STUDENTS READINESS AND PREPAREDNESS ON THE SENIOR HIGH SCHOOL (SHS)

CURRICULUM IMPLEMENTATION OF OMBAO SENIOR HIGH STUDENTS

The Research is presented to:

Mrs. Cherries Cañete Sondong

For the Completion of the Subject

Practical Research 2

Submitted by:

FELECHELL Dg. ESPIRITU

FROILAN P. MORALES

KING VINCENT BUE

ARBEN H. ESTELLES

ROY H. BOBIS

MARK JORGE PADIS

PIOLO B. BERMIDO

JONNEL CLEMEÑA

Grade 12

Republic of the Philippines

 Region V

Division of Camarines Sur

Ombao High School

Ombao Senior High School

Ombao Polpog Bula Camarines Sur

S/Y 2017-2018

APPROVAL SHEET

This research entitled "Students Readiness and Preparedness on the Senior High

School(SHS) Curriculum Implementation of Ombao Senior High Students" prepared and submitted

by: FELECHELL ESPIRITU; FROILAN MORALES; KING VINCENT BUE; ARBEN ESTELLES;

ROY BOBIS; MARK JORGE PADIS; PIOLO BERMIDO; JONNEL CLEMENA, for the fulfillment of

the requirements for Practical Research 2, it has been examined and hereby recommended for approval

and acceptance.

Mrs. Cherries C. Sondong

Subject-teacher

Approved by the Committee:

Mr. Antonio Portugal Mrs: Cyril Bonilla

Filipino Teacher English Teacher

Approved and Noted by:

Mrs. Yolanda Takasan

Principal I

ACKNOWLEDGEMENT
 We would like to express our deepest gratitude and sincere appreciation to all the people who

cooperate, contribute and help us to make this study possible.

Firstly, to all Senior High School Students who willingly participate and shared their best to

answers the questioner effectively.

Secondly, to Mrs. Cherries C. Sondong our Practical Research teacher who shared their

profession, skills and knowledge to us and giving us the opportunity to make this research.

And we extending our warmest thanks to all teachers especially to our school head, Mrs. Yolanda

Takasan, who shared and continually sharing their knowledge with students like us, and keep on molding

into a better person.

Thirdly and never to forget, to our Mentor Jerome Del Castillo who shared his knowledge, skills

by checking and correcting our Research paper.

Lastly, to almighty God for He has sent us courage and motivation to do the best that we can.

And for those whom we failed to mention, Thank You very much.

ABSTRACT:
 The study aims to determine the readiness and preparedness of the Senior High School students

of Ombao High School on the Implementation of Senior High School. It also aims to identify the different

effects both positive and negative of Senior High School curriculum implementation to the students and

to identify the top three positive effects and top three negative effects of implementing the curriculums.

The quantitative design was use in this study. We use checklist questionnaire to obtain the data. This

questionnaire is composing of three parts; Part I is about the personal profile of the student, Part II is

about the level of readiness and preparedness of the students to the Senior High School implementation,

and Part III is about the different effects (positive and negative) of the Senior High School

implementation to the students.

TABLE OF CONTENTS

TITLE PAGE
………………………………………………………………………………………………………………
………………

FRONT PAGE

………………………………………………………………………………………………………………

………………

APPROVAL SHEET

………………………………………………………………………………………………………………

………………

ACKNOWLEDGEMENT

………………………………………………………………………………………………………………

………………

ABSTRACT

………………………………………………………………………………………………………………

………………

CHAPTER I: BACKGROUND OF THE STUDY

INTRODUCTION

………………………………………………………………………………………………………………

….

STATEMENT OF THE PROBLEM

………………………………………………………………………………………………………………

….

OBJECTIVES OF THE STUDY

………………………………………………………………………………………………………………

….

SCOPE AND DELIMITATION

………………………………………………………………………………………………………………

….

SIGNIFICANCE OF THE STUDY

………………………………………………………………………………………………………………

….

END NOTE

………………………………………………………………………………………………………………

….

CHAPTER II: REVIEW OF RELATED LITERATURE

…………………………………………………………………………..............

CHAPTER III: METHODOLOGY OF THE STUDY

.............................................................................................

