SENIOR HIGH SCHOOL

INFLUENCE OF DEPRESSION ON ACADEMIC PERFORMANCE AS

PERCEIVED BY THE GRADE 12 STUDENTS AT PHILIPPINE CHRISTIAN
UNIVERSITY, DASMARIÑAS

A Research Paper
Presented to the Faculty of Research of the Senior High
School
Philippine Christian University, City of Dasmariñas

In Partial Fulfillment
of the Requirements for the Subject
Inquiries, Investigation, and Immersion
by
Dacuya, Ralp Emmanuel Santonia
Dagsa, Roselyn Joy C.
Sabosido, Andrea Lyn B.
Genodifa, Nissa Mae D.
Sanchez, Ma. Lourdes A.
Jamila, Norine Jenemie Paltingca
Sabater, Keziah Kaye C.
Del Mundo, Clark Joseph L.
ABM 12 - CALVARY

Submitted to:
Mr. Ardin A. Susana
Subject Teacher, Research 12

June 2024,
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APPROVAL LETTER
Mar 12, 2024

Mr. Ardin A. Susana

Subject Teacher
Research Department, Grade 12

Sir:

Good day!

We, researchers from Grade 12 ABM E-Calvary, are currently conducting a research
study entitled: "Influence of Depression on Academic Performance as Perceived by
Grade 12 Students at Philippine Christian University, Dasmariñas” which will
serve as our final output on our research subject.

Regarding this, we would appreciate your assistance in verifying our questionnaires for
use in our research study. Furthermore, it will provide confirmation that every statement
has been examined and verified. Your support would greatly benefit the study's
progress, particularly in providing legitimacy to the findings. It will help us to continue
our research and to make good progress by having it approved by a more knowledgeable
expert.

We would appreciate your kind consideration. Thank you, and God bless.

Respectfully,

Researchers of Group 3 from ABM 12 E - Calvary

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ABSTRACT

Depression is a significant issue that influences everyone. Therefore, the aim of

this study is to ascertain its impact on the academic performance as perceived by Grade
12 students at Philippine Christian University, Dasmariñas' academic accomplishment.
Using the descriptive design, this research will be made.
.
By gathering data via the survey questionnaire, we can see the level of each
category that influences the academic performance of the students. In terms of factors
that affect the academic performance of the students, we will be able to address
problems utilizing the statistical analysis of weighted mean and Pearson r that have a
significant effect of 1.00 level of significance. This indicates a perfect positive
correlation between depression and the Grade 12 academic performance of students at
Philippine Christian University, Dasmariñas.
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ACKNOWLEDGMENT

First, we want to start by sincerely thanking and praising our Almighty God for
providing the courage, knowledge, and direction necessary to make this possible. We
would not have been able to finish this and carry out this study without his guidance and
assistance.

Now, we would like to thank our adviser in Practical Research, Mr., Ardin A.
Susana, for teaching us how to properly write a research paper. Without his teachings
and lessons, we would not have the knowledge to write all the things that were inside
this paper. So, Mr., no, Sir Ardin, we are very thankful and grateful to have you as our
adviser in practical research. We wish you all the best in your career, and we hope that
you can teach a lot of students in your life as a teacher.

The researchers also thank all of the participants for their consent and support of
the study, as well as our classmates and friends for their help in answering our
questionnaires, providing information about topics we were unaware of, and enjoying
themselves as we worked to collect the data that was crucial to the study's success. You
all helped us a lot, and we really appreciate it from the bottom of our hearts. Thank you
very much for your kindness and support.

To their parents, thank you for supporting us financially and mentally so we can
be able to focus with ease in mind and fullness in our stomachs. All the efforts and
money were not in vain, as we have already finished this paper and are ready to present
it to our panelists.

To ourselves, thank you for bearing with us and keeping up with all the stress
and hardships that we have been through. Thank you for not giving up on doing what
you need to do. Thank you for not falling apart and for holding tight.
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I would like to express our gratitude to each and every one of my members for
their hard work, dedication, and interest in this paper. I want to express our gratitude to
my members for making this journey enjoyable. I know that on the day I chose each and
every one of you, you were the ones I was closest to, even though we are not
particularly close yet. But I'm grateful that you still think of me as a leader, even though
I can't always act the way a leader should. I nevertheless promise that I will give this
paper all I have. I anticipate that all of us will have a happy ending and that the
knowledge and lessons we have learned will continue to be passed down to future
generations.
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DEDICATION

This study is first and foremost dedicated to our teachers, who taught us, guided
us, and provided us with encouragement and advice throughout this research to improve
this paper and our knowledge in the field. Especially to our subject teacher for his
invaluable advice, expertise, feedback, constructive criticism, and dedication to
academic growth; they believed in us and knew we could do it, and we did.

To our group members, for their cooperation and support throughout the
research paper process, for their hard work, dedication, and willingness to go the extra
mile;

This research is also intended for our parents. Thank you for your unending
encouragement and faith in our ability to meet our needs, as well as your never-ending
exhortations and prayers to make this research possible.

To our classmates and friends who consented, supported, and volunteered their
time, surveys and entertainment helped us when we needed something to do. Also,
assistance in data collection was a crucial success.

To our loved ones who never leave our side, inspired us to study, motivated us
all the time, and supported us from beginning to end, thank you so much for giving us
the courage, hope, strength, and peace of mind to do this study.

