DEPARTMENT OF EDUCATION

REGION V
GAINZA NATIONAL HIGH SCHOOL
SAN JUAN , GAINZA , CAMARINES SUR

DIFFICULT CONCEPTS AND COPING MECHANISMS IN STATISTICS

AND PROBABILITY OF GRADE 11 ERUDITE STUDENTS IN GAINZA
NATIONAL HIGH SCHOOL FOR SECOND SEMESTER
SCHOOL YEAR 2023-2024

LARA , JERO
CAMILLO , MARK DARWIN
TRANQUILINO, JOHN PAUL
SUSANO , IRISH
IGNACIO, ALBERT

MORENA A. ABAYON
RESEARCH ADVISER

MAY , 13 , 2024

1
 TABLE OF CONTENTS
TITLE PAGE
CHAPTER I : INTRODUCTION 4
Statement of the Problem 5
Scope and Delimitation 5
Significance of the Study 5-6
CHAPTER II : REVIEW OF RELATED LITERATURE 7
Review of Related Studies 7
Theoretical Framework 8-9
Theoretical Framework of the study 10
Conceptual Framework 11
CHAPTER III : METHODOLOGY 12
Research Design 12
Respondents of the Study 12
Instrument of the Study 12
Locale 12
CHAPTER IV : RESULTS AND DISCUSSION 13
Presentation of Data 13 - 17
Analysis 13 - 17
Discussion 13 - 17
Interpretation 13 - 17
CHAPTER V : SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary of the Findings 18
Conclusion 19
Recommendations 19
LITERATURE CITED 20

2
APPENDICES
A. Permit to conduct study 21
B. Survey Questionnaires. 22 - 25
C. Documentation 26
D. Biographical Sketch 27 - 30

3
 CHAPTER I
INTRODUCTION
Statistics is all about gathering, analyzing, and interpreting data to
make sense of the world around us. However, some concepts can be quite
perplexing, especially for erudite students like us. From probability
distributions to hypothesis testing, navigating through these topics requires
a solid understanding of mathematical principles and critical thinking skills.
Throughout this semester, we’re delving deep into these complex statistical
concepts, aiming to unlock their mysteries and apply them to real-world
scenarios.
Statistics is the science and practice of developing human
knowledge through the use of empirical data expressed in qualitative form.
The statistic subject was also used around the world to gather the
appropriate data through survey and had a big contribution in scientific
research. Some students are not gifted enough to fully understand this kind
of subject and they experience difficulties in understanding statistics better.
Some of the reasons of the students difficulties include lack of support, lack
of confidence, lack of learning materials and slow learning process. Also
the students low score on exam and quiz served as the reason of this
study.
On this study researchers will explored the difficulties experience
by Grade 11 Erudite students on statistics subject for the second semester
and determine the students learning. Also this study will identify the barriers
and challenges of the students in learning the statistics concepts. In this
study the qualitative research design was used and the survey
questionnaires was used to gather appropriate data. This study was
gathered in Gainza Camarines Sur, Philippines. Also the researchers will
provide effective ways in order to cope difficulties and challenges
experience by Grade 11 Erudite students in Statistics concepts. This study
will provide effective ways for these challenges in order to students to
understand statistic subject better.
 4
Statement Of The Problem
The study explored the difficult concepts and coping mechanisms in
Statistics and Probability of grade 11 Erudite Students in Gainza National
High School for second Semester . Specifically , the study seeks to answer
the following questions :
A. What are the difficult concepts in Statistics and Probability?
B. What are the coping mechanisms for the difficulty experienced in
Statistics and Probability?

Scope And Delimitation Of The Study

This study explores the difficulties experience in Statistic and Probability
subject concepts. This study was conducted at Gainza Camarines Sur
Philippines. The exploration of difficulties in Statistics is exclusive and
limited to Grade 11 Erudite students only. The qualitative descriptive
research design are use to identify the difficulties in understanding
Statistics. The data gather through survey and interview.

Significance Of The Study

In this study the researchers explores the difficult concepts and coping
mechanisms in Statistics and Probability subject of Grade 11 Erudite at
Gainza National High school for second semester. Also this study
determined the challenges that the students encountered. Thus this study
identify ways that can be address the difficulties in Statistic subject. This
study may be contributed to the following sectors below.

