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The Perception of Humss student in the school’s

Preparedness in teaching Korean Language

By:

Jenalyn S. Pabello

Trisha Arcinas

Rowena Ubag

Jessa Canete

Paul Asi Ruiz

Ms. Sarah Dimaguela

Research Adviser

1st Semester,

SY2017-2018
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ACKNOWLEDGEMENT

The proponents hereby express their heartfelt gratitude, first and foremost to

our Good Lord God of all creation – for having inspired them to continue and finish this

study yet, this would not be totally realized without the following individuals whom they

would like to express their appreciation and sincerest gratitude:

To Dr. ERVIN A. SALAZAR, the Principal in charge, for her concern for the

proponents to finish the School’s requirements;

To Ms. Sarah Dimaguela , the Research Adviser, for her ceaseless efforts and

constant guidance which gave the proponents encouragement to pursue and finish the

study;

To the other professors, educators, and members of the panel, for their valuable

suggestions, providing further enhancements to finish the study;

To the other student participants, classmates, and friends, for the time,

motivation and insights that they shared to improve the study; and

To the proponents’ beloved family, for their loving support and considerations all

through the years

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TABLE OF CONTENTS

page

Title Page ………………………………………… 1

Acknowledgment ………………………………………… 2

Table of Contents ………………………………………… 3

CHAPTER 1 THE PROBLEM AND ITS BACKGROUND

1.1 Background of the Study …..…… 5

1.2 Research Framework …..…… 6

1.3 Statement of the problem …..…… 7

1.4 Null Hypothesis …..…… 7

1.5 Significance of the Study ……….. 8

1.6 Scope and Limitation ……….. 8

1.5 Definition of terms …..…… 9

CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES

2.1 Local Literature and Studies ……… 10

2.2 Foreign Literature and Studies ……… 13

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CHAPTER 3 METHODOLOGY

3.1 Research Design ...…… 15

3.2 Data Gathering Procedures ……… 16

CHAPTER 4 RESULTS AND DISCUSSION ……… 18

3.6 Research Framework/Conceptual/Paradigm ………. 19

CHAPTER 5 SUMMARY, CONCLUSION AND RECOMMENDATION … 31-32

BIBLIOGRAPHY / REFERENCES

APPENDICES

CURRICULUM VITAE
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CHAPTER I

Problem and Its Background

1.1 Background of the Study

According to the poem written by our national hero Dr. Jose Rizal “One who doesn’t

love his native tongue, Is worse than putrid fish and beast.”

Nowadays, People from around the world use not only one language. They uses

different languages to be able to compete globally. It’s a big shock to the students that

the department of education announces that Korean language will be teaches in

selected high schools. But learning two different language can be a real struggle for

students especially if you add an additional language that is far different in terms of

characterization of letters, vowels and consonant. Finding the perception of students

will be able to help and determine the problems and solution that the Department of

education in terms of teaching Korean language.

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1.2 Research Framework

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1.3 Statement of the Problem

The study aims to analyze and to find out the perception of Humanities and Social

Sciences students’ in the school’s Preparedness in teaching Hangul to Public High

School. Specifically, this study aims to:

1. Determine the Demographic Profile of the respondents

2. Determine the Preparedness of Humanities and Social Sciences students’

in terms of:

2.1 Capability of teachers

2.2 Willingness of the Humanities and Social Sciences students

2.3 Availability of school facilities

3. What will be the advantages and disadvantages of learning Korean

language

1.4 Null Hypothesis

The different perception in preparedness of Humanities and Social Sciences in

the school’s preparedness in teaching Hangul in Mandaluyong High School is

significantly low.
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1.5 Significance of the Study

The study will provide a concrete analysis of the things that Department of

Education should overlook before implementing new kind of curriculum in the

Philippines. The findings of this study will benefit the society considering that the

education plays a significant role in the Philippine government. Thus, the officials in the

given sector of the goverment will be able to know that there are loopholes in the

educational system that they have to take action. Furthermore, the result of the study

will be able to improve the Educational system and eventually, be an effective law. For

the researchers, the study will help them uncover the role, significance, and difficulties

of the new Educational system in the Philippines. Thus, the Philippine will have a better

Education System and a better future.