To our loved ones, we are incredibly grateful for providing us with the courage,
hope, strength, and peace of mind we need to complete this study. They never left our
side, encouraged us to study, and supported us throughout.
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And lastly, to our Almighty Father, to whom we express every circumstance. We

are grateful for your protection as well as your blessings, knowledge, and wisdom,
which have made it possible for us to successfully finish our research.
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TABLE OF CONTENTS

PRELIMINARY PARTS Pages

Title Page……………………………………………………..……………………… i.
Approval Letter…………………………………..…………………..…………….… ii
Abstract…….…………………………………………………..…………………….. iii
Acknowledgment……...……………………………………....……………………… iv
Dedication…..….……………………………………………..………………………. v
Table of Contents ………..………………….……………………………………….. vi.
CHAPTER……………………………………………………………………………...…
I. INTRODUCTION
Perceived Gap………..……………………………………………..………………… 1
Background of the Study………………….……………………..…………………… 1
Statement of the Problem……………………..…………………..………………….. 3
Significance of the Study…………………………..……………..………………….. 4
Hypothesis……………………………………….……………..……………………. 5
Scope and Delimitation………………………….……………..……………………. 6
Definition of Variables……………………………….……..……………………….. 6
Review of Related Literature and Studies…………………..………..………………. 8
Synthesis……………………………………..……………..……………………….... 11
Theoretical Framework………………………………….…..…….………………….. 11

II. METHODOLOGY
Research Design……………………………….……………….……………………. 14
Population, Sample, and Sampling Techniques Used………….…………….……… 14
Instrumentation……………………………………………….……………………… 15
Procedure: Rationale………………………………..….…….………………….…… 17
Statistical Analysis of Data………………………………….……………….……… 17
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III. RESULTS AND DISCUSSION

Demographic Profile……………………………………...………………………….. 18

IV. SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary……………...……………………………………………………………. .. 25
Conclusion……………………………………………………...……………………. 28
Recommendations…………………………...……………………………………….. 29

APPENDICES
References………………………………………..………………………………….. 30
Consent Letter………………..……………………………………………………… 33
Instrumentation……………………………………………………………………… 34
Bionote……………………………………………………………………………….
40
List of Tables Page
Table 3.1 Demographics of the Respondents…………………….………………… 18

Table 3.2 Demographics of the Respondents……………………………….……… 19

Table 3.3 The Average Mean Of Each Statement for What is Depression and How Does
It Affect Your Academic Performance…………………………..…………….. .…………. 19

Table 3.4 The Average Mean Of Each Statement for Physical Factors…………….. 20
Table 3.5 The Average Mean Of Each Statement for Mental Factors…………….… 21
Table 3.6 The Pearson R for Statement No.5 of Table 3.3 and Statement No.2 of Table
3.4…………………………………………………………………………...……….. 22
Table 3.7 The Pearson R for Statement No.1 of Table 3.3 and Statement No.4 of Table
3.4……………………...…………………..………………………..……………….. 22
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Table 3.8 The Pearson R for Statement No.5 of Table 3.3 and Statement No.5 of Table
3.5…………………………………………………..………………..……………..... 22
Table 3.9 The Pearson R for Statement No.2 of Table 3.3 and Statement No.1 of Table
3.5………………………………...……………..…………………..……………….. 23
Table 3.10 Results of Hypothesis Testing…………………………………………... 23

LIST OF FIGURES

Theoretical Framework……………………….………….……………………….. 11
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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Perceived Gap

This study seeks to help and inform the students that depression is one of the
factors that impact a student's academic success; therefore, this research will help
understand how depression influences academic performance as perceived by Grade 12
students at Philippine Christian University, Dasmariñas.

Background of the Study

According to Felix Torres (2020), major depressive disorder, sometimes known

as depression, is a common and potentially harmful medical illness that negatively
influences an individual's emotions, thoughts, and behaviour. A decrease in interest in
once-enjoyed activities and/or feelings of sadness are signs of depression, and they can
affect a student's mental health.

Based on the study conducted by the World Health Organization (2023),

depression can lead to problems in school, among other areas of life. Depression causes
the student to be dull, uninterested, afraid, and anxious. This can be very bad for the
student academically. It can cause low grades, failure to pass activities on time, not
going to school, being uncooperative during recitations, and not being able to focus on
their goal. This can be quite draining for the learner and make it very difficult for them
to concentrate on thinking positively, which hinders their ability to learn (International
Board of Credentialing and Continuing Education Standards, 2019, Risks That Can't Be
Ignored, para. 4).
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Anxiety is a typical feeling when coping with day-to-day stressors and issues.
Anxiety, however, turns into a disorder when these feelings are overwhelming,
unreasonable, and persistent and interfere with an individual's capacity to operate (Chan,
2019). Students are more likely to get disengaged in the classroom when they are
depressed or anxious. This may lead them to engage in actions that will enable them to
stay out of particular circumstances and events. Students may exhibit symptoms of an
anxiety condition, for instance, by skipping class or visiting the nurse during a test or
presentation (International Board of Credentialing and Continuing Education Standards,
2019, Inconsistent Academic Results Can Be a Sign of Mental Health Issues, para. 2–3).

According to M.I. Yousof (2015), many researchers have investigated the

relationship between depression and the academic performance of students, and that
relationship has a high level of significance between them. It can also affect the students
who are in college, which has a negative effect on their academic success. The
American College Health Association conducted a nationwide survey in 2011 on
college students at two- and four-year institutions and found that almost 30% of college
students were found to be depressed.

Students who are experiencing this will have poor academic performance at
school and resistance to anything related to school. It can also include a lack of
engagement in the classroom, having no interest in having dreams and passions to
pursue in the future, and having poor relationships with peers, teachers, and everyone
else (International Board of Credentialing and Continuing Education Standards, 2019,
Impact of Anxiety and Depression on Performance, para. 1).
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Statement of the Problem

The problem discusses and understands how depression influences academic

performance as perceived by Grade 12 students at PCU Dasmariñas. Depression is a
mental illness that influences people's general well-being. The aim of this research is to
examine the link and influencing factors between depression and academic performance
among PCU Dasmariñas Grade 12 students. By investigating this matter, we may
acquire knowledge about the particular difficulties that PCU Dasmariñas's Grade 12
students who suffer from depression encounter.

1. What is the demographic profile of the respondents?

1:1. Gender

1:2. Age

2. What is the academic performance of the students in terms of:

2:1. Class Participation

3. What are the factors contributing to decreased academic performance among the
Grade 12 students at PCU Dasmariñas who experience depression?

