Academic Burnout and Psychological Views of the Grade 11 ABM

Students in Ocana National High School

A Research Paper

Presented to the Faculty of Senior High School Department

Ocana National High School

Ocana, Carcar City, Philippines

In Partial Fulfillment of the Requirements for

Practical Research 2 Quantitative Research

By:

Joselito L. Hernane Jr.

James Stanley Bustega
Dave Arquillano
Jhared Antinero
Charmea Malubay
Cherry Joy Seguisabal
Jay Throy Canape
Andrhea Hilig

January 2024

OCAÑA NATIONAL HIGH SCHOOL

RESEARCH PROGRAM COMMITTEE

APPROVAL SHEET
 IN PARTIAL FULFILLMENT of the requirements for PRACTICAL
RESEARCH 2, this research paper entitled “Academic Burnout and Psychological
Views of the Grade 11 ABM Students in Ocana National High School” submitted by
Joselito L. Hernane Jr., James Stanley Bustega, Dave Arquillano, Jhared Antinero,
Charmea Malubay, Cherry Joy Seguisabal, Jay Throy Canape, Andrhea Hilig
has been duly examined, accepted and approved for ORAL PRESENTATION.

MA. LINA C. ONDOY

Adviser

ACCEPTED AS Partial Fulfillment of the requirements for the Practical Research 2

EMMANUEL P. NADELA MA. DORINA V. SARONA

SHS - Research In-charge School Principal

APPROVED by the tribunal at the RESEARCH PROPOSAL with the grade of

PASSED.

EMMANUEL P. NADELA
Chairman

MA. LINA C. ONDOY ARNEL M. DAYAME

Member Member

GRACE LYN C. EMPINADO

Censor Statistician

Date: January 10, 2024

 ACKNOWLEDGEMENT

This research paper would not have been possible without the unwavering support

and guidance of several individuals whose contributions are sincerely appreciated and

gratefully acknowledged. I would like to express my deepest gratitude to the Faculty of

the Senior High School Department, whose collective knowledge, expertise, and

dedication to education have been invaluable to the completion of this research. Their

willingness to give their time and insight so generously has been very much appreciated.

I am particularly grateful to my research advisor, Mrs. Ma. Lina Ondoy, for their

continuous support, patience, and immense knowledge. Their guidance helped me in all

the time of research and writing of this paper. I would also like to extend my thanks to

my classmates and friends who were always willing to help and give their best

suggestions. It would have been a lonely journey without their companionship and

constant encouragement. My heartfelt appreciation goes to my family, whose love,

guidance, and support from the very beginning have been a constant source of strength.

Lastly, I would like to thank the school administration for providing the necessary

resources and conducive environment for learning and research.

 DEDICATION

This research is dedicated to the students of Grade 11 ABM, who graciously

participated as respondents in this study. Your openness, thoughtful responses, and

engagement were pivotal in shaping the findings and insights presented in this research.

Your willingness to contribute to the pursuit of knowledge underscores the collaborative

spirit that makes academic endeavors meaningful.

In addition, we extend our dedication to the educators and school administrators

who supported and facilitated the research process. Your commitment to fostering a

conducive learning environment has played a crucial role in the success of this study.

This work is a tribute to the vibrant academic community that continually strives for

excellence.

To the future generations of students who may benefit from the lessons and discoveries

outlined in this research, may this work inspire and contribute to your own educational

journeys. May the findings serve as a foundation for further exploration and

understanding in the field, fostering a continuous cycle of learning and growth.

With gratitude and optimism for the future.

[ Joselito L. Hernane]

[James Stanley Bustega]

[Kharl Dave Arquillano]

[Jhared Antinero]

[Chermae Malubay]
 [Cherry Joy Seguisabal]

[Jay Throy Canape]

[Andrhea Hilig]