1.6 Scope and Limitation

This research was conducted to elaborate the perception of Humanities and

Social Sciences Students on the school preparedness in teaching Korean

Language. This survey was conducted to Humanities and Social Sciences

Students using an open-ended question in the said survey. This includes

questions about the respondents’ opinions or own reasons for teaching Korean

Language in public schools. The research was conducted during 2017-1018.

The total number of Humanities and Social Sciences in Grade 12 is 72 and we

chose 20 representative per section.

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1.7 Definitions of Terms

Perception- A way of regarding, understanding, or interpreting something; a mental

impression.

Hangul- Korean Language

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Chapter 2

Review Of Related Literature And Studies

LOCAL LITERATURE

Koreans are becoming a ubiquitous presence in the Philippines with tourist arrivals

estimated to reach the one million mark by yearend, up by 30 percent from 2010.

Based on the data gathered by Inquirer Research, the figure would make them the

largest group of foreign citizens to ever have landed on Philippine soil in a single year.

In addition, according to Korean Ambassador to Manila Hye Min Lee, Koreans studying

or working in the country now number more than 100,000.

“This is a sign of the strong and growing people-to-people relations between Korea and

the Philippines which help promote mutual understanding between us,” he said at the

2nd Philippines-Korea Partnership Forum held at the Intercontinental Manila last week.

“More than 740,000 Koreans visited the Philippines in 2010, ranking Korea as the top

tourist arrivals. This year, a million Koreans will be visiting the Philippines, an increase

of 30 percent compared to last year,” Lee added.

According to him, some 115,000 Koreans are residing in the Philippines, drawn by

practical living in the country, English-speaking locals and a shared history and values
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FOREIGN LITERATURE

The Department of Korean Language and Literature is largely divided into the Korean

Language and the Korean Literature departments. The Korean Literature department is

further divided into Modern Korean Literature and Classical Korean Literature

composed of traditional Korean literature and Chinese-Korean literature.

Modern Korean Literature explores all kinds of literary genres such as poetry, novel,

essay, and drama, and Classical Korean Literature aims to study the literary arts that

Korean ancestors have traditionally cultivated before modernization. Korean Linguistics

begins with the ancient Korean language, covers the modern Korean language that is

currently in use, and investigates all problems related to language, especially the

Korean grammatical system, historical changes of the Korean language, the usage of

language in real life, and the Korean letters, the means of spelling Korean.

The Department of Korean Language and Literature has a special and proud tradition

and history. The fundamental framework of Korean grammar that is taught at various

levels of schools is the one created and developed in the study rooms and classrooms

of our Department. Professors and students of the Department play central roles in the

Lexicographical Center for the Korean Language founded on campus, and the Yonsei

Korean Dictionary that was released on Hangul Day in 1998 marks a new milestone in

the history of the Korean dictionary The Lexicographical Center has since changed its

name to the "Center for Language and Information Development," and responsibly for

all scholastic studies in respect to language information and the role of lexicography. In
 P a g e | 12

addition, people who majored in the Korean language at are playing crucial roles in the

Korean Language Institute.

Being the oldest private university in Korea, Yonsei University was first established

in 1885 by Christian missionaries. Our mission is to educate leaders who will contribute

to humanity in the spirit of “truth and freedom.” The 300,000 Yonsei alumni who take

this calling to heart can be found manifesting this proud spirit from leadership positions

around the world.