3.1: Mental Factors

3:2 Physical Factors

Throughout the study, the researchers are hoping to accomplish the goal and purpose of
the study, such as those that relate to these questions:
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Based on the question above, the researcher aims to achieve the research purpose. (1)
Knowing the demographic profile of respondents by their gender and age. (2)
distinguishing the academic performance of the students in terms of class participation.
(3) Determining the factors influencing the academic performance as perceived by
Grade 12 students at Philippine Christian University, Dasmariñas, who experience
depression in terms of mental factors-related statements and physical factors-related
statements.

Significance of the Study

The purpose of this study was to demonstrate how depression affected academic
performance as perceived by Grade 12 students at Philippine Christian University,
Dasmariñas. It will also increase awareness and provide additional contributions that
will help provide relevant information for other literature. Furthermore, the following
individuals and groups will benefit from this research:

Students: It will provide information on what behaviors might be taken to reduce or

avoid depression. They will be able to monitor their progress without being affected by
depression due to this study.

Teachers: In this study, the teachers will be informed of the effects of depression on the
academic performance of their students. Teachers will benefit from the study's ability to
identify depressive symptoms and provide students with the right services. Through this,
they can support and encourage the students who are experiencing depression.

School administrators: This will help them to give extra attention to their students by
giving them the support they need mentally and physically. This will be informative for
them to make additional plans on how they can support their students.
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Parents: This study will greatly help these parents provide some solutions for their
children because it will affect their children’s future and health. It will also be a way to
know what their children’s problems are and what they are going through

Future researchers: The results of this study will assist researchers in the future in
realizing the importance of protecting and helping students. By acknowledging this,
they will be able to deliver information that is both more comprehensive and brief.

Psychologists: Through this study, they will be able to identify the factors and how they
affect the student's academic performance. Through this research, they will also be able
to think of a way to avoid this problem.

Hypothesis

According to this hypothesis, depression may have a major effect on students'

academic performance and should be taken into account if you or someone you know is
experiencing depression. It also raises the possibility that depression and academic
achievement are related.

Null Hypothesis (H0):

"There is no significant effect of depression on the academic performance of Grade 12

students at PCU Dasmariñas."

Alternative Hypothesis (H1):

"There is a significant effect of depression on the academic performance of Grade 12

students at PCU Dasmariñas.
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Scope and Delimitation

Depression can significantly impact academic performance, as perceived by

Grade 12 students at PCU Dasmariñas. The emotional toll of depression often leads to a
decrease in motivation, making it challenging for students to concentrate on their
studies. Persistent feelings of sadness, hopelessness, or fatigue can interfere with
cognitive functions, affecting their ability to retain information and engage in class
activities.

Furthermore, the social aspects of depression can exacerbate these challenges.

Students may withdraw from social interactions, limiting opportunities for collaborative
learning and peer support. In the context of Grade 12 students who are studying very
hard and where teamwork and effective communication skills are crucial, the isolating
nature of depression can hinder students' ability to fully participate in group projects or
discussions.

The scope of this study encompasses a comprehensive examination of the

academic performance of Grade 12 students specifically at PCU Dasmariñas,
considering factors such as attendance, grades, and participation. The delimitations
include focusing solely on the impact of depression and not exploring other mental
health conditions. Additionally, external factors such as family issues or financial
stressors, while acknowledged, will not be the primary focus, ensuring a more targeted
investigation into the specific challenges posed by depression on academic achievement
within this particular academic setting.

Definition of Variables

Academic Performance: Students' ability to apply their knowledge, skills, and abilities
to real-world issues is measured through performance assessments.
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Stressor: A stressor is an external stimulus, chemical or biological substance,

environmental condition, or event that is supposed to cause stress in a living organism.

Philippine Christian University, Dasmariñas: This school in Dasmariñas, Cavite, is a

Christian school that is related to the Church of the United Methodist and the United
Church of Christ in the Philippines. It is giving education with the growth of Christian
character and helping the needs of individuals to be responsible leaders and protectors
across the world. In Dasmariñas, Cavite, Philippine Christian University, related to the
Church of the United Methodist and the United Church of Christ in the country of the
Philippines, is committed to granting an outstanding education infused with fostering
the growth of Christian character, attending to the needs of individuals, and preparing
them to be responsible leaders and protectors while encouraging kindness and
comprehension between different religions and across international borders.

Depression: Also referred to as depressive disorder, is a prevalent mental illness. It is

characterized by a protracted period of depression, loss of pleasure, or loss of interest in
activities.

Anxiety: Induced tension-induced sensations, anxious thoughts, and bodily changes like
elevated blood pressure are all indicative of anxiety. Anxiety disorder sufferers typically
experience intrusive thoughts or worries on a regular basis.

Mental health: our emotional, psychological, and social well-being are all parts of our
mental health. It influences our feelings, thoughts, and behaviours. It also influences
how we respond to stress, interact with people, and make wise decisions.

Mental Illness: refers to all diseases that can be diagnosed as mental disorders,
including illnesses that cause notable changes in thought, feeling, or behaviour. distress
and/or difficulties carrying out social, professional, or familial tasks.
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Physician: A professional practitioner, clinical doctor, or generally a doctor is a health-

related professional who does investigation, assessments, and provides and promotes
wellness by resolving diseases, complications, and various psychological and physical
problems.

Therapists: Psychologists, social workers, counsellors, and other professionals with

training in other service fields, are also professionals. They are beneficial for providing
counselling to people with a range of physical and mental problems.

Emotion: Emotions are the reactions that humans have to events or situations.

Review of Related Literature and Studies

This section will offer a more vast and solid understanding of the study. It will
serve as a crucial component that enriches the research process by providing a
comprehensive backdrop of existing knowledge and insights. Serving as an additional
knowledge base that the researchers will provide to help you understand and
comprehend what this study is all about. We will explore a lot more and obtain new
information from these studies. By engaging with a diverse array of academic sources,
we researchers can unearth valuable perspectives, methodologies, and theoretical
frameworks that shape the trajectory of the investigation. This process of scholarly
engagement and synthesis is fundamental for constructing a well-informed and rigorous
research study that contributes meaningfully to the scholarly community.

