1

Chapter 1
THE PROBLEM AND ITS BACKGROUND

Introduction

Language, as referred by Cambridge University Press is foremost a

means of communication which reflects both the individual characteristics of a

person, as well as the beliefs and practices of his or her community.1

Predominantly, Chomsky (1975) defined language as the system of

communication used by a particular country or community and can be used as

phraseology and vocabulary of a particular profession, domain, or group. 2 It is

basically the paradigm of social interaction where sounds or signs convey

objects, symbols and ideas which is vital in various aspect of human life, from

everyday communication to development of technology, culture, knowledge

and education thus perceiving it as the core of humanity.

Zedan et al. (2013) stated that language extends into the vast branches of

knowledge and human sciences.3 Languages are capable of developing

human knowledge and extending it for the benefit of human kind. The general

importance of language justifies the need for a scientific and objective study

hence making language part of the core subjects in primary to tertiary level of

education.

More over universities and colleges offer various language related

subjects as a core curriculum academic discipline that can be an avenue for

students to have a stronger grasp in understanding the identity of a country

and its people and also to develop their communication skills in the process.
 2

In relation, Commission of Higher Education (CHED) is authorized to

determine the minimum unit requirements for specific academic programs.

General education distribution requirements as may be determined by the

Commission and specific professional subjects as may be stipulated by the

various licensing entities.4 (Mateo 2018)

In 2013 CHED issued the CMO No. 20, series of 2013 or the General

Education Curriculum: Holistic Understandings, Intellectual and Civic

Competencies, which is the policy cover for the revised General Education

Curriculum. In connection, according to Cariga and Dionglco (2014) the new

GEC is comprised of 24 core courses, namely Philippine History, Purposive

Communication, Art Appreciation, The Contemporary World, Mathematics in

the Modern World, Science, Technology and Society, and Ethics. 5 But there

are no Filipino included in the proposed curriculum despite the relevance of

this academic discipline.

In determining the constitutionality of CMO No. 20, Series of 2013, the

Supreme Court stated three salient points. First, that under Section 13 of R.A.

7722, CHED is authorized to determine the (a) minimum unit requirements for

specific academic programs; (b) general education distribution requirements

as may be determined by the Commission; and (c) specific professional

subjects as may be stipulated by the various licensing entities. Second, that

the study of Filipino, Panitikan and the Constitution are actually found in the

basic education curriculum from Grades 1 to 10 and Senior High School

pursuant to the K-12 Law. The changes in the GE curriculum were

 3

implemented to ensure that there would be no duplication of subjects in

Grades 1 to 10, Senior High School and College. Third, that in the tertiary

level, nothing in the stated laws require that Filipino and Panitikan must be

included as subjects, and that the study of Filipino can easily be included as

courses of study in the tertiary level, if Higher Education Institutions decide to

do so. Hence, CMO No. 20, Series of 2013 was found to be constitutional and

did not violate any other laws.6 (De Vera 2018)

The constitutional order of CHED raises a wide deal of contemporary

concern, According to the La Sallian the decision of CHED contrast with their

goal of ‘securing identities as individuals and as Filipinos’ when they decided

to remove the Filipino language in the new curriculum.7 Stakeholder spectrum

from different institutions are not pleased with this decision hence looking at

the status quo an issue is arising regarding the exclusion of Filipino and

Panitikan as a core curriculum subject in college.

Based on the information and wide concern arising the issue this study

aims to gather insights and perception concerning the topic specifically

whether the respondents are in favor or against the eradication of the said

subject in tertiary level of education, this study will be conducted in the vicinity

of Legazpi City Science High School.

Statement of the Problem

The purpose of this study “Pulse of the Senior High School Students

of Legazpi City Science High School on the Eradication of Filipino and

 4

Panitikan in Tertiary Level of Education” is to determine the insights and

perceptions of Senior High School students about the issue and to raise

awareness regarding the topic specifically it seek answers to the following

questions:

1. What is the demographic profile of the respondents in terms of:

a. Strand;

b. Grade Level?

2. How deep is the understanding of the students about the issue:

Eradication of Filipino and Panitikan in Tertiary Level of Education.

3. What is the importance of Filipino and Panitikan in terms of:

a. Academic Aspect;

b. Social Aspect;

c. Personal Aspect;

d. National Aspect?

4. What are the possible effects of the elimination of the subject matter?

5. What are the comments of the respondents on the decision of CHED

about the eradication of Filipino and Panitikan in tertiary level of

education?

Scope and Delimitation

This study focuses on the Pulse of the Senior High School students of

Legazpi City Science High School regarding the “Eradication of Filipino and

Panitikan in Tertiary Level of Education”. Their awareness on the subject and

 5

opinion about terminating the subject. The study will use a descriptive type of

research and purposive sampling technique in order to get the data.

The research will be conducted on Legazpi City Science High School

during the school year 2018 – 2019. The study will not focus on the

advantages and disadvantages of the said subject but instead, on the

perception of the SHS students regarding the removal of the subject. The

study will also measure how many students are in favor or against the issue.

The study will involve the dissemination of survey form to the SHS student

Grades 11 and 12 that which will help us the researchers in gathering

information.

This study will only be limited in seeking whether the respondents are in

favor or against the eradication of Filipino and Panitikan. This study does not

intend to tarnish any person or institution under the stakeholder spectrum. It

only aims to know the insights and perception especially those individuals

who are about to proceed in the tertiary level of education.

Significance of the Study

The findings of the study may provide deeper insights and further

information on the eradication of Filipino and Panitikan in tertiary level of

education. The following are the beneficiaries who will directly gain from the

result of this study:

Students. This study can help students acquire knowledge on the said

issue providing fundamentals for better understanding.

 6

Educational Institutions. This study can serve as an avenue to clear

the clamor among people who misunderstood the topic, helping educational

institutions solve the misconceptions and negative feed backs from the

public.

Department of Education. This study can be utilized by DepEd to fully

refine their project or program.

Government. This study can help the government through intensifying

the system by proper dissemination of information using this inquiry.

Economy. This study can provide credibility to educational institutions

both public and private sectors increasing the economic gain from the field of

education.

Future Researchers. This study can serve as a stepping-stone in

conducting similar researches that can bring different length regarding this

issue.
 7

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies,

theoretical framework, conceptual paradigm and the definition of terms that

will be use in this study.

Related Literature

Prentis Hall (2002) defined language as the basic metric of

communication.1 A system of conventional, spoken, manual, or written

symbols by means of which human beings as members of social group and

participant in its culture, express themselves2 as defined by H. Robinsons

(2005)2. The functions of language include communication, the expression of

identity, play, imaginative expression, and emotional release.

British Council (2008) stated that language is used as a medium of

instruction by the teacher to demonstrate learning that increases the amount

of exposure that learners get and opportunities they have to communicate

hence developing their control of language.3

According to Susan Boustic (2003), language related subjects provides

students a broader sense of connection with their community hence making

this discipline an important element in the academic curriculum. 4

Pieper (2011) states that language is viewed as a subject that widens the

understanding and comprehending the deep context of language in

educational perception.5 Moreover, CHED Memorandum Order (CMO) No.

