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Understanding the Factors Contributing to Low Performance in

English Among Students

A Qualitative Action Research Proposal

in Partial Fulfillment

of the Requirements for

ED 703- Qualitative Research Method

by

ELISA S. BOHOL

July 2023

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ii
Table of Contents

Title Page………………………………………………………………………………………i

Table of Contents……………………………………………………………………………...ii

List of Tables…………………………………………………………………………………iii

List of Figures………………………………………………………………………………...iv

Chapter 1 the Problem and Literature Review

Background of the Study …………………………………………………………………1

Literature Review …………………………………………………………………………2

Research Problems………………………………………………………………………...4

Conceptual Framework……………………………………………………………………5

Scope and Limitations…………………………………………………………………….7

Definition of Terms……………………………………………………………………….7

Chapter 2 Procedures

Qualitative Design and Methodology……………………………………………………..9

Research Site………………………………………………………………………………9

Selection Criteria and Participant………………………………………...………………10

Data collection……………………………………………………………………………11

Data Analysis…………………………………………………………………………….12

Role of Researcher……………………………………………………………………….12

Methods of Validation……………………………………………………………………13

Potential Ethical Issues…………………………………………………………………...14

References…………………………………………………...……………………………….15

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Appendices………………………………………………………………………………….17

Curriculum Vitae……………………………………………………………………………20

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LIST OF TABLES

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LIST OF FIGURES
Figure 1……………………………………………………………………………………….6

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Chapter 1: The Problem and Literature Review

Background of the Study

Low performance in English among students is a persistent concern for educators and

stakeholders in the field of education. The ability to communicate effectively in English is

crucial for academic success and future career opportunities, making it essential to

understand the factors influencing this issue. This qualitative study aims to delve into the

underlying causes contributing to students' challenges in mastering the English language. By

conducting a comprehensive needs assessment and gathering insights from English teachers,

this research seeks to identify key elements that hinder language proficiency.

One significant aspect of this research is to examine whether demographic variables,

such as age, gender, socioeconomic status, or cultural background, play a role in students'

low achievement in English. Additionally, the study will explore the impact of the quality of

English language instruction on student performance, emphasizing the importance of

effective teaching methods in language acquisition.

Furthermore, this research aims to uncover specific learning difficulties or disabilities

that may contribute to low achievement in English. By understanding these challenges,

tailored interventions can be designed to provide targeted support to struggling students,

ensuring their linguistic growth.

An essential component of this study involves exploring students' perceptions and

attitudes towards learning and teaching English. By gaining insights into students'

perspectives, the research will illuminate the role of motivation and engagement in language

learning, thereby informing strategies to enhance their enthusiasm and dedication.

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Overall, this study aspires to shed light on the factors that contribute to low

performance in English among students. By identifying the root causes and understanding

students' experiences and challenges in learning English, this research endeavors will provide

valuable insights for educators, language specialists, and school administrators. Through

collaboration and evidence-based interventions, the educational community can work

together to uplift students' language skills and support them in achieving their full potential in

English proficiency. Ultimately, the findings may have the potential to positively impact

language education policies and curricula, paving the way for improved English language

learning outcomes and empowering students for a successful future in an increasingly

interconnected world.

Literature Review

English language proficiency has become a critical skill in today's interconnected

world, influencing various aspects of individuals' lives, including education, career

opportunities, and social interactions. However, despite its significance, many students

continue to face challenges in achieving adequate English language proficiency, leading to

low performance in English language learning. Understanding the factors contributing to this

issue is essential for educators, policymakers, and researchers to develop effective strategies

and interventions to improve students' language learning outcomes.

Cheng, Yunus, and Mohamad (2016) shed light on the consistent low English

performance in a rural school in Song, Sarawak. Despite recognizing English as a challenging

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subject and implementing interventions, the study revealed a research gap concerning the

primary factors responsible for the enduring low performance.

Al Zoubi and Younes (2015) study the causes and consequences of low academic

achievement from the perspectives of teachers, parents, and students highlights several

factors contributing several low academic achievements. These factors include the utilization

of traditional teaching method instead of modern approaches, as well as strained relationships

between teachers and students, leading to lack of respect within the learning environment.

El-Omari 92016) examine how certain factors impact the academic performance of

studying English, uncovering a significant correlation with attitudinal, social, socioeconomic,

and extracurricular factors.

