QUEZON CITY HIGH SCHOOL

PAGE 1

THE CAPABLITIES OF GADGETS IN EDUCATION OF

SENIOR HIGH STUDENTS IN QUEZON CITY
HIGH SCHOOL S.Y. 2018-2019

Presented to
Mrs. DAISY L. QUIMPO
Of Senior High School Department of
QUEZON CITY HIGH SCHOOL
Sct. Ybardolaza St., Diliman Quezon City, Metro Manila

In partial fulfillment of the requirements for the subject

PRACTICAL RESEARCH 2

By

XENA TRANSFIGURACION
RECHELLE GARMA
JEANNE BESIATA
JOHN VINCENT ACUDILI
OCTOBER 2018
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Recommendation Sheet

Researchers: XENA TRANSGFIGURACION

JEANNE BESIATA
RECHELLE GARMA
JOHN VINCENT ACUDILI

Strand/Track: Technical Vocational and Livelihood - Bread and Pastry

Title: The Capabilities Gadgets in Education of Senior High Students

in Quezon City High School S.Y. 2018-2019

Recommending Approval:

__________
DAISY L. QUIMPO Date
Adviser

Approved by:

_________________________ __________
[Name of Panel Member] Date
Chairperson

_________________________ __________
[Name of Panel Member] Date
Member

_________________________ __________
[Name of Panel Member] Date
Member
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Approval Sheet

This thesis entitled: “THE CAPABILITIES OF GADGETS IN EDUCATION OF

SENIOR HIGH STUDENTS IN QUEZON CITY HIGH SCHOOL S.Y. 2018-2019”
by XENA TRANSFIGURACION, JEANNE BEASIATA, RECHELLE GARMA,
JOHN VINCENT ACUDILI in partial fulfillment of the requirements for the subject,
PRACTICAL RESEARCH 2 has been examined and is recommended for acceptance and
approval for ORAL EXAMINATION.

DAISY L. QUIMPO
Adviser

Panel of Examiners

Approved by the COMMITTEE ON ORAL EXAMINATION with a grade of

_______ on October ____, 2018
___________________________

Chairperson

___________________________ ____________________________

Panel Member Panel Member

_____________________________ _____________________________

Panel Member Panel Member

Accepted and approved as partial fulfillment of the requirements for the subject
PRACTICAL R$ESEARCH 2.

____________________________
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Acknowledgements

The researchers would like to express their profound gratitude and

appreciation to the people who have extended their support, gave inspiration, guidance and

assistance for the completion of this study.

To their teacher, Daisy L. Quimpo, for her guidance and technical support

and the golden opportunity to contribute to the society.

To their friends, for their kind gestures and moral support that played a great

role reminding the researchers to always have a positive mind;

To their families and relatives, for their financial support, love and guidance

that helped them in their desperate times; and

Above all, to the LORD ALMIGHTY, who’s there to always listen and give

support and love, and has given them strength to accomplish this project.

To all of them, this humble work is dedicated.

X.T.
J.B.
R.G.
J.V.A.
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Table of Contents
Page

TITLE PAGE .................................................................................................................1

RECOMMENDATION SHEET ....................................................................................2

APPROVAL SHEET .....................................................................................................3

ACKNOWLEDGEMENT .............................................................................................4

TABLE OF CONTENTS ...............................................................................................7

LIST OF APPENDICES ..............................................................................................12

CHAPTER

1 The Problem and a Review of Related Literature

Introduction ......................................................................................................13

Review of Related Literature ...........................................................................16

Theoretical Framework of the Study ...............................................................35

Conceptual Framework of the Study ...............................................................36

Statement of the Problem ...................................................................................3

Scope and Delimitations ..................................................................................37

Significance of the Study .................................................................................38

Definition of Terms..........................................................................................41
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2 Methods

Research Design...............................................................................................42

Research Locale ...............................................................................................43

Sampling ..........................................................................................................44

Population of the Study ..................................................................................64

Research Instruments ......................................................................................64

Validation of Instruments ...............................................................................65

Ethical Considerations ....................................................................................65

Data Gathering Procedure ..............................................................................66

Statistical Treatment of Data .........................................................................66

REFERENCES ................................................................................................85

APPENDICES .................................................................................................91

CURRICULUM VITAE ................................................................................157

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List of Figures

Figure Page

1 x............................................................................................................................

