CITY CENTRAL NATIONAL HIGH SCHOOL

OSMENA BOULEVARD, CEBU CITY

THE LEVEL OF READING COMPREHENSION AMONG JUNIOR HIGH SCHOOL

STUDENTS IN SITIO KAWAYAN, SAMBAG 2

Researchers

ALABA, LAWRENCE P.

CANOY, JAYMAR T.

MOLEJON, EFRYL JOY C.

ROMERO, AIRA E.

HUMANITIES AND SOCIAL SCIENCES (HUMSS)

Gina Gonzales-Fisalbon
Research Pedagogue

March 2025
 CHAPTER 1

INTRODUCTION

Comprehension issues among teenagers have become a significant concern, with the
Philippines ranking poorly in reading comprehension compared to other countries.
Philippines placed in the bottom 10 out of 81 according to the 2022 PISA results. It
highlighted minimal improvements in reading indicating underlying issues in the education
system, particularly the transition from private speech to inner speech.

There are still junior high school students struggling to read and comprehend English
texts right now, despite the efforts of researchers to conduct this study. Still many junior high
school students can't read and understand English texts.

This study aims to identify the junior high school students and evaluate their level of
reading comprehension by using the Reading Comprehension Test as a tool . This study will
look at the level of reading comprehension of the junior high school students ages 12-15
years old , to analyze the number of junior high school students who belong to each levels;
low, average, advance, in their reading comprehension lived in Sitio , Kawayan , Barangay
Sambag 2 ,Cebu City. This also help us to create a better programs and to support students in
their learnings and development in reading comprehension.
 BACKGROUND OF THE STUDY

Reading comprehension is a fundamental skill necessary for academic success and

effective communication. However, despite ongoing efforts to improve literacy, many junior
high school students still struggle to read and comprehend English texts. This issue persists
even with various interventions and educational programs aimed at enhancing students'
reading abilities.

In Sitio Kawayan, Barangay Sambag 2, Cebu City, junior high school students aged
12 to 15 face challenges in understanding English texts, which it can affect their overall
academic performance. Reading comprehension is not only essential in English subjects but
also plays a crucial role in learning across all disciplines. A low level of reading
comprehension can lead to difficulties in understanding concepts, expressing ideas, and
succeeding in higher education or future careers.

This study aims to assess the reading comprehension levels of junior high school
students using the Reading Comprehension Test. By determining the percentage of students
who achieve an advance level of comprehension, the study seeks to provide insights into the
current literacy situation in the community. The findings will help educators and
policymakers design targeted interventions, such as reading programs and support systems, to
improve students' reading skills. By addressing the gaps in reading comprehension, this
research hopes to contribute to the enhancement of educational strategies that will benefit
students.
 STATEMENT OF THE PROBLEM

This study aims to understand the level of reading comprehension of the teenagers aged 12-
15 years old who lived in Sitio Kawayan, Barangay Sambag 2. This will help us create better
programs and policies to support their learnings and development in reading comprehension.
The study aims to answer these following questions:

1. What age got the most and least number of reading comprehension?
2. How many teenagers in each age group (12-15) fall into different reading
comprehension levels?

2.1 Low

2.2 Average

2.3 Advance

3. What are the programs or policies that the DepEd make to enhance the reading
comprehension of the teenagers?
 CONCEPTUAL FRAMEWORK

This conceptual framework outlines a study to understand what help students from
junior high school from becoming a better English readers. This looks at factors like age,
reading comprehension, and to find ways to improve the reading comprehension.

Schema Theory Interactive Models Metacognitive

FACTORS AFFECTING THE ENGLISH LITERACY LEVEL AMONG JUNIOR

HIGH SCHOOL STUDENTS IN SITIO KAWAYAN, SAMBAG 2

To assess the
relationship between To identify the number of
To compare the each
age and reading junior high school students
reading comprehension
comprehension who are in the different
levels among teenagers
levels in teenagers levels of reading
aged 12-15 years old.
aged 12-15 years comprehension.
old.

Analysis of Results

Summary, Conclusions and Recommendations

 SIGNIFICANCE OF THE STUDY

The study on the level of reading comprehension among Junior High School students
in Sitio Kawayan, Barangay Sambag 2 will benefit the following:

Students - The study's findings will help identify areas where they excel and
improvement in reading comprehension, enabling targeted interventions to enhance their
literacy skills.
Teachers - The results will provide teachers with valuable insights into their students'
reading comprehension levels, informing instructional strategies and improving teaching
effectiveness.
Government - The study's outcomes will inform policymakers and educators in
developing evidence-based programs and interventions to improve reading comprehension
among junior high school students, aligning with national education goals.
Researchers - The study contributes to the existing body of research on reading
comprehension, providing a localized perspective and informing future studies on literacy
education.
Education System – This study can help improve teaching methods, develop better
reading programs, and guide policy changes to enhance students' reading comprehension and
overall learning experience.
 CHAPTER 2

REVIEW OF RELATED LITERATURE

Reading comprehension remains a critical area of concern in educational research,

particularly among high school students identified as poor comprehenders. A study conducted
by the Department of Education (DepEd, 2021) found that approximately 60% of high school
students struggled with basic reading comprehension tasks, indicating a significant gap in
their ability to understand and analyze texts. This finding resonates with the Progress in
International Reading Literacy Study (PIRLS, 2024), which highlighted that strong reading
comprehension skills are linked to better educational outcomes across different countries,
underscoring the urgent need for effective instructional strategies to address the challenges
faced by these learners.

