1

CHAPTER I
INTRODUCTION

CONTEXT AND RATIONALE

In the modern era, access to digital resources and proficiency in their usage

have become indispensable components of education. However, a significant portion

of students, particularly those from economically disadvantaged backgrounds, face

substantial barriers in accessing digital tools and mastering their utilization. This

phenomenon, often referred to as digital poverty, has profound implications for

literacy development within educational settings. Research by Jenson and Fraser

(2020) emphasizes the significance of considering socio-cultural backgrounds and

community resources in understanding digital inequities. Furthermore, Warschauer

and Matuchniak (2010) highlight the importance of contextualizing digital literacy

interventions within specific socio-cultural environments to ensure effectiveness.

Digital poverty exacerbates existing disparities in academic achievement,

creating notable gaps in literacy outcomes among students. The inability to access

digital resources and develop essential digital literacy skills can impede students'

engagement with reading, writing, and communication, ultimately hindering their

academic success and limiting their future prospects.

Bringing Education's Literacy Up to Date: Reducing Digital Poverty in

Educational Settings seeks to address this pressing issue through action research

grounded in the belief that mitigating digital poverty is fundamental to enhancing

literacy outcomes in education. By providing students with access to digital

technologies and fostering their digital literacy skills, this research aims to empower

students to engage more effectively with literacy activities and thus improve their

overall academic performance.

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Moreover, the study recognizes the crucial role of family engagement in

addressing digital poverty. Parents and caregivers play a significant role in

supporting their children's literacy development, including their digital literacy skills.

By involving families in interventions aimed at reducing digital poverty, this research

aims to create a holistic approach to literacy enhancement that extends beyond the

classroom.

The primary goal of this action research is to devise effective strategies for

mitigating digital poverty and enhancing literacy outcomes among students,

particularly those in low-income schools. By examining the obstacles and

opportunities associated with digital poverty in education, the research aims to

identify practical solutions that can be implemented in resource-constrained

educational settings.

The findings from this research will have significant implications for education

policymakers, school administrators, and educators. By shedding light on the

challenges of digital poverty and offering evidence-based solutions, this study will

inform efforts to promote fairness and excellence in education while ensuring that all

students have the opportunity to develop the essential literacy skills needed for

success in the digital age.

PURPOSE AND SIGNIFICANCE

The purpose of the study, "Bringing Education's Literacy Up to Date: Reducing

Digital Poverty in Educational Settings," is to tackle the pervasive issue of digital

poverty and its detrimental effects on literacy within educational environments. By

investigating the barriers faced by students, particularly those from economically

disadvantaged backgrounds, in accessing digital tools and mastering their usage,

 3

the study aims to develop effective strategies for mitigating digital poverty and

enhancing literacy outcomes. Additionally, it seeks to shed light on the crucial role of

family engagement in addressing digital poverty and fostering literacy development

among students.

The significance of this study lies in its potential to drive meaningful change in

education. By offering insights into the challenges posed by digital poverty and

proposing actionable solutions, the study has far-reaching implications for policy,

practice, and research. Policymakers can use the findings to inform decisions aimed

at promoting equitable access to digital resources and literacy development

opportunities. School administrators and educators can implement targeted

interventions to support students in overcoming digital barriers and improving their

literacy skills, particularly in low-income communities. Furthermore, the study

contributes to the broader conversation on digital poverty and literacy by highlighting

the importance of addressing this issue within educational settings and identifying

areas for further research and exploration. Overall, this study has the potential to

foster fairness and excellence in education by ensuring that all students have the

opportunity to thrive in the digital age.

INNOVATION, INTERVENTION, AND STRATEGIES

Educational technology holds a significant role in the realm of education,

emphasizing the importance of employing modern methods for effective teaching. It

renders the teaching process more systematic, objective, transparent,

straightforward, engaging, and efficient, offering valuable guidance in resolving

instructional challenges.
 4

UNESCO defines literacy as a continuum encompassing reading, writing,

numeracy, digital literacy, media literacy, education for sustainable development,

global citizenship, and job-specific skills. Literacy skills are evolving as individuals

increasingly interact with information and learning via digital platforms. Innovative

strategies for addressing digital poverty and enhancing literacy outcomes can be

integrated into the action research. Exploring the utilization of mobile devices, digital

content, and adaptive learning technologies can provide students with personalized

and captivating learning experiences, potentially bridging the digital gap and granting

equal access to educational resources.

