THE IMPACT OF SOCIO-ECONOMIC STATUS TO THE ACADEMIC PERFORMANCE OF

HUMSS 12 SECTION B AND D OF ACLC IRIGA CITY

An Undergraduate Thesis

To be Presented to the

Faculty of ACLC

Iriga City

In Partial Fulfillment

of the Requirements in

Practical Research

By

Alvin Aguilar

Sophia Kate Bote

Jiro Casim

Erica Marie Magistrado

John Patrick Mamano

Jenky Navarro

JANUARY 2023
 Chapter I

THE PROBLEM

Introduction

Education is a fundamental armor that people can use to make changes in the community

which make them rational in their behaviors and attitudes. Education is the primary tool for people

to be civilized and be skilled in different areas that are essential in building and developing the

entire nation. Education is focused on the academic achievement of students as well as their

performance. Academic performance may be influenced by various factors such as the students’

gender, residence, climate, socio-economic status, and more.

Socio-economic status is the overall social and economic measurement and process of an

individual’s position and experiences in the community. To determine the socio-economic status

of people, their educational attainment, occupational status, and income is assessed. In terms of

the socio-economic status of students, the said factors are also measured. There are usually three

(3) groups where socio-economic status is categorized: the low, middle, and high. Education is

evidently an instrument of social changes. The socio-economic status of a family can have an

effect on the academic achievements of students. Socio-economic status not only affects academic

achievement, but also makes it possible for students from low background to compete well with

their counterparts under the same academic environment (Rothestein, 2004).

With the onset of the COVID-19 pandemic, parents and students became mentally stressed

because of tasks and expenses that they experience to comply with the current academic

requirements. Distance Learning Modality was implemented which brought forth the use of

modules and/or online classes where synchronous and asynchronous online learning occurs.

Students in elementary and high school were more likely to have difficulties dealing with the mode
of learning as well as the demand that come from it. Many people around the world have been

adversely affected by the pandemic in many areas, especially the economy. Further, financial

challenge to many families became more evident. In relation to this financial challenge, many

students were forced to look for a job to meet and support their educational needs. Majority of

these students belong to Senior High School, trying to make ends meet while complying with the

academic requirements in school. In connection with this problem, students tend to be stressed out

both physically and mentally resulting to low academic performance. There is a gap between their

previous academic performance and present academic performance due to the socio-economic

crisis that they were experiencing.

Financial difficulties pose a big problem to the academic performance of students. Lack of

financial capability results to difficulty of paying bills, especially when it comes to education. The

most crucial challenges among students nowadays they have not enough money to survive life at

school because of too many expenses. One of the major problems that students face is the lack of

money. ACLC Iriga Grade 12 HUMSS students B and D are experiencing poverty. We all know

that money is very important because we need it to sustain our needs, be it at home or for

educational purposes. If you have the means to buy necessities as school supplies, tuition, and

other expenses in school, your academic performance may likely be productive and high. The

researchers chose this study to determine how the socio-economic status of students affects their

overall performance in school.

Many senior high school students face similar money struggles as they work towards

building financial security and navigate through life events. However, financial concerns are

temporary as long as there is financial literacy to address the gap and have proper understanding

of managing finances. It is valid that the majority of graduates regard education as a priority
because it provides opportunities to succeed later in life by landing into their desired jobs.

However, it certainly is not easy to graduate nowadays due to socio-economic factors. One of the

reasons for this is that, students are exposed to stressors and pressure on a daily basis. This includes

the expectation to show excellent academic results, as well as the needs to balance studying and

personal interests and to earn money to support daily needs.

The most common problems to a senior high school and college students they are facing

financial challenge with a rise in tuition cost, meals, supplies and transportation. Most of the

students find themselves having financial problems because of debts since they end up borrowing

money to sustain their rising cost of surviving as a student. Students who face this difficulty, tend

to lose focus and concentration on their studies which leads to low or poor academic performance.

In school, the greatest concern that teachers face is the academic performance of the students.

Measuring academic performance of students is challenging since student’s performance is a

product of socio-economic, psychological, and environmental factors (Hijazi & Naqvi, 2006).

