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CHAPTER 1
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consonants and vowels but which are not limited to single sounds
and often extend over syllables, words, or phrases. Vowels and
consonants are considered as small segments of the speech, which
together form a syllable and make the utterance. Specific features
that are superimposed on the utterance of the speech are known as
supra-segmental features. Common supra-segmental features are the
stress, tone, and duration in the syllable or word for a continuous
speech sequence. Supra-segmental or prosodic features are often
used in the context of speech to make it more meaningful and
effective. Without supra-segmental features superimposed on the
segmental features, a continuous speech can also convey meaning
but often loses the effectiveness of the message being conveyed
(Kulshreshtha,2012).
English is a significant area of a research study in Saint
Theresa College Senior High School Department. It has been an
observation that a number of students cannot speak fluently the
language nor they can even answer simple interview questions in
English (Interview with the SHS Teachers, October, 2020). As to
subject requirements they find difficulty complying requirements
and participating in class discussion because of their inadequacy
in Oral Communication. Although teachers are innovative in their
instructional strategies, they find out that students seemingly
show little interest in learning the language. This must be so
because their background learning experience has not adequately
equipped them with the necessary oral skills of the language. In
other words, their listening, reading, speaking and writing skills
are seemingly inaccurate.
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THEORETICAL FRAMEWORK
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CONCEPTUAL FRAMEWORK
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A. Sounds of English
• Segmentals
- Vowels
- Consonants
• Suprasegmental Improved Oral
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HYPOTHESIS
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DEFINITION OF TERMS
Blending. Saying the words in state as in case they were one word.
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Oral Test. A type of test that will help to easily determine the
level of Oral Communication Skills of Grade 11 HUMSS students.
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CHAPTER 2
Foreign Literature
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Local Literatures
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course, it is not always said that the problem is with the teachers,
but the teacher is second to the most important part of the
classroom, the students. If it is indeed proven that the teachers
are lacking in English proficiency especially in oral
communication, an intervention program may soon be needed to
develop to fix this problem as to (Villaber, 2018).
Ultimately, the success of all the educational reforms and
globalization initiatives boils down to the basic unit of the
educational system-the classroom. These classrooms are manned by
teachers, who serve as facilitators of the teaching-learning
process. Hence, preparing and training teacher education students
is of crucial importance, especially along competency and skill
areas related to 21st century education literacies like that of
using the English language and effective oral communication. This
places the vital role to the Teacher Education Institutions (TEIs)
in their preparation and training of the teacher education
students, especially along content, pedagogical skills, and 21st
century skills. Apparently, the preparation and training of teacher
education students in the college classrooms is very crucial.
Interestingly, numerous observations are shared by college
professors that teacher education students have difficulties and
apprehensions in expressing themselves using the English language
during classes and even during encounters Mark Anthony T. Juan and
Ronald Candy S. Lasaten Relationship between Teacher Education
Students’ Oral Communication Apprehensions in English and Their
Academic Performance International Journal of Languages, Literature
and Linguistics, Vol. 2, No. 2, June 2016 doi:
10.18178/ijlll.2016.2.2.69 65 outside the classrooms. Majority are
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Foreign Studies
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Local Studies
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CHAPTER 3
RESEARCH METHODOLOGY
RESEARCH DESIGN
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Teachers Students
S. GUJILDE 1 10 11 10%
ORPIANA 1 10 11 10%
OLAERTS 1 10 11 10%
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SAMPLING TECHNIQUE
RESEARCH INSTRUMENT
VALIDATION OF INSTRUMENT
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Chapter 4
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Table 3
Fluency of Oral Communication Skills of HUMSS in Answering
Simple Interview Questions
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Table 4.1
Factors Affecting Students’ Oral Communication Skills in English
in terms of Personal Factor
TEACHERS STUDENTS TOTAL Adjectival
Indicators RANK
WAM Adj. Descr. WAM Adj. Descr. WAM Description
1. I always LstCF MrCF LsCF 2
speak
visayan at
home. 2.60 4.17 3.39
2. I do not LstCF MrCF LsCF 3
read reading
materials in
English. 2.20 3.80 3.00
3. I always LstCF MrCF LsCF 4
watch
Filipino
movies. 1.87 3.53 2.70
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The table above shows the result from the survey conducted
about the Factors Affecting Students’ Oral Communication Skills in
English in terms of Personal Factors to the ten (10) teachers and
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Table 4.2
Factors Affecting Students’ Oral Communication Skills in English
in terms of Family Factor
TEACHERS STUDENTS TOTAL Adjectival
Indicators RANK
WAM Adj. Descr. WAM Adj. Descr. WAM Description
1. My LstCF LsCF LstCF
parents do
not model
8
speaking
English
language. 2.40 3.31 2.86
2. We do NCF LsCF LsCF
not have
reading
9
materials
in English
at home. 1.00 2.98 1.99
3. We do NCF LsCF LsCF
not have
television 10
and gadgets
at home. 1.00 2.76 1.88
4. My LstCF MrCF LsCF
immediate
family
members 7
always
speaks
visayan. 2.20 3.58 2.89
5. My LsCF MrCF MrCF
family
usually
3
watching
tagalog
movies. 3.40 3.68 3.54
6. My LsCF MrCF MrCF
parents
4.5
likes to
listen 3.40 3.56 3.48
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radio in
bisaya.