Yonsei’s main campus is ensconced in a spacious, picturesque and natural setting

located minutes away from the economic, political, and cultural centers of Seoul's

metropolitan downtown. Yonsei has 3,500 eminent faculty members who are conducting

cutting-edge research across all academic disciplines. There are 18 graduate schools,

22 colleges and 133 subsidiary institutions hosting a selective pool of students from

around the world.

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FOREIGN STUDIES

In preparation for the program, DepEd will strengthen the capacity of teachers to

provide quality instruction in Korean through the Korean Cultural Center, which

organizes cultural activities, courses in Korean language, and Korean teacher training.

DepEd also aims to sustain the professional development of teachers who shall, in the

long term, serve as trainers of other teachers.

The MOA signing was also attended by DepEd’s Undersecretary for Curriculum and

Instruction Dina Ocampo and Bureau of Curriculum Development (BCD) Director

Jocelyn Andaya, as well as the Korean Cultural Center’s First Secretary Lee Jin Cheol

and Vice Director Lee Du Kyung.

Ambassador Kim recognized the importance of language in strengthening bilateral

relationships and expressed continued support to ensure the success of the program,

“I'm very happy that Korean language is added as one of the second foreign languages.

Language is very important so teaching and studying [foreign languages] in schools is

very helpful to deepen the bilateral understanding between two nations or culture.”

The Embassy of the Republic of Korea to the Philippines also set the goal to fortify the

implementation of the Korean language program to better respond to opportunities for

local and international employment, to train Korean students who will be able to

continue their education with the Philippine partner universities, and eventually facilitate
 P a g e | 14

studies in Korea for selected Filipino students.

DepEd is mandated to offer a responsive and relevant foreign language program to

make junior high school students more globally competitive in the perspective of

linguistic diversity. Through SPFL, public high school students all over the country are

also learning Spanish, Japanese, French, German, and Chinese-Mandarin.

 P a g e | 15

CHAPTER III

Methodology

This chapter contains research processes that will be used to collect data that

answers the problems raised in the study. It includes the research design that will guide

the researchers to have an appropriate methodology, the key informants that will

provide the researchers the concrete data, the instrumentation and data gathering

procedure that will answer the question of how the researchers will make the

methodology all possible and lastly, the time table that will organize the important dates

for the researchers

3.1 Method of Research/Research Design

The research will use qualitative method and descriptive research design.

The main characteristic of qualitative research is that, it is mostly appropriate for small

samples, while its outcomes are not measurable and quantifiable. Its basic advantage,

which also constitutes its basic difference with quantitative research, is that it offers a

complete description and analysis of a research subject, without limiting the scope of

the research and the nature of participant’s responses (Collis & Hussey, 2003). Various

texts like books, journals, articles and such and the responses of the key informant have

been analyzed by the researchers to satisfy the objectives of the study.

The researchers will also use descriptive research in validating its findings. This design

will be used mainly for the respondents of the study. The perspectives of the key

informants will help solidify the researchers’ study. Their answers will help the
 P a g e | 16

researchers to describe and explain their perception about the preparedness of

Mandaluyong High School in teaching Korean language, how it affects them.

Key Informants

The researchers conducted 3 focus group discussion having six (6) respondents for the

data gathering procedure.

3.2 Data Gathering Procedure

The data for this research will be collected using interview questions. It comprises

eleven (11) questions which are all related to the research study`s statement of the

problem, that will be modified by the researchers. The interviewees will be asked in

open-ended questions so that the key informants will be unrestricted in answering the

questions.

Research Instrumentation

The researchers will use interview questions as their instrument in gathering their data.

This will help the researchers to entirely analyze what are the perception of Humanities

and Social Sciences students in teaching Korean Language in Mandaluyong High

School.
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The interview questions will contain eleven (11) open-ended questions based on the

objectives and statement of the problem of the study.

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CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The researchers have chosen Grade 12 Humanities and Social Sciences Students of

Mandaluyong High School as the selected respondents of the study. There are a total of

21 respondents that are in the age ranging 16-18 years old above. All of them are

currently enrolled at Mandaluyong High School at 164 Rev. Aglipay St., Brgy.