2 [Figure Caption 2] ..............................................................................................#

3 [Additional entries] ............................................................................................#

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Chapter 1

INTRODUCTION

This chapter serves as an introductory chapter. It contains the Background of the

Study, Statement of the Problem, Scope and Delimitation, Significance of the Study and

Definition of Terms.

Background of the Study

In today’s generation, technology has affected and changed the way people live.

Technology has made people’s lives more proficient and at ease. There is hardly anyone

who has not been changed by the advances in technology and computers of today’s society.

In today’s civilization, transportation, communication, and education have been greatly

developed from new technological advancements. Many people have lesser stress in their

lives because there are new useful hi-tech inventions created each day to help them do things

quicker and easier. Some of these helpful technologies are cell phones, computers, and the

Internet.

Technology also has negative effects in the lives of the user, and in his/her or her

immediate friends and family members. It affects the individuals’ personal health, family,

social, financial, and academic life. Over using gadgets negatively affects the mind of an

individual. The individual loses focus as he/she only concentrates on using gadgets or
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technology. He/she tends to forget other aspect of life that is important, concentration

reduces and the individual cannot focus on other issues for long enough.

The use of technology in schools has opened up a new path of effective learning.

Technology plays a great role in developing everyone’s future and professional career.

Technology is becoming a major part of the world today. It has developed and become

more central to learning.

In this modern society, gadgets has become a great help in education for Senior

High School Students, but sometimes the use of gadget can be harmful to degrade the

performance of the students. Learners nowadays like to play various online games rather

than studying, they surf internet to gather information but most of the time they are using

it to browse in social media such as Facebook, twitter, Instagram etc. As we further

elaborate through this research, we will rest assured that the sources that we have gathered

will be acknowledge to the owners.

Background of the Study this research is furthermore should be studied and

analyzed properly. The capabilities of gadgets is much debatable than its advantages. The

use of gadgets became the important turning point in making our education to be more

fruitful and effective to today’s students who wants to fulfil their dreams, but sometimes

the use of gadget has become a barricade in making our education much reasonable to

hindrance our success.

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gadgets is that it is not use in education only, when a student owns he/she can play online

games and browse various social media platforms that can be nuisance to his/her learning

process, and sometimes the use of computer has become a major issue in affecting a

learner’s study habits, furthermore this research will further enlighten us the capabilities of

gadgets and its effects.

Technological advances had greatly changed the education landscape in that

teaching is no longer confined to the traditional face-to-face delivery of lessons.

Now, students can also learn outside the classroom via the Internet. Through the

convergence of traditional and modern methods, students get to experience the best of both

worlds – they can be tutored in school and get additional lessons through the Web.

The convenience and effectiveness of e-learning had long been recognized by

educational institutions and education officials. A number of schools in the country have

embraced with enthusiasm emerging education technology in that lectures are boosted by

computer-based, or gadget-based, learning.

Today, in some schools, netbooks have replaced notebooks and some lessons are

delivered electronically.

A survey conducted by Pearson Foundation in the United States found that more

than six in 10 college students and high school seniors agree that they study more

efficiently by using tablets. A study conducted by Houghton Mifflin Harcourt in California

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also showed that students using iPads performed better in math compared to students using

traditional textbooks. Another study at Oklahoma State University found that 75 percent

of students said the use of gadgets enhanced their learning experience.

Despite the fears of parents and some teachers that gadgets may distract students, surveys

and studies have shown that generally, these technological tools are a big help in learning.

The United States had invested heavily by providing computers for students in

public schools. Reports say the federal government spends more than $3 billion a year on

digital content alone. The US has also launched a massive program to make high-speed

Internet and free online teaching resources available to remote schools. This year, more

states administered tests for the elementary and middle grades through the Internet,

discarding the use of pen and paper.

The Philippines should not be left behind when it comes to applying education

technology. The ethical and responsible use of computers, tablets, cellphones and other

devices can greatly enhance the learning capability of students, for it has been shown

through studies that children (and adults for that matter) can better grasp and understand

their lessons in a more relaxed environment, without the prying (and sometimes mocking)

eyes of classmates or teachers.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter contains the literature and studies related to the impact of

gadgets in learning.

Related Literature

Gadgets

A gadget is a small tool or device with a specific useful purpose and

function. Gadgets tend to be more unusual or cleverly designed than normal

technology. In today’s life, tasks are maximized with the use of modern gadgets. It

is easier to accomplish daily tasks and people are also able to do work with

efficiency. One cannot even dare to imagine life without smart phones, cell phones,

laptops, tablets, iPods and so on (Tech Crates, 2012). Today’s gadgets are one of

the ways to make life more comfortable and easier. Shy (2010) says that no one

can deny the fact that gadgets have not only simplified the lives of people but also

made them more comfortable and luxurious. Indeed, these gadgets really made a

huge impact in people’s lives and became part of it.