20, series of 2013 otherwise known as the “General Education Curriculum:

 8

Holistic Understandings, Intellectual and Civic Competencies” is the policy

cover for the revised General Education Curriculum (GEC), which offers

greater flexibility than the current curriculum.6 The passage of the K to 12

Law enables such flexibility by freeing the GEC from Science, Mathematics,

English, Filipino, Literature, Humanities and Social Studies subjects that are

more appropriately taught in Senior High School. In so doing, the Law paves

the way for the exposure of undergraduate students to various dimensions of

knowledge and ways of comprehending social and natural realities.7 (CHED

2014)

In addition according to Casiple (2017) Filipino is removed from the GEC

on the year 2016, and is only available to Filipino majors and Education in

Filipino majors.8 The order stated that the move was due to the inclusion of

the subject in the senior high school (SHS) or Grades 11 and 12 under the

controversial K-12 curriculum.

A year later, however, as per stated in the statement of the Commission

on Higher Education on Filipino and the Revised General Education

Curriculum (CMO NO. 20, SERIES OF 2013), college teachers of Filipino

courses protested the exclusion of Filipino, raising larger questions of

language and its role in the higher education curriculum vis-à-vis the goals of

the revised GEC.9

In relation to this issue, an article published in MSN News by Henry

Futencha conveyed language as a national identiy that every one who thinks
 9

of himself as Filipino has also the responsibility to love the country of his birth

and, naturally, his own language.

It is only in their language that the Filipinos are able to distinguish

themselves from other peoples of Asia, especially now that it is already

possible to change the color of the skin and the shape and features of the

face. In a sense, it is only the language that seem to be the remaining link to

the Filipino spirit and potential towards a lasting national identity.10

The termination of Filipino and Panitikan in tertiary level of education

raises a larger spectrum of philosophical queries on the decision of CHED

and the importance of Filipino language not just in casual conversations but

as the language of transaction for science, business, the arts.

Related Studies

Norman Fairclough (2010), published a book entitled “Critical Discourse

Analysis: The Critical Study of Language” which highlighted the role of

language in power and ideology. The book presents an interdisciplinary

approach to the study of discourse viewing language as a form of social

practice and focusing on the ways social and political domination are

reproduced by text and talk.11

Language is power, created in a world of applied linguistics and

discourse analysis in a way and means of systematically approaching the

relationship between language and ones personal structure. In relation to

this, a study conducted by Ruth Wodak (2006) entitled “Language, Power

 10

and Ideology” shared a similar approach, the study showed exploration of

the mechanisms of power which establish inequality, through the systematic

analysis of language. This was accompanied by papers containing variety

of topics, all related to each other through explicit discussions on the notion

of ideology from an interdisciplinary approach with illustrative analyses of

texts from the media, newspapers, schoolbooks, pamphlets, talk shows,

speeches concerning language policy in Nazi-Germany, in Italofascism, and

also policies prevalent nowadays. Because of the enormous influence of the

media nowadays, the explicit analysis of the mechanisms of “manipulation”,

“suggestion”, and “persuasion” inherent in language or about language

behaviour and strategies of discourse are of social relevance and of interest

to all scholars of social sciences, to readers in all educational institutions, to

analysts of political discourse, and to critical readers at large.12

A study conducted by John Caroll (2016) entitled “The Study of

Language: a survey of linguistics and related disciplines in America”

emphasizes the field of linguistics, this study describes the history, scope,

problems, and current state of the study of language and communication in

the United States.13

More over, in discussions of the independently conceived language study

theories developed in the related disciplines of linguistics, psychology, the

social sciences, philosophy, education, communication, and the study of

speech, emphasis is put on the feasibility of interdisciplinary cooperation in

merging all of the divergent theories into one really effective communication
 11

science, with potentially far reaching effects in both education and the social

sciences.14

In the study conducted by Rodney Jubilado (2004) entitled “Philippine

Linguistics, Filipino Language and The Filipino Nation” highlighted the

importance of linguistics and its role in the search for national identity.

The republic has more than 100 languages and dialects. Of these

languages, there are at least eight major languages with considerable number

of native speakers. These languages are Tagalog, Ilocano, Bicol,

Kapampangan, Pangasinan, Cebuano, Hiligaynon and Waray. The number of

the native speakers of these languages constitutes 43 Jati, Bilangan 9,

December 2004 more than 80% of the populations as stated by Constantino

(2000).15

Paz (1999) stated that all Philippine languages belong to the

Austronesian family of languages. Though these languages belong to the

same language family, they are not mutually intelligible.16

Typologically, these languages are classified as agglutinating languages,

a type of language which has complex morphology acoording to O’Grad, et.

al., (2001).17 In the studies of verb morphology of these languages, it is

established that each of the verbal affixes represents grammatical and

semantic categories.

In the study conducted by Prianes (2013) entitled “Using Filipino as a

Medium of Instruction in Teaching” the study showed the effectiveness of

 12

using Filipino as a medium of instruction in teaching Mathematics as basis in

policy formulation for Caloocan North Elementary School during the School

Year 2012 – 2013. The mean score of the data gathering of the study is 7.55

which shows that students easily understand lessons when Filipino is the

medium of instruction.18

Synthesis of the Art

The review of related literature and studies centered on several topics

related to language and it’s importance in building the fundamentals of society

in terms of professional and cultural basis.

The present study focuses in the importance of language as an

academic discipline and how this subject plays an important role in developing

ones identity holistically. This research will focus on knowing the insights and

perceptions of the future college students concerning the topic.

The review of related studies describes the history, scope, problems,

and current state of the study of language and communication, the review

also shows mere generalization of language as a body of communication and

how important language is in solving political and social structure concerns.

On the other hand, the present study will seek the insights and

perceptions of the respondents which will help, specifically senior high school

students who are about to enter tertiary level of education.

The literature and studies gathered were somehow related to the

current study. Most presented in the review are studies about language and

its importance. Although many researches about language are conducted all
 13

over the world and in the Philippines now and then, there is no study in the

present discussing the eradication of Filipino and Panitikan in the tertiary level

of Education in the Philippines.

Gap Bridged by the Study

The work of John Caroll (2016) entitled “The Study of Language: a

survey of linguistics and related disciplines in America” emphasizes and

describes the history, scope, problems, and current state of the study of

language and communication in the United States. Their study is descriptive

which is also use in the current study. The published book of Norman

Fairclough (2010), entitled “Critical Discourse Analysis: The Critical Study of

Language” which highlighted the role of language in power and ideology. The

study conducted by Ruth Wodak (2006) entitled “Language, Power and

Ideology” shared a similar approach, the study showed exploration of the

mechanisms of power which establish inequality, through the systematic

analysis of language.