Negative thoughts have effects on Depression

Thinking negatively only attracts bad and negative things. Having a negative
mind means that you are incapable of doing something that might help you to go
forward and face your problems. According to Healthwise Staff (2022), thinking
negatively can only worsen your depression. It will only make it worse if you do not
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stop thinking and worrying about things that have not yet happened. It will lead to new
feelings and emotions that are not healthy for you and might stop you from moving
forward and doing your best as a student.

How stress can affect the quality of learning for students

Stress can occur if you are finding something difficult or having a hard time
solving a problem. Stress happens to anyone, especially students who have a lot of
schoolwork and other things. According to Mofatteh M.'s research, stress can have a
significant impact on one's mental health. (2020). Not treating struggling mental health
can cause difficulty for students and hurt their quality of life and academic performance,
including, but not limited to, lower test performance, alcohol and substance abuse,
reduced empathetic behaviour, connection instability, a lack of self-confidence, and
thoughts of self-harm. Stress is also one of the biggest problems for students whenever
they are not able to keep up with the activities and responsibilities that they need to
fulfil.

Poor Mental Health

Mental health refers to our psychological, social, and emotional health. It

influences how we think, feel, and act as we deal with life. It also influences how we
manage stress, interact with others, and make decisions. Mental health is essential at all
stages of life, from childhood and adolescence to adulthood and aging (Mental Health,
2023). Poor mental health could lead to or worsen depression. A student who
experiences this will not be able to perform well in class, which will lead to many bad
circumstances.
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Emotions and Depression

Emotion, it seems, must be at the heart of depression. According to the sufferer,

the most distressing components of the disease are uncontrollable emotions of despair,
emptiness, and anxiousness. Painful feelings force people to seek treatment or, in the
worst-case scenario, to commit acts of self-harm, including suicide. Feelings are also
crucial to the diagnosis of depression. The standard diagnostic manuals define
depression as a mood condition. Depression cannot be diagnosed without some evidence
of a persistent mood disruption, such as excessive sorrow and/or a significantly reduced
feeling of pleasure (Rottenberg, pp. 241-263, 2017)

How does my mental health affect my physical health?

According to the Mental Health Foundation (2022), physical health can be

affected by mental health due to the state of how a person with mental health issues
thinks and acts. For example, if you’re having a breakdown, you are less likely to go out
and eat because you don't have the motivation to do so. This means you are neglecting
your body by not eating, which can lead to many different situations and problems.

Effects of Depression on Academic Learning:

According to the study of Dr. Tehseen Tahir et al. (2021), depression is one of
the most poorly recognized problems among students that influences their personal,
social, and academic performance. Thus, depressed students spend less time on their
studies and perform poorly. Many studies also determined that depression has a severe
impact on students' lives because of their family problems and such.
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How Depression Influences the Attendance of Students

A study conducted by David Laurence et al. (2019) states that most of the
students who have a lot of absences do so because of truancy, school refusal, and
absenteeism. However, the disturbing factor is that all three are connected to mental
health. Mental health is important for students to maintain their mind and behavior to be
stable and productive.

Synthesis

Overall, the research simplifies the factors that can cause and contribute to
depression. Thinking negatively is unhealthy for you since it may lead to activities that
are not appropriate. Stress has a significant impact on students' learning and academic
achievement. However, poor mental and physical health also influences our ability to
think and respond in many scenarios. Furthermore, uncontrollable emotions cause us to
become unstable and despairing.

Theoretical Framework

In this research, it is important to have strong and credible information that will
support the purpose and ideas of this research.

This research is similar to Cognitive Theories of Depression by Aaron Beck,

who stated that cognitive theories gained significance as a result of early behaviourist’s'
failure to take ideas and feelings seriously. Nonetheless, the cognitive movement did not
ignore behavioural foundations. Rather, the cognitive theory approach sought to
accommodate psychological occurrences in the behavioural framework. Cognitive
behavioural theories (also known as "cognitive theories") are labelled "cognitive"
because they deal with mental events like thinking and feeling. The reason they are
called "cognitive-behavioural" is that they address cognitive processes within the
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framework of the learning principle, which provided the groundwork for the pure
behavioural hypothesis discussed before. The most widely used and extensively studied
type of psychotherapy currently available is called Cognitive-Behavioural Therapy
(CBT), which is based on cognitive theory and behaviourism, both of which are
growing in popularity.

https://www.google.com/url?sa=i&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fshelleypsych.wordpress.com%2F2016%2F03%2F11%2Fdepression-explanation-12c%2F&psig=AOvVaw1Kaw5y98F5mXdz7XsdDqos&ust=1708223947022000&source=images&cd=vfe&opi=89978449&ved=0CBMQjRxqFwoTCNi1paSssYQDFQAAAAAdAAAAABAD

The graphic above depicts the theoretical framework for this investigation. It
states that negative thinking causes negative feelings, which lead to depression.
Thinking can change the way we think and act, which can lead to a variety of negative
situations.
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Students are sensitive to negative thinking. They have so many duties as students
and children that the tasks that they must complete are not always completed since we,
as humans, get tired and need to rest in order to be productive again.

So, this theory is critical to this study since it ties the interaction between
students and depression, which is beneficial for each other. Negative thinking leads to
negative behaviour, and awful behaviour might have consequences, which will
undoubtedly damage a student's academic achievement.
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CHAPTER II

METHODOLOGY

As the study indicates, we'd like to know how depression influences academic
performance among grade 12 students at PCU Dasmariñas. To obtain these, we will
employ several methodologies and procedures to collect the precise data required for the
study. This is being begun to give accurate and credible information for the purpose of
improving this study. Using the proper methods and gathering approaches will produce
a better result.