RESEARCH DESIGN

………………………………………………………………………………………..
POPULATION

………………………………………………………………………………………..

INSTUMENT

………………………………………………………………………………………..

CHAPTER IV: RESULTS AND DISCUSSION

………………………………………………………………………………………..

CHAPTER V: CONCLUSION, SUMMARY, RECOMMENDATION

………………………………………………………………

REFERENCES

………………………………………………………………………………………………………………

………………

APPENDICES

………………………………………………………………………………………………………………

………………

CURRICULUM VITAE

………………………………………………………………………………………………………………

………………
 CHAPTER I:

BACKGROUND OF THE STUDY

INTRODUCTION

The Department of education implemented the new curriculum which is the K-12 program under

the “Enhanced Basic Education Act of 2013 or the K-12 Act” where it is a standard and competency-

based. It covers Kindergarten and 12 years of basic education (six years of primary education, four years

of Junior High School and two years of Senior High School) to provide sufficient time for mastery of

concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level

skills development, employment, and entrepreneurship. [1] The K-12 program is inclusive and built

around the needs of the learners and the community. The K-12 program was carefully studied and

designed based on research from the other countries and our own local successes and failures in

education.
Senior High School was introduced nationwide started with Grade 11 last year (2016) and followed by

Grade 12 this year (2017) and Ombao High School was the one implemented it. The Senior High School

is two years of specialized upper secondary education where the students may choose a specialization

based on aptitude, interest and school capacity. The choice of career track will define the content of the

subjects a student will take in Grade 11 and Grade 12. Each student in Senior High School can choose

among three tracks: Academic, Technical-Vocational (Tech-Voc), and Sports and Arts.

The Department of Education provides a list of core and applied subjects uniformly offered for Grade 11

and Grade 12 in all Senior High School. This is to make sure that all students are taking the same core

and applied subjects in every semester. This will provide easy facilitation in case students may transfer

from one school to another.

This research study is all about the Assessment on the Senior High School students about the

implementation of Senior High School in Ombao High School, Bula Camarines Sur. It will assess here

the level of readiness and preparedness of the students on the implementation of Senior High School and

it will assess also here the different effects that the students might acquire to this program. This effects is

not only all the perceptions/problems of the students but also the good effect that students may acquire to

this new curriculum. Senior High School implementation is our topic because when the Department of

Education declared the new curriculum which is the K-12 program many students, as well as the parents

and teacher have different views and perception on it. We conduct a survey especially to the Grade 11 and

Grade 12 students because they are the one who are the first batch of this Senior High School program.

The effects of the K-12 program to the students are the main attention of this study.

STATEMENT OF THE PROBLEM

This study seeks answer to the following questions:

1. What are the level of readiness and preparedness of the students on Senior High School

implementation?

2. What are the different positive and negative effects of the Senior High School new

curriculum implementation to the students?

3.

OBJECTIVES OF THE STUDY

The main objectives of this study are to:

a. To determine the readiness and preparedness of the students on the new curriculum

implementation of Senior High School.

b. To identify the different positive and negative effects of the Senior High School new

curriculum implementation to the students.

c. To identify the top 3 positive and negative effects of the implementation of senior High

School to the students.

SCOPE AND DELIMITATION

This study utilized the pre-experimental type of research in gathering the respondents employing

the quantitative approaches. Ombao Senior High School, Ombao Polpog, Bula, Camarines Sur was the

main locale of the study. This research was mainly focused on: The level of readiness and preparedness of

the students on Senior High School implementation; The different positive and negative effects of the

Senior High School new curriculum implementation to the students; and the top 3 positive and negative
effects of the implementation of senior High School to the students. This research study corners only

those different effects of the Senior High School implementation. It was conducted only to the Senior

High School students of Ombao High School. It also gathered data through survey.

SIGNIFICANCE OF THE STUDY

The data to be obtained in this study will be a great help to the student, teacher and future

researchers of Ombao High School in the Ombao Polpog Bula, Camarines Sur.

Students: this research may serve as a guide for the students to get more ideas and information regarding

to the student’s study.