Various interventions aim to bolster access to digital technologies and foster

digital literacy skills. This includes equipping students with laptops or tablets and

offering training to optimize their usage. Collaborating with parents and caregivers

equips them with the necessary skills and resources to support their children's digital

literacy development.

This action research involves developing a comprehensive strategy to

address digital poverty and improve literacy outcomes. It includes providing students

with access to digital technologies, offering effective usage training, and

collaborating with parents and caregivers to support their children's success, with

ongoing monitoring and evaluation to ensure effectiveness.

RESEARCH AIMS, OBJECTIVES AND QUESTIONS

The research aims to investigate the relationship between digital poverty and

literacy within educational settings, with a primary goal of devising effective

measures to alleviate its impact and improve literacy outcomes among students.

Specifically, the study seeks to understand the prevalence of digital poverty among
 5

students and its implications for literacy development. Additionally, the research aims

to identify the barriers and challenges faced by students from economically

disadvantaged backgrounds in accessing digital resources and mastering digital

literacy skills. Through these investigations, the study aims to develop evidence-

based strategies and interventions that address digital poverty while fostering a more

inclusive and equitable learning environment.

Objectives include assessing the extent of digital poverty, identifying barriers

to digital access, and exploring the influence of family engagement. Questions

guiding this research endeavor include inquiries into the prevalence of digital poverty

among students, the specific challenges hindering digital access and literacy skills

development, and the impact of family engagement on students' digital literacy

outcomes. By addressing these aims, objectives, and questions, the research aims

to contribute to the development of effective interventions that ensure all students

have equal opportunities for literacy success in the digital age.

ACTION RESEARCH QUESTIONS

The action research questions are designed to explore the issue of digital

poverty and its impact on literacy outcomes within educational and with the aim of

formulating effective strategies for addressing this issue. The questions will guide the

research process and help to ensure that the study is focused and well-structured.

The following are the action research questions guiding the study:

1. What are individuals' experiences with digital technology concerning:

1.1. academic studies?

1.2. involvement in extracurricular activities?

 6

2. What are the most effective approaches for addressing digital poverty in

educational settings?

3. What are the primary challenges encountered when utilizing digital devices and

the internet for educational purposes?

RESEARCH GAPS OF THIS STUDY

While the study on "Bringing Education's Literacy Up to Date: Reducing

Digital Poverty in Educational Settings" provides valuable insights into the

relationship between digital poverty and literacy outcomes, several research gaps

remain unexplored. One significant gap pertains to the limited focus on cultural and

contextual factors influencing digital poverty and literacy within educational contexts.

Research by Jenson and Fraser (2020) highlights the importance of considering

socio-cultural backgrounds and community resources in understanding the

complexities of digital inequities. Similarly, a review by Warschauer and Matuchniak

(2010) emphasizes the need to contextualize digital literacy interventions within

specific socio-cultural environments to ensure their effectiveness.

Furthermore, the study lacks a longitudinal perspective, overlooking the long-

term effects of digital poverty on students' academic achievement and socio-

emotional well-being. Longitudinal studies, such as the work of Hargittai and Hsieh

(2013), have demonstrated the enduring impact of digital inequalities on educational

outcomes over time. By neglecting this aspect, the current study may fail to capture

the full extent of digital poverty's consequences and the effectiveness of

interventions in addressing them.

Additionally, the study could benefit from exploring teachers' perspectives on

digital poverty and literacy. Research by Karchmer-Klein et al. (2012) underscores

the importance of understanding educators' experiences and perceptions in

 7

designing effective interventions. By incorporating teacher voices into the study,

researchers can gain valuable insights into the challenges faced in addressing digital

poverty in the classroom and tailor interventions to better meet teachers' needs.

Moreover, the study overlooks the intersectionality of digital poverty with other

forms of disadvantage, such as race, ethnicity, gender, and disability. Intersectional

approaches, as advocated by scholars like Crenshaw (1989), recognize that

individuals may experience multiple forms of oppression simultaneously, leading to

compounded inequalities. By examining how digital poverty intersects with other

axes of disadvantage, researchers can develop more nuanced interventions that

address the unique needs of marginalized groups.