Students. The learners are the primary beneficiaries of this study it will
help to understand Statistics and Probability. The result of this study will
help to develop mathematics and critical thinking for statistic concepts.
 5
Future Researchers. This study will give an idea incase that the
researchers are looking for a research that has similarities and how
statistics are use in data gathering especially in research.

Teachers . This study will give the idea to the teachers, especially in
statistics and Probability teacher on how to handle the students that has a
slow learning in statistics and Probability and to address the specific
challenges faced by the students. It will give a guide and proper
techniques in teaching.

School. It will help the school on how to improve the teachings in

statistics and in mathematics.

Parents. It will provide an idea for the parents to support for both home
and school.
 6
CHAPTER II
REVIEW OF RELATED STUDIES
This chapter review of related literature presents the relevant research and
studies that the researcher considered in order to back up the claim and
show the significance of the current study.

Related Studies
According to study of Cabanalan(2020) state that students
experiencing these difficulties in mathematics lack skills and cognitive
abilities. Students face the same difficulties but at different intensity levels.
On the other hand, students learned to cope with their difficulties
individually
According to study of Margana(2019) state there are still many
students who are mistaken about the concept of permutations or
combinations that must be used to solve combinatorial problems. This is
consistent with studies that have been done that show that mathematical
logical thinking ability is relatively difficult mathematical tasks for high
school students and even for some students
Based on study conducted by Zainudin(2024) state when students
understand the questions correctly but fail to identify the appropriate
statistical formulas to solve the problems. This error may occur due to a
misunderstanding of concepts or a lack of knowledge about the concepts
used in solving the problems.
Lian(2022) conclude that the students made statistical errors,
including misunderstandings, misconceptions, and carelessness. This
problem could lead to more complex difficulties when they learn advanced
levels of mathematics. She say without the proper understanding of the
concepts, it is difficult for the students to generalise, predict and make
inferences to solve the statistics problem
Based on study conducted of Tinungki (2021) Students in the
Probability still have insufficient understanding of mathematical concepts.
This is evident from the fact that some students still struggle to verify for
accurate comprehension of a subject and to write with the concepts
presented.
7
THEORETICAL FRAMEWORK

In this chapter, the theories discuss the general principles or ideas that will
improve the student’s academic performance in the Statistics of the
students. This chapter shows how the proponents come up with the
solutions to the problem of the student.
Cognitive Load Theory According to John Sweller(2018), when the
cognitive load imposed by the learning task exceeds the learner’s working
memory capacity, it can lead to difficulties in understanding and retaining
the information The Cognitive Load Theory posits that the human cognitive
architecture has a limited working memory capacity, which can be easily
overwhelmed by the complexity of the learning material. It is pointed out
that cognitive load theory deals with learning and problem solving difficulty
that is artificial in that it can be manipulated by instructional design .In the
context of statistics and probability, the abstract concepts, mathematical
formulas, and problem-solving strategies can impose a significant cognitive
load on students, particularly erudite students in grade 11 at Gainza
National High School .
Theories Of Difficulty. According to David Perkins a strong theory of
difficulty identifies learners’ characteristic trouble spots for a particular area
of instruction and includes some causal analysis of why they occur toward
improved teaching and learning. The literature on learning and
development offers numerous ways of understanding conceptual
difficulties, as well as recognizing problems of ritualized knowledge, inert
knowledge, knowledge too foreign for learners to engage it readily, and
tacit knowledge, the partly unconscious nature of which poses learning
challenges. In everyday teaching, teachers’ response to recurrent
difficulties may fall short. One not uncommon reaction is to blame the
learners’ weaknesses and simply keep teaching in the same way. Another
better reaction is to’teach harder’, lavishing more time and attention on
characteristic difficulties without any causal analysis of what makes them
problematic. Most effective is to’teach smarter’based on a causal analysis
refined through experience. The construction of informal theories of
difficulty is an important part of the craft of teaching.
8
Self-Regulated Learning (SRL) Theory According to Zimmerman Neither
a mental ability nor an academic performance skill, self-regulation refers
instead to the self-directive process through which learners transform their
mental abilities into task-related academic skills .Emphasizes the
importance of students’ ability to monitor, control, and regulate their own
learning processes. The framework will investigate how grade 11 Erudite
students in Gainza National High School employ self-regulatory strategies,
such as goal-setting, self-monitoring, and self-evaluation, to cope with the
difficulties in statistics and probability. The study will examine the
relationship between students’ self-regulatory skills and their academic
performance in these subject areas.
 9
THEORETICAL FRAMEWORK OF THE STUDY
The theoretical framework of the study shows the theory of the researchers
about the difficults concept and coping mechanisms