7. My MrCF MrCF MrCF
family are
comfortable 1
in speaking
bisaya 3.80 3.95 3.88
8. My LsCF MrCF MrCF
family used
visayan 4.5
language in
praying 3.33 3.62 3.48
9. My MrCF MrCF MrCF
family
lives in
rural area 2
and far
from the
city 3.93 3.49 3.71
10. My LstCF MrCF LsCF
family
raised
6
me/us using
visayan
language. 2.40 3.73 3.07
Total Less More Less
Contributory
Weighted 2.69 Contributory 3.47 3.08 Contributory
Factor
Mean Factor Factor
Legend: 4.21 – 5.00 Most Contributory Factor (MsCF) 3.41 – 4.20 More Contributory Factor (MrCF)
2.61 – 3.40 Less Contributory Factor (LsCF) 1.81 – 2.60 Least Contributory Factor (LstCF)
1.00 – 1.8 Not Contributory At All (NCF)
The table above shows the result from the survey conducted
about the Factors Affecting Students’ Oral Communication Skills in
English in terms of Family Factors to the ten (10) teachers and
one hundred (100) students of HUMSS strand of Saint Theresa College
of Tandag Inc. The highest score from indicator number seven (7)
with the weighted mean 3.88 which means More Contributory factor.
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On the other hand, indicator number three (3) got the lowest score
with a weighted mean 1.88, which means Less contributory factor.
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Table 4.3
Factors Affecting Students’ Oral Communication Skills in English
in terms of Peer Factor
TEACHERS STUDENTS
TOTAL Adjectival
Indicators WAM WAM Adj. RANK
Adj. Descr. WAM Description
Descr.
1. My friends
always speaks 1.20 NCF 4.00 MrCF 2.60 LstCF 4
visayan.
2. My friends NCF
like to watch
1.13 3.49 MrCF 2.31 LstCF 9
Filipino
movies.
3. My friends NCF
only listen
to Original 1.27 3.46 MrCF 2.37 LstCF 7
Pinoy Music
(OPM).
4. My friends NCF LstCF
likes to have
a 1.13 3.55 MrCF 2.34 8
conversation
in bisayan.
5. My friends NCF LstCF
don’t like to
read reading 1.20 3.36 LsCF 2.28 10
materials in
English.
6. My
friends are
using visayan
3.53 MrCF 3.26 LsCF 3.40 LsCF 2
through phone
and video
calls
7. My friends NCF
talk to me 1.53 3.74 MrCF 2.64 LsCF 3
using visayan
8. My friends NCF
1.47 3.58 MrCF 2.53 LstCF 6
socialized
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others using
visayan.
9. My friends
are good
4.53 MsCF 3.87 MrCF 4.20 MrCF 1
speakers in
visayan
My friends
like to watch NCF
1.33 3.80 MrCF 2.57 LstCF 5
Filipino
movies.
Least
Total Weighted Less Contributory
1.83 Contributory 3.61 MrCF 2.72
Mean Factor
Factor
Legend: 4.21 – 5.00 Most Contributory Factor (MsCF) 3.41 – 4.20 More Contributory Factor (MrCF)
2.61 – 3.40 Less Contributory Factor (LsCF) 1.81 – 2.60 Least Contributory Factor (LstCF)
1.00 – 1.8 Not Contributory At All (NCF)
The table above shows the result from the survey conducted
about the Factors Affecting Students’ Oral Communication Skills in
English in terms of Peer Factors to the ten (10) teachers and one
hundred (100) students of HUMSS strand of Saint Theresa College of
Tandag Inc. The highest score from indicator number nine (9) with
the weighted mean 4.20 which means More Contributory factor. On the
other hand, indicator number five (5) got the lowest score with a
weighted mean 2.28, which means Least contributory factor.