Poblacion, Mandaluyong City.

In this chapter the results of the data analysis and interpretation are

presented. The data were collected and then the processed in response to the problems

posed below on this study. This chapter will represent the findings, analysis and

interpretation of data gathered whose main object is to determine the Perception of

Humanities and Social Sciences students on the school’s Preparedness in teaching

Korean language.
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Questions

Q1. Do you think your school is ready to teach Korean language? Why?

Q2. How willing are you to learn Korean language?

Q3. What can you say about the sign agreement to teach Korean language in Public

School?

Q4. What are the facilities that your school lacks in terms of teaching Korean language?

Q5. What are the facilities that your school has that can hep facilitate teaching Korean

language?

Q6. What are the existing programs that your school implement that will help facilitate

teaching Korean language?

Q7. What are the programs does this school need in the implementation of teaching

Korean language?

Q8. What policies could the school implement in preparation for teaching Korean?

Q9. What are the things or facilities that your school should have to be in preparation for

teaching Korean?

Q10. As a student, what preparations can you recommend to the school administration

in facilitating the teaching of Korean?

Q11. What are the benefits of having Korean language in Mandaluyong High School?
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1 Age of the Respondents

Age Bracket Frequency Percentage

11-15 0 0

16-19 21 100

Total: 21 100

According to the Table I-A, out of 21 respondents, there are 0 or 0% respondents who

age from 11-15. There are 21 or 100% respondents who age from 16-19 years old. This

shows that the majority of the 21 respondents age from 16-19 years old.

2.1 Capability of Teacher

“One of the facilities that our school lack are Teachers” An answer of one of the
respondents from Humss 2. This one sentence say a lot of meaning to our answer the
shortage of teachers in one of the biggest problem that every school in the Philippines
face.

2.2 Willingness of the Humanities and Social Sciences students

2 out 3 Respondents who answers question 2 “ How willing are you to study

Korean Language?” says that they are not willing to learn another language

because of the difficulties they are to face.

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2.3 Availability of school facilities

All respondents answer the same thing that their school doesn’t have certain

facilities that can help or improve in terms of teaching Korean language and the

school lacks in many things.

3 What will be the advantages and disadvantages of learning Korean language

The respondents only stated the benefits that not only students but the whole

country can benefits from learning Korean Languge and that is the future workers,

leaders will be globally competitive and it will bring good fortune for the tourism of

our country if the Koreans know that Filipino can also speak Korean.
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HUMANITIES AND SOCIAL SCIENCES 1

(RESPONDENTS)

Q1. Do you think your school is ready to teach Korean language? Why?

Respondents: No, our school a not yet ready to learn Korean language and we don’t

have enough facilities.

Q2. How willing are you to learn Korean language?

Respondents 1: I’m a Kpop fan so I am very willing to learn Korean language but there

are some implementations of teaching Korean language in the school that I disagree.

Respondents 2: I am very willing to learn Korean language.

Respondents 3: For me, I’m not yet ready to learn Korean language because we are

Senior High School and we are focusing about the Philippines and the laws.

Q3. What can you say about the sign agreement to teach Korean language in Public

School?

Respondents: So the implementation of teaching Korean language in the Public School,

I disagree in that.

Q4. What are the facilities that your school lacks in terms of teaching Korean language?

Respondents: Our school are not yet ready to handle this kind of teaching although we

have speech lab but it can’t accommodate all the students.

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Q5. What are the facilities that your school has that can hep facilitate teaching Korean

language?

Respondents: The speech laboratory.

Q6. What are the existing programs that your school implement that will help facilitate

teaching Korean language?

Respondents: The Philippine Korean exchange student.

Q7. What are the programs does this school need in the implementation of teaching

Korean language?

Respondents: The program that helps to learn about the background about Korean

culture and their tradition.