Research Design

In this study, the researcher will employ a descriptive research design. A

descriptive study will be done to determine how depression symptoms influence
academic performance as perceived by Grade 12 students at PCU Dasmariñas. Students
who are depressed are more inclined to abandon learning opportunities and interests. It
enables students from various backgrounds to determine whether gender and age
influence their depression symptoms.

Population, Sample, and Sampling Techniques Used

This study will take place at Philippine Christian University, Dasmariñas,

because it is the school to which we are going and the place where we feel comfortable
gathering information and selecting the right respondents for our research. We will
gather the information for the Grade 12 students of PCU Dasmariñas, which is at least
10 sample sizes. This is done to ensure the accuracy and relevance of the study to the
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current situation of the students. Also, to make this happen, we will use Google Forms
as our tool to gather information from the students.

We will use the stratified sampling technique when gathering the data to know
more about the differences between the age and gender of each student.

Instrumentation

To provide good and accurate data, we will ask the respondents the following
questions to the respondents; (1) What is depression, and how does it affect your
academic performance? (2) Depression on physical factors; (3) Depression on mental
factors? These questions will have choices for the respondents to make, so they will feel
comfortable, and their answers will be true to themselves. These questions will be
approved by the research instructor to make sure that this questionnaire is relevant to the
study.

TABLE 1

Likert Scale for What Is Depression, and How Does It Affect Your Academic
Performance?

Strongly Agree 5

Agree 4

Neither 3

Disagree 2

Strongly Disagree 1
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TABLE 2

Likert Scale to Depression on Physical Factors.

Always 5

Sometimes 4

Often 3

Rarely 2

Never 1

TABLE 3

Likert Scale for Depression on Mental Factors

Strong Agree 5

Agree 4

Neither 3

Disagree 2

Strongly Disagree 1
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PROCEDURE

Rationale

Procedure: Surveys and a review of academic records will be utilized in

combination to collect research data. Initially, consent forms will be distributed in class
or digitally to recruit volunteers from PCU Dasmariñas Grade 12 students. Finally,
statistical approaches will be utilized to discover correlations between Grade 12
students' academic achievement and depression.

Statistical Analysis of Data

To acquire the data needed for this qualitative examination, the study's
researchers will employ the statistical tests listed below.

The researchers will use the weighted mean approach to get the average of each
response to each item because their questionnaire will include Likert scales.

Weighted Mean:

X = ∑fx

The researchers will also use Pearson –r (Product – Moment Correlation Coefficient)

It is used to indicate how strong the linear relationship of the variables indicated in a is.

Formula:

r= n(∑xy) – (∑x) (∑y)

√[n(∑x2)-(∑x)2] [n( ∑y2) – (∑y)2]

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CHAPTER III

RESULTS AND DISCUSSION

This chapter will provide the necessary information about the data that has been
collected and how to avoid and analyse it, whether it is relevant to the purpose of this
research or not. This will show you the results and how the researchers managed to get
this outcome.

DEMOGRAPHICS OF THE RESPONDENTS

TABLE 3.1

Sex Frequency

Male 10

Female 10

Total 20

Table 3.1 shows the respondents, which are male and female

These students are kind and chosen to be asked to answer our questionnaire using
Stratified Sampling.
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TABLE 3.2

Age Frequency

17-18 15 (75%)

19-20 5 (25%)

Total 20

THE AVERAGE WEIGHTED MEAN OF EACH STATEMENT FOR WHAT IS

DEPRESSION, AND HOW DOES IT AFFECT YOUR ACADEMIC
PERFORMANCE?

TABLE 3.3

What is Depression, and How Does it Affect Your Academic Rating Remarks
Performance?

Depression is a disease that affects your mental and physical 4.75 Agree
health.

Depression has bad effects on the academic performance of a 4.65 Agree

student.

Depression affects our behaviour inside and outside of school. 4.9 Agree

Depression isolates me from being happy. 4.35 Agree

Depression affects how I socialize with others. 3.75 Neither

The table shows the results of What is Depression and How Does It Affect Your
Academic Performance?
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The statement that affects academic performance the most is statement 3, resulting in
4.9 ratings with the remark "agree.". It says that most of the respondents experience this,
which has a significant effect on their academic performance in school. While statement
1 has a rating of 4.75 with the "agree" remarks, statement 2 has 4.65 ratings and "agree"
remarks too, statement 4 has 4.35 ratings, and statement 5 has 3.75 ratings, and they
both have the remarks "neither.".

THE AVERAGE WEIGHTED MEAN OF EACH STATEMENT FOR

PHYSICAL FACTORS

TABLE 3.4

Physical Factors Rating Remarks

Not having enough sleep can affect your academic performance at 4.5 Agree
school.

My classmates are always bullying me and saying something bad 3.45 Neither
about me, which is why I do not want to participate in any activities.

Not eating proper foods can make you sick and can affect your 4.25 Agree
academic performance.

Being physically sick can result in an absence from class. 4.85 Agree

Not exercising regularly can affect your academic performance. 3.15 Neither

Table 3.4 shows the rate for each factor.

Based on the given result, the most experienced physical factor that influences the
academic performance of the students is being physically sick.
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THE AVERAGE WEIGHTED MEAN OF EACH STATEMENT FOR MENTAL

FACTORS

TABLE 3.5

Mental Factors Ratings Remarks

Having negative thoughts affects how well I perform in school. 4.9 Sometimes

Worries and stress affect my thinking, which results in poor 4.6 Sometimes
academic performance.

Comparing my own achievements to others is making me feel 4.75 Sometimes

down.

The pressure that my family puts on me affects me and my 4.95 Sometimes

plans, but sometimes it puts a burden on my mental health.

My mental health is affected by the problems that I cannot 4 Sometimes

handle immediately.

Table 3.5 shows the ratings and remarks on the mental factors of the respondents. Most
of them have mental health issues inside and outside the class.

PEARSON’S R

Pearson’s R will be used to determine the relationship between the selected statements
in Tables 3.3, 3.4, and 3.5.
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The statements here are Statement No. 5 of Table 3.3 and Statement No. 2 of Table
3.4.