Gadgets used in Learning

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According to Gammuac (2013), today’s classrooms are equipped with the

latest technology to enhance instruction. Smartphone use in the classroom is still

somewhat controversial, but the Calgary Board of Education actually encourages

it as a learning tool. In an interview with CTV, Queen’s University National Scholar

and Associate Professor Sidneyeve Matrix compared the situation to when

calculators were first used by students in the classroom. “We had a whole new

level of computational skill, and now we’re going to have a whole new level of

mobile digital skills when we turn to mobile learning on the handhelds.”

Technology users are moving towards being more mobile, and teachers and

students are a significant part of that trend. On 2013, Lenovo, the world’s top PC

vendor reported that they sold more smartphones and tablets than PCs for the first

time ever. Calgary-based SMART Technologies’ SMART Boards are popular with

both teachers and students. Teachers can project presentations onto the SMART

Boards and they can write, touch and interact with their content. Document

cameras are also a fun way for teachers to show students new and interesting

ways of looking at objects. Whether they are zooming in on the smaller details of

a 3D object, or observing science experiments, students can share an equal view

of the lesson – without crowding the teacher’s desk. Whether a student is listening

to his own music while studying, or a teacher is playing an audio book to her

students, mp3 players are an increasingly common sight in schools. Both teachers
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and students can make full use of mp3 players in their school activities (Gammuac,

2013).

Related Studies

New media technologies and a number of important studies were conducted

in the 2000’s on the impact of children’s intellectual development, and various

aspects of using such technologies. Many researches were conducted aimed to

organize understanding the change that took place by using these technologies,

and to explore the conversion in children’s behavior and focused to discover-what

extent children feel aggression, and how they react by using these modern

technologies e.g. video games, mobile phones with various applications

embedded using via Internet with Wi-Fi connections video games consoles and

internet.

Providing computers to schools increases the technology skills of teachers

and students in both the developed and the developing world. Laptop programs

increase students' engagement with academic work and school, improve

technology skills, and have positive effects on students' writing. Research in many

nations suggests that laptop programs will be most successful as part of

comprehensive initiatives that also address changes in education goals, curricula,

teacher training, and assessment (Zucker & Light 2009).

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An analysis of effective technology use for at-risk students found that simply

replacing teachers with computer-based instruction typically yields no learning

benefits. Rather, blending leads to higher engagement and learning gains (Darling-

Hammond et al., 2014).

Gross (2009) described in his article that people are very frequent in use of

media and modern technologies in communication at home or at work and feel

hard to survive in the absence of modern means of communications. With the

advent rapid new technologies; digital societies are shaping all across and people

are relying mainly on these resources from information, education, and

entertainment to social interaction.

The same are shaping social attitude in dealing with each other. The

reformed digital cultures and multi resources of communications have severe

effects on human beings especially on children; who have the immediate capacity

of learning. Technologies usability among youngsters and adolescent such as TV,

Internet, mobile phones are common particularly in developed countries (Gross,

2009).

Technology enhanced learning (TEL) aims to design, develop and test

socio-technical innovations that will support and enhance learning practices of both

individuals and organizations. It is therefore an application domain that generally

covers technologies that support all forms of teaching and learning activities. Since
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information retrieval (in terms of searching for relevant learning resources to

support teachers or learners) is a pivotal activity in TEL, the deployment of

recommender systems has attracted increased interest. This chapter attempts to

provide an introduction to recommender systems for TEL settings, as well as to

highlight their particularities compared to recommender systems for other

application domains (Koper et al., 2010).

One study that was conducted to determine whether Wiki technology would

improve students’ writing skills in a college English as a foreign language writing

class showed benefits to using Wiki technology. Students were invited to join a

Wiki page where they would write and 5 post passages and then read and respond

to the passages of their fellow classmates. Students participating in the study

reported that their receiving immediate feedback from the instructor was a benefit

of using this form of technology. Students in the study also reported learning

vocabulary, spelling, and sentence structure by reading the work of their

classmates (Lin & Yang, 2011).

Another study found that integrating technology and peer-led discussions

of literature can produce increased student engagement and motivation.