Students’ performance is affected by different factors such as learning abilities because new

paradigm about learning assumes that all students can and should learn at higher levels, but it

should not be considered as constraint because there are other factors like race, gender, sex that

can affect students’ performance (Hansen 2000 cited in Hijazi & Naqvi, 2006).

The researchers used the descriptive method to come up with the results of this research.

Survey questionnaires were prepared. The impact of socio-economic status on the ACLC Senior

High School students’ academic performance will be closely observed. Students from HUMSS

Section B and D answered the survey questions. Help from some experts or professionals will also

be asked by the researchers.

Statement of the Problem

This study aims to determine the Impact of Socio-Economic Status to the Academic

Performance of HUMSS 12 Section B And D of ACLC Iriga City. Specifically, it sought answers

to the following sub-problems:

1. What is the profile of the respondents according to:

• age

• gender

• number of family members

2. What is the socio-economic status of the respondents?

3. What is the level of academic performance of the respondents?

4. How does the socio-economic status affect the respondents’ academic performance?

5. What are the proposed solutions that may be developed according to the

recommendations from the study?

Scope and Delimitation of the Study

This study focused on the impact of socio-economic status to the academic performance of

HUMSS 12 section B and D of ACLC. The aim of this study is to identify the effects of socio-

economic factors in class participation and performance of the students. The respondents of this

study are Sections B and D students of Grade 12 HUMMS. The researchers conducted this study

to help the students be aware of the financial issues that affect their performance in school and

what they can do to prevent it from affecting their academic achievements in school.

This study only includes the demographic profile and socio-economic status of the

students. The information came from different references and researches from some researchers.
Significance of the Study

This study is a significant endeavor in providing information in financial challenges

encountered by Senior High School students and its effects. In the conduct of this study, opinions,

notions, and information will be deduced from the respondents involved. The findings of this study

would, most likely, bring benefits to the college itself, to the students and teachers at the college,

school administration, community, and future researchers.

ACLC Iriga City. Through this, the institution will be aware of its effects and impact in

teaching and learning. If it is found to have negative implications, then there will be further

solutions and activities from the students and teachers.

Students. From this study, students will know the substance of having financial knowledge

in their education. This will encourage them to improve their financial literacy; this will help the

students overcome their difficulties in school.

Teachers. The findings of this study can assist the teachers to facilitate better strategies in

the financial process of the leaners, especially the problems they encounter daily. This will help

the teacher to provide further activities to help students improve their financial skills that may

result to better academic performance.

School Administrators. This will enable them to have insights on what means they could

use to help Senior High School HUMSS students.

Community. This study is an effort to help in refining the level of education observed to

be an essential component of the society that aims for the well-being and overall progress of every

student. The improvement in education also means improvement on the part of students leading

them to become cultured individuals in the society to mark change in the community.

The Researchers themselves. This study will serve as a guide to address students’
financial concern base on their needs. The academic performance of Senior High School students

may improve through financial literacy that will guide them effectively.

Future Researchers. For the researchers who would like to do further investigation of the

scope of the present study, this will be beneficial as a starting point in which they could get

information that would be of big support in pursuing their own studies.

 NOTES

Rothestein, R. (2004). Class and schools using social economic and educational reforms to close

the white and black achievement gap. Economic Policy Institute, U.S.A

Hijazi, Syed Tahir & Naqvi2, Raza S.M.M. (2006). Factors Affecting Student Performance.

Retrieved from http://www.csus.edu/faculty/m/fred.molitor/docs/student%20performan

ce.pdf
 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter is a presentation of the review of related literature and studies which has

bearing in the present study.

Related Literature

With the lack of financial source, students faced problems like depression and anxiety just

to adapt to the high cost of living. This is a severe issue that lingers among high school and

university students that might affect their academic performance. Therefore, the purpose of this

study is to identify the relationship between financial problems and academic performance faced

by the HUMSS students of ACLC Iriga City.