Teachers: this research may serve as another reference for the teachers in terms of getting information,

and will signify them to improve their attitude towards their profession if there is any certain change they

have to build or to improve from the results of the current research.

Future Researcher: this research may serve as another source of accurate and relevant information that

would be a guide and be the basis for the future studies.

 CHAPTER II:

Review of Related Literature Studies

This study is anchored on the Republic Act 10533 also known as “Enhanced K-12 Basic

Education,” The idea is derived from the concept of Washington Accord which prescribes 12 years basic

education as an entry to recognition of engineering professionals and the Bologna Accord which requires

12 years of education for university admission and practice of profession in European countries

(Department of Education (2010). Semeo-Innotech (2010) explained that the implementation of K-12

curriculum in the Philippines is supported by the 1987 Philippine Constitution which stated that, “The

State shall establish, maintain, and support a complete, adequate, and integrated system of education

relevant to the needs of the people and the society.” Such mandate gives justice to the basic rights of

every Filipino child: the right to quality education and the right to a quality life.

The K - 12 Basic Education Program is the flagship program of the Department of Education in

its desires to offer a curriculum which is attuned to the 21st century. This is in the pursuance of the reform

thrusts of the Basic Education Sector Reform Agenda, a package of policy reforms that seeks to

systematically improve critical regulatory, institutional, structural, financial, physical, cultural and

information conditions effecting basic education provision access and delivery on the ground. The

department seeks to create basic education sector that’s capable of attainting the country’s Education for
all Objectives and the Millennium Development Goals by the year 2015 and President Noynoy Aquino’s

10-point Basic Education Agenda by 2016. This policy reforms are expected to introduce critical changes

necessary to further accelerate, broaden, deepen and sustain the department’s effort in improving the

quality of basic education. (Esther & Ethel, 2012) The K-12 education system is the public education

system that most people are familiar with today. Comprised of 13 grades, kindergarten through 12th, it

refers to the public school system in all of the United States, Canada, the United Kingdom, and parts of

Europe as well. It is difficult to pinpoint the exact history of education, as it has been occurring in some

form for centuries in all parts of the world. The K-12 Program has been initiated by the Aquino

administration where students will have to undergo a new system of education.

In a paper written by John Mark Burila (2012), he cited some concerns of the community in the

implementation of the K12 program like the readiness of the Philippine Government to undergo

transitions such as the poverty in the Philippines, availability of technology, teachers training, and even

the low salary of the workforce of the academe have been cited. According to DepEd (2010a), the K-12

program would require 103,599 more teachers. Even without the new program, there is already a shortage

of teachers due to budget constraints. Hiring more in preparation for the implementation of K-12 will be

met with even more difficulties. From the point of view of the private education institutions, an identified

concern is the loading of some teachers in the tertiary level, especially those assigned to handle general

education courses, once the two years of senior high school are already implemented. Since there will be

two years, during the transition phase, that there will be no freshmen in the tertiary level, some general

education college teachers will then have to be given teaching load in the senior high school. These

teachers who will be given assignments in the senior high school cannot just do so without the adequate

training.

From the government’s end, implementation of the program would require funds amounting to

150 billion pesos for 153,569 class-rooms, 103,599 more teachers, 95.6 million more books, and 13.2

million seats (DepEd, 2010a). Based on the General Appropriations Act of 2011, DepEd has a budget of
192,087,002.00 pesos. Consid-ering the annual budget of DepEd, implementing the K-12 program

faithfully appears to be a very daunting task. The classroom requirement alone is an enormous challenge.

As things stand now, there is already a substantive shortage in class-rooms as well as in other facilities.

Adding two more years in basic education—a government mandate—will increase the shortage even

more.

Truly, the implementation of K - 12 program of the Department of Education is a great help to

every student. But, some which has a noble purpose for every Pilipino pupil or student. From their own

point of view or perspective this is another burden on the part of the students and parents. It will add to

the financial problem of the individual family, and the advantage of implementing this program are for

the people who wants to continue studying or work abroad because the curriculum is almost parallel to

another country. This is some of the problems that this study is going to focus on and to hear the

sentiments of the parents regarding the implementation of K - 12 program (Jennilyn, 2013)

 CHAPTER III:

METHODOLOGY

This chapter is the presentation of the overall design and methodology that the researchers used in

the conduct of this study towards the realization of its objectives. This includes the research design, the

population and the instrument.