Technology used in these small group discussions of literature includes wikis,

online literature circles, and online book clubs. With these technologies, students

were able to connect with readers from other schools, states, and even other

countries. This type of technology is an assessable and motivational way to expose

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students to other ideas and cultures. These online literature discussions have the

ability to create a sense of community and foster positive social interaction (Coffey,

2012).

The use of technology in education has significantly aided students in

performing their school-related tasks. Clegg and Bailey (2008) assert that with the

utilization of mobile devices such as laptops and tablet computers, the learning

process for the students become more fun and conducive due to the user-

interactivity and appealing visuals present in these learning tools. Additionally, a

vast collection of learning games and applications exist for these mobile devices,

and as a matter of fact, there are about 96,000 educational applications available

(App Store Metrics, 2013). The data collected by Apps in Education (2012)

confirmed that the subject areas covered by these applications include

Mathematics, Sciences, Grammar and Spelling and Arts and Humanities (Clegg &

Bailey, 2008).

In the Philippines, President Benigno Aquino announced during the launch

of the country’s K-12 curriculum that the government eyes the use of tablet

computers in public schools in lieu of traditional textbooks (Enterprise Innovation,

2012). Furthermore, there exist various programs by the government, non-

government organizations and private corporations in the Philippines that aim to

provide one laptop computer per child. With the presence of laptops in the
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classrooms, students become more engaged and involved in school-related

activities (Oquias, 2011).

Theoretical Framework

This study is anchored on the Distributed Cognition Theory. In Distributed

Cognition Theory, the student is afforded more power. In other words it is a

student-centered approach to learning where the learners participate in a

systematically designed learning environment that supports interaction amongst

its participants (Bell & Winn, 2000). This theory promotes learning in a community

of learners or a system where interaction takes place. It is through this interaction

where cognition occurs. Distributed Cognition requires sharing of cognitive activity

among the parts and participants of this system, which can be other people or tools

such as devices, technologies or media. These participants distribute their

cognition among other learners and physical or digital tools by externally

representing their knowledge. At times, by using these tools, a little bit of the

information might stick with the user, this is known as cognitive residue. It is

through interaction with other members and tools that progresses learning.

Therefore communication among all participants is paramount in importance (Bell

& Winn, 2000).

The role of technology within this theory is an invaluable part of the system in

which the learners are interacting. This interaction can either help to distribute their
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knowledge, off-load certain amounts of cognitive work making the cognitive load

less and or help to scaffold new capabilities (Bell & Winn, 2000). For example,

using camera to take a photo allows more time to learn instead of writing it on a

notebook. Also, in this theory, technology (gadgets) can be used to help extend

human capabilities. For example, calculator can be used to solve math problem

quickly instead of solving it manually. These gadgets help students to make their

learning more efficient. Another example of this is taken from a case study that

was conducted using robotics to produce solving problem skills. In this case study,

students were placed into small collaborative groups and were asked to construct

a robot, using Lego Mindstorm for schools kits, which would perform various tasks.

The groups were introduced to a tool known as a flowchart. They used these

flowcharts to map the programming instructions they would give the robot to

complete the given task. This allowed them to off-load some of the cognitive work

to the flowchart and then through its use, they were able to solve harder problems

(Chambers et al., 2007).

This learning theory supports the very skills needed by the 21st century.

Learners who are placed into a learning environment based on this theory would

be using their “knowledge and skills—by thinking critically, applying knowledge to

new situations, analyzing information, comprehending new ideas, communicating,

collaborating, solving problems, making decisions” (Honey et al., 2003).

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Conceptual Framework

The researchers used Independent Variable- Dependent Variable paradigm

format, wherein the frequency of use of gadgets is the independent variable

because it will affect the corresponding dependent variable which is the impact of

gadgets.

Statement of the Problem

This study determined the impact of gadgets in learning to Senior High

School students during the 1st semester, S.Y. 2017-2018.

Specifically, it answered the following sub-problems:

1. What is the students’ frequency of use on the following gadgets in learning?

a. cellphones;

b. computers; and

c. tablets.

2. What is the impact of the use of gadgets in learning as perceived by the

students?

3. Is there a significant relationship between the frequency of use and impact

of gadgets?
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Hypothesis

1. There is no significant relationship between the frequency of use of gadgets

and the impact of gadgets.

Scope and Delimitation

This study mainly focused on the impact of gadgets in learning among

students in Grade 11 Science, Technology and Engineering, Mathematics (STEM)

of Urdaneta City National High School, S.Y. 2017-2018. It was delimited to the two

sections of the STEM classes namely Descartes and Tesla.

