Bauan Technical Integrated High School

EXPLORING THE IMPACT OF SOCIAL INTERACTIONS ON THE

ACADEMIC PERFORMANCE OF GRADE 11 TECHNICAL-
VOCATIONAL-LIVELIHOOD STUDENTS

In Partial Fulfillment of the Requirements in

Practical Research I

Presented to the Faculty of

Technical-Vocational-Livelihood Department
Bauan Technical Integrated High School

By:
Escalon, Ray Vincent H.
Adao, John Paul A.
Calingasan, John Zeithric M.
Dagoh, Mharcon T.
Fernando, Jeffrey O.
Porcino, John Benedic G.

May 2024

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ACKNOWLEDGEMENT

The researchers wish to extend their genuine gratitude and indebtedness

to these persons and authorities who generously gave their time and effort for the

success and completion of this study.

Above all, to Almighty God, for the intelligence, good health and countless

blessings bestowed upon the researchers;

To Dr. Gabriel R. Roco, the Principal of this institution, for giving enough

time and ideas for the researchers to conduct and finish the study.

Mr. Ihyandekzter Arellano, Practical Research I instructor and Adviser,

with his immeasurable support, guidance, encouragement, and leading the

researchers in conducting this study.

To the family of the researchers for their understanding, generous

support in terms of financial, inspiration, unconditional love, and fidelity. And

To all the supportive friends for their prayers and encouragement that

made this study possible.

The Researchers

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DEDICATION

To
Almighty God,

for the life and light,

to our beloved and loyal parents,

their selflessness and generosity will always be remembered,

to our special friends,

who encourage us to make this study possible,

and to the readers.

This, we dedicate to you!

RVHE

JPAA

JZMC

MTD

JOF

JBGP

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TABLE OF CONTENTS

Page
TITLE PAGE……………………………………………………………. i
ACKNOWLEDGMENT……………………………………………...... v
DEDICATION………………………………………………………….. vi
TABLE OF CONTENTS……………………………………………... vii
Chapter
I. INTRODUCTION 1
Background of the study ………………………...... 4
Significance of the Study………………………….. 5
Scopes and 6
Limitation………………………………
Statement of the 7
Problem…………………………..
II. REVIEW OF RELATED LITERATURE AND STUDIES 8
Related Literature…………………………....... 8
Research Literature……………………………....... 16
III. METHODOLOGY 22
Respondents of the Study 22
Research Design……………………………........... 23
Data Gathering Instrument….. 24
…………………......
Procedure……………………………...................... 25
BIBLIOGRAPHY………………………………………………………….. 27
APPENDICES…………………………………………………………….. 29
INTERVIEW PROTOCOL ………………………………………………. 33
CURRICULUM VITAE ………………………………………………….. 36

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INTRODUCTION

Education is the main element in the individual’s choice and the primary

agent in occupational mobility. In this society, a sound educational attainment is

a passport to personal and social advancement. To guide the students to their

respective career paths, a great relief has come when the Department of

Education (DepEd) lawfully put the K to 12 Basic Education Curriculum into full

implementation. The new curriculum adds two more years in the upper

secondary level called Senior High School. The added years means upgraded

and better equipped pool of human resource, leading to a positive change in the

country’s level of economy.

Included in the K to 12 curriculums are the different tracks like Academic

Track, Technical-Vocational-Livelihood Track, Sports Track, and Arts and Design

Track. Each track is subdivided into different specialization called strands. As

such, Technical-Vocational-Livelihood Track includes Agricultural-Fishery Arts

Strand, Home Economics Strand.

Industrial Arts Strand consists of specializations equivalent to

qualifications under automotive and land transport, construction, electronics,

furniture and fixture, metal and engineering, and utilities sector. Students with

industrial arts specializations will be able to demonstrate the skills,

competencies, and values in providing repair and maintenance services,

installation, manual craftsmanship and machine safety using available industrial

and engineering technologies.

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Bauan Technical Integrated High School is an institution in Batangas

Province that offers a specific program of TVL- Industrial Arts strand called Gas

Metal Arc Welding (GMAW) for Grade 11 students. Gas metal arc welding

(GMAW) is an arc welding process in which the heat for melting the metal is

generated by an electric arc between a consumable electrode and the metal.

Currently, there are three sections with a total of 126 enrolled students.

As experienced by the researchers themselves, there is an existing

dilemma in the social interactions of the students caused by different factors,

such as personal reasons, attitude towards classmates, teachers and subject

areas, peer pressure, community biases towards the TVL strand. Such social

cues tend the students to be non-participative in classroom discussions, which in

turn hinders their aspiration in learning the different subject areas hence affecting

their performance.

Educational leaders, teachers, school counselors, social workers, and

school psychologists have long claimed that some students underperform

academically due to a lack of appropriate social skills (Eleby, 2019). These

include being inattentive and unprepared during instructional periods, being

aggressive towards classmates and educational staff, being unable to engage in

cooperative learning, and being disruptive in the classroom. Students’ academic

skills, studying skills, problem-solving skills, critical thinking, and decision-making

abilities were all affected by a lack of social skills. When students struggled to

master social skills, they tend to be left out in class discussions and are actually

demotivated to participate in learning. They need to be taught skills that will help

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them succeed in school.

Learning relies heavily on social interaction. Interacting with others has

proven to be very effective in helping learners organize their thoughts, reflect on

their understanding, and identify gaps in their reasoning. One way for students to

take responsibility for their learning is for them to be readers, writers, speakers,

listeners, and thinkers in the classroom by actively participating in social

interaction with others (Hurst et al., 2014). Socially interactive learners are

engaged learners because they learn more when they can communicate with

one another and actively participate. In short, social interaction is essential for

the learning process.

The relationship between teachers and students is critical for creating a

positive learning environment and promoting academic growth. Meaningful

communication, mutual respect, and personalized support tailored to students'

individual needs are all essential components of effective teacher-student

interaction. Positive teacher-student relationships have been linked to increased

levels of engagement, motivation, and academic achievement. In contrast,

negative or strained interactions may impede students' academic progress and

contribute to disengagement from learning.