RESEARCH DESIGN

This section describes the research design used in this research study. The quantitative research

design was used in this study. It designs as pre-experimental because of its very small and purposely

chosen of the sample population.

Population

The respondents of the study specifying the Senior High School implementation were the 40

students of Ombao Senior High School, (20 students of Grade 11 and 20 students of Grade 12).

INSTRUMENT

We used checklist questionnaire as our research instrument. This questionnaire is consisted of

three parts. Part I is dealt about the personal profile of the student such as name, age, address, Part II is
about the level of awareness and preparedness of the student on the implementation of the Senior High

School. The respondents were asked to evaluate their level of preparedness in the scale of 5: 5 - very

much prepared; 4 - much prepared; 3 - prepared; 2 - slightly prepared; and 1 - not prepared and Part III

profiled the positive and negative full implementing of Senior High School and has 15 items.

Chapter IV:

Results and Discussion

In this chapter interpretation and tabulating of the results from the survey are individually

presented and discussed.

Table 1. Level of their readiness and preparedness on the Senior High School implementation.

Tally Frequency Percent (%)

1-Not ready and prepared 0 0

2-Slightly ready and prepared IIIII-IIIII-IIIII-III 18 45

3-Ready and Prepared IIIII-IIIII-IIIII-IIIII-II 22 55

4-Much ready and prepared 0 0

5-Vey much ready and prepared 0 0

Table 1 shows the frequency and percentage of each students of Ombao Senior High School. It

shows that 18 students or 45% of the students respond that they are slightly ready and prepared and 28

students or 55% of the students respond that they are not ready and prepared.
sustainable life in effects
Table 2. Positive my future.
of the senior high school implementation to them.

4. It helps me to mold as a 1 1 33 66 6 18 85 3

better person.

5. It prepares me for higher 3 3 26 52 11 33 88 2

education.

Table 2 shows the ranking of positive effects of the Senior High School implementation. Were

the rank 1 - It enhances my knowledge and skills; Rank 2 - It prepares me for higher education; Rank 3 -

It will help me to have a sustainable life in my future and It helps me to mold as a better person; Rank 4 -
It boosts my self-confidence. 77% of students answers true, 18% of students answers very much true and

5% of students answers not all true.

Table 3. Perceive problem of implementation Senior High School to them.

Not all True Very

true Much true

∑(f*1)+(f*2)+(f*3) Rank

f (f*1 f (f*2) f (f*3)

1. It will prolong the stay of 6 6 26 52 8 24 82 2

study in school.

2. Additional burden to 25 25 14 28 1 3 56 7

students.

3. It will cause additional 8 8 21 42 11 33 83 1

finance problem.

4. It will deprive the other 29 29 10 20 1 3 52 8

siblings study.

5. It will cause confusion of 21 21 19 38 0 0 59 6

what course to get.

6. Lack of facilities. 19 19 19 38 2 6 63 5

7. Shortage of classroom. 23 23 15 30 2 6 59 6

8. Shortage of teacher and non- 14 14 24 48 2 6 68 4

teaching staff.

9. Vague future. 18 18 9 18 3 9 45 9

10. It will delay their plan to 15 15 21 42 4 12 69 3

work early to be able to

financially.

Table 3 shows the Perceive problem of the students of the implementation of Senior High School.

The most perceived problems of the students are: Rank - 1 It will delay their plan to work early to be able

to financially. – it will cause additional finance problem; Rank 2 - It will prolong the stay of study in

school; Rank – 3 It will delay their plan to work early to be able to financially; Rank – 4 Shortage of

teacher and non-teaching staff; Rank - 5 Lack of facilities; Rank – 6 It will cause confusion of what

course to get and shortage of classroom; Rank – 7 Additional burden to students; Rank – 8 It will deprive

the other siblings study; and Rank – 9 Vague futures.