Significance of the Study

This study determined the impact of gadgets in students’ learning in

Urdaneta City National High School. This was significant to the following:

Students. They will know the benefits of using gadgets in learning and help

them study effectively.

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Teachers. This will give awareness to teachers to allow students to use

gadgets more freely and also to guide them in using the gadgets.

School Administrator. This study may be included in school policy. Re:

The use of technology in the classroom.

Future Researchers. This study may help future researchers on their own

research. They may widen the scope of their own study or improve this research

study.

Definition of Terms

To make the study easier to understand, the following terms are defined

operationally and/ or lexically:

Gadget. This refers to an often small mechanical or electronic device with

a practical use but often thought of as a novelty. In this study, gadgets refer to

cellphones, tablets and laptops which are used by the respondents in learning.

Impact. This refers to the effect of gadgets on the respondents in their

learning.

Capability. This refers to the power or ability to do something.

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CHAPTER 2

METHODS

This chapter contains the research methods used in the enquiry, namely qualitative

research, the role of interview in the research, respondents of the study, the research

instruments used, the research local, the sampling method adapted, the data collection

methods.

Research Design

This study used the quantitative research design. Quantitative research design was

used to collect and gather information about the impact of gadgets in learning. Quantitative

research design was used to describe and to test relationships between objects. It was also

presented in numerical form, and analyzed through the use of statistics. It focused on

gathering numerical data and generalizing it across groups of people or to explain a

particular phenomenon. This research design was used by giving questionnaires to the

respondents of this study.

Research Locale

This study will be conducted at Quezon City High School Campus in Sct. Ybardolaza

St.Barangay Sacred Heart Diliman, Quezon City at school year 2018-2019.

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Sampling

The study was conducted on the total population of Humanities and Social Sciences

(HUMMS) students who were enrolled in the S.Y. 2018-2019 which is equivalent to

eighty-nine (89).

Population of the Study

Table 1: Distribution of Respondents

Sections of HUMMS Number of Students Actual Number of Respondents

Strand

Descartes 45 45

Tesla 44 44

Total 89 89

Research Instrument

The instrument used in gathering the data was a questionnaire. The questionnaire was

prepared by the researchers. Quantitative research questionnaire was used to gather the

data and information about the capabilities of gadgets in education.

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Validation of Instrument

Ethical Considerations
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Data Gathering Procedure

INPUT PROCESS OUTPUT

1) Profile of the
respondents in
terms of the
following:

1.1 Level
1.2 Age
1.3 Sex
1.4 Section
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Statistical Treatment of Data

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References
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APPENDICES

APPENDIX A
01 March 2017

DR. ELIZABETH E. QUESADA, CESO V

Schools Division Superintendent
Division of City Schools - Quezon City
Nueva Ecija St., Bago Bantay, Quezon City

Dear Dr. Quesada:

Greetings of Peace!

I am ______________graduating student of , taking up .

I am currently conducting a research entitled: The purpose of the
study is to recognize the appropriate management style, principles, traits and indicators that is most
valuable to a commandants’ successful supervision and handling of the Citizenship Advancement
Training (CAT) program in Secondary schools in Quezon City High Schools.

In line with this, I would like to request from your office to allow me to conduct a comprehensive
survey and interview in 12 public and private secondary high schools in the six districts of Quezon
City that offers Military Orientation of the Citizenship Advancement Training (CAT) Program.

If approval is granted, student participants will complete the survey in a classroom during their
CAT time on the school site. The survey process should take no longer than 20 minutes. The
Commandants will complete the survey and interview after the student participants are done. The
survey results will be pooled for the dissertation project and individual results of this study will
remain absolutely confidential and anonymous. Should this study be published, only pooled results
will be documented. No costs will be incurred by either school or the individual participants.

Thank you very much.

Respectfully yours,

APPENDIX B
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INTERVIEW QUESTIONNAIRES

Direction: Please read and answer the following items by indicating a check (√) mark inside
the box provided. Please do not leave any items unanswered. All information gathered will
be kept confidential.
PART I. Demographic Information
a. Name of School: ___________________________________________
b. Name (Optional): _________________________________________
c. Gender: ( ) Male ( ) Female
d. Age: ___________
e. Marital status? Married _____ Single _____ Divorced _____Widowed _____
f. Highest education degree completed?
Bachelor’s Degree ____ Master’s Degree ____ Doctoral Degree ____ Other ____

PART II. Qualitative Interview Protocol

Prior to all interviews, an informed consent form will be completed by each individual
participant.