TABLE 3.6

x y xy x² y²

3 2 6 9 4

9 5 45 81 25

8 13 104 64 169

= 20 = 20 = 155 = 154 = 198

The statements here are Statement No. 1 of Table 3.3 and Statement No. 4 of Table
3.4.

TABLE 3.7

x y xy x² y²

15 17 255 225 289

5 3 85 25 298

= 20 = 20 = 270 = 250 = 298

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The statements here are Statement No. 5 of Table 3.3 and Statement No. 5 of Table
3.5.

TABLE 3.8

x y xy x² y²

3 5 15 9 25

9 10 90 81 100

8 5 40 64 25

= 20 = 20 = 145 = 154 = 150

The statements here are Statement No. 2 of Table 3.3 and Statement No. 1 of Table
3.5.

TABLE 3.9

x y xy x² y²

13 18 234 169 324

7 2 14 49 4

= 20 = 20 = 248 = 218 = 328

TABLE 3.10 RESULTS OF THE HYPOTHESIS TESTING

Statistical Treatment Result Decision

Pearson - r 3.72 > 0.361 Reject H0

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This study shows that depression has a significant influence on academic

performance as perceived by the Grade 12 students at Philippine Christian University,
Dasmariñas. With a P-value of 3.72 that was gathered by the result of the Pearson-r in
each statement. With the critical value of 0.361, the P-value is 3.72, which means that
the P-value is greater than the critical value. That being said, the H0 will be rejected and
the alternative hypothesis will be accepted. Thus, the hypothesis testing is a success, and
without a doubt, depression has a significant influence on academic performance as
perceived by the Grade 12 students at Philippine Christian University, Dasmariñas.
 25
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CHAPTER IV

Summary

The research paper titled “Influence of Depression on Academic Performance as

Perceived by Grade 12 Students at Philippine Christian University, Dasmariñas,”
conducted by Grade 12 ABM E-Calvary researchers at Philippine Christian University’s
Dasmariñascampus, delves into the intricate relationship between the influence of
depression and the academic performance of the students. Commencing with a thorough
introduction that addresses the existing knowledge gap on depression’s influence on
academic success, the study references pertinent literature to underscore the effects of
depression on mental factors, physical factors, and academic performance.

The problem statement of the study articulates clear objectives: demographic

profiling of respondents, assessment of academic performance, and identification of
factors influencing academic performance. The study’s significance is emphasized,
highlighting its relevance to students, educators, administrators, parents, future
researchers, and psychologists. The research problem delves into the influence of
depression on academic performance as perceived by the Grade 12 students’ at PCU
Dasmariñas, recognizing depression as a mental health issue affecting overall well-
being. The study aims to explore the link between depression and academic
performance among PCU Dasmariñas Grade 12 students, investigating factors
influencing academic performance. The research seeks to understand the demographic
profile of respondents, including gender and age, and evaluate students’ academic
performance in terms of how they see depression, mental factors, and physical factors. It
further examines the factors influencing academic performance, focusing on mental and
physical factors.

The hypothesis section posits significant relationships between depression and

academic performance as perceived by the Grade 12 students. Drawing upon cognitive
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theories of depression, the theoretical framework underscores the pivotal role of

negative thinking in exacerbating depressive symptoms and influencing behavior. The
study aims to show how depression influences academic performance as perceived by
the Grade 12 students at PCU Dasmariñas. It will raise awareness and contribute
valuable insights for future research. The hypothesis posits that depression significantly
influences the academic performance of Grade 12 students at PCU Dasmariñas,
emphasizing the importance of considering depression when experiencing academic
challenges. It suggests a strong correlation between depression and academic
achievement. The null hypothesis states that there is no significant effect of depression
on academic performance, while the alternative hypothesis asserts that depression does
have a significant influence on academic performance as perceived by the Grade 12
students at PCU Dasmariñas.

The research will benefit students by providing guidance on managing and

preventing depression. Teachers will learn about the effects of depression on students’
academic success and how to support them effectively. School administrators can use
the findings to offer mental and physical support to students. Parents will gain ideas to
help their children prevent depression and understand their challenges. Future
researchers will see the significance of student well-being and academic support.
Psychologists can identify factors affecting academic performance and develop
strategies to address them.

Methodology details the robust research design, population, sample, sampling

techniques, instrumentation, and statistical analysis methods. Data collection techniques
include surveys and academic records reviews, with statistical analyses such as
weighted mean and Pearson correlation coefficient employed to derive meaningful
insights. It is limited to solely exploring the influence of depression, excluding other
mental health conditions. External influences such as family issues or physical
behaviors, though recognized, will not be the primary focus, ensuring a focused
investigation into the influence of depression on academic performance within this
 27
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academic context. This study utilizes a descriptive research design to investigate how
depression symptoms influence academic performance as perceived by the Grade 12
students at PCU Dasmariñas. The research aims to assess the influence of depression on
students’ engagement in learning activities and interests, while also exploring the
potential effects of gender and age on depression symptoms.

The study was conducted at PCU Dasmariñas and specifically targeted Grade 12
students with a sample size of 20 respondents, ensuring the study’s accuracy and
relevance. Google Forms were utilized as the data collection tool. The research
employed stratified sampling to explore variations based on age and gender. The
questionnaire covered topics such as factors influencing academic performance, self-
assessment of academic success, and effective methods to prevent depression. These
questions were reviewed by the research instructor to ensure their alignment with the
study objectives. Surveys and a review of academic records were used to collect
research data. Initially, consent forms were distributed in class or digitally to recruit
volunteers from PCU Dasmariñas Grade 12 students. Statistical approaches were then
utilized to identify correlations between Grade 12 students’ academic achievement and
depression.

In Chapter III, the results and discussion were presented, detailing the collected
data and how it was avoided and analyzed for relevance to the research purpose. The
chapter showcased the outcomes and how the researchers successfully obtained these
results.