Education widens minds, recognizes good and evil, makes us to segregate well from

terrible and uses out environment to the best of our capacity for the improvement of a

person and in addition the group (Sabzwari, 2004). Literature highlights the impact of socio-

economic status on academic achievement like Suleman et al., (2012) who retrieved that students

with high socioeconomic status perform better academically in comparison to those with poor

socioeconomic status, they showed poor and unsatisfactory academic achievement. Saifiand

Mehmood (2011) explored the effect of socio-economic status on student’s performance. Results

revealed that parental education and occupation affects the student’s achievement. Eamon (2005)

revealed that students whose parental socioeconomic status is low do does not show effective

performance in school.

Findings revealed that the academic achievement of students is negatively correlated with

the low parental socioeconomic status as it prevents the students in gaining access to resources of
learning. Solanke and Narayanaswamy (2015) showed a significant and positive correlation

between socio economic status and academic achievement. The study further revealed that there

exists a significant difference in the academic achievement of boys and girls belonging to different

socio-economic status. While Pedrosa (2006) in their study found that students who are coming

from deprived and low socio-economic and educational background performed slightly better

than those students having higher socio-economic and educational background.

Related Studies

Correspondingly, in the study of Walberg, et. Al (2006), they had identified key variables

that affect students’ outcomes: student ability/prior achievement, motivation, age, developmental

level, quantity of instruction, quality of instruction, classroom climate, home environment, peer

group, and exposure to mass media outside of school. Adejumo (2013) revealed that age and

gender are not significant predictors of academic performance. In addition, the study of Balatbat

& Dahilig (2016) in tertiary institution in Manila, Philippines, revealed that while the students

utilized strategic studying techniques and some degree of academic competence, test anxiety and

test competence hampered their efforts towards academic success. Remedial measures, faculty

interventions, academic advising and counselling mechanisms need to be in place to help the

students cope with the demands of education. Further, the study of Simbulas (2014) among private

non-sectarian high school in Davao City, disclosed that self-efficacy measured of motivational

strategies, cognitive strategies, resource management, and self-regulated learning was not

significantly related to students’ academic performance.

 NOTES

Eamon, M., K. (2005). Social demographic, school, neighborhood and parenting

influences on academic achievement of Latino young adolescents. Journal of Youth and

Adolescence, 34(2), 163-175.

Faaz, M. and Khan, Z.N. (2017). A Study of Academic Achievement of Upper Primary

School students in Relation to their Socio-economic Status. Asian Journals of Research in Social

Science and Humanities, 7(6): 121-127.

SabzwariG., R. (2004). A Study on the Effects of Parental Socioeconomic Status on

the Disciplined Behavior of their Adolescent Children Studying in Secondary Classes,

Islamabad: Unpublished Ph.D. Thesis, Allama Iqbal Open University.

Saifi, S., &Mehmood, T. (2011). Effects of socio-economic status on student’s

achievement. International Journal of Social Sciences & Education, 1, 2:119-128

Suleman, Q., Aslam, H., D, Shakir, M., Akhtar, S., Hussain, I., & Akhtar, Z. (2012).

Effects of Family Structure on the Academic Performance of Students at Elementary Level

in District Karak, Khyber Pakhtunkhwa (Pakistan). Journal of Sociological Research, 3(2), 22-30.

Pedrosa. (2006). Educational and Social Economic Background of Graduates and

Academic Performance: Consequences for Affirmative Action Programs at a Brazilian Research

University.

Adejumo, A. O. (2013). Application of Ordinal Logistic Regression in the Study of

Students’ Performance. Retrieved from

www.iiste.org/Journals/index.php/MTM/article/view/7679/8106

Balatbat, M. S. & Dahilig, V. A. (2016). Students’ Perceptions on Factors Affecting

Academic Performance in a Tertiary Institution in Manila Philippines. Retrieved from

http://www.aaspjournal.org/pdf_fullpaper/vol05no01_377-382.pdf on Sept. 19, 2016.
Theoretical Framework

The theoretical framework of this study was anchored on the point of view and the theories

of the following well-known authorities which are closely relevant to the researchers’ study.