The majority of the respondents appreciate the importance of
the English language in our lives but around 50% of them do not
communicate in English with their peers in the classroom or outside
the classroom. The factor of communicating in the EFL classroom was
emphasized by Faliva, (2012). He has found that the student's role
is to get involved and to participate with the teacher to achieve
the goals of teaching. Also, this factor was discussed by Mazouzi,
(2013) as an important factor for communicating in EFL classroom.
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The results also revealed that around 40% of the participants can
use the English language confidently however, around 35% of them
show their disability to use the language confidently. Around 40%
of the respondents express that they face difficulties in speaking
English. The same findings were proved by (Abebe, at.al. 2014) in
their study.
Table 4.4
Factors Affecting Students’ Oral Communication Skills in English
in terms of School Factor
TEACHERS STUDENTS TOTAL Adjectival
Indicators RANK
WAM Adj. Descr. WAM Adj. Descr. WAM Description
1.Language used
in campus is 1.00 NCF 3.35 LsCF 2.18 LstCF 6
visayan.
2.Some of the
lectures are in 1.13 NCF 3.06 LsCF 2.10 LstCF 8
visayan.
3.Some teachers
are not
1.00 NCF 2.95 LsCF 1.98 LstCF 10
articulate in
English.
4.School
activities are
more in written 3.47 MrCF 3.61 MrCF 3.54 MrCF 1
form than in
oral.
5.Class
interaction is 3.33 LsCF 3.12 LsCF 3.23 LsCF 2
in visayan.
6.School
reporting are
1.13 NCF 2.94 LsCF 2.04 LstCF 9
usually in
visayan.
7.Some of the
lectures are in 1.67 NCF 3.55 MrCF 2.61 LsCF 3
visayan.
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8.Some teachers
are not
1.00 NCF 3.23 LsCF 2.12 LstCF 7
articulate in
English.
9.School
activities are
more in written 1.47 NCF 3.15 LsCF 2.31 LstCF 4
form than in
oral.
10.Class
interaction is 1.47 NCF 3.09 LsCF 2.28 LstCF 5
in visayan.
Not Least
Total Weighted Less
1.67 Contributory 3.20 Contributory 2.44 Contributory
Mean
At All Factor Factor
Legend: 4.21 – 5.00 Most Contributory Factor (MsCF) 3.41 – 4.20 More Contributory Factor (MrCF)
2.61 – 3.40 Less Contributory Factor (LsCF) 1.81 – 2.60 Least Contributory Factor (LstCF)
1.00 – 1.8 Not Contributory At All (NCF)
The table above shows the result from the survey conducted
about the Factors Affecting Students’ Oral Communication Skills in
English in terms of School Factors to the ten (10) teachers and one
hundred (100) students of HUMSS strand of Saint Theresa College of
Tandag Inc. The highest score from indicator number four (4) with
the weighted mean 3.54 which means More Contributory factor. On the
other hand, indicator number three (3) got the lowest score with a
weighted mean 1.98, which means Least contributory factor.
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Table 4.5
Factors Affecting Students’ Oral Communication Skills in English
in terms of Environmental Factor
TEACHERS STUDENTS TOTAL Adjectival
Indicators RANK
WAM Adj. Descr. WAM Adj. Descr. WAM Description
1.Language
used in MrCF MrCF MrCF
3.47 3.85 3.66 3
campus is
visayan.
2.Some of
the
lectures 1.80 NCF 3.41 MrCF 2.61 LsCF 9
are in
visayan.
3.Some
teachers
are not 3.40 LsCF 3.48 MrCF 3.44 MrCF 5
articulate
in English.
4.School
activities
are more in MrCF
3.67 MrCF 3.54 3.61 MrCF 4
written
form than
in oral.
5.Class
interaction
2.87 LsCF 3.49 MrCF 3.18 LsCF 6
is in
visayan.
6.Language
3.60 MrCF 2.74 LsCF 3.17 LsCF 7
used in
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campus is
visayan.
7.Some of
the
lectures 3.80 MrCF 3.64 MrCF 3.72 MrCF 2
are in
visayan.
8.Some
teachers
are not 3.73 MrCF 3.78 MrCF 3.76 MrCF 1
articulate
in English.
9.Government
or
municipal
authorities
are not
conducting
such
1.47 NCF 3.32 LsCF 2.40 LstCF 10
activities
like public
speaking
competition
at least
once in a
year.
10. Some
community
drill are LstCF
2.53 3.68 MrCF 3.11 LsCF 8
only using
visayan
dialect.