Finally, the study could benefit from a deeper exploration of community

engagement strategies in addressing digital poverty and promoting literacy.

Research by Mattern et al. (2018) highlights the importance of collaborative efforts

involving community organizations, local businesses, and other stakeholders in

addressing digital inequities. By involving the broader community in intervention

efforts, researchers can enhance the sustainability and effectiveness of their

initiatives. Addressing these research gaps can enrich the study's findings and

contribute to the development of more comprehensive and inclusive strategies for

reducing digital poverty and promoting literacy in educational settings.

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CONCEPTUAL FRAMEWORK OF THE STUDY

INDEPENDENT VARIABLE DEPENDENT VARIABLE

 Access to the technology  Literacy skills

and internet  Motivation for learning
 Digital literacy skills  Academic performance
 Engagement with online
learning

INTERVENING VARIABLE

The use of digital literacy

interventions

Figure 1. Conceptual Framework

In this research paradigm, three key variables are identified: independent,

dependent, and intervening variables.

 9

The independent variables in this study encompass access to technology and

internet, digital literacy skills, and engagement in online learning. This includes the

availability and quality of technology and internet access for students at Seven Hills

Elementary School, their proficiency in using digital technologies and applications,

and their level of participation and interest in online learning activities.

The dependent variables in this research are literacy skills, motivation for

learning, and academic performance. Literacy skills pertain to the proficiency level in

reading, writing, and communication among students. Motivation for learning refers

to the degree of interest, enthusiasm, and dedication students exhibit towards

learning. Academic performance denotes the level of achievement in various

academic tasks, such as completing assignments, performing on tests, and

participating in class discussions.

The intervening variable in this research is the implementation of digital

literacy interventions. These interventions encompass the strategies and approaches

employed to support the development of digital literacy skills among students at

Seven Hills Elementary School. It is anticipated that the utilization of digital literacy

interventions will impact the dependent variables (literacy skills, motivation for

learning, and academic performance) by enhancing students' access to technology

and the internet and fostering increased engagement with online learning activities.

Figure 1. The conceptual paradigm of the study shows the relationship between the
independent variable, the dependent variable, and the intervening variable.

In conducting the action research, the researchers utilized survey

questionnaires and interviews as data collection methods. The research questions

were formulated to guide the structure of the survey. A survey questionnaire,

comprising carefully crafted questions, was employed to gather qualitative data from
 10

a sample of participants. The questions were meticulously designed to address the

research inquiry and yield valuable insights into the participants' experiences.

The researchers identified the target participants for the survey, namely,

students from Seven Hills Elementary School who have encountered digital poverty

and are currently grappling with its effects. The sample size and selection criteria

were thoughtfully chosen to ensure the representation and diversity of the

participants.

The survey questionnaire was administered in person, prefaced with an

explanation of the research's purpose and clear instructions for completion.

Participants were assured of confidentiality and privacy throughout the process.

Data collected from the survey questionnaire was analyzed within the context

of broader social and cultural factors that influence students' experiences with digital

technology, which subsequently impact their literacy performance. The insights

gleaned from the survey will inform the development of interventions aimed at

addressing digital poverty and enhancing literacy education among students at

Seven Hills Elementary School. Collaboration among teachers, parents,

administrators, and stakeholders will be vital in developing and implementing these

interventions, and evaluating their effectiveness in improving students' literacy skills.

Employing survey questionnaires as a qualitative method in this study enables

the acquisition of valuable insights into students' experiences and perceptions

regarding digital poverty and literacy education at Seven Hills Elementary School.

These insights will serve as a foundation for developing targeted interventions to

address these challenges.

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Chapter II

REVIEW OF RELATED LITERATURE

Digital poverty, a term encapsulating the lack of access to digital tools and

resources, has emerged as a critical issue in educational settings worldwide. This

literature review synthesizes recent studies and insights from foreign researchers,

scholarly journals, and reputable online sources to provide a comprehensive

overview of digital poverty's impact on literacy development and effective

interventions to address this issue.