Finance theory provides some specific guidance when forming forecasts of future interest

rates. Nonetheless, important questions remain open. The Holy Grail of this literature is a dynamic

model that is parsimonious owing to economically motivated restrictions. The requirement of no-

arbitrage is motivated by economics, but by itself it is too weak to matter. Economic restrictions

with bite require, either directly or indirectly, that risk premium dynamics be tied down by

economic principles. There is no consensus in the literature about how this should be done. To

date, no restrictions that come out of our workhorse models of asset pricing appear to be consistent

with the observed behavior of Treasury bond yields.

Standard finance theory would predict that investors should hold a diversified portfolio of

equities across the world if capital is mobile across borders. Because foreign equities provide great

diversification opportunities, falling barriers to international trade in assets over the last 20 years

should have led investors across the world to relevance their portfolio away from national assets

toward foreign assets. The process of ‘financial globalization’ fostered by capital account

liberalizations, electronic trading, increasing exchanges of information across borders, and falling

transaction costs has certainly led to a large increase in cross-border asset trade. However,

investors are still reluctant to reap the full benefits of international diversification and tend to hold

a disproportionate share of local equities: the ‘home bias in equities.’ Since the seminal paper of

French and Poterba (1991), the home bias in equities constitutes one of the major puzzles in

international finance. Despite better financial integration, it has not decreased size ably: in 2007,

US investors still held more than 80% of domestic equities and the home bias in equities is
observed in all developed countries.

Corporate finance theory teaches that the debt of an operating company has a risk profile

intrinsic to the company’s franchise. Over the past 30 years, the static view of credit risk has been

experimentally relaxed through financial engineering and the partially successful development of

liquid, wholesale, near-continuous credit markets, to which synthetic replication techniques were

added. But, the onset of the sub-prime crisis, variously dated from the collapse of the Asset-Backed

Commercial Paper (ABCP) market in August 2007 and the fall of Lehman Brothers in September

2008, brought trading and issuance to large sectors of the structured finance market to a halt. The

ABX.HE market profiled in the last section failed to do its scheduled rolls beginning in January

2008. Congress, the Securities and Exchange Commission (SEC), and the Financial Industry

Regulatory Authority (FINRA) investigated whether dealers that created synthetic CDO ‘s did so

to bet against the investors who bought them.

Researcher’s Theory Out of insight gained from the three (3) theory: The Finance Theory,

Theory of standard finance, corporate finance theory, and the researchers were able to formulate

the researcher’s theory- which guided them in the conduct of the study. The focus of the study is

to determine the effect of financial challenges on the academic performance of the respondents.

The researcher’s theory focuses on the effect of financial challenges to the academic performance

of the HUMMS 12 senior high school learners.

 STANDARD FINANCE CORPORATE FINANCE
FINANCE THEORY THEORY THEORY

RESPONDENT’S Financial
PERSONAL AND
DEMOGRAPHIC
theory
PROFILE

RESEARCHER’S THEORY

Figure 1. Theoretical Paradigm

CONCEPTUAL FRAMEWORK

This study focused on “The Impact of Socio-Economic Status to the Academic Performance of

HUMSS12 Section B And D Of ACLC Iriga City. The conceptual paradigm is shown in figure, through

the flow of system on input, process, output and feedback mechanism. The different activities

throughout the study are discussed.

Input is the study involves the legal basis, handouts and reading articles, related literature

and studies, instruments, questionnaire, and statistical tools.

Process is the study consists through securing letter of permission, survey, and

interpretation of data. This will be actions did by researchers to be able to determine the causes,

address and give solution to the problem.

Output shows to determine the effect of financial challenge to the academic performance

of HUMMS 12 section B and D the problem of the researcher formed based on the findings, and

conclusions that gathered by the researcher on the respondents’ responses.

Feedback loop is this study is design to cover the effectiveness of financial challenge skills.