Total Less Less
More
Weighted 3.03 Contributory 3.49 Contributory 3.26 Contributory
Mean Factor Factor Factor
Legend: 4.21 – 5.00 Most Contributory Factor (MsCF) 3.41 – 4.20 More Contributory Factor (MrCF)
2.61 – 3.40 Less Contributory Factor (LsCF) 1.81 – 2.60 Least Contributory Factor (LstCF)
1.00 – 1.8 Not Contributory At All (NCF)
The table shows the result from the survey conducted about the
Factors Affecting Students’ Oral Communication Skills in English
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Table 4.6
Summary Table on the Factors Affecting Students Oral
Communication Skills
Indicators Weighted Mean Average Rank
Weighted Mean
Teachers Students
The table shows the result from the summary table on the
factors affecting students’ oral communication skills. First rank
from indicator no. 5 which is environmental factor with a weighted
mean 3.26 described less contributory factor. On the other hand,
indicator no. 4 which is school factor got the lowest rank with a
weighted mean 2.44 described least contributory factor.
The findings from the summary table on the factor affecting
students’ oral communication skills, reveal that the students
learned their oral communication skills in the community or
environment and not from home or school. If he/she goes with people
who are good at English, he/she can be influenced. If he/she goes
with the people who are poor in English, he/she can also be
influenced. English is not our language. Even in school, visayan
is the pre-dominant language. Therefore, the very influential
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Table 5
Significant Relationship between Accuracy of Grade 11 HUMSS
Students’ Segmental and Suprasegmental Phonemes and Factors
affecting Oral Communication Skills
Accuracy of
Oral
Communication
Skills and
Negligible Not
Factors that 100 0.071566 0.491105
Correlation Significant
affect their
Oral
Communication
Skills
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Table 6
Significant Relationship between Fluency of Grade 11 HUMSS
Students in answering simple interview questions and Factors that
affect their Oral Communication Skills
Pair of N Correlatio Remark P- Interpretation
Variables n Value value
Fluency in
answering
simple
interview
questions and Negligible 0.7139 Not
100 0.038160
Factors that Correlation 4 Significant
affect their
Oral
Communication
Skills
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Table 7
Recommended Measures to Improve the Oral Communication Skills of
Grade 11 HUMSS Students
Weighted
Adjectival
Indicators Arithmetic Rank
Description
Mean
1. Instruction must be Most Recommended
4.35 3
in English.
2. Class interaction
between teachers and
4.20 More Recommended 9
students must be in
English
3. School gathering and
programs must use 4.18 More Recommended 10
English language.
4. Join in a public
speaking group in 4.00 More Recommended 13
English.
5. Speech fest must be
4.33 Most Recommended 5
regularly held.
6. School library must
sponsor oral reading 4.55 Most Recommended 1
contest.
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The table shows the result from the survey conducted about the
recommended measures to Improve the Oral Communication Skills among
one hundred (100) Humss Students of Saint Theresa Tandag Inc. The
highest score from indicator number six (6) with the weighted mean
4.55 which means most recommended. On the other hand, indicator
number three (3) got the lowest score with a weighted mean 4.18,
which means More recommended.
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Chapter 5
Findings
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Conclusions
Based on the findings presented, the researchers concluded the
following:
1. In view of the students score, it can be concluded that Grade
11 HUMSS Students are more accurate in their oral communication
skills. Furthermore, it can be concluded that Grade 11 HUMSS
Students are more accurate in reading and pronouncing the
soundings of the words properly.
2. It can be concluded that Grade 11 HUMSS Students are less fluent
in their Oral Communication Skills. Thus, it can be deduced that
Grade 11 HUMSS Students are less fluent in terms of reading the
interview questions with proper stressing and intonation.
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Recommendations
Based on the findings and conclusions presented, the following
recommendations are suggested:
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BIBLIOGRAPHY
Canada.
18. 1-3.
Kingdom:
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Texts.2006
Harlak, H., Gemalmaz, A., Gurel, F. S., Dereboy, C., & Ertekin, K.
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http://whatis.techtarget.com/definition/round-robin.
Denver, Colo.
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Qutbi Alam and Dr Ayesha Bashir Uddin (2013) IMPROVING ENGLISH ORAL
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APPENDIX A
Dear respondents,
Good day!
Sincerely yours,
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Jeneiliza M. Arniego
Jineth R. Tecson
Mila Mejorada
Kian P. Mellina
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APPENDIX B
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There will come soft rains and the smell of the ground,
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only.