Recent research underscores the profound impact of digital poverty on

literacy outcomes among students. According to Anderson and Ronnkvist (2019)

highlight the widening literacy gaps exacerbated by digital inequities, emphasizing

how students lacking access to digital resources struggle to develop essential

literacy skills. Similarly, Selwyn (2016) and DiMaggio et al. (2019) shed light on

socio-economic disparities in digital access, revealing how factors such as

household income and parental education contribute to unequal opportunities for

digital participation and literacy development across diverse populations.

In response to these challenges, researchers have explored innovative

interventions to mitigate digital poverty and promote literacy development. Hsieh and

Huang (2021) investigate the effectiveness of digital literacy instruction programs in

enhancing students' critical thinking abilities and digital citizenship skills, offering

insights into evidence-based practices for integrating digital literacy into educational

curricula. Additionally, Mattern et al. (2020) and Carreón et al. (2021) highlight the
 12

role of community-based initiatives, such as public library programs and technology

centers, in bridging the digital divide and providing access to digital resources for

underserved populations.

Moreover, recent literature emphasizes the importance of considering

educators' perspectives and classroom practices in addressing digital poverty.

Hodges et al. (2020) explore educators' experiences with integrating digital

technologies into instruction, revealing challenges such as limited access to

technology and inadequate professional development. Lee and Ertmer (2019) and

Karchmer-Klein et al. (2020) underscore the need for targeted professional

development programs to support educators in effectively leveraging digital tools to

enhance literacy instruction.

However, digital poverty represents a significant barrier to literacy

development and educational equity globally. Recent literature provides valuable

insights into the complexities of digital poverty and effective interventions to address

this issue. By leveraging evidence-based practices and supporting educators in their

efforts to promote digital literacy, policymakers, educators, and researchers can work

towards reducing digital poverty and fostering literacy development, ultimately

advancing educational equity and student success.

In the rapidly evolving landscape of education, digital poverty has emerged as

a pressing concern, profoundly affecting literacy outcomes and educational equity.

This review of related literature delves into recent studies and insights pertaining to

digital poverty, literacy development, and effective interventions, providing a

comprehensive understanding of the complex interplay between digital access,

literacy proficiency, and socio-economic factors.

 13

Digital poverty, defined as the lack of access to digital resources and skills,

has garnered increased attention from researchers and policymakers alike. Recent

studies have highlighted the detrimental impact of digital poverty on literacy

outcomes, particularly among students from economically disadvantaged

backgrounds. For instance, research by Anderson and Ronnkvist (2019)

underscores the widening literacy gaps exacerbated by digital inequities, as students

lacking access to digital tools and resources struggle to develop essential literacy

skills. Moreover, studies by Selwyn (2016) and DiMaggio et al. (2019) emphasize the

socio-economic disparities in digital access, revealing how factors such as

household income and parental education contribute to unequal opportunities for

digital participation and literacy development.

Liu (2021) highlights the significant shift to online learning necessitated by the

COVID-19 pandemic, which has accelerated the arrival of the future of education.

While the adoption of distance learning and educational technology offers a solution

to the disruptions caused by school closures, there is a concern regarding

exacerbating existing digital disparities, particularly for marginalized communities.

China, having experienced widespread school closures early in the pandemic, faces

substantial challenges related to the digital divide. This study investigates the impact

of the pandemic on education and examines policy responses aimed at mitigating its

negative effects, drawing on original survey data from students and analyzing

national and provincial-level education policies implemented in response to COVID-

19 in China. The research emphasizes the importance of access to distance learning

and technology in shaping students' learning experiences and identifies three key

policy insights from the "Disrupted Classes, Undisrupted Learning" initiative. It further

discusses lessons learned for ensuring an inclusive future for remote education.
 14

Addressing digital poverty requires multifaceted interventions that encompass

improving digital access, enhancing digital literacy skills, and fostering equitable

educational opportunities for all students. Recent literature has shed light on

innovative approaches and best practices in this regard. For example, research by

Hsieh and Huang (2021) explores the effectiveness of digital literacy instruction

programs in enhancing students' critical thinking abilities and digital citizenship skills.

Similarly, studies by Mattern et al. (2020) and Carreón et al. (2021) highlight the role

of community-based initiatives, such as public library programs and technology

centers, in bridging the digital divide and providing access to digital resources for

underserved populations. These interventions not only promote digital literacy but

also empower students to navigate the digital landscape responsibly and ethically.