Q8. What policies could the school implement in preparation for teaching Korean?

Respondents: Implementing “Korean Only Policy"

Q9. What are the things or facilities that your school should have to be in preparation for

teaching Korean?

Respondents: Teachers, rooms and books.

Q10. As a student, what preparations can you recommend to the school administration

in facilitating the teaching of Korean?

Respondents: If there are enough facilities maybe the teachers and student willing to

learn Korean language.

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Q11. What are the benefits of having Korean language in Mandaluyong High School?

Respondents: It will be a benefit for tourism student to easily communicate with

Koreans.

HUMANITIES AND SOCIAL SCIENCES 2

(RESPONDENTS)

Q1. Do you think your school is ready to teach Korean language? Why?

Respondents: No, because our school is lack of facilities and teachers that is needed in

the implementation of teaching Korean language in our school.

Q2. How willing are you to learn Korean language?

Respondents: For me, I am not willing to learn Korean language at first I’m honest on

myself I don’t excel in Filipino language what more in learning other language. And at

the same time Korean language is irrelevant. We must first love our own language

which is Filipino.

Q3. What can you say about the sign agreement to teach Korean language in Public

School?

Respondent 1: I am not in favour in implementing teaching Korean language in high

school they didn’t think or even consult the different schools here in our country if they

are ready and have enough equipment, teachers that is known Korean language well

and can teach. Because I saw some post on facebook about the handwriting of the
 P a g e | 25

Korean teacher it looks like Japanese words/letter. So from there we can see that this

program is not effective in our country.

Respondents 2: Actually in other schools, when I heard the news regarding the sign or

approval of the proposal or agreement that is signed by DepEd Sec. Briones I feel

disappointed, because they proposed to pull-out the Filipino subject in college. So why

don’t we focus on our own language, why do we need to learn other language? We

must broaden/ widen our knowledge about our own language which is Filipino for us to

have our own identity.

Respondents 3: I am agree with it. For me there are times that I am agree with it. It

helps us to communicate easily to foreign people especially to Koreans, because we

have tourist in our country most of them are Koreans.

Respondents 4: For me I am in favour in the approval of teaching Korean language.

First of all K-12 was made to produce skilled workers internationally. If you are

graduated here in our country its hard for you to find a decent job. For me I am taking

the course of tourism, so its some what related to the issue of implementing teaching

Korean language. So for me it can help me because I am taking the tourism course and

its part of K-12 to enhance the students to be internationally competitive.

Q4. What are the facilities that your school lacks in terms of teaching Korean language?

Respondents: One of the facilities that our school lack are Teachers. Our school is lack

of teachers for senior high like FBS, only our strand HUMSS are lucky o have a

completed teachers for our subjects. And the rooms, the building for senior high is not

yet finish so how will they implement teaching Korean language in our school.
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Respondents 2: For me we don’t have all facilities that is needed for teaching Korean

language. Because we don’t have teachers, rooms and lesson that our school can

provide for teaching Korean language.

Q5. What are the facilities that your school has that can hep facilitate teaching Korean

language?

Respondents: If Korean language will be implemented here in Mandaluyong High Scjool

one of the facilities that will cater the students is the speech lab. Why? Though there are

some malfunctions in equipments there, but it was a big help to improve/enhance

Korean language and at the same time it is accessible to students because they need to

be familiarize to some equipments they will use if ever the teaching of Korean language

will be implemented.

Q6. What are the existing programs that your school implement that will help facilitate

teaching Korean language?

Respondents: I think in the program of student exchange program specially in the part

of those students who joined journalism. Because there is student exchange program

implemented which our journalist will sent to Korea and same thing in Korea they will

send students to be exchanged in our students to explore each other culture through

that the students that is here in Mandaluyong High School they will teach us their

culture in Korea and how to speak hangul.