Difficult Concepts and Coping Mechanisms in Statistics

and Probability of Grade 11 Erudite Students in Gainza
National High School for second Semester, school year
2023-2024

Theories Of Difficulty
Cognitive Load Theory
The literature on learning
When the cognitive load Self-Regulated Learning
and development offers
imposed by the learning task (SRL) Theory
numerous ways of
exceeds the learner’s understanding conceptual The study will examine the
working memory capacity, it difficulties, as well as relationship between
can lead to difficulties in recognizing problems of students’ self-regulatory
understanding and retaining ritualized knowledge, inert skills and their academic
the information . It is knowledge, knowledge too performance in these
pointed out that cognitive foreign for learners to subject areas. Emphasizes
load theory deals with engage it readily, and tacit the importance of students’
learning and problem solving knowledge, the partly ability to monitor, control,
difficulty that is artificial in unconscious nature of which and regulate their own
that it can be manipulated poses learning challenges learning processes
by instructional design
 Figure 1: Theoretical Framework of the study
10
CONCEPTUAL FRAMEWORK

A conceptual framework is an analytical tool with several variations and

contexts. It is used to make conceptual distinctions and organize ideas
Strong conceptual frameworks capture something real and do this in a way
that is easy to remember and apply.

1. What are the difficult 1. Determine the difficult

concepts in Statistics and concepts in Statistics and
Probability? Probability
SURVEY
2. What are the coping 2. Know the coping
mechanisms for the difficulty mechanisms for the
experienced in Statistics and difficulty experienced in
Probability? Statistics and Probability

Figure 2 : Conceptual Framework of the study

Students in Grade 11 Erudite who have a low understanding in Statistics

and Probability concepts were the target of the researchers in this study.
Through Survey, the researchers will determine what Competencies in
Statistics and Probability they understand difficult. Survey Questionnaires
will be provided of the researchers to know the difficulties in understanding
Statistics. After this, by surveying the students in 11-Erudite , researchers
will find out the Difficult Concepts and Coping Mechanisms in Statistics and
Probability experienced by Grade 11 Erudite in Gainza National High
School so that the researchers can give a proper recommendation.
 11
CHAPTER III
METHODOLOGY
This chapter presents the different methods and procedure adopted by the
researchers in the conduct of the study.

Research Design
This research study was designed as Qualitative research with survey and
interview. Grounded Theory and Descriptive method were employed to
interpret the result of what are the Difficult Concepts and coping
mechanisms in Statistics and Probability .

Locale And Respondents Of The Study

The research will be conducted at Gainza National High School San Juan,
Gainza Camarines Sur 1st District at Unique Building, S.Y 2023-2024.
There are 15 respondents in this study.

Instrument of the Study

Survey Questionnaires and structured interview will be used to gather
information about Difficult Concepts and coping mechanisms in Statistics
and Probability of Grade 11 Erudite Students.
 12
CHAPTER IV
PRESENTATION , ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the presentation ,analysis, and interpretation of data

gather. The method used is through survey questionnaires . The result
shows the understanding of the respondents in Statistics and Probability

AGE
16-17 18-19

13%

87%

concepts.

Majority of the participants are between the ages 16-17 while least of the
participants are between the ages of 18-19. 13 (87%) of the respondents
are between the ages of 16-17 , 2 ( 13% ) are between the ages 18-19.
 SEX
Girls Boys

33%

67%

13
PART II
Check If you don’t know the topic

1 2 3
Weighted
Easy Average Difficult Mean
Mean
1. Constructing a
3 11 1 28 1.867
probability distribution
2. The normal
1
distribution and it’s 11 3 32 2.133
properties
3. Converting a normal
random variable to a
3 8 4 31 2.067
standard normal
variable and vice versa
4. Computing
probabilities using the 4 10 1 27 1.8
standard normal table
5. Locating percentile
8 6 1 23 1.53
under the normal curve
6. Computing for the
4 6 5 31 2.067
parameter and statistic
7. Finding the mean and
variance of the sampling
6 6 3 27 1.8
distribution of sample
means
8. Solving problems
involving sampling
3 7 5 32 2.133
distribution of the
sample mean
A. What are the difficult concepts in Statistics and Probability?
Table 1 : Summary of difficult Concepts in Statistics and Probability