CHAPTER:

CONCLUSION, SUMMARY AND RECOMMENDATION

SUMMARY

The Senior High School students of Ombao High School have different views and opinions on

the implementation of Senior High School. They viewed it in positive view were it will help them to

choose decide the best career suits their skills, Negative effects were also presented as it will add

additional burden to them in terms of physically and financially. But implementing this Senior High

School will ensure new curriculum to the students to be will equip with skills as well as prepare best for

future, either in: a.) employment; b.) entrepreneurship; c.) skills development Tech-Voc training; d.) for a

higher education and preparation for a college degree. [3]

Problem no. 1: What are the level of awareness and preparedness of the students on Senior High

School implementation?

Based on the gathered data on table 1 that present the level of readiness and preparedness of the

students to the Senior High School implementation 18 students or 45% of the students respond that they

are slightly ready and prepare on the Senior High School implementation, 28 students or 55% of the

students respond that they are ready and prepare on the Senior High School implementation, and none of

the students respond that they are not ready and prepare, much ready and prepare or very much ready and

prepare on the Senior High School implementation.

CONCLUSION

RECOMMENDATION

Problem no 2: What are the different effects (positive and negative) of the Senior High School

implementation to the students?

The positive effects of the Senior High School implementation to the students are:

- It enhances their knowledge and skills;

- It boosts their self-confidence;

- It will help them to have a sustainable life in their future;

- It helps them to molded as a better person; and

 - It prepares them for higher education.

The negative effects of the Senior High School implementation to the students are:

- It will prolong the stay of study in school;

- Additional burden to them;

- It will cause additional finance problems;

- It will deprive the other siblings study;

- It will cause confusion of what course to get;

- Lack of facilities (learner’s module, equipment and etc.)

- Shortage of classroom.

- Shortage of teacher and non-teaching staff;

- Vague future; and

- It will delay their plan to wok early to be able to help to their family financially.

CONCLUSION

RECOMMENDATION

Problem no. 3: What are the top 3 most positive effects and top 3 most negative effects of the Senior

High School implementation to the students?

 Based on the gathered data on table 2 that present the positive effects that the students may

acquire in the implementation of Senior High School the top 3 most positive effects that the students may

acquire are: 1.) it enhances their knowledge and skills, 2.) it prepares them for higher education and 3.) it

helps them to have a sustainable life in the future and it helps them to mold as a better person.

Based on the gathered data on table 3 that presents negative effects or the perceived problems of the

students about the implementation of Senior High School, the top 3 most perceived problems of the

students are: 1.) it will cause additional finance problems to them, 2.) it will prolong the stay of the study

in school, and 3.) it will delay their plan to work early to be able to help their families financially.

CONCLUSION

RECOMMENDATION

The following recommendations are derived from the findings and conclusion of the study.

1. The Department of Education should include a subjects and activities for the Senior High

School that will boost the self-confidence and self-personality of the students.

2. The students should not only think for negative effects of the Senior High School but they

must also think of the positive effects or the best thing that they might acquire on this new

curriculum.
REFERRENCES

http://www.officialgazette.gov.ph/k-12/ [1]

https://en.wikipedia.org/wiki/Education_in_the_Philippines#Senior_High_School [2]

http://www.haws.net.ph/index.php/2016/01/25/the-k-12-education-philippines/ [3]

Department of Education. (2010a, November 2). Briefer on the enhanced K+12 basic education program.

Retrieved August 18, 2016, from http://www.gov.ph/2010/11/02/briefer-on-the-enhanced -k12-

basic-education-program/80

Seameo-Innotech. (2010). Additional Years in Philippine Basic Education: Rationale and Legal Bases.

Presentation to the Department of Education (pp. 98-105). Quezon City: DepEd.

Deped,(2013).http://en.wikipedia.org/wiki/Education_in_the_Philippines

DepEd, (2011). Communications Unit, Living News and Good Education Jun 1–15,2009 issue, p4

Esther Care & Esthel Valenzuela, (2012). Basic Education of the Philippines: Implications for the K to 12

Education Program, January 2012.

Burila, JM (2014). K to 12 Education in the Philippines: For better or for worse? Retrieved from

http://www.academia.edu/6937076/K12_Education_in_the_Philippines_For_the_better_or_for_

worse_Critique_Paper
Department of Education. (2010a, November 2). Briefer on the enhanced K+12 basic education program.