Q7. What are the programs does this school need in the implementation of teaching

Korean language?
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Respondents: Of course they need a program that will teach the students of basic

Koreans. It will started at teaching them the Korean Alphabet (hangul). To teach the

target students on how to read Korean language of course they need to learn the

hangul, how to read hangul and how to write a hangul. And also they need to learn the

equivalent meaning of each hangul in our English Alphabet.

Q8. What policies could the school implement in preparation for teaching Korean?

Respondents: If there will be a policy regarding in teaching of Korean language, I think it

will be better to add it in daily lesson of the students. Of course they will provide a

teacher for Korean language and at the same time it would be added as a subject

wherein the students are mandated to learn Korean language.

Q9. What are the things or facilities that your school should have to be in preparation for

teaching Korean?

Respondents: I think the lesson of Korean language. Using of Korean language for

example when you are greeting someone. The teachers can apply/use it as daily routine

to make it more effective in teaching Korean language, of course they need to apply the

language.

Q10. As a student, what preparations can you recommend to the school administration

in facilitating the teaching of Korean?

Respondents: For me I will assign a day when we use Korean language for

communication to apply the learning’s from our Korean language teacher.

Q11. What are the benefits of having Korean language in Mandaluyong High School?
 P a g e | 28

Respondents: I think the only benefit of teaching Korean language in High School is

that our school can produce a competitive worker. Because the main goal of K-12 is to

produce skilled workers that can send abroad. Korean language is a medium to make

communication easy in students someday if ever they will work in Korea.

HUMANITIES AND SOCIAL SCIENCES 3

(RESPONDENTS)

Q1. Do you think your school is ready to teach Korean language? Why?

Respondents: Not yet ready.

Q2. How willing are you to learn Korean language?

Respondents: Not willing to learn Korean language.

Q3. What can you say about the sign agreement to teach Korean language in Public

School?

Respondents: It is wrong to sign it without early notice of the public.

Q4. What are the facilities that your school lacks in terms of teaching Korean language?

Respondents: We are lack in Teachers, books, rooms/buildings and other facilities.

 P a g e | 29

Q5. What are the facilities that your school has that can hep facilitate teaching Korean

language?

Respondents: There are no facilities that can help facilitate teaching Korean language.

Q6. What are the existing programs that your school implement that will help facilitate

teaching Korean language?

Respondents: Teachers from Korea last school year and other but very subtle.

Q7. What are the programs does this school need in the implementation of teaching

Korean language?

Respondents: Seminars in teaching Students about Korean Alphabet (Hangul).

Q8. What policies could the school implement in preparation for teaching Korean?

Respondents: A day in a week implementing “ Korean only policy “

Q9. What are the things or facilities that your school should have to be in preparation for

teaching Korean?

Respondents: Books about Korean language. Teachers that can speak Korean, Filipino

and English.

Q10. As a student, what preparations can you recommend to the school administration

in facilitating the teaching of Korean?

Respondents: If there are enough facilities students and teachers willing to learn and

teach.
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Q11. What are the benefits of having Korean language in Mandaluyong High School?

Respondents: It will be a benefit for OFW’s working abroad and can also benefit for our

tourism because they can easily communicate with Koreans.

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CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary, conclusions, recommendations based on the

findings on the study.

SUMMARY

The superseding objective of this study is to analyze the perception of the Grade

12 Humanities and Social Sciences of Mandaluyong towards the preparedness of the

school.In detail, it studied the opinions of students based on the perspective of their

school, concerning the sign agreement between Korean Embassy and Department of

Education about Korean Language will be soon taught in public high school.

The researchers used focused group discussion research method as their

research design and employed a qualitative type of research. They gathered information

through twenty-one (21) Humanities and social sciences grade 12 th students.

CONCLUSIONS

The following conclusions were formulated based on the findings of the study and are

presented.

1. All the respondents answers that their school is not yet ready to teach Korean

Language.