Furthermore, recent literature has emphasized the importance of considering

educators' perspectives and classroom practices in addressing digital poverty and

promoting literacy development. According to Hodges et al. (2020) explores

educators' experiences with integrating digital technologies into instruction, revealing

challenges such as limited access to technology and inadequate professional

development. Similarly, studies by Lee and Ertmer (2019) and Karchmer-Klein et al.

(2020) underscore the need for targeted professional development programs to

support educators in effectively leveraging digital tools to enhance literacy

instruction. By understanding and addressing educators' needs, interventions can be

tailored to better meet the diverse learning needs of students and promote equitable

access to digital resources.

In conclusion, digital poverty represents a significant barrier to literacy

development and educational equity in contemporary educational settings. Recent

literature has provided valuable insights into the complexities of digital poverty and
 15

its implications for literacy outcomes, as well as innovative approaches to address

these challenges. By leveraging evidence-based interventions and supporting

educators in their efforts to promote digital literacy, policymakers, educators, and

researchers can work towards reducing digital poverty and fostering literacy

development, ultimately advancing educational equity and student success.

CHAPTER III

ACTION RESEARCH METHODS

PARTICIPANTS AND/OR SOURCES OF DATA AND INFORMATION

The participants of the Research study are the six (06) Grade students
attending Seven Hills Elementary School of Maasim one (01) District for the school
Year 2023-2024 who have encountered digital poverty.

The primary source of data utilized in this research comprised survey

questionnaires administered to students. These questionnaires were designed to
collect information regarding the students' access to digital resources, their
experiences with digital technology, and the challenges they faced when using digital
devices and the internet to enhance their literacy skills.

DATA GATHERING METHODS

The current study focuses on addressing digital poverty to enhance student

literacy. Qualitative research methods were employed to delve into the experiences

and challenges students faced when utilizing digital resources for educational

purposes, both at home and in school. A descriptive qualitative design was selected

to facilitate a thorough exploration of the relevant responses, providing insights into

students' real-life experiences regarding digital poverty.

 16

Data collection commenced after obtaining permission from the principal of

Seven Hills Elementary School, following the submission of a formal request letter.

Subsequently, the gathered data was analyzed and interpreted, through

emphasizing understanding context, allowing for a comprehensive examination of

the factors influencing students' experiences with digital poverty and literacy.

CHAPTER IV

RESULTS AND DISCUSSIONS

DISCUSSION OF RESULTS AND REFLECTION

This study provides valuable insights into the experiences and perspectives of

Seven Hills Elementary School students regarding digital poverty's impact on their

literacy education. Discussion of the results and reflection on this action research

can inform the development of interventions to address identified issues.

Analysis of survey questionnaire data revealed that digital poverty significantly

hinders literacy education for these students. Challenges include limited access to

technology and reliable internet, as well as inadequate digital literacy skills, affecting

their online learning participation, assignment completion, and communication with

peers and teachers. Furthermore, digital poverty diminishes motivation and

engagement in literacy education, leading to frustration.

Based on these findings, stakeholders can devise interventions to alleviate

challenges associated with digital poverty and enhance literacy education for

disadvantaged students. Strategies may involve providing technology and internet

access, offering digital literacy training, and introducing more engaging online
 17

learning platforms. These interventions aim to surmount barriers related to digital

poverty and enhance students' motivation and engagement with literacy education.

In reflecting on the action research process, it's crucial to acknowledge the

strengths and limitations of the methodology. While the survey questionnaire yielded

valuable insights, its limitations include potentially unrepresentative sample sizes

and social desirability biases. Nevertheless, action research remains a valuable tool

for understanding and addressing challenges facing Seven Hills Elementary School

students, ultimately striving to foster meaningful change and improve literacy

education outcomes amidst digital poverty.

Furthermore, the action research process underscores the importance of

collaboration among stakeholders, including educators, administrators, parents, and

community members. By working together, these individuals can leverage their

collective expertise and resources to develop and implement interventions tailored to

the specific needs of Seven Hills Elementary School students. Additionally, ongoing

evaluation and refinement of these interventions are crucial to ensure their

effectiveness and sustainability. Through continuous reflection and adaptation, the

school community can strive towards meaningful and lasting improvements in

addressing digital poverty and enhancing literacy education outcomes for all

students.