Moreover, student-student interaction is critical for fostering collaborative

learning, social development, and cognitive growth. Peer interactions encourage

knowledge sharing, critical thinking, and perspective-taking, which improves

students' understanding of academic concepts and fosters a sense of belonging

in the classroom community. Collaborative activities, group projects, and peer

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discussions help to exchange ideas and promote deeper levels of understanding,

ultimately leading to better academic performance.

In addition, the rise of social media platforms has altered the nature of

social interactions, influencing students' learning habits and academic outcomes.

Social media interaction extends communication, information sharing, and

collaborative learning beyond the traditional classroom. However, excessive use

of social media can be distracting, resulting in procrastination, decreased

academic focus, and negative effects on academic performance. Understanding

the dynamics of social media interaction and its impact on student learning habits

is critical for educators and policymakers seeking to promote responsible digital

citizenship and maximize the potential benefits of technology in education.

Background of the Study

Learning is intrinsically linked to our environment because it involves

interacting with it to acquire new information and abilities. Without the requisite

social and academic study skills, it is challenging for high school students of

Bauan Technical Integrated High School to excel academically and have a

fulfilling educational experience. The objective of this study is to explore the

qualitative significance of the relationship between social interactions and

academic skills and how it affects learning outcomes generally.

By forming focus groups and by utilizing a qualitative approach, the study

aims to gather student’s personal views on social interactions and daily school

experiences in the classroom environment that will reveal and explain certain

behaviors and attitudes towards both communication and learning.

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Significance of the Study

This study sought to explore the impact of social interactions on the

academic performance of Grade 11 GMAW students of Bauan Technical

Integrated High School. This study will be beneficial to people, specifically the

principal, teachers, parents of respondents, to the respondents and future

researchers.

School Principal. The study may inspire her to be more supportive on

social and club programs in the school. It will also be a great help on creating an

effective counselling and guidance system in addressing students concerns not

only on student’s academic performance but also on the student’s social welfare.

School Teachers. This study may provide them information that they can

use on guiding and interacting with the students outside or inside the classroom.

The study will help them on formulating new class activities that promotes social

interactions hence enhancing the academic performance of the students.

Parents of the Respondents. This study may provide them information

about their children’s behavior and attitude towards society and social

interactions in general.

Focus Group Members. This study is a great help for this may lead them

to be aware of the diversity of the personalities that manifests within their

sections or school community. Also, this study will help them to reflect about their

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daily social interactions, and may provoke them to discuss their focus group

experience within their circle of friends in the school.

Future researchers. This study will serve as a baseline data on conducting

research related with this study. The recommendations that will be formulated on

the last part of the study will serve as their platform towards creating a replicated

and improved study.

Scopes and Limitations

The scope of the study deals primarily on the awareness and promotion of

social interactions for encouraging a better academic performance among the

Grade 11 Gas Metal Arc Welding students of Bauan Technical Integrated High

School enrolled in the second semester of the Academic Year 2023-2024. The

researchers will use a descriptive-qualitative method in conducting the study.

Moreover, the researchers will utilize focus group as the research design of

the study as the researchers deemed that this approach is suitable to gather and

understand the student’s personal views, behaviors, opinions, and attitudes

towards communication and social interactions in their daily experiences in the

school environment.

The study is limited only on the variables and the nature of respondents

presented. The study aims to conduct a single discussion among a focus group

of (exg 15) students, from which participants may initiate healthy conversations

among the community, building a better understanding towards their individual

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differences and promote more drive towards learning.

Statement of the Problem

The central concern of this study is to assess and explore the impact of

social interactions on the academic performance of Grade 11 Gas Metal Arc

Welding students.

Specifically, the study seeks to answer the following questions:

1. What are the social interactions experienced by the students?

2. How did these social interactions affect the students’ academic

performance on the previous semester?

3. Based on the focus group discussion, what course of actions can be

formulated to promote social interactions among students?

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REVIEW OF RELATED LITERATURE AND STUDIES

This chapter focuses on relevant studies and literature that became the

basis on establishing this research study. It provided an overview of previous

works that are related to the impact of social interactions to the academic

performance of students that served as the foundation of this research.

Related Literature

Social Interaction

Social interaction is the interaction with others within a community or society

that is guided by established social norms. It promotes a sense of belonging,

helps people form relationships, and provides access to social support in their

community. Such interactions shape people’s attitudes, beliefs, and values. In

essence, participation in societal interactions is necessary for human survival,

and it has a significant impact on people’s worldview. This discussion will delve

into the value of social interaction and its various goals.

Social interactions are central to human society and play an important role

in shaping relationships, cultural dynamics, and economic systems. Scholars in

the field of social science have spent years investigating the drivers of these

interactions, with Becker's theory of social interaction emerging as a key

analytical framework. By delving into this theory, researchers gain insights into

the motivations that drive people to engage in social behavior, which applies to

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both digital and physical social networks in society.

One of the primary goals of social interaction is to form and maintain

meaningful relationships with other members of society. Social interactions do

not always result in gains and positive outcomes; they can also cause tensions

among community members, known as social conflicts. When people interact

with others, their levels of trust, care, love, and understanding of other members

of society change, potentially leading to long-term friendships and partnerships if

the social interactions meet a certain intrinsic or extrinsic benefit threshold. Social

interaction allows them to learn from other people, gain new perspectives, and

broaden their knowledge and skills.

In today's fast-paced society, individuals must navigate their schedules and

societal norms in order to prioritize the development of healthy relationships with

fellow community members. Social interactions are critical in developing a

network of people with whom one can share experiences, thoughts, and

emotions. This support network is invaluable during difficult times, as people can

turn to their friends and family for emotional and practical help. Furthermore,

social interactions push people outside of their comfort zones, providing

opportunities to adjust to new environments and situations.