The present study differs from the studies of Norman Fairclough (2010)

and Ruth Wodak (2006) for the reason that both focuses on the importance

of language in political discourse and social structure while the present study

focuses on the role of language in the educational aspect of society, which

has the same bearing with the studies of John Caroll (2016), Rodney Jubilado

(2004) and Prianes (2013).

However the study will focus on gathering the insights and perception

of the respondents concerning the topic specifically whether they are in favor
 14

or against the eradication of Filipino and Panitikan in tertiary level of

education.

Theoretical Framework

Lewis’ transfer theory is the transfer of cognitive skills and academic

structure can be facilitated by the underlying organizational principles of any

discipline and the learner’s metalinguistic awareness according to Cohen,

et.al, (2005).19

Renowned language researcher, Jim Cummins, posits that transfer of

academic skills does not happen automatically. Instead, it is most important

that students be given extensive practice and enough time to adjust to the

changes in the academic ways.

This study has an underlying interconnection with the present study, the

transfer theory suggest that the transfer of academic skill needs systematic

practice and time, the change should not happen suddenly. This principle is

what the present study is suggesting, the eradication of Filipino and Panitikan

happens in a short period of time giving the stakeholders minimal time to

adjust in the decision made. This leads to the rise of concerns and negative

reactions from the affected individuals and organizations that became the

reason of the conduct of this study.

Transition theory is a psychological applied theory studied by W. Bridges

(1995). Transition theory formed a key aspect of life role, life-span

development and organization of changed settings, the theory also suggest

that most transitions are associated with significant life events - changes to
 15

the individual’s role or environment that require radical restructuring of the

individual’s view of themselves and their world. The process takes longer

than most people expect - typically 6-12 months, sometimes longer.

Transitions were studied for trauma and loss. This theory is relevant to the

present study for it suggest the possible change that the students might

undergo with the sudden termination of Filipino and Panitikan as a core

curriculum subject in college. The sudden decision of CHED might

challenge and tarnish the professional insights of the people involve and

might affect their psychological well-being.

Noam Chomsky (1980) states that language structures can get reset and

evolve, through cultural interactions. A single cultural shift could create

changes in language. An example of this would be the inclusion of many

Moorish words in Castilian Spanish -- those words are in the language

because the Moors from Africa invaded Spain in the 6th century and

intermingled with the Spanish population. This theory is relevant to the

present study for it suggest that change in language can happen due to

cultural shift, which is somehow part of the main reasons of the termination of

Filipino and Panitikan in college, due to cultural shift and test of time

institutions want to be globally competent which became the reason why we

openly embrace foreign culture while forgetting our own.

Conceptual Framework

This study aim to look into or know the demographic profile of senior high

school students of Legazpi City in terms of age, gender, grade level and
 16

strand. This study also identified the fundamentals about the topic which is the

Eradication of Filipino and Panitikan in Tertiary level of Education.

Furthermore, this study aimed to know the knowledge and insights of the

respondents regarding the issue. The questions and statements are

considered as tools in determining how deep the respondents’ knowledge and

understanding about the context. The responses of the students serve as

variables in answering the major problem in the study. The findings of this

study will be subjected to analysis in order to derive its implication in the

educational system and stakeholder spectrum involved.

 17

Lewis Transfer Theory

Chomsky's Theory on
Culture and Language

ERADICATION OF
FILIPINO AND
PANITIKAN IN TERTIARY
LEVEL OF EDUCATION

Transition Theory

Figure 1.Theoretical Paradigm

 18

INPUT PROCESS

Demographic Collection of the

profile of SHS data through
OUTPUT
students in terms questionnaires
of: and interview. Number
a. Age
of in-favor
b. Gender
c. Strand or against
d. Grade Level the
termination
Analysis &
of Filipino
interpretation of
and
data.
Importance of Panitikan
Filipino and in tertiary
Panitikan level of
education
Test for significant
differences in the
perception of the
Effects of the
respondents
eradication of
Filipino and
Panitikan

Figure 2. Conceptual Paradigm

 19

Definition of Terms

For better understanding of the study, the following terms is defined

conceptually and operationally:

Language. The method of human communication, either spoken or

written, consisting of the use of words in a structured and conventional way20;
In this research it is the medium of teaching that may be spoken or written.
Filipino and Panitikan. Subject which is part of the school curriculum in
the Philippines which deals with the whole context of Filipino language, its
elements and usage and written works, especially those considered of
superior or lasting artistic meri21; In this research it is a core curriculum subject
that has been intended to be abolished in tertiary level.
R.A. 7722 Sec. 3. Known as the Higher Education Act of 1994, It provides
for the composition of the Department Fund to strengthen the higher
education in the Philippines.22 Also known as the Guarantee of Academic
Freedom that serves as a legal basis in the exclusion of Filipino and
Panitikan in tertiary level of education.
Commission on Higher Education. Is a government agency that covers
both public and private higher education institutions as well as
degree-granting programs in all post-secondary educational institutions in the
country.23 Government agency that uphold the order in the removal of Filipino
and Panitikan.
Academic discipline. A branch of knowledge, taught and researched as
part of higher education.24
Eradication. To remove or destroy utterly.25 In this research it pertains to
abolishment of Filipino and Panitikan.
Academic curriculum. Systematic teaching method that engages
students in learning knowledge and skills through an extended inquiry
process.26 In this research it is an emphasized educational aspect that serves
as the basis of inclusion of language related subjects such as Filipino and
Panitikan.
 20

Community. A group of people living in the same place or having a

particular characteristic in common.27 In this research it is the social faction
that benefits in using one’s own ethnic language.
SHS Students. Students who are part of the newly implemented K-12
curriculum who are attending three to four highest grades before college. 28
This refers to the respondents of this study.
Tertiary level of education. Refers to any type of education pursued
beyond the high school level.29 Also known as college, is an educational level
where the omission of Filipino and Panitikan is subjected.
Pulse. Rhythmical throbbing of the arteries as blood is propelled through
them, typically as felt in the wrists or neck.30 In this research it is use as a
baseline survey that will indicate the Senior high school students’ insights and
perception towards the eradication of Filipino and Panitikan in tertiary level of
Education.
Education. The action or process of educating or of being educated. 31
The process of learning through understanding and comprehension that could
be affected in the obliteration of Filipino and Panitikan
 21

Chapter 3
RESEARCH DESIGN AND METHODOLOGY

This chapter presents methods, designs and procedures that the

researchers will use in gathering and collecting the needed data and

information for the study. The chapter includes the locale of the study, sources

of data, data gathering procedures, instrument used and the statistical

treatment utilized for valid and reliable interpretation of data.