The relevance of the arrow from the output going to input is the continuity and assessment of the

effectiveness of the study with relevance of the main objectives of the study.
INPUT PROCESS

-Personal and demographic -Distributing and

profile of the respondents. collecting
questionnaire
-Age

-Sex -Survey

-Address -Organizing or
tallying of
-Student gathered data
-Types of financial -Interpretation of
challenges
Data
-Learning management system

-The effect of financial

challenges to the academic
performance of HUMSS 12
Section B and D of ACLC
Iriga City

Fig. 2 Conceptual Paradigm

Definition of Terms

For clarity in reporting, presentation and interpretation of the data and information, the

following terms are defined as used in the study.

Socio-economic status is the social standing or class of an individual or group. It is often

measured as a combination of education, income, and occupation.

Academic performance is the measurement of student achievement across various

academic subjects. Teachers and education officials typically measure achievement using

classroom performance, graduation rates, and results from standardized tests.

Expenses refer to the cost of operations that a company incurs to generate revenue. It is

simply defined as the cost one is required to spend on obtaining something.

Finance is a term for matters regarding the management, creation, and study of money and

investments.
 Chapter III

RESEARCH DESIGN AND METHODOLOGY

This chapter contains the methods, sources of data, respondents of the study, and data

gathering procedures used by the researchers in gathering data to answer the specific problems in

the first chapter.

Method

The approach that will be employed in this study is Phenomenology, which is a type of

study that is based on people’s experience with a certain phenomenon. It focuses on the ways in

which one person’s experience can influence and elevate that of a wider community or society. In

this form of research must put aside knowledge and draw conclusions based on personal

experience. The researchers’ goal is to develop an interpretation using the data and information

obtained from the respondents.

Design

This study utilized a case study, a type of Qualitative Research that determines the problem

of HUMMS 12 students of ACLC Iriga City regarding financial challenge. In this study, some of

the students.

Respondents of the Study

The school in Iriga City with the highest proportion of senior high school students is

ACLC, Iriga City Inc. Almost a thousand students are enrolled at this institution for the 2022-2023

school year. Furthermore, the researchers are from the General Academic Strand section C.
Meanwhile, respondents come from two areas of the HUMMS strand, B and D.

Instruments

The researchers chose these two portions using a purposive sampling strategy. The

brainstorming results are used to make the decision. The T-test will be used to determine the

importance of the two sections with the lowest mean.

Chapter IV

THE IMPACT OF SOCIO-ECONOMIC STATUS TO THE ACADEMIC PERFORMANCE OF

HUMSS 12 SECTION B AND D OF ACLC IRIGA CITY

This chapter presents the responses of the ACLC students about the impact of socio-

economic problems to the academic performance of HUMSS 12 B and D of ACLC Iriga City. The

discussions and interpretation of data analysis and findings were presented and arranged according

to the problems in the study.

I. Demographic Profile

The profile of the respondent was presented in table 1 according to age, gender, no of

family members and occupation.

Age Frequency Percentage

16 years old below 3 6%

 17-19 years old 47 94%

20 years old above 0 0%

Total: 50 100%

Table 1.1

Table 1.1 shows the profile of the respondent along age. It shows that most of the respondents

belong to the age group. 20 years old and above which was zero (0). Ages 17-19 years old has

four-thy-seven (47) respondents, and three (3) respondents belong to sixteen (16) years old and

below.

Gender Frequency Percentage

Female 31 62%

Male 19 38%

Total: 50 100%

Table 1.2

Table 1.2 shows the gender of the respondent. Its shows that male are the highest number of

respondent which has thirty-one (19) and Female is the least of respondents which has thirty-one
(31).

No. of family members Frequency Percentage

1-3 11 22%

4-6 32 64%

7 and above 7 14%

Total: 50 100%

Table 1.3

Table 1.3 shows the no. of family members of the respondents. It shows the majority of the

thirty-two (32) respondents belong to 4-6 members. Seven (7) respondents belong to 7 and above.

Lastly eleven respondents belong to 1-3 family members.

II. Common Reason of having Socio-economic Problem

The common reason of having a socioeconomic problem in the student was presented in

table 2 (Lack of work, Lack of finance, High house expenses, Unemployed parents).