Another goal of social interaction is to foster a sense of belonging and

community among people. People who interact with one another can develop a

shared identity and sense of purpose. These social interactions frequently result

in increased satisfaction and fulfillment as people feel a connection to something

bigger than themselves.

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Participating in social activities allows people to form groups with similar

experiences and interests, such as joining a book club, sports team, or volunteer

organization. Collaborating towards a common goal fosters a sense of

community and belonging. Such feelings are especially important for people who

might otherwise feel isolated or disconnected from society.

Behavioral economists study human behavior in social contexts, taking into

account legal, political, and financial constraints, as well as the availability of

limited resources and information. They look at how people make strategic

decisions in a variety of social contexts, such as market transactions, network

dynamics, and organizational behavior. While game theory remains a popular

framework in behavioral research, there is a growing recognition of the

importance of greater realism in explaining real-life behavior in more

understandable terms for the general public.

The theory of choice serves as the foundation, with students learning how

to describe individuals' rational behavior within the ideological frameworks of

neoclassical and classical economic theories. Individual preferences are used in

game theory to demonstrate players' satisfaction with outcomes in sequential or

simultaneous social interactions. When utility as a measure of preference is not

appropriate, behavioral economists use profit or loss equations, particularly when

analyzing social interactions involving firms and governments.

Becker's (1974) theory of social interaction is a pioneering framework for

understanding the dynamics of social networks and interactions in both digital

and traditional societal contexts. According to Becker (1974), people engage in

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social interactions with the primary goal of increasing their utility, which is

influenced by a variety of factors.

To begin, the production of goods and services by each member of society

is guided by their basic needs. Markets also play an important role in shaping the

landscape of social interactions by providing important venues for exchange.

Individuals invest time, which is a scarce resource, in their engagements, as

Becker (1965) points out. Environmental factors such as education, life

experiences, and prevailing social norms add to the complexities of social

interactions. Furthermore, the characteristics of the other individuals involved in

these interactions have a significant impact on the output produced to meet each

individual's basic needs.

Social Interactions of Students

Despite the popularity of social networking among today's students, many

classrooms from kindergarten to college lack adequate social interaction. Most

classroom discourse models involve one-way communication between the

teacher and the students. The practice of teachers dominating classroom

discussions while students passively listen or only answer occasional questions

contradicts the idea that learning is fundamentally a social endeavor.

It also contradicts the notion that active participation in the learning process

leads to deeper understanding. Teachers devote significant time and effort to

preparing lectures, which include reading, synthesizing information, selecting key

points, organizing content, and delivering it to students who are frequently

passive and disengaged (Hurst et al, 2014).

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As a result, the teacher carries the majority of the cognitive load in this

process, engaging in activities such as reading, writing, and speaking to facilitate

their own learning. Scholars advocate for a shift in responsibility for learning from

teachers to students, emphasizing the importance of gradually handing over

control of discussions to students. Some scholars argue that students should be

the primary agents of their own learning, actively participating in cognitive tasks

that promote deeper understanding and retention of knowledge.

Students can take responsibility for their own learning by actively

participating in class as readers, writers, speakers, listeners, and thinkers. This

process relies heavily on social interaction, which is defined as meaningful

dialogue between learners. Participating in social interactions promotes active

engagement and improves learning outcomes. According to Routman (2015),

students learn better when they can communicate with one another and actively

participate in learning activities. In essence, social interaction is critical for

accelerating the learning process.

Personality Development and Social Learning Theory

Personality development is the establishment of a set of patterns involving a

person's consistent behavior, temperament, and character. According to social

learning theory, observing others in one's family or society can contribute

significantly to the characteristics of one's personality (Fitszgibbons, 2023).

People's temperaments may be influenced by both genetics and their

environment. This includes their approach to and view of the world, as well as

their interactions with others. If a person spends a lot of time around people who

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have a negative attitude, he or she is more likely to emulate those behaviors. The

environment, also known as nurture, has a significant impact on a child's

personality. A person who is loved and cared for from birth is more likely to

develop trust and optimism than an infant who has been neglected or abused.

Preschool is one of the best ages for social learning because a child is

more likely to see and observe many behaviors that will shape how they behave

as adults. This stage of development emphasizes play, imagination, and

cooperation. If children are not taught how to integrate into groups at a young

age, they may struggle to join groups as adults.

According to Fitzgibbons (2023), children develop important social skills

throughout their school years in structured settings, where they learn self-

discipline, rule adherence, and optimism through observation and education.

During childhood, the societal emphasis on concepts such as family and

nationalism has a significant impact on one's sense of belonging to a community.

Furthermore, childhood social learning includes characteristics such as activity

level, distractibility, intensity, sleep and appetite patterns, sensory sensitivity,

approachability, adaptability, perseverance, and mood control.

Social Interaction as a Medium of Learning

According to the social constructivist theory, individuals actively participate

in the construction of knowledge and understanding, engaging their minds

throughout the process. Learning is essentially the mental processing of

information in order for the learner to understand it. Constructivist perspectives

define learning as both leveraging existing background knowledge and

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restructuring initial understandings. Because learners come from various

backgrounds, experiences, and interests, they form unique connections as they

gain knowledge over time (Sari et al, 2020).

Including social interaction in teacher education courses is one way to

prepare teachers for incorporating it into their classrooms. Teachers gain insights

into creating a dynamic learning environment in their own classrooms after

witnessing firsthand how social interaction improves classroom dynamics.

However, it is not just students who must engage in dialogue and active

listening while learning. Teachers also face numerous challenges, such as

meeting student needs, navigating interactions with students, parents, and

administrators, and managing multifaceted curricula. Success is dependent on

teachers' thorough understanding of various subject areas, their ability to reflect

on their teaching practices, and the development of problem-solving skills to

address a variety of potential issues.

Santika et al (2022) stated that promoting social interaction among teachers

is one of the most effective ways for educators to improve their problem-solving

skills. Teachers, like students, can improve their learning skills by engaging in

frequent discussions with peers who face similar classroom challenges.