Research Design

This study is quantitative in nature since the research question we seek to

answer lead to nominal data. Specifically, the study is descriptive as it aims to

distinguish the pulse of the senior high school students of Legazpi City

Science High School about the Eradication of Filipino and Panitikan in tertiary

level of education. Furthermore this study aspires to know the insights and

knowledge of the selected respondents regarding the issue. According to the

Center for Innovation in Research and Teaching, descriptive research is a

research used to describe a situation, subject, behavior or phenomenon. 1

Ballenger (2014) states that the studies under it are often described as studies

that are concerned with finding out "what ifs" and is inclusive in nature rather

than exploratory.2

Population of the Study

The target population of the study are the Senior High School students,

during the third quarter of the academic year 2018-2019 of Legazpi City

Science High School. These students belong to three different strands of SHS

Program, namely: Accountancy and Business Management (ABM),

 22

Humanities and Social Sciences (HUMSS), Science and Technology,

Engineering and Mathematics (STEM). With the population size of 541, the

researchers will consider a sample of respondents determined using the

Slovin’s formula for computing a sample size of 9 percent margin of error.

Out of 541 SHS of LCHS the researchers will consider a 104 number of

respondents determined using Slovin’s formula.

Table 1
Population of the Study
N=104

Strand Frequency

HUMSS 41

ABM 34

STEM 29

TOTAL 104

Instrumentation

This study will make use of one research instrument to provide data on

the variables being studied. A validated questionnaire will be used to

determine the respondents’ level of awareness and comprehension on the

aspects that will be affected on the eradication of Filipino and Panitikan in

Tertiary Level of Education.

Survey questionnaire. The purpose of the questionnaire is to assess

the respondents’ level of awareness about the aspects that will be affected on
 23

the eradication of Filipino and Panitikan in Tertiary Level of Education in terms

of four factors: Age, Gender, Strand and Grade level.

A cover letter addresses to the researchers is attached to the

questionnaire explaining the research, its rationale and purpose, and the

general instructions on how to fill out the form. The questionnaire is composed

of three parts. Part one seeks to gather the data regarding the demographic

profile of the respondents which includes name (optional), age, gender, strand

and grade level. Part two of the questionnaire consists the list of the factors

associated with the level of awareness in the eradication of Filipino and

Panitikan. Part three of the questionnaire contains question answerable by

yes or no that seeks if the respondents are against or pro the abolishment of

the Filipino subject in Tertiary level. Part four is the list of variables that was

given for the respondents to determine the greatest variable that can be

affected. Part five is for suggestions and recommendations. Possible

responses for the listed factors are (SA) strongly agree, (A) agree, (D)

disagree, (SD) strongly disagree with 4 as the highest numerical value and 1

as the lowest.

Data Gathering Procedure

On the data gathering phase of this study the researchers will undergo

in the following procedures: The researchers will seek for the approval of the

research adviser. The respondents will be gathered through

convenient-random sampling. Face to face conduct of the survey will be

 24

utilized. The gathered data will be tabulated through the application of

appropriate statistical treatment.

Statistical Treatment of Data

The data gathered in this study will be subjected to statistical analysis

using descriptive statistics. Frequency count and percentage approach will be

utilize in the first and fourth part of the questionnaire. More over, Likert’s scale

will be use in the second and third part.

The frequency count measure of central tendencies like mean will be use

to interpret the data. Frequency count will be use in tallying the respondents’

responses along the given questionnaire. The mean or average will be

computed as sum of the data divided by the number of the respondents.

∑𝑋
Formula: X = 𝑛

Where:
X = mean

∑x = sum of entries

n = number of respondents
 25

Chapter 4
PULSE OF THE SENIOR HIGH SCHOOL STUDENTS ON THE
ERADICATION OF FILIPINO AND PANITIKAN IN
TERTIARY LEVEL OF EDUCATION

This chapter shows the interpretations and result of the gathered data by

the researchers base on the survey questionnaire given to the respondents.

1. Profile of the Respondents

A.Strand. Among the 104 respondents, 39% are Humanities and Social

Sciences (HUMSS) students, 33% are Accountancy and Business

Management (ABM) students and 28% are Science and Technology

Engineering and Mathematics. The result reveals that majority of the

respondents are from HUMSS strand, for this strand focuses on developing

ones knowledge and skills in Languages and Literature which are part of the

seven learning areas under this strand.

45
Frequency Percentage
40

35

30

25

20

15

10

0
HUMSS ABM STEM

Figure 3. Strand of the respondents

 26

B. Grade Level. The chart below shows that 30 out of 104 respondents are

Grade 11 equivalent to 29%; the remaining 71% are Grade 12 respondents.

Moreover this shows that majority of the respondents are Grade 12 for they

are the ones who are about to step in the higher level of education, where the

issue on the eradication of Filipino and Panitikan manifested.

80

70

60

50
Frequency Percentage
40

30

20

10

0
Grade 12 Grade 11

Figure 4. Grade level

2. Level of Student’s Understanding

The result below shows the summary results of the level of students’

understanding which has an average weighted mean of 3.29 which described

as Agree the results reveal that majority of the students of Legazpi CIty

Science High School understands and are well aware of the issue presented.

Among the indicators presented, the indicator “I agree that Filipino and

Panitikan is important in both secondary and tertiary level of education“ was

rated 31.58 which describes as Strongly Agree. This goes to show that the
 27

respondents are well aware of the importance in both secondary and tertiry

level of education.

Similarly among the indicators presented, the indicator “Filipino and

Panitikan are core subjects that is needed to be included in the curriculum”

was rated 3.58 also described as strongly agree. This goes to show that

majority of respondents agreed that Filipino and Panitikan should be included

in the tertiary curriculum as a core subject which justifies the view of Pieper

(2011) on language as a subject that widens the understanding,

comprehension and educational perception of students in the deep context

of language.

Table 2
Summary Results of the Level of Student’s Understanding
N =104

Indicators Weighted Mean Description

1. I have deep understanding
about the eradication of 3.37 Agree
Filipino and Panitikan in
tertiaty level of education.
2. I am well aware of the 2.99 Agree
possible effects of the
issue.
3. I agree that Filipino and Strongly Agree
Panitikan is important in 3.58
both secondary and tertiary
level of education.
4. Filipino and Panitikan are Strongly Agree
core subjects that is 3.51
needed to be included in
the curriculum.
5. I have mastered the Filipino 2.70 Agree
language.
6. I appropriately use the 2.99 Agree
 28

Filipino language in both

verbal and non-verbal
aspects.
7. Filipino people should 3.75 Strongly Agree
study Filipino and
Panitikan.
8. The repetition of Filipino 3.30 Agree
and Panitikan in tertiary
level of education is
perfectly fine.
9. The eradication of the said 3.34 Agree
subject will affect the
students.
10.The abolishment of Filipino 3.41 Agree
and Panitikan will lessen
the engagement of Filipino
citizens in national and
local matters.
Scale: 3.50-4.49 = Strongly Agree 2.50 -3.49 = Agree 1.50 -2.49 = Disagree 0.51-1.49 = Strongly
Disagree

3. Importance of Filipino and Panitikan

The data below shows the summary results of the importance of Filipino

and Panitikan. Among the indicators under Academic Aspect, the indicator “I

am comfortable to use the Filipino language in participating in class“ was

rated 3.53 which describes as Strongly Agree. This shows that the

respondents are comfortable in using Filipino as their medium of participation

in class.