TABLE OF CONTENTS
 PAGE

Approval Sheet i

Acknowledgement ii

Dedication iii

Abstract iv

CHAPTER

1 THE PROBLEM AND ITS SCOPE 1

INTRODUCTION 1

Rationale of the Study 1

Theoretical-Conceptual Framework 4

THE PROBLEM 16

Statement of the Problem 16

Statement of Null Hypothesis 17

Significance of the Study 18

Scope and Limitations of the Study 17

Definition of Terms 19

2 REVIEW OF RELATED LITERATURE AND STUDIES 20

3 RESEARCH METHODOLOGY 21

Research Design 21
 Research Environment 28

Research Respondents 29

Research Instrument 30

Research Procedure 35

Statistical Treatment of Data 36

4 PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA 38

5 SUMMARY OF FINDINGS, CONCLUSIONS

AND RECOMMENDATIONS 41

Summary of Findings 41

Conclusion 43

Recommendations 40

REFERENCES

APPENDICES

A-Transmittal Letter

B-Research Instrument

C-Location Map

D-Experiment Documentation
CURRICULUM VITAE
James Stanley Bustega
Personal Data:

Name: James Stanley Bustega

Age: 17
Birthday: January 27, 2006
Address: Napo Carcar City Cebu
Contact number: 09707747529
Email: jamesstanleybustega@[Link]

________________________________________________________________________

Educational Background

Secondary:
Senior High School:
Ocaña National Highschool
S.Y 2023 – 2024

Junior High School:

Ocaña National High School

S.Y 2017 – 2022

Primary:

Ocaña Elementary School

S.Y 2013 - 2017

CURRICULUM VITAE
Cherry Joy M. Seguisabal
Personal Data:

Name: Cherry Joy M. Seguisabal

Age: 17

Birthday: February 7, 2006

Address: Tulinda Napo Carcar City Cebu
Contact number: 09818103000
Email: seguisabalcherryjoy@[Link]

________________________________________________________________________

Educational Background

Secondary:
Senior High School:
Ocaña National Highschool
S.Y 2023 – 2024

Junior High School:

Ocaña National High School

S.Y 2017 – 2022

Primary:

Napo Elementary School

S.Y 2013 – 2017

CURRICULUM VITAE
Jaythroy M. Canape

Personal Data:

Name: Jaythroy M. Canape

Age: 17

Birthday: November 1, 2005

Address: Napo Proper
Contact number: 09621545625
Email: canapejaythroy@[Link]

________________________________________________________________________

Educational Background

Secondary:
Senior High School:
Ocaña National Highschool
S.Y 2023 – 2024

Junior High School:

Ocaña National High School

S.Y 2017 – 2022

Primary:

Napo Elementary School

S.Y 2013 – 2017

CURRICULUM VITAE
Jared V. Antinero
Personal Data:

Name: Jared V. Antinero

Age: 17

Birthday: July 12, 2006

Address: Bolinawan Proper
Contact number: 09467143649
Email: jaredvitorillo@[Link]

________________________________________________________________________

Educational Background

Secondary:
Senior High School:
Ocaña National Highschool
S.Y 2023 – 2024

Junior High School:

Ocaña National High School

S.Y 2017 – 2022

Primary:

Bolinawan Elementary School

S.Y 2013 – 2017

CURRICULUM VITAE
Andrhea D. Hilig
Personal Data:

Name: Andrhea D. Hilig

Age: 18

Birthday: September 18, 2005

Address: Ocaña Proper
Contact number: 09091197275
Email: Andrheagelig09@[Link]

________________________________________________________________________

Educational Background

Secondary:
Senior High School:
Ocaña National Highschool
S.Y 2023 – 2024

Junior High School:

Ocaña National High School

S.Y 2017 – 2022

Primary:

Ocaña Elementary School

S.Y 2013 – 2017

CURRICULUM VITAE
Joselito L. Hernane Jr.
Personal Data:

Name: Joselito L. Hernan Jr.

Age: 18
Birthday: December 20, 2005
Address: Ocaña Carcar City Cebu
Contact number: 09388060469
Email: juniorhernane1334@[Link]

________________________________________________________________________

Educational Background

Secondary:
Senior High School:
Ocaña National Highschool
S.Y 2023 – 2024

Junior High School:

Ocaña National High School

S.Y 2017 – 2022

Primary:

Ocaña Elementary School

S.Y 2013 - 2017

CURRICULUM VITAE
Chermae L. Malubay
Personal Data:

Name: Chermae L. Malubay

Age: 19
Birthday: September 24, 2004
Address: Lagang Ocaña Carcar City Cebu
Contact number: 09937365349
Email: malubaychercher@[Link]

________________________________________________________________________

Educational Background

Secondary:
Senior High School:
Ocaña National Highschool
S.Y 2023 – 2024

Junior High School:

Ocaña National High School

S.Y 2017 – 2022

Primary:

Ocaña Elementary School

S.Y 2013 - 2017

LIST OF TABLES AND FIGURES

TABLE

1 Research Subjects 24

2 Psychometric Examination Results 31

3 Academic Performance 33

4 Results on the Significant Relationship Between… 41

FIGURE

1 Theoretical-Conceptual Framework 4

2 Research Flow 21
 Abstract

Academic Burnout and Psychological Views of the Grade 11 ABM

Students in Ocana National High School
By:

Joselito L. Hernane Jr., James Stanley Bustega, Dave Arquillano, Jhared Antinero,
Charmea Malubay, Cherry Joy Seguisabal, Jay Throy Canape ,Andrhea Hilig

KEYWORDS: Postmodernism, poetic conventions, genres

Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION
Difficulties in doing school activities are still one of the concerns to students.
Some of them cannot easily nurture the competencies given by the teachers. This
dilemma leads the students' failing of grades, overpressure, higher level of anxiety,
depression, or other negativities occurred within them.

Students at all academic levels struggle with the global issue of academic burnout.
Despite the fact that this issue has a considerable impact on students' academic
performance and mental health, it has not received enough attention in the academic
education system. (Rahmatpour, Pardis, [Link], 2019)

Academic burnout is characterized as a negative emotional, physiological, and

psychological response to extended study that causes tiredness, frustration, a lack of
motivation, and diminished academic performance. It is the result of weeks or months of
studying the same information or working on the same project, or from years of
instruction that were not interrupted. This should not be confounded with the odd feeling
of annoyance after spending hours studying or the exhaustion from working an all-
nighter. It is more of a chronic ailment brought on by protracted study or academic
activity.

Study burnout lowers productivity, depletes energy, and can make you feel
increasingly helpless, cynical, and resentful. As the stress worsens, you begin to lose
interest in or drive for the role that first drew you in (<i>Dealing With Study Burnout |
Office of Academic Support & Counseling | Albert Einstein College of Medicine</i>,
n.d.).

A psychological viewpoint is similar to another perspective in that it has a

particular focus or method of looking at something; however, in psychology, the
emphasis is on observing actions. In essence, a psychological perspective or view is a
particular method of observing and comprehending human behavior that may include a
number of theories.

Therefore, psychologists use ideas and methods from developmental psychology

to not only acquire a deeper knowledge of a person and their behaviors, but also—and
this is crucial—to show them how to better promote their own growth and development
and realize their full potential.
This concept builds upon the various insights from different researchers in the
field of educational implementations to students to bridge the gap of the focus concerning
only with the academic anxiety.

Specifically, the researchers will investigate the relationship between the Grade
11 Accountancy, Business and Management senior high students’ views towards the
impacts of academic burnouts in Ocaña National High School.
Theoretical Background

In workforce studies that aim to comprehend the impact of context and 'inputs' on

results in healthcare environments, burnout is frequently highlighted as a nursing

'outcome'. However, the definition of burnout itself, the causes of its emergence, and its

wider effects on people, organizations, or their patients are not always made clear in these

studies.

Maslach is credited with creating a scale known as the Maslach Burnout Inventory

(MBI). According to Maslach's conceptualization, burnout is a reaction to excessive

stress at work and is characterized by feelings of emotional exhaustion and a lack of

emotional resources, a negative and cold response to other people, and a loss of idealism,

known as depersonalization, as well as a decline in feelings of competence and

performance at work, known as reduced personal accomplishment. (<i>Maslach Burnout

Inventory (MBI) - Assessments, Tests | Mind Garden - Mind Garden</i>, n.d.).

Maslach proposed that burnout is a state that results from a protracted mismatch between

an individual and at least one of the following six aspects of work: 1) Workload:

excessive workload and demands, making it impossible to recover; 2) Control: employees

do not have enough control over the resources needed to complete or accomplish their

job; 3) Reward: Lack of adequate financial, social, or intrinsic (i.e., pride-related)

rewards for a job well done; 4) Community: Employees do not perceive a sense of

positive connections with their colleagues and managers, which causes frustration and

lowers the likelihood of social support; and 5) Fairness: Employees perceive unfairness at

the workplace, including unequal

Theoretical Framework

Impacts of
Academic Burnouts Psychological Views

Maslach Burnout Inventory (MBI)

 Workload
 Control
 Reward
 Community
 Fairness

Survey Questionnaire

A Correlational Study of Academic

Burnouts on the Grade 11
Accountancy, Business, and
Management Senior High Students
 THE PROBLEM

The aim of this study is to investigate the relationship between the impacts of academic

burnouts towards the psychological views on the Grade 11 Accountancy, Business and

Management Senior High Students in Ocaña National High School.