Dedicated teachers are eager to improve their curriculum content for their

students and their interactions with parents and administrators. They are willing

to invest time in communication when they recognize its value, and they

immediately engage in educational activities that they believe will improve their

teaching practices.

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Teacher-Student Interaction

Teachers who engage positively with their students create learning

environments that address students' developmental, emotional, and academic

needs. Teaching, as a human interaction-based profession, necessitates a

significant amount of personal engagement. Positive teacher-student interaction

is critical to effective teaching and learning.

Several key elements contribute to effective teaching and learning,

including positive teacher-student interactions marked by mutual acceptance,

comprehension, warmth, trust, respect, concern, and collaboration. While both

parties play a role, the teacher is primarily responsible for initiating positive

interaction by demonstrating practicality in communication, empathy, setting

expectations, and creating a supportive environment (Sen, 2021).

The quality of teacher-student interaction has a significant impact on

classroom management and learning outcomes. Developing a positive teacher-

student relationship promotes students' cognitive, social, and emotional

development, thereby improving their overall well-being.

These relationships have a positive effect on students' self-esteem, skill

development, academic self-concept, enthusiasm, and academic success.

Educational institutions that prioritize close and frequent interaction between

students and faculty members will benefit significantly. Faculty members who

engage with students and are interested in their academic progress can help

them grow intellectually and professionally (Brignal and Van Valley, 2015).

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Research Literature

The following thesis papers show similarities and differences to the present

study. The researchers examined the similarities the present study has with the

presented unpublished works.

Lamport et al. (2012) used a social management strategy to investigate on

improving students' interpersonal conduct in the classroom setting. Their

approach emphasized the importance of offering additional assistance and

attention to students with special needs. According to the research, creating a

positive social environment in schools can effectively reduce instances of

disruptive behavior among students. This suggests that proactive measures to

foster a supportive environment can result in more constructive interactions and

overall better student behavior.

Hurst et al. (2013) observed that undergraduates as well as graduates

struggle to form social bonds with one another, and this deficiency has a

significant impact on their learning experiences. Their research revealed a

significant link between student academic performance and social interactions.

Students in three different classes rated the impact of social interaction on their

learning as 9.21 out of 10, indicating a strong positive correlation. This highlights

the importance of encouraging students to engage socially, as it not only

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improves their education but also leads to their overall learning outcomes.

Essam and Al-Ammary (2013) investigated the effects of e-learning on

social interaction dynamics. Their findings revealed that motivation was a critical

factor in determining the effect of e-Learning, particular at the Arab Open

University. They recognized student interaction as an important factor, with e-

Learning acting as an indirect coordinator of interactions between the students

and teachers.

This demonstrates that, while e-Learning platforms cannot directly replicate

traditional face-to-face interactions, they do provide opportunities for meaningful

participation and cooperation, albeit in a different format. Overall, the study

emphasizes the importance of motivation and e-Learning in promoting social

interaction in educational settings such as the AOU.

Likewise, Lu et al. (2014) investigated the impact of social interaction on

learning engagement, particularly in a social networking platform environment.

Their results suggested that, even though the increasing number of short-term

interactions enabled by such platforms, there was actually little improvement in

people's extensive comprehension of each other.

This implies that, while social networking tools may provide opportunities for

interaction, these interactions may not always result in a deep level of mutual

understanding or engagement. The study emphasizes the need for more

research into how online social interactions can be structured to encourage

deeper understanding and meaningful engagement among participants.

Ardiansyah and Ujihanti (2017) investigated the constructivist perspective

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on students' understanding of reality. Parallel to this, Wentzel (2017) examined

the link between academic achievement and peer relationships. Interestingly,

both studies found a link between academic success and the quality of peer

interactions.

This implies that students' academic success is influenced not only by their

own efforts, but also by the supportive relationships they form with their peers.

These findings emphasize the importance of taking social dynamics into account

when developing educational frameworks, highlighting the relationship between

cognitive development, social engagement, and academic performance.

Mesra et al. (2018), on the other hand, investigated the dynamics among

boarding students as well as the societal effects of money. Their findings provide

insight on the complex effects of financial assets, exposing benefits as well as

drawbacks. Additionally, the study highlighted that, while money can provide

some benefits, it cannot offer a complete solution to all problems.

Furthermore, it indicated that students have the ability to use discretion in

their expenditure patterns, avoiding unnecessary purchases. This sentiment is

consistent with the findings of Abdulmuhsin et al. (2021), stressing the

significance of responsible financial management and acknowledging that

material wealth does not guarantee fulfillment or resolution of underlying issues.

Li et al. (2018) examined the impact of mobile apps on student achievement

and social interaction. Their findings showed that, while mobile learning improves

student performance in school, it also reduces the self-confidence of learners.

Similarly, Abbas et al. (2019) investigated the connection between education and

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social media in Pakistani educational institutions and discovered similar results.

The two cited studies conclude that, while current technology such as

mobile apps and social media platforms facilitate academic and social

interaction, they can also have adverse effects. Regardless of the possible

upsides for educational performance, there seems to be a compromise with

students' self-esteem, or trust in their abilities. These findings highlight the

intricate relationship between education, technology, and psychological factors,

emphasizing the importance of taking a balanced approach to incorporating

technology into educational practices while taking into account its wider effect on

the mental health of pupils and academic development.

Meanwhile, Yan et al. (2020) and Raoof et al. (2021) conducted separate

studies on the online interactions of university students, each using a sample of

1,131 people aged 16 to 35. They used a mixed sampling approach to collect

831 permanent responses and then analyzed the data using statistical tools such

as T-tests and ANOVA.

Their findings provided a nuanced picture of the impact of social media on

behavior among pupils. While the investigations acknowledged the benefits of

online interaction, they also revealed negative consequences. This indicates that,

while social media platforms facilitate interaction and connection, they may

additionally affect behavior in potentially negative ways. These findings highlight

the value of promoting responsible and balanced social media use among

students, as well as an in-depth awareness of the implications.

In addition, Alshutwi et al. (2020) carried out a review using data obtained

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from the Med Calc online survey from January 1, 1990 to February 28, 2020.