Also, the indicator “I use Filipino language in expressing my feelings”

under Personal Aspect was rated 3.51 which is described as Strongly Agree.

The result shows that students’ can effectively use Filipino as their language

of expression. In addition, among the indicators under National Aspect, the

indicator “Filipino language helps secure our national identity” was rated 3.51
 29

which is described as Strongly Agree. This shows that the respondents are

aware that Filipino language is an instrument in securing our national identity.

Based from the results the average weighted mean of all the indicators

are described as Agree, the results goes to show that students’ of Legazpi

CIty Science High School are well oriented about the importance of Filipino

and Panitikan in terms of Academic Aspect, Social Aspect, Personal Aspect

and National Aspect.

In accordance, Norman Fairclough (2010) stated that language is power,

created in a world of applied linguistics and discourse analysis in a way and

means of systematically approaching the relationship between language and

ones personal structure. Language can build the fundamentals of ones

personal relationship with his inner self.

Table 3
Summary Results of the Importance of Filipino and Panitikan
N =104

INDICATORS Weighted Mean Description

A. Academic Aspect
I am comfortable to use the Filipino 3.53 Strongly Agree
language in participating in class
I express myself clearly using Filipino in 3.41 Agree
recitations
I can write more effectively using Filipino 2.95 Agree
than English
Average Weighted Mean 3.30 Agree
B. Social Aspect
I communicate with my friends and peers 3.41 Agree
using Tagalog
I can express my thoughts clearly through 3.43 Agree
Filipino language
I use Filipino language in interacting with 3.41 Agree
different social groups
Average Weighted Mean 3.42 Agree
C. Personal Aspect
 30

I use Filipino language when writing my 2.56 Agree

personal accounts
Filipino language has been a big part of 3.12 Agree
my development and growth
I use Filipino language in expressing my 3.51 Strongly Agree
feelings
Average Weighted Mean 3.06 Agree
D. National Aspect
I use Filipino language to strengthen my 3.35 Agree
ethnicity and patriotism
Filipino language helps secure our 3.52 Strongly Agree
national identity
Filipino language molds our country’s 3.42 Agree
culture and tradition
Average Weighted Mean 3.43 Agree

Scale: 3.50-4.49 = Strongly Agree 2.50 -3.49 = Agree1.50 -2.49 = Disagree 0.51-1.49 = Strongly Disagree

4. EFFECTS OF THE ELIMINATION OF FILIPINO AND PANITIKAN

The data below shows the summary results of the effects of the elimination of

Filipino and Panitikan, the equivalent tallied frequency and its corresponding

percentage. The result revealed that Culture has the highest percentage with

a numerical value of 74%. The data shows that culture is the one who is likely

to be highly affected with the elimination of Filipino and Panitikan. In

connection the result revealed that Local engagement has the lowest

percentage with a numerical value of 47%.

Noam Chomsky (1980) states that language structures can get reset and

evolve, through cultural interactions. A single cultural shift could create

changes in language which can lead to forgetting ones own culture and

tradition. The eradication of Filipino and Panitikan is a clear manifestation of

cultural shift and test of time where institutions aims to be globally

 31

competent,that became the reason why doors are widely open for foreign

culture and closed for local matters.

Table 4
Summary Results of the Effects of the Elimination of Filipino and Panitikan
N =104

Frequency Percentage

77 74%
Culture
Education 69%
72
65%
Patriotism 68

Identity 68 65%
National
57 55%
Engagement
Local
49 47%
Engagement
Scale: 3.50-4.49 = Strongly Agree 2.50 -3.49 = Agree1.50 -2.49 = Disagree 0.51-1.49 = Strongly Disagree
 32

Chapter 5
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, findings based on the data gathered,

conclusions drawn from the findings, and recommendations for further

improvements.

Summary

This study was conducted to know the perception of the Senior High

School students on the eradication of Filipino and Panitikan in tertiary level of

education.

To specifically broaden our study, it sought to the following questions:

1. What is the demographic profile of the respondents in terms of:

a. Strand;

b. Grade Level?

2. How deep is the understanding of the students about the issue:

Eradication of Filipino and Panitikan in Tertiary Level of Education.

3. What is the importance of Filipino and Panitikan in terms of:

a. Academic Aspect;

b. Social Aspect;

c. Personal Aspect;

d. National Aspect?

4. What are the possible effects of the elimination of the subject matter?

5. What are the comments of the respondents on the decision of CHED

about the eradication of Filipino and Panitikan in tertiary level of

education?
 33

The results of the study were reckoned significant to the Senior High

School Students who will eventually pursue tertiary level of education,

educational institutions, Department of Education, government and future

researchers.

The descriptive method of research was employed through the use of

questionnaire. The rationale for the use of this method was to determine the

perception of the respondents with regards to the said issue. It was hoped

that with this study, it would help the government and other stakeholders to

push through with solutions to answer the negative feed backs from the

respondents who are raising their stance and point regarding the Eradication

of Filipino and Panitikan in tertiary level of Education.

Findings

The study revealed the following finding:

1. The profile of the respondents revealed the following information:

a. Strand. It was revealed that 39% or 41 out of 104 of the respondents are

students from Humanities and Social Sciences strand.

b. Grade Level. 71% or 74 out of 104 of the respondents were Grade 12

students.

2. Results shows that among the 10 indicators presented, respondents

strongly agreed that Filipino and Panitikan is important in both secondary and

tertiary level of education, and Filipino and Panitikan are core subjects that is

needed to be included in the curriculum.

 34

3. It was revealed that among the 4 important aspect presented respondents

strongly agreed they are comfortable to use the Filipino language in

participating in class and they use Filipino language in expressing their

feelings which shows that Filipino is an effective language when it comes to

expressing ones thoughts and self. Also the result shows that the respondents

strongly agreed that Filipino language helps secure ones national identity.

4. Results revealed that among the 6 effects presented, respondents rated

Culture with a numerical value of 74%.

5. Majority of the respondents gave a negative feedback to the decision of

CHED in the eradication of Filipino and Panitikan in college. Respondents

commented that Filipino and Panitikan are important subjects that should be

included in tertiary education. “Nata kaipuhan pang alion? Di ko nakikita ang

point kung bakit dapat alisin. It’s CHED’s worst step in providing children the

quality of education they want”.

Conclusion

Based on the following findings, the followings are concluded:

1. In terms of the profile of the respondents, majority are HUMSS students in

12th grade.

2. Among the 10 presented indicators, respondents understood and agreed

that Filipino and Panitikan are important subjects that should be included

in tertiary academic curriculum.

3. Among the 4 aspects presented, Filipino and Panitikan plays an important

role in academic aspect, personal aspect and national aspect.

 35

4. Culture will be affected the most in the abolishment of Filipino and

Panitikan.

5. The comments and feed-backs given by the respondents shows that they

are against the termination of Filipino and Panitikan in tertiary level of

education.