Legend :
• Easy – 1
• Average – 2
• Difficult – 3
14
Based on the data result about difficult concepts in Statistics and
Probability of the respondents . Number 2 and 8 was the same
weighted Mean these topics has the highest weighted mean of 2.133
which is The normal distribution and it’s properties , Solving problems
involving sampling distribution of the sample mean followed by the
number 3 and 6 of 2.067 which is Converting a normal random
variable to a standard normal variable and vice versa , Computing for
the parameter and statistic. Therefore the lesson in Statistics and
Probability was difficult in Grade 11 Erudite is The normal distribution
and it’s properties , Solving problems involving sampling distribution
of the sample mean, indicating they are most challenging concepts
for the respondents.

Part III
B. What are the coping mechanisms for the difficulty experienced in
Statistics and Probability?
1 2 3 4 5
Usuall Weighte
Never Rarely Sometimes Always Mean
y d Mean
1. Do you seek out 1 1 8 3 2 49 3.267
additional
resources, such as
tutoring or online
tutorials, to help
you better
understand
statistical
principles?
2. When you
encounter a
problem you’re
unsure how to
solve, do you try 0 0 7 7 1 54 3.6
to visualize the
data or situation
to gain a better
understanding?
3. When you’re
having difficulty
understanding a
statistical concept,
do you reach out
1 0 6 5 3 54 3.6
to your instructor
or a teaching
assistant for
additional support
and guidance?
4. Studying the
1 2 10 2 0 43 2.867
lesson at home
5. Reviewing the
lessons before 0 0 5 7 3 58 3.867
the quiz
6. Failed to
attend the class 8 0 5 2 0 31 2.067
everyday
7. Getting a high
0 2 9 3 1 48 3.2
score in a quiz
8. Having a 0 3 7 3 2 49 3.267
difficulty in
understanding
statistics and
Probability
9. Taking notes
in statistics and
0 1 3 5 6 61 4.067
Probability
subject
10. Reciting in
1 2 7 4 1 47 3.133
the class
Table 2: Summary of Coping Mechanisms for the difficulty experienced in Statistics and
Probability

16
Legend :
 Never – 1
 Rarely – 2
 Sometimes – 3
 Usually – 4
 Always – 5
Based on the data results about the coping mechanism for the difficulty
experience in Statistics and Probability. Number 9 has the highest weighted
mean of 4.067 which is Taking notes in statistics and Probability subject,
followed by the number 5 of 3.867 weighted mean which is reviewing the
lessons before the quiz, and number 2 and 3 was same weighted mean of
which have 3.6 about 2. When respondents encounter a problem,
respondents unsure how to solve, do you try to visualize the data or
situation to gain a better understanding And 3. When respondents having
difficulty understanding a statistical concept, respondents reach out to your
instructor or a teaching assistant for additional support and guidance
 17
CHAPTER V
SUMMARY , CONCLUSION AND RECOMMENDATIONS

This chapter present the Summary, Conclusion, and Recommendations

derived from the findings of studies, The researchers conducting survey.
The respondents are the Grade 11 Erudite students only in the 2 nd
Semester S/Y 2023- 2024 in Gainza National High school (GNHS). The
purpose of the study is to determine the Difficult Concepts and Coping
Mechanisms in Statistics and Probability. The researcher believes that this
study very helpful to the future students of this generation Z and it can give
a great contribution in enhancing the quality education. The conclusion was
based on the purpose, research , questions and result of the study The
implications of this findings and the resultant recommendations will also be
explained Recommendations were based on the conclusions and purpose
of the study.

Summary
In this study show the difficult concepts and coping mechanism in
Statistics and Probability of Grade 11 Erudite at Gainza National High
School for second semester, School Year 2023-2024 . The researchers
conducted a survey to gather data from the respondents. This study
answered the following question the difficult concepts in Statistics and
Probability and the coping mechanism for the difficulty experience in
Statistics and Probability.
This study involves 15 respondents from Grade 11 Erudite in Gainza
National High School. The researchers used the survey questionnaire to
gather data and to determine the difficult concepts in the coping
mechanism for the difficulty experience by the students in Statistics and
Probability.