Their research sought to investigate the effects of centralized settings on social

interaction patterns and academic achievement of students.

The study's findings emphasized the importance of the proficiency of pupils

and social interaction skills. It suggests that honing these skills could benefit

academic achievement and interpersonal relationships. This reinforces the

premise that efficient interaction and social competencies are critical in

educational settings, emphasizing the need for initiatives aimed at improving

these skills among students.

Rehman et al. (2021) performed an inquiry that corresponds to the

significance of social interaction within educational contexts. Their study

demonstrated that online learning settings enhance social interaction between

students, particularly during group tasks. They also discovered that online

lectures significantly lead to higher social interaction among students.

The results presented emphasize the ability of digital mediums to promote

valuable interaction among students, despite virtual settings. By allowing for

collaboration and interaction, online education can help connect the gap in

physical distance and social connection. This highlights the changing landscape

of education and how technology can be used to promote inclusive and

interactive approaches to learning.

Walker et al. (2021) conducted research to promote students' preference for

group work over individual tasks. Their findings showed that methods of

collaborative learning had a significant effect on improving students' social

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interaction skills, which is in agreement with the findings of Basheer et al. (2021).

Furthermore, they highlighted the importance of collaboration and socialization in

group settings.

These research investigations illustrate the positive impacts of collaborative

learning methods in developing students' social interaction skills. Working in

groups allows students to improve their academic understanding using shared

perspectives while also developing important interpersonal abilities such as

interaction, collaboration, and problem-solving. The emphasis on teamwork

emphasizes the importance of social dynamics in the process of learning,

promoting holistic development in students.

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METHODOLOGY

This chapter deals with the method and techniques that were utilized by the

researchers in conceptualizing this study. A comprehensive discussion was

presented in this chapter including the research design, participants of the study,

sampling method, instrument used, and research procedure used in the said

study.

Subject of the Study

The main respondents of this study are the Senior High Students of Bauan

Technical Integrated High School. The researchers chose their respondents

through Availability sampling Method. The respondents of the study were picked

based on their Availability. The participants are chosen from Technical-

Vocational Livelihood department, specifically Gas Metal Arc Welding (GMAW)

students enrolled in the second semester of the Academic Year 2023-2024.

The researchers conducted a focus group discussion with a total of 55

students selected using availability sampling method among the three class

sections of GMAW. This sample size was calculated using Slovin’s Formula with

10% margin of error.

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According to (Fleetwood, 2013) Availability sampling is a qualitative

research sampling strategy that involves selecting participants based on their

accessibility and availability to the researcher. Rather than being drawn at

random from a bigger population, participants in this strategy are picked because

they are easily available to the researcher.

Table 1
Distribution of Respondents Based on Section
GMAW Class Sections Population Sample Size

TVL 1 42 18

TVL 2 42 19

TVL 3 42 18

Total 126 55

It can be gleaned from the table that this study utilized 55 Grade 11

students at Bauan Technical Integrated High School as a representation of the

whole population. Out of this number, 18 (33.33%) students came from TVL 1.

Also, 19 (33.34%) came from TVL 2. 18 (33.33%) students from TVL 3 will

complete the sample size.

Research Design

This study was conducted assess the social interactions of Grade 11 Gas

Metal Arc Welding students at Bauan Technical Integrated High School and

determine its impact with their academic performance. To be able to obtain a

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credible result, the researchers utilized descriptive method using qualitative

approach.

As cited by Velasquez et al (2017), Diona (2009) defined descriptive

method as a design which aims to describe the nature of a situation as it exists at

the time of the study and to explore the causes of a particular phenomenon.

Qualitative research is a process of inquiry with the goal of understanding a

social or human problem from multiple perspectives; conducted in a natural

setting with a goal of building a complex and holistic picture of the phenomenon

of interest.

Moreover, the researchers used Focus Group design. Focus Group is a

qualitative method that focuses on in-depth analysis of a phenomena

experienced within a centralized group to gain detailed insights and

understanding. The researchers deemed that the design is most suitable in order

to qualitatively analyze and understand the correlation of social and academic

skills of students to determine the impact of social interactions to the students’

academic performance.

Data Gathering Instrument

There were two major instruments used in gathering data for this study.

These were the researcher-made survey questionnaire and the researcher-made

focus group interview questions. The researcher-made survey questionnaire was

used to obtain demographical information of the respondents. Furthermore, the

researcher-made focus group interview questions were utilized because this can

24
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effectively reveal the different views and perspective of the students on their daily

social interactions as it requires direct verbal answers from the respondents.

Upon achieving the quota of 55 participants for the focus group

discussion, the researchers would be using a participant demographic profile by

indicating their section, age, and gender first. As this study would also be utilizing

a series researcher-made focus group interview questions that is approved and

validated by their research adviser, the researchers would determine the specific

schedule for the focus group discussion with consideration of the availability of all

participants.

Participants are also briefed with their rights to confidentiality. The focus

group discussion would be video and audio-recorded. Through the recorded

video and audio, the researchers would translate all the students’ verbal

responses according to deemed commonality on the opinion, views,

perspectives, and personal takes on the different topic areas concerning social

interaction and their attitude on how these social interactions affect their

academic performance in the different school subjects.

Procedure

As soon as the thesis was approved, the researchers started to gather

information from literatures related to this study. They also conducted some

reading from related unpublished thesis to provide the researchers with

knowledge and information needed in the construction of the questionnaire.

25
 Bauan Technical Integrated High School
After such, a survey questionnaire was made and prepared by the

researchers to determine their demographic profile. The test was shown to their

thesis adviser for corrections and suggestions.

However, the focus group interview questions, as another instrument used

in this study was made by the researchers to qualitatively determine the

perspectives and personal views of the students on their participation on social

interactions and how they think it affect their academic performance.

After the research instrument was validated, the researchers conducted

availability sampling from every class section. After achieving the quota of 55

participants, the researchers find vacant time of the respondents to avoid class

disturbance. The final copy of questionnaire was presented to the respondents

for administration. This was followed immediately by the focus group discussion.