Recommendations

Based on the findings and conclusions made, the following

recommendations were drawn:

1. Educational Institutions. Schools must intensify their program in terms of

building their educational system to inculcate and instill the fundamentals and

deep branch of one of the core curriculum which is Filipino and Panitikan

which is a vital cog of the Philippine’s system of Education.

2. Commission on Higher Education. The government agency must cogitate

and ensure that their decision must not make further repercussions and

threaten the educational system of our country. The agency must present

alternative to ease the situation and solve the clamor among people primarily

made by the issue of eradication of Filipino and Panitikan in collegiate years.

3. Further researchers. Future researchers must conduct deeper study and

analysis on the topic. Larger population can be utilized to create better

understanding and judgment about the issue. Future researchers can develop

more in-depth inquiry to make the research more knowledge and discussion

worthy.
 36

The researchers aims to heighten the study that is why presented

recommendations to the fields involved in the study.

 37

References

https://assets.cambridge.org/97805218/52579/excerpt/9780521852579_exc
erpt.pdf

http://www.linguisticsplanet.com/chomsky-definition-of-language-and-gramm
ar/

Chomsky, N. 1975. Syntactic Structures. The Hague: Mouton.

https://www.sciencedirect.com/science/article/pii/S1877042813001523
Ashraf M.ZedanaFakhrul Adabi Bin AbdulKadiraMouhammed
BinYusofaYusmini Binti MdYusoffaNorrodzoh Binti HjSirenaRoslan
BinMohamedaSekouToureb

https://www.msn.com/en-ph/news/national/ched-verifying-impact-of-filipino-s
ubject-removal/ar-BBPPRr2

http://thelasallian.com/2014/08/15/a-look-into-ched-memo-no-20-2013-the-e
nd-of-a-language/

https://ched.gov.ph/blog/2018/11/13/ched-on-the-supreme-court-decision-on
-the-removal-of-filipino-from-the-new-general-education-curriculum/

http://thelasallian.com/2014/08/15/a-look-into-ched-memo-no-20-2013-the-e
nd-of-a-language/

Literature Texas, Prentis Hall 2002 Boston Massachusetts

Britannica. com, Robery Henry Robins, David Crsytal 2005

Virginia Kid, Literary Agent for Anne Mc Caffrey Susan Boustic Owls Head,
New York 2003
 38

Irene Pieper, Coe.int 2011 Languagr as subjectBritish Council, Teaching

English.org.uk Medium of instruction 2008

https://ched.gov.ph/wp-content/uploads/2017/09/Press-Statement-Statement
-of-the-Commission-on-Higher-Education-on-Filipino-and-the-revised-Gener
al-Education-Curriculum-CMO-No.-20-s.-2013.pdf

https://ched.gov.ph/wp-content/uploads/2017/09/Press-Statement-Statement
-of-the-Commission-on-Higher-Education-on-Filipino-and-the-revised-Gener
al-Education-Curriculum-CMO-No.-20-s.-2013.pdf

https://thedailyguardian.net/opinion/removal-of-filipino-and-literature-subjects
-in-college/

Statement of the Commission on Higher Education on Filipino and the

Revised General Education Curriculum (CMO NO. 20, SERIES OF 2013)

https://www.google.com.ph/search?tbm=bks&hl=en&q=+Critical+Discourse+
Analysis%3A+The+Critical+Study+of+Language

https://benjamins.com/catalog/ct.7\

Canadian Modern Language Review/ La Revue canadienne des langues

vivantes 41

In R. Freiden, ed., Principles and parameters in comparative grammar.

Cambridge, Massachusetts: MIT Press.

Introducing Sociolinguistics. Edinburgh: Edinburgh University Press.

Webelhuth
 39

Linguistics Press. O'Grady, W., et.al. (2001)

https://ejournals.ph/article.php?id=6771

https://www.merriam-webster.com/

Grand Canyon University, Center for Innovation in Research and Teaching.

Ballenger, Bruce P. The Curious Researcher: A Guide to Writing Research

Papers. 7th edition. Boston, MA: Pearson, 2012; Citing Information. The
Writing Center. University of North Carolina; Harvard Guide to Using
Sources. Harvard College Writing Program.
 40

Appendix A

Republic of the Philippines

Department of Education
Region V- Bicol
Schools Division of Legazpi City
LEGAZPI CITY SCIENCE HIGH SCHOOL
Bitano, Legazpi City
Innovating
Life-changing…
January 24, 2019

Hallen Monreal., Ed. D.

School Principal I
Legazpi City Science High School
Bitano, Legazpi City

Good Day!

The undersigned are Grade 12 Humanities and Social Sciences (HUMSS) - Hobbes
students who are currently conducting a descriptive research entitled “Pulse of the
Senior High School Students of Legazpi City Science High School on the Eradication
of Filipino and Panitikan in Tertiary Level of Education”

In view of our research study, may we ask from your humble office to allow us to
gather data among the Senior High School students of Legazpi City Science High
School. Your approval and assistance to this research will be a great help in the
success and completion of our study.

Thank you.

Truly yours,
Resylray Bien
Quizan De Lima
Cheyenne Tubianosa
Esther Leanne Villaluz

The Researchers

Noted by:

Ms. Mildred Bilolo

Research Mentor

Approved by:

Mrs. Hallen Monreal., Ed. D.

School Principal
 41

Republic of the Philippines

Department of Education
Region V- Bicol
Schools Division of Legazpi City
LEGAZPI CITY SCIENCE HIGH SCHOOL
Bitano, Legazpi City
Innovating
Life-changing…
January 24, 2019

Dear Respondents,

Good Day!

The undersigned are Grade 12 Humanities and Social Sciences (HUMSS) - Hobbes
students who are currently conducting a descriptive research entitled “Pulse of the
Senior High School Students of Legazpi City Science High School on the Eradication
of Filipino and Panitikan in Tertiary Level of Education”

In view of our research study, you have been chosen as one of the respondents. May
we kindly ask for your time and consideration to answer the questionnaires attached.
Rest assured that all information provided will be kept in utmost confidentiality and
would be used only for academic purposes.

Thank you so much!

Truly yours,

Resylray Bien

Quizan De Lima

Cheyenne Tubianosa

Esther Leanne Villaluz

The Researchers

Noted by:

Ms. Mildred Bilolo

Research Mentor

Approved by:

Mrs. Hallen Monreal., Ed. D.

School Principal
 42

Appendix B

QUESTIONNAIRE
I. PROFILE
Name(Optional):______________________________Strand:__________
Grade Level:___________

Pulse of the Senior High School Students on the Eradication of Filipino

and Panitikan in Tertiary Level of Education
II. LEVEL OF STUDENTS’ UNDERSTANDING
INSTRUCTION: Put (x) on the option which you think best suit the statement.
Rating scale: 4 - Strongly Agree 3 - Agree 2 - Disagree 1-
Strongly Disagree

INDICATORS 4 3 2 1
1. I have deep understanding about the eradication of
Filipino and Panitikan in tertiary level of education.
2. I am well aware of the possible effects of the issue.