Internal factors and attitudes have emerged as significant contributors to low

performance in several studies. Mauliya, Relianisa, and Rokhyati (2020) highlighted the lack

of motivation as a major internal factor affecting academic achievement. Meanwhile, Andini

(2018) delved into students' language attitudes towards English and their correlation with

academic achievement. Le and Le (2022) emphasized the importance of internal factors, such

as self-confidence, curiosity, and awareness of English's relevance, on shaping Vietnamese

students' attitudes towards learning English. However, these studies provided limited insights

into other potential internal factors influencing low performance, leaving room for further

investigation.

Moreover, it also suggests that teaching methods and curriculum design play a crucial

role in English language learning outcomes. Misbah, Mohamad, Yunus, and Ya’acob (2017)
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identified three main themes - lack of English vocabulary, influence of the first language, and

socio-economic status - contributing to low performance, but acknowledged the necessity for

deeper exploration to gain clearer insights.

Similarly, Sa’eed (2021) demonstrated the positive impact of teaching English

literature on English as a Foreign Language (EFL) learners' performance. These findings

underscore the importance of considering instructional approaches and curriculum design in

addressing low performance in English.

In conclusion, it highlights the existence of factors influencing low performance in

English, but there is still a lack of a comprehensive understanding in this area. Internal

factors, attitudes, teaching methods, and curriculum design collectively impact students'

English language learning outcomes.

To address the research gaps, future qualitative research should delve deeper into

these factors, explore additional challenges, and propose effective interventions to enhance

English proficiency among students. By addressing these factors, educators and policymakers

can improve students' English language learning experiences and overall academic

performance, thereby equipping them with the necessary language skills for personal and

professional success.

Research Problem

This study aims to understand the factors contributing to low performance in English

among students.

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This study tries to answer the following questions:

1. What are the key factors contributing to low performance in English among students?

2. Are there any differences in low achievement in English based on demographic variables

such as age, gender, socioeconomic status, or cultural background?

3. How does the quality of English language instruction impact student achievement?

4. Are there any specific learning difficulties or disabilities that contribute to low

achievement in English?

5. What are the perceptions and attitudes of students towards learning and teaching English,

and how do these perceptions impact their performance?

Conceptual Framework

The conceptual framework for this study "Understanding the Factors Contributing to

Low Performance in English among Students" revolves around the central phenomenon of

low performance in English among students and is designed to illustrate the key variables

and their relationships in investigating the factors contributing to low performance in English

of the students.

The independent variables consist of demographic variables (age, gender,

socioeconomic status, and cultural background) and other factors such as attitudes towards

English, learning difficulties etc. that may influence students' language learning experiences

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and performance in English are considered as independent variables that could impact

students' English proficiency.

The dependent variable is the low performance in English, representing students'

academic achievement in the language, which will be measured through assessments and

grades.

Demographic variables, Low Performance

interviews, focus
and other factors in English among
group discussions
Students

Figure 1. Conceptual Framework of the Study: Understanding the Factors

Contributing to Low Performance in English among Students.

The conceptual framework emphasizes the interconnectedness of these variables,

exploring how the demographic profiles of the students and other factors (such as school

environment, individual factors, and teaching practices) may interact to impact students'

language learning experiences and academic performance in English. By using the qualitative

data collection methods to delve into students’ experiences and perceptions, this study seeks

to provide a comprehensive understanding of the factors contributing to low performance in

English. This will guides the exploration of the complexities surrounding the students’

language learning experiences, offering valuable insights for educators and stakeholders to

address these factors and support students in improving English proficiency.

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Scope and Limitations

The scope of this study is to understand the factors contributing to low performance in

English among Grade 11 and 12 students currently enrolled in the school year 2023-2024.

This research will focus on identifying the specific factors that hinder students' English

language proficiency. This aims to gain insights into students' attitudes, behaviors, and

challenges related to learning English.

The research will be conducted at Tominamos Integrated School in Sta. Rita, Samar.

However, the study's scope is limited to this school, and the findings may not be directly

applicable to students in other educational settings with different demographics or cultural

backgrounds. Additionally, the research is qualitative in nature, which means that the results

may not be statistically generalizable to a larger population. Furthermore, the study will rely

on self-reported data from interviews and questionnaires, which could be subject to response

bias. Despite these limitations, the study intends to provide valuable insights that can inform

educational strategies and interventions to improve students' English language learning

outcomes in the specific context of Tominamos Integrated School.

Definition of Terms

Factors: The variables or elements that influence and contribute to students' low performance

in English. These factors may include internal aspects such as motivation, attitudes, and

learning strategies, as well as external factors like teaching methods, classroom environment,

and socio-economic background.