Common Reason Frequency

 15

15

10

10

Total: 50

Table 2

Table 2 shows the common reason for having a socioeconomic problem. All the fifty (50)

respondents choose the lack of finance as a main reason for having a socio-economic. While, the

lack of work is (15), high house expenses sixty(10),Unemployed parents (10).

III. Negative Impacts of Socio-economic Problem

The negative impact of socioeconomic problems to the students of ACLC has presented in

table 3(lack of financial, economic problem, high expenses in school).

Negative Impacts Frequency Percentage

Lack of financial 98 196%

 Economic problem 17 34%

High school expenses 28 56%

Total:
143 286%

Table 3

Table 3 shows the negative impacts of socioeconomic problems to the student. Ninety-

eight (98) respondents choose the lack of finance; twenty-eight (28) respondents choose high

school expenses, seventeen (17) respondents choose economic problem.

IV. Reaction to the Socio-economic Problem

The reaction of the respondents to the socioeconomic problem was presented in table 4

(Angry, Sad, Neutral, Disappointed).

Reactions Frequency Percentage

Angry 1 2%

Sad 12 24%

Neutral 12 24%
 Disappointed 25 50%

Total: 50 100%

Table 4

Table 4 shows the reactions of the respondents to having socioeconomic problems. One

(1) respondent is angry about having a socioeconomic, there are twelve (12) respondents

are sad, while the neutral is twelve (12) and lastly, twenty-five respondents are disappointed.

V. Best Solution to Prevent Socio-economic Problem

The best solution to prevent the socioeconomic problem is presented in table 5.

Best solution Frequency Percentage

Earn money 18 36%

Conserve money 15 30%

Stable job 17 34%

Total: 50 100%
 Table 5

Table 5 shows the suggested solutions to prevent socioeconomic problems in the

student. There are eighteen (18) respondents suggest the “Earn Money”. While fifteen (15)

respondents suggest the “Conserve Money”. Lastly seventeen (17) respondents like to suggest

the “Stable job”.

Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATION

This chapter presents the summary of findings, conclusions, and recommendations of

the study. The summary highlights the findings that serve as the basis of the conclusions derived

as well as the recommendations of the study.

Summary

The overall purpose of this study was to determine the impact of socio-economic status

on the academic performance of HUMSS 12 section B and D of ACLC Iriga City. Specifically, it

aimed to answer the following sub-problems:

1. What is the profile of the respondents according to:

• age
 • gender

• number of family members

2. What is the socio-economic status of the respondents?

3. What is the level of academic performance of the respondents?

4. How does the socio-economic status affect the respondents’ academic performance?

5. What are the proposed solutions that may be developed according to the

recommendations from the study?

The study made use of descriptive method. All the information concerning the respondents

were based on the HUMSS 12 Section B and D S.Y. 2022-2023.

Findings

1. The majority of the respondents are 17 years old and above in terms of age. Female

respondents are highest in terms of gender. While in the no. of family members the majority

of the respondents belong to 4-6. Lastly, the majority of the respondents are students.

2. High expenses are the reason for having socio-economic problems.

3. Unstable job is the negative impacts of socioeconomic on the student of ACLC HUMSS B

and D.

4. Disappointed are the majority reactions of the respondents to having a socioeconomic

problem.

5. Most of the respondents suggested that be responsible on holding money and use money

to buy important things is one of the best solutions to prevent socioeconomic problem.
Conclusions

Based on the findings, the following conclusions are made:

1. The study concluded that socio-economic status affects aspects such as age, gender,

number of family members and occupation.

2. The study revealed that high expenses are one of the factors that lead to socio-economic

problems.

3. The study showed that money is needed every day and it is important to all of us.

4. Generally, the respondents are disappointed about having a socio-economic problem.

5. Lastly, finding a job can help to solve socio-economic problems.

Recommendations

In line with the findings of the study, the researchers recommend the following in line with

the conclusions drawn:

1. Even if you are experiencing socio-economic problems, try to find a job to survive in life.

2. Being disappointed will not help to solve the problem instead try to find a better solution

and convince others to help each other on how to solve socio-economic problems.