3. I agree that Filipino and Panitikan is important in both

secondary and tertiary level of education.
4. Filipino and Panitikan are core subjects that is needed
to be included in the curriculum.
5. I have mastered the Filipino language.

6. I appropriately use the Filipino language in both verbal

and non-verbal aspects.
7. Filipino people should study Filipino and Panitikan.

8. The repetition of Filipino and Panitikan in tertiary level

of education is perfectly fine.
9. The eradication of the said subject will affect the
students.
10. The abolishment of Filipino and Panitikan will lessen
the engagement of Filipino citizens in national and local
matters.

III. IMPORTANCE OF FILIPINO AND PANITIKAN

INSTRUCTION: Put (x) on the option which you think best suit the statement.
Rating scale: 4 - Strongly Agree 3 - Agree 2 - Disagree 1 - Strongly
Disagree
 43

INDICATORS 4 3 2 1
A. Academic Aspect
I am comfortable to use the Filipino language in
participating in class
I express myself clearly using Filipino in recitations
I can write more effectively using Filipino than English
Others: Please Specify.

B. Social Aspect
I communicate with my friends and peers using Tagalog
I can express my thoughts clearly through Filipino
language
I use Filipino language in interacting with different social
groups
Others: Please Specify.

C. Personal Aspect
I use Filipino language when writing my personal accounts
Filipino language has been a big part of my development
and growth
I use Filipino language in expressing my feelings
Others: Please Specify.

E. National Aspect
I use Filipino language to strengthen my ethnicity and
patriotism
Filipino language helps secure our national identity
Filipino language molds our country’s culture and tradition
Others: Please Specify.

IV.EFFECTS OF THE ELIMINATION OF FILIPINO AND PANITIKAN

Check the box of the variable which you think will be greatly affected by the
Eradication of Filipino and Panitikan in tertiary level of Education.
Culture
Education
Patriotism
Identity
National engagement
Local engagement

V. RESPONDENT’S COMMENT
What are your comments on CHED’s decision on the eradication of Filipino
and Panitikan in tertiary level of education?
 44

Appendix C

Table 2
Summary Results of the Level of Student’s Understanding
N =104

Scale: 3.50-4.49 = Strongly Agree 2.50 -3.49 = Agree

INDICATORS Weighted Mean Description

11.I have deep understanding
about the eradication of 3.37 Agree
Filipino and Panitikan in
tertiaty level of education.
12.I am well aware of the 2.99 Agree
possible effects of the
issue.
13.I agree that Filipino and Strongly Agree
Panitikan is important in 3.58
both secondary and tertiary
level of education.
14.Filipino and Panitikan are Strongly Agree
core subjects that is 3.51
needed to be included in
the curriculum.
15.I have mastered the Filipino 2.70 Agree
language.
16.I appropriately use the 2.99 Agree
Filipino language in both
verbal and non-verbal
aspects.
17.Filipino people should 3.75 Strongly Agree
study Filipino and
Panitikan.
18.The repetition of Filipino 3.30 Agree
and Panitikan in tertiary
level of education is
perfectly fine.
19.The eradication of the said 3.34 Agree
subject will affect the
students.
20.The abolishment of Filipino 3.41 Agree
and Panitikan will lessen
the engagement of Filipino
citizens in national and
local matters.
1.50 -2.49 = Disagree 0.51-1.49 = Strongly Disagree
 45

Table 3
Summary Results of the Importance of Filipino and Panitikan
N =104

INDICATORS Weighted Mean Description

A. Academic Aspect
I am comfortable to use the Filipino 3.53 Strongly Agree
language in participating in class
I express myself clearly using Filipino in 3.41 Agree
recitations
I can write more effectively using Filipino 2.95 Agree
than English
Average Weighted Mean 3.30 Agree
B. Social Aspect
I communicate with my friends and peers 3.41 Agree
using Tagalog
I can express my thoughts clearly through 3.43 Agree
Filipino language
I use Filipino language in interacting with 3.41 Agree
different social groups
Average Weighted Mean 3.42 Agree
C. Personal Aspect
I use Filipino language when writing my 2.56 Agree
personal accounts
Filipino language has been a big part of 3.12 Agree
my development and growth
I use Filipino language in expressing my 3.51 Strongly Agree
feelings
Average Weighted Mean 3.06 Agree
F. National Aspect
I use Filipino language to strengthen my 3.35 Agree
ethnicity and patriotism
Filipino language helps secure our 3.52 Strongly Agree
national identity
Filipino language molds our country’s 3.42 Agree
culture and tradition
Average Weighted Mean 3.43 Agree

Scale: 3.50-4.49 = Strongly Agree 2.50 -3.49 = Agree 1.50 -2.49 = Disagree 0.51-1.49 = Strongly
Disagree
 46

Appendix D

CHED Memorandum Order No. 20, s. 2013

A total of 9 units elective courses, each must qualify as GE subject where it

must:

1. conform to the philosophy and goals of GE,

2. apply as inter or cross-disciplinary perspective, and

3. draw materials, cases or examples from Philippine realities, and not just

from those other countries

Section 1: Goals and Context of General Education

CURRICULUM OVERVIEW

Practical Skills

As proposed GEC will be reduced to minimum of 36 units, distributed as

follows:

24 units of core courses, 6 units of elective courses, and 3 units of Rizal. Eight

Core Courses described as follows:

Understanding the Self - Nature of identity; factors and forces that affect the

development and maintenance of personal identity

 47

Readings in Philippine History - Philippine History viewed from the lens of

selected primary sources in different periods, analysis and interpretation

The Contemporary World - Globalization and its impact on individuals,

communities and nations, challenges and responses

Mathematics in the Modern World - Nature of Mathematics, appreciation of its

practical, intellectual and aesthetic dimensions and application of

mathematical tools in daily life

Purposive Communication - Writing, speaking and presenting to different

audiences and for various purposes

Art Appreciation - Nature, function and appreciation of the arts in

contemporary society

Section 3: Revised Core Courses

- Working effectively in a group.

- Application of computing and information technology to assist and facilitate

research.

- Ability to negotiate the world of technology responsibly.

- Problem-solving (including real-world problems).

- Basic work-related skills and knowledge.

Section 2: General Education Outcomes

 48

In the pursuit of the ongoing educational reforms that include the enhanced

basic education curriculum through K to 12 which in its consideration of the

College Readiness Standards has integrated GE courses of higher education

programs in the senior high school core courses. Thus, has created a new

window for the revision of the current GE curriculum. It aims to expose

undergraduate students to various domains of knowledge and ways of

comprehending social and natural realities, developing in the process,

intellectual competencies and civic capacities

Intellectual Competencies

SUBJECT:

Article II: Transitory Provisions

BACKGROUND AND RATIONALE

- higher level of comprehension (textual, visual etc.