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Low performance in English: Refers to students' below-average or inadequate achievement

in English language skills, including reading, writing, listening, and speaking.

English language proficiency: The level of competence and fluency in understanding,

communicating, and using the English language effectively.

Attitudes towards English: Refers to students' beliefs, feelings, and perceptions about the

English language, including their motivation, interest, and confidence in learning and using

the language.

Language learning challenges: The difficulties and obstacles that students encounter in the

process of acquiring and improving their English language skills.

Self-reported data: Information gathered directly from participants through interviews,

questionnaires, or surveys, based on their own perspectives and experiences.

Students: The participants of the study who are currently enrolled in Grade 11 and Grade 12,

typically aged 16 to 18 years old, and are undergoing secondary education.

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Chapter II Procedures

Qualitative Design and Methodology

In this study, phenomenological research aims to explore and understand the lived

experiences and perceptions of participants related to a specific phenomenon. In this case, the

phenomenon under investigation is low performance in English among students. This design

allows the researcher to gather in-depth and rich data from participants through methods such

as interviews, focus groups, or open-ended surveys.

By using the phenomenological research design, researcher can gain insights into

students' attitudes, experiences, and beliefs regarding learning English and identify

underlying factors that contribute to their low performance. This qualitative approach enables

a comprehensive exploration of students' perspectives, providing a deeper understanding of

the complex and subjective nature of the study.

Research Site

The research site for the study will be in Tominamos Integrated School, Tominamos

Sta. Rita, Samar. This educational institution will serve as the primary location for data

collection and participant engagement. Tominamos Integrated School was chosen as the

research site due to its relevance to the study's focus on Grade 11 and Grade 12 students and

its availability for conducting research during the school year 2023-2024.

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As a specific location, Tominamos Integrated School offers a suitable context to

explore the factors contributing to low performance in English among students within a well-

defined

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educational setting. The school's cooperation and support in facilitating the study will be

crucial in gathering valuable insights and qualitative data to address the research questions

effectively.

Selection Criteria and Participants

This study will utilize purposive sampling to carefully select participants based on

specific criteria that align with the research objectives. The participants in this study will be

50 Grade 11 and Grade 12 students currently enrolled at Tominamos Integrated School for

the school year 2023-2024. By focusing on these grade levels, the study aims to capture

insights from students at the upper secondary level, where English proficiency becomes

increasingly important for academic and future career prospects.

Furthermore, 10 English language teachers currently teaching at Tominamos

Integrated School will also be invited to participate in the study. All English teachers during

the research period will be included, providing a holistic perspective on the challenges and

experiences faced by students in English language learning. Informed consent will be

obtained from all participants or their parents/guardians (for minors) before their involvement

in the study, ensuring ethical considerations are met.

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By employing purposive sampling, this study aims to shed light on the factors

contributing to low performance in English among students, while also considering the

insights and experiences of the educators responsible for facilitating their language learning

journey. The selected participants will offer valuable perspectives, enriching the research

findings and informing targeted strategies to enhance students' English language proficiency.

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Data Collection

In this study, it will involve a series of in-depth interviews and focus group

discussions. The researcher will deliberately select participants from senior high school

students of Tominamos Integrated School, considering factors like age, gender, linguistic

background, and academic level. Informed consent will be obtained from all participants,

ensuring their awareness of the study's purpose and voluntary participation.

The researcher will conduct one-on-one in-depth interviews, using open-ended

questions to encourage participants to freely express their experiences and thoughts related to

their low performance in English. Probing and follow-up questions will be utilized to delve

deeper into their language learning experiences and perceived challenges. Focus group

discussions will be conducted also to foster interactions among students, enriching the data

collected. All interviews and discussions will be audio-recorded and transcribed verbatim for

meticulous data management.

Thematic analysis will be employed to identify recurring patterns and extract themes

related to the factors contributing to low performance in English. To ensure validity,

triangulation of data sources may be considered, incorporating multiple data collection

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methods and researchers to corroborate the findings. This comprehensive data collection

procedure will enable the researcher to gain profound insights into students' experiences and

perspectives, uncovering the underlying factors influencing their struggles with English

language learning.

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Data Analysis

Thematic analysis will be employed to identify recurring patterns and extract themes

related to the factors contributing to low performance in English. To ensure validity,

triangulation of data sources may be considered, incorporating multiple data collection

methods and researchers to corroborate the findings. This comprehensive data collection

procedure will enable the researcher to gain profound insights into students' experiences and

perspectives, uncovering the underlying factors influencing their struggles with English

language learning.