3. There are stores or companies that need a staff or employee to work and to help you with

your socio-economic problem.

4. It is recommended that we must give attention to socio-economic phenomenon. We must

help each other to prevent and find solutions.

 CURRICULUM VITAE

JOHN PATRICK R.

MAMANO LA PURISIMA

IRIGA CITY

PERSONAL INFORMATION

Age: 19

Birthday: August 13,2003

Birthplace: Legazpi City

Gender: MALE

Status: SINGLE

Citizenship: Filipino

Religion: Roman Catholic

Mother’s Name: MA. JEAN R. MAMANO

Occupation: Housewife

Father’s Name: LEONARDO S. MAMANO

Occupation: Construction worker

EDUCATIONAL ATTAINMENT:

Elementary: La Purisima Elementary School

Secondary: University of Northeastern Philippine

SOPHIA KATE R. BOTE STO.

NINO IRIGA CITY

PERSONAL INFORMATION

Age: 18

Birthday: August 11, 2004

Birthplace: IN, STO. NINO IRIGA CITY

Gender: FEMALE

Status: SINGLE

Citizenship: Filipino

Religion: Roman Catholic

Mother’s Name: CARMELA R. BOTE

Occupation: Housewife

Father’s Name: ARCHIE B. BOTE

Occupation: COMPANY DRIVER

EDUCATIONAL ATTAINMENT:

Elementary: Sto.Niño Elementary School

Secondary: Sto.Niño National High School

ALVIN C. AGUILAR

SWAN VICENTE BUHI CAMARINES

SUR

PERSONAL INFORMATION

Age: 18

Birthday: SEPTEMBER,11 2004

Birthplace: SAN VICENTE BUHI CAMARINES SUR

Gender: MALE

Status: SINGLE

Citizenship: Filipino

Religion: Roman Catholic

Mother’s Name: ROSITA C AGUILAR

Occupation: Housewife

Father’s Name: NICANOR L AGUILAR

Occupation: CONSTRUCTION

EDUCATIONAL ATTAINMENT:

Elementary: San Vicente Elementary School

Secondary: San Vicente National High School

ERICA MARIE

MAGISTRADO

LA TRINIDAD IRIGA CITY

PERSONAL INFORMATION

Age: 18

Birthday: SEPTEMBER 24, 2004

Birthplace: SAN VICENTE SUR IRIGA CITY

Gender: FEMALE

Status: SINGLE

Citizenship: Filipino

Religion: Roman Catholic

Mother’s Name: MARIVEL O MAGISTRADO

Occupation: Housewife

Father’s Name: ERWIN P MAGISTRADO

Occupation: MECHANIC

EDUCATIONAL ATTAINMENT:

Elementary: San Vicente Sur Elementary School

Secondary: ALS Graduate San Francisco Iriga City

JENKY E. NAVARRO

SAN NICOLAS SUR IRIGA CITY

PERSONAL INFORMATION

Age: 18

Birthday: NOVEMBER 30, 2004

Birthplace: SAN NICOLAS SUR IRIGA CITY

Gender: FEMALE

Status: SINGLE

Citizenship: Filipino

Religion: Roman Catholic

Mother’s Name: MERCY E. NAVARRO

Occupation: Housewife

Father’s Name: NELSON D. NAVARRO

Occupation: PAINTER

EDUCATIONAL ATTAINMENT:

Elementary: San Nicolas Elementary School

Secondary: Zeferino Arroyo High School

JIRO C. CASIM

LA PURISIMA IRIGA CITY

PERSONAL INFORMATION

Age: 17

Birthday: AUGUST 3, 2005

Birthplace: SAN NICOLAS SUR IRIGA CITY

Gender: MALE

Status: SINGLE

Citizenship: Filipino

Religion: Roman Catholic

Mother’s Name: GENALDINE C. CASIM

Occupation: Housewife

Father’s Name: RONALD C. CASIM

Occupation: FACTORY WORKER

EDUCATIONAL ATTAINMENT:

Elementary: La Purisima Elementary School

Secondary: Zeferino Arroyo High School