26
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BIBLIOGRAPHY
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Darantinao, M. (2023). Factors Affecting the acadmeic performance of grade 11
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Elby, Calvin jr. (2009). The Impact of a Student's Lack of Social Skills on their
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Ellinger, J., (2023). Changes in social interaction, social relatedness, and
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nlm.nih.gov/pmc/articles/PMC9932959/
Fitzgibbons, L., (2019). Social Learning Theory. Techtarget. Retrieved from:

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https://www.techtarget.com/whatis/definition/social-learning-theory
Hurst, B., Wallace, R., & Nixon, S. B. (2013). The Impact of Social Interaction on
Student Learning. Reading Horizons: A Journal of Literacy and Language
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Li, K. C., Lee, L. Y. K., Wong, S. L., Yau, I. S. Y., & Wong, B. T. M. (2018).
Effects of mobile apps for nursing students: learning motivation, social
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researchgate.net/publication/326662428_
Mesra, R., Erianjoni, E., & Eriyanti, F. (2018, April). The social meaning of money
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Nurdin, I., Ju, M., and Kamaruddin, S. (2023). The Study of social interaction in
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org/articles/
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entrepreneurial education on artificial intelligence matter?. Cogent Business
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Collaboration Over Extended Time in Inquiry Classrooms: Following the
Footprints of Role Diversification as Indicators that Inquiry Occurred.
Scandinavian Journal of Educational Research, 1-2
Walsh, N. A., Repa, L. M., & Garland, S. N. (2022). Mindful larks and lonely owls:
The relationship between chronotype, mental health, sleep quality, and
social support in young adults. Journal of Sleep Research, 31(1), e13442.4
Wentzel, K. R. (2017). Peer relationships, motivation, and academic performance
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638.

APPENDIX A
Letter of Request

Republic of the Philippines

Department of Education
Region IV A (CALABARZON)
Division of Batangas City
District II
BAUAN TECHNICAL INTEGRATED HIGH SCHOOL
Bauan, Batangas

May 10, 2024

Dr. Gabriel R. Roco
Principal IV
This Institution

Sir:

We are bonafide TVL students on this scholastic institution under Gas Metal Arc
Welding Program. We are currently conducting a study entitled “EXPLORING THE
IMPACT OF SOCIAL INTERACTIONS ON THE ACADEMIC PERFORMANCE OF
GRADE 11 TECHNICAL-VOCATIONAL-LIVELIHOOD STUDENTS”.

In connection with this, we are seeking for your expertise in helping us validate
the research instrument that we will use to measure the variables needed in the study.
Attached herewith is a copy of the questionnaire, the statement of the problem and the
research design of our study. Your comments and suggestions will be highly appreciated
and will be of great help to this undertaking.

We hope that this request will be granted. Thank you and God Bless!

Respectfully yours,

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 Bauan Technical Integrated High School

Escalon, Ray Vincent H. (Sgd)

Adao, John Paul A. (Sgd)
Calingasan, John Zeithric M. (Sgd)
Dagoh, Mharcon T. (Sgd)
Fernando, Jeffrey O. (Sgd)
Porcino, John Benedic G. (Sgd)

Noted:

Mr. IHYANDEKZTER ARELLANO (Sgd)

Adviser / Research Instructor

Approved/Remarks:

Dr. GABRIEL R. ROCO (Sgd)

Principal IV
APPENDIX B
Letter to Respondents

Republic of the Philippines

Department of Education
Region IV A (CALABARZON)
Division of Batangas City
District II
BAUAN TECHNICAL INTEGRATED HIGH SCHOOL
Bauan, Batangas

Dear Respondents,

Greetings of Peace!

The undersigned are presently conducting a research study entitled

“EXPLORING THE IMPACT OF SOCIAL INTERACTIONS ON THE ACADEMIC
PERFORMANCE OF GRADE 11 TECHNICAL-VOCATIONAL-LIVELIHOOD
STUDENTS”. It is sincerely anticipated that the result of the study will be very useful to
the community.

As part of the data gathering procedure, we consider you as one of our

respondents. We therefore respectfully request your support by personally
accomplishing the questionnaire and by participating on a focus group discussion that
will be held at the end of this semester. Please feel free to give your best judgment by
using the rating scale on the attached sheet. Your honest and sincere assessment in
every statement will contribute significantly in the success of this study.

Sincerely yours,
Researchers

Part I. Personal Profile

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 Bauan Technical Integrated High School

NAME: ____________________________________ SECTION: ______________

AGE: ______ First Semester General Weighted Average: __________

Part II. Focus Group Interview Questions

1. To get started, let’s introduce ourselves. In your introduction, please tell us who you
are, the class section you’re from and why you chose to enroll at Gas Metal Arc
Welding Program?
2. How do you perceive the role of social interactions in your academic journey as a
Grade 11 TVL student?
3. Can you describe some specific instances where social interactions positively
influenced your academic performance?
4. Conversely, have there been instances where social interactions had a negative
impact on your academic performance? If so, can you elaborate?
5. How do you balance your social life with your academic responsibilities?
6. In what ways do you think social interactions among Grade 11 TVL students
contribute to a conducive learning environment?
7. Do you believe that certain types of social interactions (e.g., group study sessions,
peer tutoring) have a more significant impact on academic performance? Why or why
not?
8. How do you think the dynamics of social interactions differ between in-person
interactions and virtual interactions (e.g., online group chats, social media)?
9. Have you observed any patterns or trends in the academic performance of students
who are more socially engaged versus those who are less socially engaged?
10.Are there particular factors or circumstances that influence how social interactions
affect academic performance? If so, what are they?
11.Do you feel that there are certain social skills or competencies that are particularly
beneficial for academic success? If yes, what are they?
12.How do you think teachers and school administrators can support positive social
interactions among Grade 11 TVL students to enhance academic performance?
13.Looking ahead, what improvements do you think could be made to optimize the
impact of social interactions on academic performance for Grade 11 TVL students?
Prepared by:
Escalon, Ray Vincent H.
Adao, John Paul A.