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Communication Skills.
A. Personal Factors 5 4 3 2 1
English.
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English.
discussion.
stations.
teleseryes.
B. Family Factors 5 4 3 2 1
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English language.
English at home.
at home.
speaks visayan.
movies.
bisaya.
bisaya
praying
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language.
C. Peer Factors 5 4 3 2 1
movies.
conversation in bisayan.
materials in English.
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bisaya.
visayan.
visayan
D. School Factors 5 4 3 2 1
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English.
bisayan.
English.
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E. Environmental Factors 5 4 3 2 1
speakers.
speaking in English.
visayan.
in visayan.
instructions.
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visayan dialect.
once in a year.
visayan dialect.
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5- Most recommended
4- More recommended
3- Less recommended
2- Least recommended
5 4 3 2 1
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English.
reading contest.
implemented.
delivering a presentation to a
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English at home.
moral lesson.
different events.
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CURRICULUM VITAE
PERSONAL INFORMATION
Name : Jay Voltaire C. Revilleza
Address : Buenavista, Tandag City
Date of Birth : Augurt 21, 2000
Place of Birth : Buenavista Tandag City
Civil Status : Single
Sex : Male
Religion : Iglesia Filipina Independiente
Motto : “Chase your dreams not people”
EDUCATIONAL BACKGROUND
Elementary : Buenavista Elementary School
(2011-2012)
High School : Buenavista National High School
(2013-2016)
Senior High School : Buenavista National High School
(2016-2018)
College : Saint Theresa College, Tandag Inc.
(2021 - 2022)
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PERSONAL INFORMATION
Name : Jenieliza Mae M. Arniego
Address : Sagbayan, San Miguel
Date of Birth : January 5, 1999
Place of Birth : Sagbayan, San Miguel
Civil Status : Single
Sex : Female
Religion : Roman Catholic
Motto : “if others can do why can’t I”
EDUCATIONAL BACKGROUND
Elementary : Pedro Miranda Oribe Elementary School
(2011-2012)
High School : San Miguel National Comprehensive High School
(2013-2016)
Senior High School : Sagbayan National High School
(2016-2018)
College : Saint Theresa College, Tandag Inc.
(2021 - 2022)
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PERSONAL INFORMATION
EDUCATIONAL BACKGROUND
Elementary : Pedro Miranda Oribe Elementary School
(2011-2012)
High School : San Miguel National Comprehensive High School
(2013-2016)
Senior High School : Sagbayan National High School
(2016-2018)
College : Saint Theresa College, Tandag Inc.
(2021 - 2022)
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PERSONAL INFORMATION
Name : Ma. Danizza L. Alicante
Address : Buatong, San Agustin
Date of Birth : April 23, 2000
Place of Birth : Buatong, San Agustin
Civil Status : Single
Sex : Female
Religion : Roman Catholic
Motto : “when you want to give up, always remember
why you started”
EDUCATIONAL BACKGROUND
Elementary : Lamela Elementary School
(2011-2012)
High School : St. Agustin High School
(2013-2016)
Senior High School : St. Agustin High School
(2016-2018)
College : Saint Theresa College, Tandag Inc.
(2021 - 2022)
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PERSONAL INFORMATION
Name : Mila L. Mejorada
Address : Magsaysay street, Dagocdoc, Tandag City
Date of Birth : November 5, 1998
Place of Birth : Tagbilaran, Candijay, Bohol
Civil Status : Single
Sex : Female
Religion : Roman Catholic
Motto : “Don’t let your dreams be dreams”
EDUCATIONAL BACKGROUND
Elementary : Consuelo Elementary School
(2011-2012)
High School : Libertad National High School
(2013-2016)
Senior High School : Saint Theresa College of Tandag City Inc.
(2016-2018)
College : Saint Theresa College, Tandag Inc.
(2021 - 2022)
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PERSONAL INFORMATION
Name : Kian P. Mellina
Address : Buenavista, Tandag City
Date of Birth : November 28, 2000
Place of Birth : Buenavista, Tandag City
Civil Status : Single
Sex : Male
Religion : Iglesia Filipina Independiente
Motto : "We never grow closer to God when we just
live life. It takes deliberate pursuit and
attentiveness."
EDUCATIONAL BACKGROUND
Elementary : Buenavista Elementary School
(2011-2012)
High School : Buenavista National High School
(2013-2016)
Senior High School : Buenavista National High School
(2016-2018)
College : Saint Theresa College, Tandag Inc.
(2021 – 2022)
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DOCUMENTATION
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