Results and discussion sections elucidate the research findings on respondent

demographics and factors influencing depression, such as physical factors and mental
factors. Statistical analyses reveal a significant positive correlation between factors
affecting academic performance and actual academic performance, corroborating the
study’s hypotheses. The study contributes valuable insights into the link between
depression and academic performance among Grade 12 students, aiming to inform
stakeholders and enhance students’ overall well-being and academic success. Based on
 28
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the findings, researchers have concluded that conditions associated with depression can
greatly increase the chances of academic underachievement. By providing essential
support and preventive measures to prevent this from occurring, it can have positive
effects on others.

In conclusion, the research findings of our study indicate a rejection of the null
hypothesis, affirming a significant influence of depression on academic performance as
perceived by the Grade 12 ABM students at Philippine Christian University.

Conclusion

1. Understanding a student's academic success involves considering demographic

aspects like age and gender.

2. Depression can affect a person's academic performance, including their ability to

participate in class.

3. Students who are depressed often do worse academically because of physical factors
and mental factors.

Recommendation

Based on the findings of this descriptive study, the following recommendations

are proposed:

1. Implement school-based mental health programs: The study findings highlight the
significant influence of depression on the academic performance of grade 12 students at
PCU Dasmariñas.

2. Provide teacher training on mental and physical health awareness: It is crucial that
teachers are equipped with the knowledge and skills to recognize the signs of depression
 29
SENIOR HIGH SCHOOL

in their students and provide appropriate support. The school administration should
organize regular training sessions for teachers on mental health awareness, enabling
them to identify at-risk students and refer them to the necessary resources.

3. Strengthen parent-school collaboration: Parental involvement and support are crucial

in addressing the mental health needs of students. The school should establish strong
communication channels with parents, encouraging them to be actively involved in their
child's academic and emotional well-being. This collaboration can help ensure a holistic
approach to supporting students with depression.

4. Integrate mental health education into the curriculum. To destigmatize mental health
issues and promote a culture of openness and understanding, the school should consider
integrating mental health education into the curriculum. This can include lessons on
stress management, coping strategies, and the importance of seeking help when needed.

5. Establish a referral system for mental health services: The school should have a well-
defined referral system in place to connect students with depression to appropriate
mental health professionals, such as counselors, psychologists, or community-based
mental health services. This will ensure that students receive the necessary support and
interventions to address their mental health concerns.

Implementing these recommendations can create a supportive environment that

prioritizes the mental health and academic success of grade 12 students at PCU
Dasmariñas, ultimately leading to improved educational outcomes and overall well-
being.
 30

SENIOR HIGH SCHOOL

References

Chan, L. (2019, October 7). From anxiety to schizophrenia: Mental health conditions,
ex... Our Better World. https://www.ourbetterworld.org/series/mental-health/support-
toolkit/anxiety-schizophrenia-mental-health-conditions-explained

Onyemaechi, C. (2024, April). What is depression?. Psychiatry.org - What Is

Depression? https://www.psychiatry.org/patients-families/depression/what-is-
depression#:~:text=Depression%20(major%20depressive%20disorder)%20is,in
%20activities%20you%20once%20enjoyed

World Health Organization. (2023, March 31). Depressive disorder (depression). World
Health Organization. https://www.who.int/news-room/fact-sheets/detail/depression/?
gclid=Cj0KCQiAjMKqBhCgARIsAPDgWlx1vEzEsb_PwdNGQasK70Hc0vN2xyWSk
e0unlMAR2IV75vOvonmWpYaAqDfEALw_wcB

Impact of anxiety and depression on student academic progress. IBCCES. (2020, April
17). https://ibcces.org/blog/2019/05/01/impact-anxiety-depression-student-progress/
#:~:text=When%20someone%20is%20experiencing%20anxiety,detracts%20from
%20their%20learning%20abilities

Khurshid, S., Parveen, Q., Yousuf, M. I., & Chaudhry, Dr. A. G. (2015, October).
(PDF) effects of depression on students’ academic performance.
https://www.researchgate.net/publication/278191116_EFFECTS_OF_DEPRESSION_O
N_STUDENTS’_ACADEMIC_PERFORMANCE

Impact of anxiety and depression on student academic progress. IBCCES. (2020, April
17). https://ibcces.org/blog/2019/05/01/impact-anxiety-depression-student-progress/

Tchiki Davis, Ph. D. (2024, March 11). What is positive thinking? +9 examples of
positive thoughts. PositivePsychology.com. https://positivepsychology.com/positive-
thinking/#:~:text=Broadly%20speaking%2C%20positive%20thinking%20can,outcomes
%20like%20wellbeing%20or%20depression
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Naushad, S., Farooqui, W., Sharma, S., Rani, M., Singh, R., & Verma, S. (2014). Study
of proportion and determinants of depression among college students in Mangalore City.
Nigerian medical journal : journal of the Nigeria Medical Association.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4003720/

beauxreinhartsillero. (2022, October). Pasagot po!what are the benefits or significance

of our study for future researchers? - Brainly.ph. Brainly.
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National Research Council (US) and Institute of Medicine (US) Committee on

Depression, Practices, P., & and the Healthy Development of Children. (1970, January
1). Associations between depression in parents and parenting, Child Health, and child
psychological functioning. Depression in Parents, Parenting, and Children:
Opportunities to Improve Identification, Treatment, and Prevention.
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Li, W., Gao, W. yang, & Fu, W. dong. (2021, January 6). When does teacher support
reduce depression in students? the moderating role of Students’ status as left-behind
children. Frontiers. https://www.frontiersin.org/articles/10.3389/fpsyg.2021.608359

Staff, H. (2022, October 20). Depression: Stop negative thoughts. Depression: Stop
Negative Thoughts | HealthLink BC.
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thoughts#:~:text=Negative%20thoughts%20can%20make%20depression,practice
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Mofatteh, M. (2020, December 25). Risk factors associated with stress, anxiety, and
depression among university undergraduate students. AIMS public health.
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fbclid=IwAR3N0kyYhnZ_Y5LQex1cnyyXiOgVI6gyTbf0aCjekShfp1SxEJ5q8ONU67
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U.S. National Library of Medicine. (n.d.). Mental health. MedlinePlus.

https://medlineplus.gov/mentalhealth.html

Rottenberg, J. (2017, May 8). Emotions in depression: What do we really know?.