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 Bauan Technical Integrated High School
Calingasan, John Zeithric M.
Dagoh, Mharcon T.
Fernando, Jeffrey O.
Porcino, John Benedic G.
Researchers

Validated By:

Mr. IHYANDEKZTER ARELLANO

Adviser / Research Instructor

Dr. GABRIEL R. ROCO (Sgd)

Principal IV

Statement of the Problem

The central concern of this study is to assess and explore the impact of

social interactions on the academic performance of Grade 11 Gas Metal Arc

Welding students.

Specifically, the study seeks to answer the following questions:

1. What are the social interactions experienced by the students?

2. How did these social interactions affect the students’ academic

performance on the previous semester?

3. Based on the focus group discussion, what course of actions can be

formulated to promote social interactions among students?

Research Design

This study was conducted assess the social interactions of Grade 11 Gas

Metal Arc Welding students at Bauan Technical Integrated High School and

determine its impact with their academic performance. To be able to obtain a

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 Bauan Technical Integrated High School
credible result, the researchers utilized descriptive method using qualitative

approach.

Moreover, the researchers used Focus Group design. Focus Group is a

qualitative method that focuses on in-depth analysis of a phenomena

experienced within a centralized group to gain detailed insights and

understanding. The researchers deemed that the design is most suitable in order

to qualitatively analyze and understand the correlation of social and academic

skills of students to determine the impact of social interactions to the students’

academic performance.

INTERVIEW PROTOCOL
School Building and Room Number Date/time

No. of people attending

Researchers conducting session

My name is _________________________and I will be facilitating this

focus group interview along with my colleague(s) ______________________.

The goal of this project is to discover the extent of social interactions and its

impact to students’ academic performance. As respondents, we value your

opinions and insights. Ultimately this study will reveal the implications of

social interactions towards our academic performance, hence highlighting

areas of concerns that may be studied by our school to enable a more

conducive and interactive community.

You were selected through a quota sampling based on your availability as

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 Bauan Technical Integrated High School
your names was obtained through the school records. 11 focus groups will be

conducted within the region with each group having five participants each.

Prior to the interview you were sent an introductory letter prior to the

session today. The focus group interviews will take approximately 90 minutes

and will follow a designed interview protocol. As an incentive to attend, each

person will receive a grade incentive on their Practical Research subject and

will be provided of free food packages after the session.

If there are no further questions, let’s get started with the first question.

[Note: the researcher will use phrases such as “Tell me more”, “Could you

give me an example?”, “Could you explain that?” as prompts to solicit more

detailed information when needed.]

1. To get started, let’s introduce ourselves. In your introduction, please tell us

who you are, the class section you’re from and why you chose to enroll at

Gas Metal Arc Welding Program?

2. How do you perceive the role of social interactions in your academic

journey as a Grade 11 TVL student?

3. Can you describe some specific instances where social interactions

positively influenced your academic performance?

4. Conversely, have there been instances where social interactions had a

negative impact on your academic performance? If so, can you elaborate?

5. How do you balance your social life with your academic responsibilities?

6. In what ways do you think social interactions among Grade 11 TVL

34
 Bauan Technical Integrated High School
students contribute to a conducive learning environment?

7. Do you believe that certain types of social interactions (e.g., group study

sessions, peer tutoring) have a more significant impact on academic

performance? Why or why not?

8. How do you think the dynamics of social interactions differ between in-

person interactions and virtual interactions (e.g., online group chats, social

media)?

9. Have you observed any patterns or trends in the academic performance of

students who are more socially engaged versus those who are less socially

engaged?

10. Are there particular factors or circumstances that influence how social

interactions affect academic performance? If so, what are they?

11. Do you feel that there are certain social skills or competencies that are

particularly beneficial for academic success? If yes, what are they?

12. How do you think teachers and school administrators can support and

facilitate positive social interactions among Grade 11 TVL students to

enhance academic performance?

13. Looking ahead, what changes or improvements do you think could be

made to optimize the impact of social interactions on academic

performance for Grade 11 TVL students?

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 Bauan Technical Integrated High School

CURRICULUM VITAE

Ray Vincent H. Escalon

Kanluran, Sta. Rita Aplaya, Batangas City
Mobile No.
E-mail Address: [email protected]

CAREER OBJECTIVES
 To share my skills and knowledge to an educational institution
 To practice my sense of responsibility and time management skills
as the research leader.
HIGHLIGHTS OF QUALIFICATION
 Oral communication skills and Writing Skills
 Computer literate
 Flexible and versatile in different situations

EDUCATIONAL BACKGROUND
 Career-oriented, trustworthy and hardworking who is eager to learn
Senior High School Bauan Technical Integrated High School
Pedro Munoz Street, Poblacion, Bauan,
Batangas City
June 2024 - present

Secondary Sta. Rita Karsada National High School

36
 Bauan Technical Integrated High School
Sta. Rita Karsada, Batangas City
2019 – 2023

Primary Sta. Rita Aplaya Elementary School

Sta. Rita Aplaya, Batangas City
2014 – 2019
SEMINARS AND TRAININGS ATTENDED
OPTIMIZING SUSTAINABLE: Building Communities through Sustainable E-
Waste Management
Brgy. Sta. Rita Aplaya, Batangas City
April 2024

Scientia Vox Mantrade Institute Inc. (NC.1)

48 Calle Gliceria Marella, Street, Taal, Batangas

ACHIEVEMENTS
April 29, 2024
Participant
Earth Science Quiz Bee
Buan Technical Integrated High School
February 27, 2024

Fifth place
Poster Making Competition
Sta. Rita Karsada National High School
October 2, 2023

PERSONAL INFORMATION

Age : 17 years old

Sex : Male

Date of Birth : October 15, 2007

Place of Birth : Sta. Rita Aplaya, Batangas City

Religion :

Civil Status : Single

Father’s Name : Ryan C. Escalon

37
 Bauan Technical Integrated High School

Mother’s Name : Jenelyn H. Escalon

Adao, John Paul A.