1. List down some of your unique experiences, traits and achievements that you believe
made you a successful candidate for the position of CAT commandant.

2. What method/s did you use in administering the CAT program in your school? OR
What approach did you take in the administration of the CAT program in your school?

3. How did you develop this method and how did you determine that this method was
best for your school?

4. What experiences as a teacher helped you in the administration of the CAT Program?
What military experiences as a CAT commandant/teacher-facilitator helped you in the
administration of the CAT Program?

5. What characteristics/traits do you possess that help you in handling the administration
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BESIATA JEANNE E.
#38a Scout Borromeo South Triangle Quezon City
09073472090
Jeanne Besiata_20@yahoo.com

OBJECTIVE:
To be employed in the company who will who will trust my ability skills and
knowledge. And to commit myself to challenging work.

PERSONAL DATA

Date of Birth : 20 March 1999

Age : 19
Sex : Female
Place of Birth : Zambales
Marital Status : Single
Religion : Roman Catholic
Height : 5.5
Weight : 48kgs
Mother’s Name : Liezl Edquibal
Father’s Name : : Gaspar Besiata

EDUCATIONAL BACKGROUND

Secondary: 1986-1990
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Primary University of the Philippines Integrated School 1979-1986

Katipunan Road, Diliman, Quezon City

Certification

Curriculum Vitae

DAISY LASTRILLA QUIMPO

309 Mansions Somerset Condo., Leveriza St. Pasay City
09173124852
brugs94@yahoo.com

PERSONAL DATA

Date of Birth : 13 May 1972

Place of Birth : Quezon City, Philippines
Marital Status : Married
Religion : Roman Catholic
Height : 167 cms.
Weight : 84 kgs.
Mother’s Name :
Father’s Name : :

EDUCATIONAL BACKGROUND

Secondary: University of the Philippines Integrated School 1986-1990

Katipunan Road, Diliman, Quezon City

Primary University of the Philippines Integrated School 1979-1986

Katipunan Road, Diliman, Quezon City
 QUEZON CITY HIGH SCHOOL
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Certification

Curriculum Vitae

DAISY LASTRILLA QUIMPO

309 Mansions Somerset Condo., Leveriza St. Pasay City
09173124852
brugs94@yahoo.com

PERSONAL DATA

Date of Birth : 13 May 1972

Place of Birth : Quezon City, Philippines
Marital Status : Married
Religion : Roman Catholic
Height : 167 cms.
Weight : 84 kgs.
Mother’s Name :
Father’s Name : :

EDUCATIONAL BACKGROUND

Secondary: University of the Philippines Integrated School 1986-1990

Katipunan Road, Diliman, Quezon City

Primary University of the Philippines Integrated School 1979-1986

Katipunan Road, Diliman, Quezon City
 QUEZON CITY HIGH SCHOOL
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Certification

Curriculum Vitae

DAISY LASTRILLA QUIMPO

309 Mansions Somerset Condo., Leveriza St. Pasay City
09173124852
brugs94@yahoo.com

PERSONAL DATA

Date of Birth : 13 May 1972

Place of Birth : Quezon City, Philippines
Marital Status : Married
Religion : Roman Catholic
Height : 167 cms.
Weight : 84 kgs.
Mother’s Name :
Father’s Name : :

EDUCATIONAL BACKGROUND

Secondary: University of the Philippines Integrated School 1986-1990

Katipunan Road, Diliman, Quezon City

Primary University of the Philippines Integrated School 1979-1986

Katipunan Road, Diliman, Quezon City
 QUEZON CITY HIGH SCHOOL
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Certification
 QUEZON CITY HIGH SCHOOL
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BESIATA JEANNE E.
#38a Scout Borromeo South Triangle Quezon City
09073472090
Jeanne Besiata_20@yahoo.com

OBJECTIVE:
To be employed in the company who will who will trust my ability skills and
knowledge. And to commit myself to challenging work.

PERSONAL DATA

Date of Birth : 11 November 1999

Age : 19
Sex :
Place of Birth : Zambales
Marital Status : Single
Religion : Roman Catholic
Height : 5.5
Weight : 48kgs
Mother’s Name : Liezl Edquibal
Father’s Name : : Gaspar Besiata

EDUCATIONAL BACKGROUND

Secondary: 1986-1990