18
Conclusion
Based on the findings of the study, the most difficult concepts in statistics
and probability for the Grade 11 Erudite students were:
1. The normal distribution and it’s properties
2. Solving problems involving sampling distribution of the sample mean
Based on the data results about the coping mechanism for the difficulty
experience in Statistics and Probability. Taking notes in statistics and
Probability subject has the highest weighted mean of 4.067 . Based on the
findings it supports In the study of Zainudin(2024) it state when students
understand the questions correctly but fail to identify the appropriate
statistical formulas to solve the problems. This error may occur due to a
misunderstanding of concepts or a lack of knowledge about the concepts
used in solving the problems.

Recommendations
After the study was conducted the researchers recommended the following:
 Take some notes in Statistics and Probability
 Review the lessons before the quiz
  Try to visualize the data or situation to gain a better understanding
 Ask some questions to teacher if you not understand the lesson
 Offer targeted tutoring or remedial sessions for students who are
struggling with specific statistical and probabilistic concepts.
 Continuously assess and adjust the teaching strategies and
curriculum to address the evolving needs and challenges faced by
the students.
The following recommendations will help the students to have better
understanding in Statistics and Probability also helping them to pass the
subject. Also the following actions would be helpful for the teacher to
implement and to improve the teaching strategies and curriculum to
enhance the students’ understanding and performance in Statistics and
Probability

19
LITERATURE CITED
Cabanalan, J. F. A., Porne, J. B., Gadong, E. S. A., & Alobba, E. O. (2020).
Difficulties and Coping Strategies of Students in Learning Mathematics
According to Their Proficiency Level. Journal of Science & Mathematics
Education in Southeast Asia, 43.
Puspitasari, N., Afriansyah, E. A., Nuraeni, R., Madio, S. S., & Margana, A.
(2019, December). What are the difficulties in statistics and probability?. In
Journal of Physics: Conference Series (Vol. 1402, No. 7, p. 077092). IOP
Publishing.
Zainudin, M. Z. (2024). Students’ Ability to Understand Statistics Subjects:
An Analytical Review. Formosa Journal of Science and Technology, 3(1),
155-164.
Lian, L. H., Yew, W. T., & Meng, C. C. (2022). Assessing Lower Secondary
School Students’ Common Errors in Statistics. Pertanika Journal of Social
Sciences & Humanities, 30(3).
Tinungki, G. M., & Nurwahyu, B. (2021, May). Analysis of ability for
understanding the basic concepts of probability theory. In 1 st International
Conference on Mathematics and Mathematics Education (ICMMEd 2020)
(pp. 450-456). Atlantis Press.
Kirschner, P. A., Sweller, J., Kirschner, F., & Zambrano R, J. (2018). From
cognitive load theory to collaborative cognitive load theory. International
journal of computer-supported collaborative learning, 13, 213-233.
Perkins, D. (2007). Theories of difficulty. In Annual conference funded by
the British Journal of Educational Psychology, May, 2005, University of
Edinburgh; The chapters in this book are based on papers presented at the
aforementioned conference.. British Psychological Society.
Zimmerman, B. J. (2013). Theories of self-regulated learning and academic
achievement: An overview and analysis. Self-regulated learning and
academic achievement, 1-36.

20
APPENDICES
A. PERMIT TO CONDUCT STUDY
April 7 , 2024
DR. DIANNA A. MAQUILAN
Principal 1
Gainza National High School
San Juan, Gainza , Camarines Sur

Dear Madam :
The undersigned researchers are currently conducting Research
entitled “DIFFICULT CONCEPTS AND COPING MECHANISMS IN
STATISTICS AND PROBABILITY OF GRADE 11 ERUDITE STUDENTS IN
GAINZA NATIONAL HIGH SCHOOL FOR SECOND SEMESTER,
SCHOOL YEAR 2023-2024” In partial fulfillment of the requirements in
practical research 1 for the Senior High School ( General Academic
Strand ). The two objective of the study is to determine the difficult
concepts in Statistics and Probability and to know the coping mechanisms
for the difficulty experienced in Statistics and Probability of grade 11 Erudite
In this view, the researchers are humbly requesting permission from
your good office to conduct a survey among grade 11 students. Rest
assured that the data will be used for study purposes only
Thank you very much in anticipation for your favorable response to this
request.
Respectively Yours ,
JERO LARA MARK DARWIN CAMILLO
JOHN PAUL TRANQUILINO IRISH SUSANO ALBERT
IGNACIO
Note : Approved:
MORENA A. ABAYON DIANNA A. MAQUILAN
Research Adviser Principal 21
B. LETTER TO THE RESPONDENTS
MAY 5 , 2024
Dear Respondents :
The researchers will conduct research entitled DIFFICULT
CONCEPTS AND COPING MECHANISMS IN STATISTICS AND
PROBABILITY OF GRADE 11 ERUDITE STUDENTS IN GAINZA
NATIONAL HIGH SCHOOL FOR SECOND SEMESTER, SCHOOL YEAR
2023-2024. Your responses are vital to the success of the study and rest
assured that they will be treated with utmost confidentiality. Please answer
the survey questionnaire truthfully and honestly.
Thank you very much for participating and answering the questions