Moreover, it determines the following questions:

(1) Academic burnouts affect the response of students in terms of:

1.1 Cognitive Learning 1.3 Personal Development

1.2 Mental Health 1.4 Self – esteem

(2) Common sentiments do students perceive when academic burnout occurs?

2.1 Frustration 2.3 Depression

2.2 Disabling anxiety 2.4 Low self – esteem

(3) Is there a relationship between the impacts of academic burnouts towards the Grade

11 Accountancy, Business and Management Senior High students’ psychological views?

Significance of the Study (Separate page)

The results of this study can benefit the professionals to understand the effects

behind academic burnouts from the activities given to the students. It will also broaden

the psychologists’ expertise in dealing more with the psychological views of people. It

can help students’ to be enlighten their capacity the reasons behind academic struggles

and other factors that may affect the students overall well – being. Lastly, it will help the

community, and guide people in making things in a right pace and to promote positivity

despite the burnouts that are occurring through everyday living

Scope and Limitations of the Study

The aim of this study is to investigate the relationship between the impacts of

academic burnouts towards the psychological views on the Grade 11 Accountancy,

Business and Management Senior High Students in Ocaña National High School. The

researchers will follow the ethical considerations in conducting the research study to

ensure the validity and reliability of the information gathered.

Definition of Terms

Academic refers of relating to education or scholastic learning.

Academic burnouts refer to the difficulties that the students may encounter from the

given overloaded tasks.

Anxiety refers a feeling of worry, nervousness, or uneasiness from an undesired outcome

of something.

Cognitive learning is referring an active style of learning wherein it focuses on how to

maximize brain potential.

Depression refers to characterized by persistent sadness and lack of interest from

enjoyable activities.

Frustrations refers of being upset due to inability of changing or achieving something.

Personal development is a set of activities that are designed to improve talents,

potentials and personality of a person.

Psychological views refer to a specific approach of observing and understanding human

behavior which can contain multiple theories.

Self – esteem refers to the confidence in one’s own worth or abilities

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Although the idea of burnout was discussed as a notion relating to the job in the early on,

it was investigated, and it has also been adapted to educational environments by academic

psychologists (Fimian and Cross 1986, Schaufeli et al. 2002, Jacobs and Dodd 2003, Noh

et al. 2013).

Students feel pressured by pressures from teachers and parents to perform well or be the

best (Salmela-Aro et al. 2009). Accordingly, school burnout is viewed as a state of stress

shown when a student is unable to achieve the academic standards of either themselves or

another else (Frydenberg and Lewis 2004, Salmela-Aro et al. 2009, Barnett and Flores

2016). Studies on school burnout have yielded findings that are comparable to those on

employee burnout Pines et al.1981). Depression, absenteeism, and school dropout are a

few of these outcomes Fimian and Cross 1986, Covington 2000, Frydenberg and Lewis

2004, Yang 2004,

Salmela-Aro et al. 2009). Therefore, it is crucial to investigate the root causes and effects

of school burnout (Parker and Salmela-Aro 2011).

According to reports, school fatigue has detrimental effects and raises risks for both

physical and mental health. School burnout is specifically linked to a poor school climate

and low academic attainment (Salmela-Aro et al. 2008). Similar studies have
demonstrated that the likelihood of school burnout is increased by family dysfunction and

emotion-focused coping, which eventually results in anxiety and school dropout (Silvar

2001). When a student's expectations for their performance at school don't match up with

their actual performance, it frequently leads to school burnout (Kiuru et al. 2008).

Because of this, it is argued that the discrepancy between the situation people anticipate

and the one they really find themselves in or where they are entails the risk of academic

burnout (Walburg et al. 2016).

In the literature, burnout is frequently compared to a three-dimensional structure. These

characteristics include emotional weariness, depersonalization, and a perception of poor

personal achievement or lack of personal accomplishment (Maslach et al. 2001).