Role of the Researcher

The role of the researcher act as the primary investigator and facilitator of the research

process. The researcher will be responsible for designing the study, formulating research

questions, and selecting appropriate qualitative methods for data collection.

Researcher will engage with Grade 11 and Grade 12 students as well as English

language teachers at Tominamos Integrated School to gather relevant information through

interviews, focus groups, or observation. Throughout the study, the researcher must maintain
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objectivity and ensure ethical considerations, such as obtaining informed consent and

safeguarding participants' privacy. Data analysis and interpretation will be essential to

identify patterns and themes related to low performance in English. The researcher's role will

also involve reporting the findings to the school administration and stakeholders to provide

valuable insights for potential interventions and strategies to address the identified

challenges.

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The researcher's involvement will be vital in providing a comprehensive understanding of the

factors influencing low performance in English. By actively engaging with the participants, the

researcher can gain valuable insights into students' attitudes, experiences, and challenges in language

learning. The researcher's role will extend beyond data collection and analysis to include the

dissemination of the research findings, fostering a collaborative approach to address the issue of low

performance in English and improve language learning outcomes among students at Tominamos

Integrated School

Methods of Validation

Validating the findings from the study involves the implementation of various

rigorous strategies to ensure the accuracy and credibility of the results. First, member

checking will be employed, wherein the preliminary findings will be shared with the

participants, and their feedback sought to validate the researcher's interpretations and ensure

their experiences are accurately represented. Second, triangulation will be utilized, combining

multiple data sources such as interviews, observations, and document analysis to corroborate

the emerging themes and provide a comprehensive understanding of the phenomenon. Peer

debriefing will be pursued to engage with colleagues and experts in the field, seeking their
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feedback on the study's design, data analysis, and interpretations to enhance objectivity and

reliability.

Additionally, thick descriptions will be provided to offer vivid and detailed accounts

of the research context and participants, supporting the transferability of the findings.

Demonstrating data saturation will also indicate a thorough exploration of research questions

and a comprehensive representation of participants' perspectives. By integrating these

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strategies, the study's findings will be robust, trustworthy, and provide valuable insights into

the factors contributing to low performance in English among students.

Potential Ethical Issues

The researcher will adhere to ethical guidelines, ensuring the welfare and

confidentiality of participants. Researcher will obtain ethical approval from the respondents

and address any ethical concerns that may arise during the study.

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References:

Al Zoubi, S., & Younes, M. (2015). Low Academic Achievement: Causes and Results.

Theory and Practice in Language Studies, 5(11), 2262. https://doi.org/10.17507/tpls.0511.09

Andini, M. (2018). The Language Attitude of Senior High School Students Towards English

Language and its Relationship with Their Academic Achievement [Unpublished bachelor's

thesis, English Education Program, Sarjana Pendidikan (S.Pd), Umsu].

Cheng, L., Md Yunus, M., & Mohamad, M. (2016). Issues contributing to low performance

of English in a national school in Song, Sarawak. In Proceedings of ICECRS, 1, 499-510.

Retrieved from http://ojs.umsida.ac.id/index.php/icecrs

El-Omari, A. (2016). Factors Affecting Students' Achievement in English Language

Learning. Journal of Educational and Social Research, 6(2), 9.

https://doi.org/10.5901/jesr.2016.v6n2p9

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Gilakjani, A. P., & Sabouri, N. B. (2016). Learners' Listening Comprehension Difficulties in

English Language Learning: A Literature Review. English Language Teaching, 9, 123-133.

https://doi.org/10.5539/elt.v9n6p123

Le, X. M., & Le, T. T. (2022). Factors Affecting Students' Attitudes towards Learning

English as a Foreign Language in a Tertiary Institution of Vietnam. International Journal of

TESOL & Education, 2(2), 168-185. https://doi.org/10.54855/ijte.22229

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Mauliya, I., Relianisa, R. Z., & Rokhyati, U. (2020). Lack of motivation factors creating poor

academic performance in the context of graduate English department students. Linguists:

Journal of Linguistics and Language Teaching, 6(2). https://doi.org/10.29300/ling.v6i2.3604

Misbah, N., Mohamad, M., Yunus, M., & Ya’acob, A. (2017). Identifying the Factors

Contributing to Students’ Difficulties in the English Language Learning. Creative Education,

8, 1999-2008. doi: 10.4236/ce.2017.813136.