Retrieved August 18, 2011,from http://www.gov.ph/2010/11/02/briefer-on-the-enhanced-k12-

basic-education-program/

Department of Education. (2010b, October 5). Discussion paper on the enhanced K+12 basic education

program. Retrieved Au-gust 18, 2011, from http://www.deped.gov.ph/cpanel/uploads/

issuanceImg /K12new.pdf

Jenillyn Bernobasa, (2013). http://www.slideshare.net/yethan/thesis-24524096

 APPENDICES

APPENDIX A

SURVEY QUESTIONNAIRE ON SENIOR HIGH SCHOOL IMPLEMENTATION

Part I: PERSONAL PROFILE

Name: _______________________ Grade level: _____ Address: _______________________

Part II:

Direction: Use the 1-5 scale and their legend to answer the question below. Put the check on the box.

Based on what you experiencing right now on Senior High School, what level of readiness and
preparedness do you feel on the implementation of this Senior High School?
1 Legend:

2 1 – Not prepared 5 – very much prepared

3 2 – Slightly prepared

4 3 - Prepared

5 4 – Much prepared

Part III:

Direction: Read each statement and put a check ( ̸ ) in the column that describe your best answer.

I. POSITIVE EFFECTS OF SENIOR HIGH SCHOOL Not all True Much

IMPLEMENTATION true true

1. It enhances my knowledge and skills.

2. It boost my self-confidence.

3. It will help me to have a sustainable life in my future.

4. It helps me to mold as a better person.

5. It prepares me for higher education.

II. PERCEIVE PROBLEMS OF SENIOR HIGH SCHOOL Not all True Much
IMPLEMENTATION true true

1. It will prolong the stay of study in school.

2. Additional burden to students.

3. It will cause additional finance problem.

4. It will deprive the other siblings study.

5. It will cause confusion of what course to get.

6. Lack of facilities.

7. Shortage of classroom.

8. Shortage of teacher and non-teaching staff.

9. Vague future.

10. It will delay their plan to work early to be able to help

financially.
APPENDIX B
APPENDIX C

Table 1

Percentage (Formula)

1. Not ready and prepared – 0

2. Slightly ready and prepared – 0

18 students
=0.45 x 100=45 %
40 students

3. Ready and Prepared

22 students
=0.55 x 100=55 %
40 students

4. Much ready and prepared – 0

5. Very ready and prepared – 0

Table 2

1. Not all true True Very much true

∫¿0 ∫ ¿ 30 ∫ ¿ 10

¿ ¿ ¿

( f x 1 ) + ( f x 2 )+ ( f x 3 )
∑ ¿ ( 0 ) + ( 60 )+ (30 )
¿ 90
2. Not all true True Very much true

∫¿6 ∫ ¿ 30 ∫¿ 4

¿ ¿ ¿

( f x 1 ) + ( f x 2 )+ ( f x 3 )
∑ ¿ ( 6 )+ ( 60 )+ ( 12 )
¿ 78

3. Not all true True Very much true

∫¿0 ∫ ¿ 35 ∫¿5

¿ ¿ ¿

( f x 1 ) + ( f x 2 )+ ( f x 3 )
∑ ¿ ( 0 )+ ( 70 )+ (15 )
¿ 85

4. Not all true True Very much true

∫¿1 ∫ ¿ 33 ∫¿6

¿ ¿ ¿

( f x 1 ) + ( f x 2 )+ ( f x 3 )
∑ ¿ ( 1 ) + ( 66 )+ ( 18 )
¿ 85
5. Not all true True Very much true

∫¿3 ∫ ¿ 26 ∫ ¿ 11

¿ ¿ ¿

( f x 1 ) + ( f x 2 )+ ( f x 3 )
∑ ¿ ( 3 )+ ( 52 ) + ( 33 )
¿ 86
 Curriculum Vitae