San Roque, Bauan,
Batangas Mobile No.
09637420035
E-mail Address : [email protected]

CAREER OBJECTIVES
 Pursue additional vocational training or higher education in related
fields such as engineering or hospitality management.
 To practice my sense of responsibility and time
management skills as the research leader.
HIGHLIGHTS OF QUALIFICATION
 Technical Skills
 Hands-on experience
 Flexible and versatile in different situations
EDUCATIONAL BACKGROUND
Secondary Bauan Technical Integrated High School - TVL
Strand Poblacion 1, Bauan, Batangas
2019-Present
Primary San Roque Elementary School
San Roque, Bauan, Batangas
2012-2019

SEMINARS AND TRAININGS

38 ATTENDED
 Bauan Technical Integrated High School
Age : 17 years old
Sex : Male
Date of Birth : March 06, 2007
Place of Birth :
Religion : Roman Catholic
Civil Status : Single
Father’s Name : Paul M. Adao
Mother’s Name : Riza A. Adao

Calingasan John Zeith Ric M.

San Pascual Poblacion Batangas
Mobile No.09632266273
E-mail Address: [email protected]

CAREER OBJECTIVES
 Pursue additional vocational training or higher education in related fields
such as engineering or hospitality management.
 To practice my sense of responsibility and time management skills
as the research leader.
HIGHLIGHTS OF QUALIFICATION
 Technical Skills
 Hands-on experience
 Flexible and versatile in different situations
EDUCATIONAL BACKGROUND
Senior High School Bauan Technical Integrated High School
Pob.1 Bauan Batangas
June 2024 - Present
Secondary Bauan Technical Integrated High School
Pob.1 Bauan Batangas
2019 - 2023
Primary Bauan East Central School
Bauan Batangas
2014 - 2019
SEMINARS AND TRAININGS ATTENDED
Scientia Vox Mantrade institute Inc. (NC.1)

39
 Bauan Technical Integrated High School
48 Calle cliceria Marella, Street, Taal, Batangas
April 29,2024

PERSONAL INFORMATION
Age : 17 years old
Sex : Male
Date of Birth : November 14 2006
Place of Birth :
Religion : Roman Catholic
Civil Status : Single
Father’s Name : Richard L Calingasan
Mother’s Name : Anne M Calingasan

DAGOH MHARCON T.
Sambat, Bauan, Batangas
Mobile No. 09465885270
E-mail Address : [email protected]

CAREER OBJECTIVES
 Pursue additional vocational training or higher education in related fields
such as engineering or hospitality management.
 To practice my sense of responsibility and time management skills
as the research leader.
HIGHLIGHTS OF QUALIFICATION
 Technical Skills
 Hands-on experience
 Flexible and versatile in different situations
EDUCATIONAL BACKGROUND
Secondary Bauan Technical Integrated High School - TVL Strand
Sambat., Bauan, Batangas
June 2024- Present

SEMINARS AND TRAININGS ATTENDED

Scientia Vox Mantrade institute Inc. (NC.1)
48 Calle cliceria Marella, Street, Taal, Batangas
April 29,2024

PERSONAL INFORMATION
Age : 18 years old
Sex : Male

40
 Bauan Technical Integrated High School
Date of Birth : December 8, 2005
Place of Birth :
Religion : Roman Catholic
Civil Status : Single
Father’s Name : Mike B. Dagoh
Mother’s Name : Horenia R. Tamingo

Fernando,Jeffrey O.
Manghinao Proper, Bauan, Batangas
Mobile No.: 09945014566
E-mail Address : [email protected]

CAREER OBJECTIVES

 Pursue additional vocational training or higher education in related fields

such as engineering or hospitality management.
 To practice my sense of responsibility and time management skills
as the research leader.
HIGHLIGHTS OF QUALIFICATION
 Technical Skills
 Hands-on experience
 Flexible and versatile in different situations
EDUCATIONAL BACKGROUND
Secondary Bauan Technical Integrated High School - TVL Strand
Sambat., Bauan, Batangas
June 2024- Present
Primary Bauan East Central School
Bauan Batangas
2014 - 2019
SEMINARS AND TRAININGS ATTENDED
Scientia Vox Mantrade institute Inc. (NC.1)
48 Calle cliceria Marella, Street, Taal, Batangas
April 29,2024

PERSONAL INFORMATION
41
 Bauan Technical Integrated High School
Age : 17 years old
Sex : Male
Date of Birth : Nov 09, 2006
Place of Birth :
Religion : Roman Catholic
Civil Status : Single
Father’s Name : Jun Fernando
Mother’s Name : Rebecca O. Fernando

John Benedic G. Porcino

San Antonio, San Pasual, Batangas
Mobile No. 09317702345
E-mail Address : [email protected]

CAREER OBJECTIVES

 Pursue additional vocational training or higher education in related fields

such as engineering or hospitality management.
 To practice my sense of responsibility and time management skills
as the research leader.
HIGHLIGHTS OF QUALIFICATION
 Technical Skills
 Hands-on experience
 Flexible and versatile in different situations
EDUCATIONAL BACKGROUND
Secondary Bauan Technical Integrated High School - TVL Strand
Sambat., Bauan, Batangas
June 2024- Present
Primary San Roque Elementary School
San Roque, Bauan, Batangas
2012-2019

SEMINARS AND TRAININGS ATTENDED

Scientia Vox Mantrade institute Inc. (NC.1)
48 Calle cliceria Marella, Street, Taal, Batangas
April 29,2024

PERSONAL INFORMATION
42
 Bauan Technical Integrated High School

Age : 17 years old

Sex : Male
Date of Birth : October 14 2006
Place of Birth : San Roque, Bauan, Batangas
Religion : Roman Catholic
Civil Status : Single
Father’s Name : Benicio V. Porcino
Mother’s Name : Jocelyn b. Gonzales

43