Sa’eed, S. (2021). Impact of Teaching English Literature on the Improvement of EFL

Learner’s Performance in English Language. Open Journal of Modern Linguistics, 11, 647-

654. https://doi.org/10.4236/ojml.2021.114050

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Appendices
A. Research Request Letter

Date:

Amado B. Cabus
School Principal II
Tominamos Integrated School
District of Sta. Rita II
Tominamos, Sta. Rita, Samar

Sir:

Subject: Request to conduct Research Study at tominamos Integrated School

I hope this letter finds you well. I am a researcher from Philippine Normal University and I
am writing to conduct a study titled "Understanding the Factors Contributing to Low
Performance in English among Students" at Tominamos Integrated School.

The purpose of this study is to gain valuable insights into the challenges faced by students in
English language learning and identify the underlying factors contributing to their low
performance in English.

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I assure you that the study will be conducted in a professional and ethical manner, adhering to
all relevant guidelines and protocols. The research will strictly adhere to data protection and
privacy standards, ensuring the confidentiality and anonymity of all participants.

The study will involve administering questionnaires to students and conducting individual
interviews to gather their perspectives and experiences related to English language learning. I
kindly request your assistance in facilitating access to the students and scheduling the
interviews at a convenient time for both the participants and the school.

I am committed to ensuring that the study will not cause any disruption to the school's
academic activities. As such, I will work closely with the teachers and staff to minimize any
inconveniences during data collection.

Your support and cooperation in granting permission for this research study would be
invaluable and greatly contribute to the advancement of knowledge in the field of education.
The findings from this study can potentially benefit not only Tominamos Integrated School
but also other educational institutions facing similar challenges.

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I would be grateful if you could provide your formal consent for the study to be conducted at
Tominamos Integrated School. If you have any questions or require further information about
the research, please do not hesitate to contact me at 09518826498.

Thank you for considering my request. I am looking forward to your positive response and
the opportunity to conduct this research study at Tominamos Integrated School.

Sincerely,

Elisa S. Bohol
Researcher
PNU Manila

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B. Research Instrument
Name(Optional): _________________________________ Age: _____ Sex: ___________

1. Can you share your experiences and thoughts regarding the factors that you believe
contribute to low performance in English among students?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. In your opinion, do you think there are any differences in low achievement in English
based on demographic variables such as age, gender, socioeconomic status, or cultural
background? If yes, could you elaborate on your observations?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. How do you perceive the quality of English language instruction you have received?
How do you think it has impacted your achievement in the subject?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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4. From your experiences, have you noticed any specific learning difficulties or
disabilities that might contribute to low achievement in English? If yes, could you
share some examples?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. What are your personal perceptions and attitudes towards learning and teaching
English? How do you think these perceptions and attitudes might influence your
performance in the subject?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Note: Please feel free to share any additional thoughts, experiences, or insights related to
low performance in English that you believe are relevant to this study. Your input will be
valuable in understanding the factors that contribute to this issue among students.

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Curriculum Vitae

Elisa Semera Bohol

So. Canunay, Rosal Sta. Rita Samar
[email protected]
09173091895 / 09274754874

Personal Background:

Date of Birth: May 7, 1988 Place of Birth: Abuyog,

Leyte
Age: 35 yrs. old Status: Single
Nickname: Lisa
Mother’s Name: Virginia Escototo Occupation : House wife
Religion: Roman Catholic

Work Experienced:

Senior High School Teacher

Abuyog Academy, Inc.
June 20016 – March 2018

JHS Teacher I
PNU-MN-2016-PUB-GI-001 Effective Date: August 28,
2018
Revision: 01
 Philippine Normal University
The National Center for Teacher Education
PUBLICATION OFFICE
Taft Avenue, Manila 1000, Philippines
Tel/Fax: (632) 317-1768 loc 530 email: [email protected]

Palo National High School, Palo, Leyte

June 2018 – November 3, 2022

SHS Teacher II
Tominamos Integrated School
November 4, 2022 up to present

Educational Attainment

Master’s Degree:
PNU-LiSQuP
2022- to present

College: Abuyog Community College

Abuyog, Leyte
2011-2015

Secondary: Notre dame of Abuyog

Abuyog, Leyte
2001– 2005
21
Elementary: B.V Closa Central School
Abuyog, Leyte
1995 - 2001

Character Reference:

Maricris Casamis
Sto. Nino Abuyog, Leyte
09279314538

Kristel Roselaine A. Cruspero

Palo Leyte
09102127160

PNU-MN-2016-PUB-GI-001 Effective Date: August 28,

2018
Revision: 01