- proficient and effective communication

- understanding of basic concepts across the domains of knowledge

- critical, analytical and creative thinking

- application of different analytical modes in tackling problems methodically

Science, Technology and Society - Interactions between science and

technology and social, cultural, political and economic contexts which shape
 49

and are shaped by them; specific examples throughout human history of

scientific and technological developments

Ethics - Principles of ethical behavior in modern society at the level of the

person, society, and in interaction with the environment and other shared

resources

Section 3: Revised Core Courses

Section 4: General Education Electives

Electives must cover at least 2 Domains of Knowledge:

1. Arts and Humanities,

2. Social Sciences and Philisophy, and

3. Science, Technology and Mathematics

To produce thoughtful graduates imbued with:

1. values reflective of a humanist orientation (e.g., fundamental respect for

others as human beings with intrinsic rights, cultural rootedness, an avocation

to serve;

2. analytical and problem solving skills;

3. the ability to think through the ethical and social implications of a given

course of action; and

 50

4. competency to learn continuously throughout life-that will enable them to

live meaningfully in a complex, rapidly changing and globalized world while

engaging in their community and and the nation's development issues and

concerns

General Education Curriculum: Holistic Understandings, Intellectual and Civic

Competencies

Prior to the entry of the first batch of Grade 12 students to college for AY

2018-2019, CHED shall prepare the basic requirements in the implementation

of the revised GE curriculum as follows:

1. orientation and training of GE faculties

2. design of new, interesting, challenging elective courses that satisfy the GE

criteria

3. development of up to date and appropriate course syllabi, readings,

materials and resources

4. development of a monitoring and assessment system of GE programs as

implemented by various departments or colleges and universities

General Provision:

Personal and Civic Competencies

 51

Appendix E

(ORAL DEFENSE)

Title: “Pulse of the Senior High School Students on the Eradication of

Filipino and Panitikan in Tertiary Level of Education

Suggestions Compliance
CHAPTER I
1

4
CHAPTER II
5

6
CHAPTER III
7

9
CHAPTER IV
10

11

12

13

14

15
16
 52

CHAPTER V
17

18

19
20
 53

Appendix F

Data Gathering Procedure

 54
Appendix G

CURRICULUM VITAE

PERSONAL DATA Passport size

Name : Resylray Bien School uniform
Address : Tamaoyan Legazpi City
No nametag
Age : 18
Sex : F
Date of Birth : August 14, 2000
Place of Birth : Legazpi City
Civil Status : Single
Father’s Name : Felix Bien Jr.
Occupation : Teacher
Mother’s Name : Nelly Bien
Occupation : Teacher

EDUCATIONAL ATTAINMENT
Name of School Year
Pre-School : Tamaoyan Day Care Center 2005
Elementary : Tamaoyan Elementary School 2012
Secondary : Legazpi City Science High School 2017

HONORS AND AWARDS

Graduated Valedictorian
Completed with High Honors
Best Debater - Interactive Debate, LCSHS 2018
Best Speaker - Interactive Debate, LCSHS 2018
3rd Place Story Telling Contest, LCSHS 2018
 55

Best Research Presenter - Aral Oral Defense, PNHS 2017

Journalist of the Year, PNHS 2017
Gov. Al Bichara Leadership award, PNHS 2018
Leadership Awars, PNHS SSG 2017
Best in Social Sciences, PNHS 2017
Outstanding in Communication Arts, PNHS 2017
Young Global Leader - International Linkage Program, Kuala Lumpur,
Malaysia 2016
Young Global Public Speaker - International Linkage Program, Kuala
Lumpur, Malaysia 2016

SEMINAR/TRAININGS ATTENDED
Asia Youth International Model United Nations, Bangkok Thailand 2018
International Linkage Program, Kuala Lumpur, Malaysia 2016
Tayo Youth Conference, Legazpi City Philippines 2016
 56

CURRICULUM VITAE

PERSONAL DATA Passport size

Name : Quizan De Lima School uniform
Address : Masoli Bato Camarines Sur
No nametag
Age : 18
Sex : F
Date of Birth : August 25, 2000
Place of Birth : Masoli Bato Camarines Sur
Civil Status : Single
Father’s Name : Salvador De Lima
Occupation : Farmer
Mother’s Name : Mary Flor De Lima
Occupation : Teacher
EDUCATIONAL ATTAINMENT
Name of School Year
Pre-School : Holy Trinity College 2005
Elementary : Bato South Central School 2012
Secondary : Legazpi City Science High School 2017

HONORS AND AWARDS

Graduated 1st honorable mention
Completed with honors
Best debater and Speaker

SEMINAR/TRAININGS ATTENDED
Asian Parliamentary Debate Seminar
British Parliamentary Debate Seminar
Cross Training for Brit. Parl Debate
Leadership Summit
 57

CURRICULUM VITAE

PERSONAL DATA Passport size

Name : Cheyenne Tubianosa School uniform
Address : Washington Drive, Legazpi City
No nametag
Age : 17
Sex : F
Date of Birth : March 5, 2001
Place of Birth : Irosin, Sorsogon
Civil Status : Single
Father’s Name : Jesus Jay Perciano
Occupation : Welder
Mother’s Name : Thea Candice Tubianosa
Occupation : Nurse

EDUCATIONAL ATTAINMENT
Name of School Year
Pre-School : Gulang-Gulang Day Care Center 2005
Elementary : Gulang-Gulang Elementary School 2012
Secondary : Legazpi City Science High School 2017

HONORS AND AWARDS

Graduated 1st honorable mention
Completed with honors
F. Aquende Leadership Awardee, GHS 2017
Gov. Al Francis C. Bichara Leadership Awardee, Ghs 2017
M. Lhuillier Family Protect Program of M. Lhuillier Pamilya Life Insurance
Plans Awardee, Ghs 2017
Outstanding Girl Scout of the Year, Troop Leader, Ghs 2017
Best in Social Science, Ghs 2017
6th Placer, Science Quiz, Festival of Talents, Division Level, Ghs 2017
 58

3rd Placer Oratorical Speaking Competition, Division Level, 2014

Girl Scout of The Year, Ghs 2017
3rd Placer Poem Writing Competition, Ghs 2013

SEMINAR/TRAININGS ATTENDED
Sex Education Awareness Seminar, 2018
School Journalism Seminar, 2016
PDEA, Drug Awareness SEMINAR, 2014
National Council for Children’s Television (NCCT), 2015
City Tourism Services Unit Immersion Training, 2018
 59

CURRICULUM VITAE

Passport size
PERSONAL DATA School uniform
Name : Esther Leanne Villaluz No nametag
Address : Ems Barrio East
Age : 18
Sex : F
Date of Birth : November 14, 2000
Place of Birth : Legazpi City
Civil Status : Single
Father’s Name : Deceased
Occupation :
Mother’s Name : Maria Teresa Villaluz
Occupation : Housewife

EDUCATIONAL ATTAINMENT
Name of School Year
Pre-School : Albay Central School 2005
Elementary : Ems Barrio Elementary School 2012
Secondary : Legazpi City Science High School 2017

HONORS AND AWARDS

Completed with Honors
Best in Filipino Grade 7

SEMINAR/TRAININGS ATTENDED
N/A
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