2. Not all students wanted to learn Korean Language.

 P a g e | 32

3. The department of education couldn’t afford to make new facilities.

RECOMMENDATIONS

Based on the conclusions on the study, the following recommendations are hereby

presented.

1. The department of education should focus more on the K-12 curriculum before

adding a new curriculum or subject.

2. The Department of education should consider the people who wants and who

doesn’t want to learn Korean.

3. The Department of Education could make symposiums, programs and etc. that can

help or encourage students to learn Korean Language.

 P a g e | 33

CURRICULUM VITAE

PERSONAL DATA

Name : Jenalyn S. Pabello

E-Mail Address : [email protected]
Contact Numbers : 09089375792
Birth Date : May26, 2000
Birth Place : San Leonardo, Nueva Ecija
Civil Status : Single
Nationality : Filipino
Name of Spouse : none

EDUCATIONAL BACKGROUND

Senior High School: Mandaluyong High School

(2016 -2018)

Junior HighSchool: Mandaluyong High School

(2012-2016)

Elementary: Mandaluyong Elementary School

(2006-2012)
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CURRICULUM VITAE

PERSONAL DATA

Name : Trisha O. Arcinas

E-Mail Address : [email protected]
Contact Numbers : 09055814982
Birth Date : January 24, 1999
Birth Place : Mandaluyong
Civil Status : Single
Nationality : Filipino
Name of Spouse : None

EDUCATIONAL BACKGROUND

Senior High School: Mandaluyong High School

(2016 -2018)

Junior HighSchool: Francisco Osorio National High School

(2012-2016)

Elementary: Osorio Elementary School

(2006-2012)
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CURRICULUM VITAE

PERSONAL DATA

Name : Winnielyn Ramirez

E-Mail Address : [email protected]
Contact Numbers : 09556822657/029562426
Birth Date : July 5,1999
Birth Place : Batangas City
Civil Status : Single
Nationality : Filipino
Name of Spouse : None

EDUCATIONAL BACKGROUND

Senior High School: Mandaluyong High School

(2016 -2017)

Junior HighSchool: Mandaluyong High School

(2015-2016)

Elementary: Eulalia Talban Integrated School

Batangas City,Batangas

(2005-2012)
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CURRICULUM VITAE

PERSONAL DATA

Name : Jessa S. Cañete

E-Mail Address : Jess_0114
Contact Numbers : 09475622941
Birth Date : January 14, 2000
Birth Place : Mandaluyong
Civil Status : Single
Nationality : Filipino
Name of Spouse : None

EDUCATIONAL BACKGROUND

Senior High School: Mandaluyong High School

(2016 -2018)

Junior HighSchool: Mandaluyong High School

(2012-2016)

Elementary: Isaac Lopez Integrated School

(2006-2012)
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CURRICULUM VITAE

PERSONAL DATA

Name : Rowena O. Ubag

E-Mail Address : [email protected]
Contact Numbers : 0936 059 9766
Birth Date : October 26, 1999
Birth Place : Mandaluyong
Civil Status : Single
Nationality : Filipino
Name of Spouse : None

EDUCATIONAL BACKGROUND

Senior High School: Mandaluyong High School

(2016 -2018)

Junior HighSchool: Mandaluyong High School

(2012-2016)

Elementary: Ilaya Barangka Integrated School

(2006-2012)
 P a g e | 38

CURRICULUM VITAE

PERSONAL DATA

Name : Paul Asi E. Ruiz

E-Mail Address : [email protected]
Contact Numbers : 09326480963; 7477424
Birth Date : March 03, 2000
Birth Place : Sta. Mesa, Manila
Civil Status : Single
Nationality : Filipino

EDUCATIONAL BACKGROUND

Senior High School: Mandaluyong High School

(2016-2018)

Junior High School: Eulogio Rodriguez Integrated School

(2012-2016)

Elementary: Eulogio Rodriguez Integrated School

(2006-2012)