Respectfully yours, the researchers

____________________________________________________________
 SURVEY QUESTIONNAIRE
Part I : Respondents Profile
Name : (Optional) _______________ Gender :
Age : Male
16 - 17 Female
18 - 19
20 – above Section: Erudite

22
Part II
Put check if you know the topic
A. What the difficult concepts in Statistics and Probability?
Easy Average Difficult
1. Constructing a probability distribution
2. The normal distribution and it’s
properties
3. Converting a normal random variable
to a standard normal variable and vice
versa
4. Computing probabilities using the
standard normal table
5. Locating percentile under the normal
curve
6. Computing for the parameter and
statistic
7. Finding the mean and variance of the
sampling distribution of sample means
8. Solving problems involving sampling
distribution of the sample mean

LEGEND :
The selection is easy, average and difficult. Put CHECK How well you
understand the lesson

23
Part III
B. What are the coping mechanisms for the difficulty experienced in
Statistics and Probability?
Never Rarely Sometimes Usually Always
1. Do you seek out
additional resources,
such as tutoring or online
tutorials, to help you
better understand
statistical principles?
2. When you encounter a
problem you’re unsure
how to solve, do you try
to visualize the data or
situation to gain a better
understanding?
3. When you’re having
difficulty understanding a
statistical concept, do
you reach out to your
instructor or a teaching
assistant for additional
support and guidance?
4. Studying the lesson
at home
5. Reviewing the
lessons before the quiz
6. Failed to attend the
class everyday
7. Getting a high score
in a quiz
8. Having a difficulty in
understanding
statistics and
Probability
9. Taking notes in
statistics and
Probability subject
10. Reciting in the
class

Legend :
 Never
 Rarely
 Sometimes
 Usually
 Always
 25

C. DOCUMENTATION
 26
C. Biographical Sketch

The researchers are often called as “Ro” by his friends and

classmates. He is born on November 12 , 2007 at Loob Gainza Camarines
Sur . He is the 3rd child in the family. His parents are Mr. Deogenes C. Lara
and Mrs. Elsa SL. Lara

He took his elementary education at Loob Elementary School and his

secondary education at Gainza National High School taken with the course
of General Academic Strand

He wants to be an Seaman in the future

Jero SL. Lara

 27

The researchers is humbly called by her friends and classmates “Rish” .

She was born on December 20 , 2006 at Sampaloc Gainza Camarines
Sur , she is the 2nd child in the family. Her parent are Mrs. Girlie Susano

She took her elementary education at Sampaloc Elementary School and

her secondary education at Gainza National High School taken with the
course of General Academic Strand

She wants to be an Flight Attendant in the future

Irish Susano
 28

The researchers are often called as “Dar” by his friends and classmates.
He is born on August 24 , 2007 at BMC- Naga City. He is the 4 th child in the
family. His parents are Mr. Edwin Camilo and Mrs. Vilma camilo

He took his elementary education at Dahilig Elementary School and his

secondary education at Gainza National High School taken with the course
of General Academic Strand

He wants to be an Pilot in the future

Mark Darwin Camillo

 29

The researchers are often called as “JP” by his friends and classmates.
He is born on June 24 2006 at BMC- Naga City. He is the 3 rd child in the
family. His parents are Mr. Garry Tranquilino and Mrs. Merly Tranquilino

He took his elementary education at Gainza Central School and his

secondary education at Gainza National High School taken with the course
of General Academic Strand

He wants to be an Seaman in the future

John Paul Tranquilino

30