Personal Information

Name: Felechell Dg. Espiritu

Age: 18 years’ old

Place of Birth: Ombao, Polpog, Bula Camarines Sur

Mobile Number: 09054164868

Address: #206 Zone 1 Barangay Ombao Polpog, Bula Cam. Sur

Guardian: Yolanda O. Takasan

Educational background

Senior High School

Ombao Polpog B. Cam. Sur

Secondary: Ombao High school

Ombao Polpog, Bula, Cam. Sur

Villa Maria (Annex)

Molino, Bacoor, Cavite City

Primary Level

Molino Elementary school

 Molino, Bacoor, Cavite City

Personal Information

Name: Froilan P. Morales

Age: 17 y/o

Place of Birth: Bula Health Center

Mobile Number: 09122067528

Address: Ombao Polpog Bula, Camarines Sur

Parents: Sammy O. Morales

Marites P. Morales

Educational Background

Secondary Level:

Senior High School

Ombao High School, Bula Camarines Sur

Junior High School

Ombao High School, Bula Camarines Sir

Primary Level:

Ombao Polpog Elementary School

 Ombao Polpog Bula Camarines Sur

Personal Information

Name: Arben H. Estilles

Age: 18 years’ old

Place of Birth: Sto. Niño, Bula Cam. Sur

Mobile Number: 09460776744

Address: Sto. Niño Bula Cam. Sur

Guardian: Zaldy Estelles

Educational Background

Secondary Level:

Senior High School

Ombao High School, Bula Camarines Sur

Junior High School

Ombao High School, Bula Camarines Sir

Primary Level:

Sto. Niño Elementary School

 Sto. Niño Bula Camarines Sur

Personal Information

Name: Roy H. Bobis

Age: 18 y/o

Place of Birth: Ombao Heights Bula Camarines Sur

Mobile Number: 09100279903

Address: Ombao Heights Bula Camarines Sur

Parents: Reynaldo Bobis

Francia Bobis

Educational Background

Secondary Level:

Senior High School

Ombao High School, Bula Camarines Sur

Junior High School

Ombao High School, Bula Camarines Sir

Primary Level:

Sto. Niño Elementary School

 Sto. Niño Bula Camarines Sur

Personal Information

Name: King Vincent A. Bue

Age: 19 y/o

Place of Birth: Ombao Polpog, Bula Cam. Sur

Mobile Number: 09453025838

Address: Ombao Polpog Bula Camarines Sur

Guardian: Emma Sanbuenventura

Educational Background

Secondary Level:

Senior High School

Ombao High School, Bula Camarines Sur

Junior High School

Ombao High School, Bula Camarines Sir

Primary Level:

Ombao Polpog Elementary School

Ombao Polpog Bula Camarines Sur

Personal Information

Name: Mark Jorge Padis

Age: 17 y/o

Place of Birth: Sto. Niño, Bula, Camarines Sur

Mobile Number: None

Address: Sto. Niño, Bula, Camarines Sur

Guardian: Delia Padis

Educational Background

Secondary Level:

Senior High School

Ombao High School, Bula Camarines Sur

Junior High School

Ombao High School, Bula Camarines Sir

Primary Level:

Sto. Niño Elementary School

Sto. Niño Bula Camarines Sur

Personal Information

Name: Jonnel O. Clemeña

Age: 19 y/o

Place of Birth: Ombao, Polpog, Bula Cam. Sur

Mobile Number: None

Address: Ombao, Polpog Bula, Camarines Sur

Guardian: Grace O. Clemeña

Educational Background

Secondary Level:

Senior High School

Ombao High School, Bula Camarines Sur

Junior High School

Ombao High School, Bula Camarines Sir

Primary Level:

Ombao Polpog Elementary School

Ombao Polpog Bula Camarines Sur

Personal Information

Name: Piolo Bermido

Age: 18 y/o

Place of Birth: Ombao, Polpog, Bula Cam. Sur

Mobile Number: None

Address: Ombao, Polpog Bula, Camarines Sur

Guardian: Ailine Bermido

Educational Background

Secondary Level:

Senior High School

Ombao High School, Bula Camarines Sur

Junior High School

Ombao High School, Bula Camarines Sir

Primary Level:

Ombao Polpog Elementary School

Ombao Polpog Bula Camarines Sur