ACTION PLAN

This action plan was drawn in response to the recommendation.

Title: Bringing Education's Literacy Up to Date: Reducing Digital Poverty in

Educational Settings
 18

Rationale: The recognition of the significant impact that digital poverty has on literacy

education

The following objectives will be achieved:

A. To improve the learning of the students through the use of digital

B. Identify learners with access to digital

C. Gauge learners’ knowledge/ capacity in using digital equipment

SAMPLE ACTION PLAN MATRIX

OBJECTIVES/ STRATEGIES/ PERSON BUDGET BUDGET TIME SUCCESS

TARGET ACTIVITIES INVOLVED SOURCE FRAME INDICATOR

To improve the Sharing of Student 0.00 Self-funds August to Consolidated

learning of the ideas among and July Grades
students through teachers and Teacher
the use of digital learners

Identify learners Collect data Student 0.00 Self-funds August Save time due to
with access to from the and easy access to
digital teacher/ Teacher information
subject
teacher
 19

Gauge learners’ Engage Students, 240,000.00 MOOE Funds/ September Increased the
knowledge/ learners in Teacher, LGU Funds/ to performance of
capacity in using different and SOLICITATION November the learners
digital equipment activities Principal academically
using a digital
application

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Using evidence to drive policy and practice. Education Policy Analysis Archives,

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Bridging the digital divide: Measuring digital literacy –

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Carreón, J. R., Drake, J. R., & Barton, A. C. (2021). Community technology centers

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Digital poverty: 3 factors and how society can tackle it. –
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https://www.ncfe.org.uk/all-articles/digital-poverty-3-factors-and-how-society-can-
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%20needs%20to%E2%80%9D.
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implications of the internet. Annual Review of Sociology, 27, 307-336.

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CURRICULUM VITAE

PERSONAL DATA
Name: EUSALA, JUANITO JR B.
Address: Purok Balabat,block 2, Poblacion, Polomolok,
South Cotabato
Contact No.: 09918216739
E-mail Address: [email protected]
PERSONAL DETAILS:
Birth Date: April 11,1888
Birth Place: Brgy. Magsaysay, Polomolok, South Cotabato
Gender: Male
Status: Single
Religion: Baptist
Citizenship: Filipino
Language Proficiency: Tagalog, Hiligaynon, Bisaya, English
PARENT:
 22

Name of Father: JUANITO A. EUSALA SR

Name of Mother: SUSAN B. EUSALA
EDUCATIONAL ATTAINMENT:
Graduate School:
Ramon Magsaysay Memorial Colleges – General Santos City
Master of Arts in Education- Educational Mngt.

CURRICULUM VITAE

PERSONAL DATA
Name: PRECIOUS JOY C. RABARA
Address: Purok 4, Old Poblacion Maitum Sarangani
Province
Contact No.: 09663526669
E-mail Address: [email protected]
PERSONAL DETAILS:
Birth Date: October 12, 1993
Birth place: General Santos City
Gender: Female
Status: Married
Religion: Protestant
Citizenship: Filipino
Language Proficiency: Tagalog, Bisaya, Ilocano, Ilonggo, and English
PARENT:
 23

Name of Father: CRISTOPHER P. CRISOSTOMO

Name of Mother: NORA S. CRISOSTOMO
EDUCATIONAL ATTAINMENT:
Graduate School:
Ramon Magsaysay Memorial Colleges. General Santos City
Master of Arts in Education- Educational Mngt.
COLLEGE: EDENTON MISSION COLLEGE INCORPORATED
SECONDARY: MALALAG NATIONAL HIGH SCHOOL
PRIMARY: MAITUM SARANGANI PROVINCE

CURRICULUM VITAE

PERSONAL DATA
Name: RIGGIE MARAÑON RANGAS
Address: Purok 14, POLONULING, TUPI, SOUTH
COTABATO
Contact No.: 09464296402
E-mail Address: [email protected]
PERSONAL DETAILS:
Birth Date: March 31, 1991
Birth Place: Polonuling, Tupi, South Cotabato
Gender: Male
Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Language Proficiency:Tagalog, Bisaya, Ilonggo, and English
PARENT:
 24