Exhaustion due to chronic tiredness and apprehension are caused by these dimensions.

Depersonalization is the loss of interest in one's work and the perception that it is useless.

A decreasing sense of competence and achievement is an expression of the fall in the

feeling of personal accomplishment or inadequacy component. Because of this, burnout

is seen as a significant risk factor for many occupations and students, and it is said that

burnout will probably lead to depression in the long run. Low self-esteem and a greater

risk of suicide are also brought on by scholastic burnout in addition to depression

(Walburg 2014).
School burnout is thought to be a type of reaction that develops in coping with the

academic stress that is faced by students, particularly in the long-term school life. In this

regard, it is acknowledged that school burnout has a three-dimensional structure just like

employee burnout does. These elements include fatigue at school and pessimism toward

the purpose of the school and the feeling of inadequacy within (Luo et al. 2016). In terms

of student development, the condition that is seen among them has certain detrimental

effects. Low academic success, anxiety, depression, mental health issues, truancy,

absenteeism, and school are all associated with burnout, particularly in the classroom

dropout (Yang 2004, Bask and Salmela-Aro 2013).

Burnout from school is a long-term stress that is connected to education. According to

studies, 10% or so of adolescents in Finland are having issues as a result of burnout in

school. Additionally, it is said that pupils with a success orientation, in particular,

experience more school fatigue than students with a mastery orientation (Salmela-Aro et

al. 2009).

According to several reports, high school students who attend academic field schools

experience more school burnout than their vocational high school peers. This is related to

the pressure of tests brought on by the need for improved test scores, particularly during

the transition to academic high school. Additionally, it is said that male students

attending these high schools experience more school burnout than female pupils

(Salmela-Aro et al. 2008).

 CHAPTER 3

RESEARCH METHODOLOGY

Quantitative Descriptive Research is a non-experimental type of research whereby the

variables are measured using numerical terms although the variables under interrogation

are not manipulated by the researcher.

Research Design

This study will utilize the Correlational Research Design. When using a

correlational study design, no variables are within the researcher's direct control or

manipulation. The degree and/or direction of the association between two (or more)

variables is reflected in a correlation. A correlation may go in either a positive or negative

direction
Research Environment (describes the setting of the study.)

The environment of this study is in Carcar City. Carcar City is located in the southern

part of the province of Cebu, is known as the Heritage Town of Cebu. This study will be

conducted at Ocaña National High School (ONHS). It is one of the big schools in Carcar

City since it has the most enrolled students.

Research Subjects/Respondents/Informants

The researchers decided to have Grade 11 Accountancy, Business

and Management (ABM) senior high school students in Ocaña National

High School to be the target respondents in the study. There are 99

students in grade 11 ABM strand. Inclusion criteria: (1) the respondents’

must be enrolled in Ocaña National High School, (2) the respondent must

be Grade 11 ABM strand. Exclusion criteria: (1) the respondents’ are not

enrolled in Ocaña National High School, (2) the respondents’ are not

Grade 11 ABM strand.

Research Instrument

The most effective way to perform correlational research is to use surveys. The most

common correlational method involves administering surveys with questions about the

topic of interest to a random sample of subjects (variables). The researchers’ will be

using a researcher-made questionnaire to gather the desired data.

Research Procedures

Collection and evaluation of the data gathered by following some procedures.

Preliminary Preparation: The researchers will ask permission from the teachers and
they will inform them that they will conduct research survey.

Administration and Collection Data: The study was conducted at the selected time and
date. The selected respondents will be given survey questionnaire by the researchers
using the questionnaires they prepared.

Statistical Treatment of Data

This research study will utilize pearson r correlation coefficient to treat the data

and to measure the relationship of a two variable.

 CHAPTER 4

PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA

 Detailed findings consistent with the specific problems

 Findings should have implications lifted from the theoretical

background. Include parenthetical citation.

 Table should precede the description of the table.

 Do not cut tables.

 Sequence of tables is congruent to the sequence of specific

problems.

 No graphs and pictures.

 This chapter presents, analyzes and interprets data

the…………………………………………………

Table 1

Students’ Academic Performance

Indicators

Academic Frequency Percentage (%)

Performance

Very Good 5 8.93

Good 37 66.07

Fair 14 25.00

Total 56 100.00
 The data on the are shown in table 1. It shows

that…………………….