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045252#:~:text=Intuitively%2C%20emotion%20must%20be%20a,self%2Dharm%2C
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https://www.mentalhealth.org.uk/explore-mental-health/a-z-topics/physical-health-and-
mental-health
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Consent Letter

To whom it may concern:

Good Day!

We would like to have your participation as one of our respondents for our
research project. The title of our research is “Descriptive Study of Depression's
Influence on Academic Performance among Grade 12 Students at PCU Dasmariñas.”.

We are the students of PCU Dasmariñas, and you were invited to become our
respondents because you are also a fellow student of our school. The purpose of this is
to evaluate and seek out students who are experiencing or who have already experienced
depression. This will be very beneficial not only to us but also to the other students who
need a helping hand. This is also a good opportunity to voice out the unspoken words or
feelings that are being kept inside of us.

Please consider answering our questionnaire, and you still have the right not to
participate as our respondent. But still, thank you for your time and consideration. We
would like your response if you agree to answer.

Thank you very much, and have a nice day!

Respectfully,

The Researchers
 34
SENIOR HIGH SCHOOL

Instrumentation

Name or Nickname (Optional)

a a

Demographic Profile

Sex

Male

Female

Age

17-18

19-20
 35

SENIOR HIGH SCHOOL

What is Depression, and How Does it Affect Your Academic Performance?

1. Depression is a disease that affects your mental and physical health.

Strongly Agree

Agree

Neither

Disagree

Strongly Disagree

2. Depression has bad effects on the academic performance of a student.

Strongly Agree
 36
SENIOR HIGH SCHOOL

Agree

Neither

Disagree

Strongly Disagree

3. Depression affects our behaviour inside and outside of school.

Strongly Agree

Agree


 37
SENIOR HIGH SCHOOL

Neither

Disagree

Strongly Disagree

4. Depression isolates me from being happy.

Strongly Agree

Agree

Neither

Disagree
 38

SENIOR HIGH SCHOOL

Strongly Disagree

5. Depression affects how I socialize with others.

Strongly Agree

Agree

Neither

Disagree

Strongly Disagree

Physical Factors
 39
SENIOR HIGH SCHOOL

1. Not having enough sleep can affect your academic performance at school.

Strongly Agree

Agree

Neither

Disagree

Strongly Disagree

2. My classmates are always bullying me and saying something bad about me,
which is why I do not want to participate in any activities.

Strongly Agree
 40
SENIOR HIGH SCHOOL

Agree

Neither

Disagree

Strongly Disagree

3. Not eating proper foods can make you sick and can affect your academic
performance.

Strongly Agree


 SENIOR HIGH SCHOOL

Agree

Neither

Disagree

Strongly Disagree

4. Being physically sick can result in an absence from class.

Strongly Agree

Agree

Neither
 41

SENIOR HIGH SCHOOL

Disagree

Strongly Disagree

5. Not exercising regularly can affect your academic performance.

Strongly Agree

Agree

Neither

Disagree


 42

SENIOR HIGH SCHOOL

Strongly Disagree

Mental Factors

1. Having negative thoughts affects how well I perform in school.

Always

Sometimes

Often

Rarely

Never
 43
SENIOR HIGH SCHOOL

2. Worries and stress affect my thinking, which results in poor academic

performance.

Always

Sometimes

Often

Rarely

Never

3. Comparing my own achievements to others is making me feel down.

Always
 44
SENIOR HIGH SCHOOL

Sometimes

Often

Rarely

Never

4. The pressure that my family puts on me affects me and my plans, but sometimes
it puts a burden on my mental health.

Always

Sometimes
 45
SENIOR HIGH SCHOOL

Often

Rarely

Never

5. My mental health is affected by the problems that I cannot handle immediately.

Always

Sometimes

Often


 46

SENIOR HIGH SCHOOL

Rarely

Never

BIONOTE
 47
SENIOR HIGH SCHOOL

Ralp Emmanuel S. Dacuya

18 years old

Governor Luis A. Ferrer Jr. East National High School

Philippine Christian University, Dasmariñas

Bachelor of Science in Business Management, Major in Operations

Management

Roselyn Joy C. Dagsa

: 18 years old

: Congressional Integrated High School

: Philippine Christian University, Dasmariñas

: Bachelor of Science in Business Management (BSBM)

Nissa Mae D. Genodifa

18 years old

Governor Luis A. Ferrer Jr. East National High School

Philippine Christian University, Dasmariñas

Bachelor of Science in Office Administration

Andrea Lyn B. Sabosido

 48
SENIOR HIGH SCHOOL

18 years old

Salawag National High School

Philippine Christian University, Dasmariñas

Accounting, Business Management

Bachelor of Science in Tourism Management

Ma. Lourdes A. Sanchez

18 years old

Governor Luis A. Ferrer Jr. East National High School

Philippine Christian University, Dasmariñas

ABM (Accountancy Business Management)

Bachelor of Science in Tourism Management

Norine Jenemie P. Jamila

 49
SENIOR HIGH SCHOOL

17 years old

Dasmariñas Integrates High School

Philippine Christian University, Dasmariñas

Bachelor of Science in Tourism Management

Keziah Kaye C. Sabater

18 years old

Maligaya High School

Philippine Christian University, Dasmariñas

Accountancy Business Management

Bachelor of Science in Hospitality Management

Clark Joseph L. Del mundo

18 years old

General Thomas Mascardo High School

Philippine Christian University, Dasmariñas

Accountancy Business Management

DOCUMENTATION

Final Defense
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May 8, 2024
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