Name of Father: SILVESTRE T. RANGAS

Name of Mother: VIRGINIA M. RANGAS
EDUCATIONAL ATTAINMENT:
Graduate School:
Ramon Magsaysay Memorial Colleges. General Santos City
Master of Arts in Education- Educational Mngt.
COLLEGE: SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC
SECONDARY: POLONULING NATIONAL HIGH SCHOOL
PRIMARY : POLONULING CENTRAL ELEMENTARY SCHOOL

CURRICULUM VITAE

PERSONAL DATA
Name: JANELYN D. SAMBOG
Address: Purok Pagkakaisa , Barangay Kablon, Tupi South
Cotabato
Contact No.: 09207077562
E-mail Address: [email protected]
PERSONAL DETAILS:
Birth Date: January 14, 1992
Birth place: Lake Sebu, South Cotabato
Gender: Female
Status: Married
Religion: Jesus Is Lord
Citizenship: Filipino
Language Proficiency:Tboli, Blaan, Tagalog, Bisaya, Ilonggo, and English
PARENT:
 25

Name of Father: JOHNNY D. DALISAN

Name of Mother: JOCELYN R. DALISAN
EDUCATIONAL ATTAINMENT:
Graduate School:
Ramon Magsaysay Memorial Colleges. General Santos City
Master of Arts in Education- Educational Mngt.
COLLEGE:
Southern Philippine Academy College, Inc.
SECONDARY: Santa Cruz Mission High School Dekolon
PRIMARY : Central Elementary School of Lake
Sebu,South Cotabato

CURRICULUM VITAE

PERSONAL DATA
Name: ELVIE DORONIO SUELAN
Address: Purok Bulaong Ext. Labangal, GSC
Contact No.: 09683023876
E-mail address: [email protected]
PERSONAL DETAILS:
Birth Date: December 23,1995
Birth Place: Dumangas, IloIlo
Gender: Female
Status: Single
Religion: Catholic
Citizenship: Filipino
Language Proficiency: Tagalog, Bisaya, Ilonggo, English
PARENT:
 26

Name of Father: Elmer Valencia Suelan

Name of Mother: Juvy Doronio Suelan
EDUCATIONAL ATTAINMENT:
Graduate School:
Ramon Magsaysay Memorial Colleges. General Santos City
Master of Arts in Education- Educational Mngt.

CURRICULUM VITAE

PERSONAL DATA
Name: HAROLD MARTIN TAMBINGAG
Address: Purok Pag-asa, Daliao, Maasim, Sarangani
Province.
Contact No.: 0930 788 1627
E-mail Address: [email protected]
PERSONAL DETAILS:
Birth Date: October 19, 1995
Birth Place: Maasim, Sarangani Province
Gender: Male
Status: Single
Religion: Islam
Citizenship: Filipino
Language Proficiency: Maguindanaon, Tagalog, Bisaya, Ilonggo, Bla’an, English
PARENT:
Name of Father: Jamarudin Sala Tambingag
Name of Mother: Marifa Martin Tambingag
EDUCATIONAL ATTAINMENT:
 27

Graduate School:
Ramon Magsaysay Memorial Colleges. General Santos City
Master of Arts in Education- Educational Mngt.
2019-Present
Tertiary:
Ramon Magsaysay Memorial Colleges. General Santos City
Bachelor of Elementary Education Major in Generalist
2019

CURRICULUM VITAE

PERSONAL DATA
Name: RIENA JANE J. TOBIS
Address: Zone 2B Bula G.S.C
Contact No.: 09606470099
E-mail Address: [email protected]
PERSONAL DETAILS:
Birth Date: August 30,1991
Birth Place: Kawas Alabel Sarangani Province
Gender: Female
Status: Married
Religion: Roman Catholic
Citizenship: Filipino
Language Proficiency:Tagalog, Bisaya & English
PARENT:
Name of Father: Arlan Q. Jimenez
Name of Mother: Jocelyn S. Jimenez
EDUCATIONAL ATTAINMENT:
 28

Graduate School:
Ramon Magsaysay Memorial Colleges. General Santos City
Master of Arts in Education- Educational Mngt.
COLLEGE:
Ramon Magsaysay Memorial College
SECONDARY:
Notre Dame of Dadiangas University- IBED
PRIMARY :
Dadiangas West Central Elementary School