Bauan, Batangas

NATINONALITY : Filipino

ADDRESS : St. Peter Subdivision Alangilan Batangas City

RELIGION : Roman Catholic

EMAIL : cuetobatchoy@gmail.com

NAME OF FATHER : Johnny Cueto OCCUPATION : Seaman

NAME OF MOTHER : Marillou Cueto OCCUPATION : Housewife

EDUCATIONAL ATTAINMENT

KINDERGARTEN : Manalupang San Vicente Elementary School

ELEMENTARYA : Alangilan Central Elementary School

HIGH SCHOOL : Univeristy of Batangas

 43

CURRICULUM VITAE

NAME : Jan Nyll De Villa

AGE : 17

GENDER : Male

DATE OF BIRTH : January 10, 2002

PLACE OF BIRTH : Batangas City

NATINONALITY : Filipino

ADDRESS : Mahabang Dahilig, Batangas City

RELIGION : Roman Catholic

EMAIL : devillajannyll@gmail.com

NAME OF FATHER : Nelson De Villa OCCUPATION : Seaman

NAME OF MOTHER : Amie De Villa OCCUPATION : Employee

EDUCATIONAL ATTAINMENT

KINDERGARTEN : Mahabang Dahilig Elementary School

ELEMENTARYA : Mahabang Dahilig Elementary School

HIGH SCHOOL : Univeristy of Batangas

 44

CURRICULUM VITAE

NAME : Yvette G. Faytaren

AGE : 17

GENDER : Female

DATE OF BIRTH : January 27, 2002

PLACE OF BIRTH : Batangas City

NATINONALITY : Filipino

ADDRESS : Ilagan Subdivision, Barangay Calicanto, Batangas City

RELIGION : Roman Catholic

EMAIL : faytareniiyvette@yahoo.com

NAME OF FATHER : Ferdinand Faytaren OCCUPATION : OFW

NAME OF MOTHER : Merlita Faytaren OCCUPATION : Deceased

EDUCATIONAL ATTAINMENT

KINDERGARTEN : Kumintang Ilaya Elementary School

ELEMENTARYA : University of Batangas

HIGH SCHOOL : Univeristy of Batangas

45
 46

CURRICULUM VITAE

NAME : Clark P. Macatangay

AGE : 16

GENDER : Male

DATE OF BIRTH : November 12, 2002

PLACE OF BIRTH : Filipino

NATINONALITY : Batangas City

ADDRESS : Banaba West, Batangas

RELIGION : Roman Catholic

EMAIL : clarkmacatangay42@gmail.com

NAME OF FATHER : Sixto Macatangay OCCUPATION : Seaman

NAME OF MOTHER : Donabelle Macatangay OCCUPATION : Housewife

EDUCATIONAL ATTAINMENT

KINDERGARTEN : U.P. Ed Montessori

ELEMENTARYA : U.P. Ed Montessori

HIGH SCHOOL : Bauan Technical High School

 47

CURRICULUM VITAE

NAME : Edwin Joseph B. Manalo

AGE : 17

GENDER : Male

DATE OF BIRTH : Novembery 10, 2001

PLACE OF BIRTH : Mary Mediatrix, Lipa City

NATINONALITY : Roman Catholic

ADDRESS : Sampaga, Batangas City

RELIGION : Roman Catholic

EMAIL : edwinjosephmanalo@gmail.com

NAME OF FATHER : Edwin Manalo OCCUPATION : None

NAME OF MOTHER : Mary Ann Manalo OCCUPATION : Branch Manager

EDUCATIONAL ATTAINMENT

KINDERGARTEN : University of Batangas

ELEMENTARYA : University of Batangas

HIGH SCHOOL : Univeristy of Batangas

 48

CURRICULUM VITAE

NAME : Lance Keihlord R. Tan

AGE : 18

GENDER : Male

DATE OF BIRTH : October 18, 2000

PLACE OF BIRTH : Batangas City

NATINONALITY : Filipino

ADDRESS : Vergara Street, Batangas City

RELIGION : Roman Catholic

EMAIL : keihlordtann@yahoo.com

NAME OF FATHER : Jeffrey Tan OCCUPATION : Safety Officer

NAME OF MOTHER : Rhodalyn Tan OCCUPATION : Teacher

EDUCATIONAL ATTAINMENT

KINDERGARTEN : Batangas City South Elementary School

ELEMENTARYA : Batangas City Elementary School

HIGH SCHOOL : Univeristy of Batangas

 49

CURRICULUM VITAE

NAME : Sherilyn B. Tolentino

AGE : 16

GENDER : Female

DATE OF BIRTH : June 13, 2002

PLACE OF BIRTH : Batangas City

NATINONALITY : Filipino

ADDRESS : Ferry Kumintang Ibaba, Batangas City

RELIGION : Roman Catholic

EMAIL : tolentinosherilyn60@gmail.com

NAME OF FATHER : Santo Tolentino OCCUPATION : Driver

NAME OF MOTHER : Nelda Tolentino OCCUPATION : OFW

EDUCATIONAL ATTAINMENT

KINDERGARTEN : Batangas City East Elementary School

ELEMENTARYA : Batangas City East Elementary School

HIGH SCHOOL : Univeristy of Batangas

 50

CURRICULUM VITAE

NAME : Geoffrey Aristotle I. Vizco

AGE : 17

GENDER : Male

DATE OF BIRTH : January 23, 2002

PLACE OF BIRTH : Mabini, Batangas

NATINONALITY : Filipino

ADDRESS : P. Balibaguhan, Mabini, Batangas

RELIGION : Roman Catholic

EMAIL : dopol_23@yahoo.com

NAME OF FATHER : Gilbert Vizco OCCUPATION : Safety Officer

NAME OF MOTHER : Mary Jane Vizco OCCUPATION : Teacher

EDUCATIONAL ATTAINMENT

KINDERGARTEN : St. John Berchmans Bauan Batangas

ELEMENTARYA : Mabini Central School

HIGH SCHOOL : Univeristy of Batangas