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS

Note: Summary- copy the main and specific problems. Explain the

methodology in 1-2 paragraphs.

The foremost goal of the university is to produce globally competitive

graduates. For the College of Business and Accountancy, one of the

parameters of producing excellent graduates under the accountancy program

is to enable them to pass the Certified Public Accountant (CPA) Board

Examinations given by the Professional Regulations Commission (PRC).

 The study intended to determine the relationship between…………

The assessment was done to come up with a proposed intervention plan

to………;.

FINDINGS (separate page)

 Findings show the most dominant information per sub-problem.

The foregoing is the summary of findings:

[Link] of the accountancy students had average intelligence (IQ)

……………….Further most of them had an average abstract reasoning

ability…..

2Majority of the first year accountancy students had a good academic

performance….The findings also show that….

 CONCLUSION (separate page)

Note: Conclusion answers the main problem.

From the findings, the researcher concluded that since there is a

strong relationship between…

 RECOMMENDATIONS (separate page)

Note: Recommendations are made by the researcher based on findings of the

study.

In the context of the study, the researchers recommended the following:

[Link] the action plan showing…..

2. That the academic administrators of UC-Banilad particularly…….

 REFERENCES (separate page)

 Absolutely no internet sources.

 List down alphabetically with the following sub-headings:

 Books

 Journals

 Unpublished Theses and Dissertations

 Other sources

 Correct format.

 Copyright from 2008 to present

 At least 30 sources from books, journals, theses, dissertations

and other sources.

 Consistent use of APA (American Psychological Association)

format
Books

NOTE: YOU SHOULD HAVE AT LEAST 10 BOOKS AS YOUR

REFERENCE MATERIAL

Journals

NOTE: YOU SHOULD HAVE AT LEAST 10 JOURNALS AS YOUR

REFERENCE MATERIAL

Online Sources

NOTE: FOR ONLINE SOURCES, PLEASE FOLLOW THE FORMAT

BELOW.

WEBPAGE NAME. DATE SOURCED OUT

APPENDICES (separate page)

  Put each document in a separate page

 A for transmittal letters (including consent forms to persons and

institutions)

 B for tool/interview guide.

 C is map of research environment

 D is for others (e.g. MOA, Data Transcription, Coding Tables,

Documentations, etc.)

 E is the curriculum vitae of the researcher.

Appendix A: Letter of Transmittal

Note: Below is just a sample. Please attach your approved Transmittal

letter.
January 26, 2017

Ms. Maleen Grafilo – Ordiz

Principal, Senior High School Department
University of Cebu – Banilad
Banilad, Cebu City

RE: Permission to Conduct Research Interview

Madame:

We, the students of the Senior High School Department of University of Cebu – Banilad Campus are writing this letter
to ask permission to conduct a research interview in your department for our research in SH-3I and SH-OJT/GAS as a
requirement for graduation for the 2nd semester of the school year 2017-2018.
We hope that you will allow us to have (number of participants here) the needed number of participants in our study.
Due to the nature of the study, we hope to have (state the specific group of people here, i. e., IT professionals, business
experts, entrepreneurs, etc.) for the said interview. Your approval to conduct this study will be greatly appreciated in
your most convenient time. Attached is the questionnaire for the interview.

Thank you and more power!

Sincerely,

Researchers:

Lead Researcher: Juan Dela Cruz - ____________________

Asst. Lead Researcher: Juan Dela Cruz - _____________________
Research Associate/Member: Juan Dela Cruz - ____________________
Research Associate/Member: Juan Dela Cruz - ____________________
Research Associate/Member: Juan Dela Cruz - ____________________
Noted by:

NONIEL JOHN VASQUEZ ERNO

Research Instructor, Senior High School
University of Cebu – Banilad

Approved by:

MALEEN GRAFILO-ORDIZ
Principal, Senior High School Department
University of Cebu – Banilad

Appendix B: Research Instrument

 Appendix C: Location Map

Reminder: This survey-interview questionnaire is ONLY a sample. DO

Appendix D: Experiment Documentation
 Appendix E: Curriculum Vitae of Researchers

Personal Information

Name:
2x3 picture
Age:

Birth date:

Religion:

Status:

Educational Background

Senior High School:

Strand:

Junior High School:

Achievements and Awards

Skills