In contrast, some studies have highlighted successful interventions that have

positively impacted reading comprehension among struggling students. For instance, research
by the Philippine Normal University (PNU, 2023) demonstrated that implementing a
structured reading intervention program led to a 25% improvement in comprehension scores
among poor comprehenders. This aligns with the findings of Delgado et al. (2018), which
indicated that engaging with a variety of texts can significantly enhance comprehension
skills. Additionally, an investigation by the University of the Philippines (2024) found that
differentiated instruction tailored to individual comprehension levels resulted in a 30%
increase in reading proficiency for students who previously struggled, further supporting the
need for targeted interventions. Moreover, a study by Hafiz and Tudor (2020) explored the
impact of extensive reading strategies on students' ability to answer comprehension
questions, indicating positive outcomes that reinforce the effectiveness of such approaches.
Also, Sumugat and Carabelle (2014) and Sumugat, S. & Lim, S. (2014) demonstrated that
structured reading programs can lead to significant improvements, with a 20% increase in
reading comprehension among participants.

Moreover, the role of teacher training in improving reading comprehension outcomes

has been emphasized in recent literature. Research by the Department of Education (DepEd,
2023) indicated that teachers who received specialized training in reading assessment were
able to identify the specific needs of their students more effectively, leading to a 20%
increase in overall student performance in reading comprehension tests. This is echoed in
Pressley’s (2006) review of various instructional methods, which advocates for a balanced
approach to reading instruction. Additionally, research by Clinton (2019) has investigated the
effects of digital versus paper reading on comprehension, suggesting that readers often
perform better on comprehension tests when using paper compared to screens. Furthermore,
findings from Ateneo de Manila University (2024) highlighted the effectiveness of formative
assessments, which provided ongoing feedback and support, resulting in a 15% improvement
in comprehension scores among students across different proficiency levels.

Lastly, fostering a culture of reading has been shown to significantly impact students'
comprehension abilities. Research by the Commission on Higher Education (CHED, 2024)
found that students who engaged in regular reading activities outside the classroom exhibited
a 35% improvement in comprehension scores compared to their peers who did not participate
in such activities. This aligns with the findings of Guthrie and Wigfield (2000), which
suggest that fostering interest in reading can lead to better outcomes. Additionally, a study
from the University of Santo Tomas (2023) noted that participation in reading clubs
positively influenced students' comprehension abilities, with a reported 40% increase in
scores among club members. Finally, a cognitive model presented by Kintsch (2004)
explained how readers construct meaning from texts, offering valuable insights for
instructional practices. Collectively, these findings highlight the need for comprehensive
assessment strategies and supportive learning environments to enhance reading
comprehension among high school students, paving the way for improved educational
outcomes.
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the operational framework on how the study entitled “The Level
of Reading Comprehension Among Junior High School Students in Sitio Kawayan, Sambag
2” will be conducted.

Research Design

The researcher used a quantitative type of research using the descriptive survey
method. Descriptive research describes a phenomenon as it exits according to
Creswell(2014). A reading comprehension test and a survey questionnaire will be used to
measure students’ comprehension levels and factors influencing their reading skills (Snow,
2002). The participants will be junior high school students through purposive sampling.

Research Environment

The researcher choose a place that is fit for the research study. We will conduct a
door-to-door survey at Sitio Kawayan, Sambag 2.

Research Respondents

The selected participants for this study will be the resident of Sitio Kawayan, Sambag
2, specifically students aged 12-15 years old. The participants’ group is made up of 40
individuals divided according to their year level, 10 individuals per grade levels of grade 7 to
10, junior high school.

Research Instrument

In the data collecting procedure, the study will use a reading comprehension test,
that’s self-prepared tool made by the researchers. The researchers will distribute the reading
tool with the survey questionnaire in it. Each questions will help assess the students whether
they have read and understood, number one question will determine if students have
identified the key details, number two question will help determine whether students
understand the main idea, number three question will show if students is able to make
inference, and lastly, number four will help researchers' know if students recognize the story’s
theme

Gathering Procedure

The researchers use the survey questionnaires to collect data on the reading
comprehension of teenagers in Barangay Sambag 2, Sitio Kawayan. Before the researchers
conduct the data gathering survey, they prepared a reading tool entitled "But that won't make
me stop," and 4 multiple-choice questions to gather data. First, researchers will go to
barangay hall's office to ask permission or inform from the barangay captain that we the
researcher from grade 12 HUMSS in City Central National High School are going to conduct
a survey on their Barangay. Researchers will go to print shop to xerox 40 copies to have
enough copy for the respondents. While conducting the survey, we will be accompanied by
the barangay "Tanod" to ensure our safety. After we distribute the surveys to all respondents
and completely answered, researchers will analyze the gathered information using formulas
and tables. This will help the organization, summarization, and interpretation of the data.

Data Analysis

The statistical techniques in the interpretation of data will include the frequency and
percentage distribution. The frequency and percentage distribution use to determine the
number of students in each level of their reading comprehension, and use to determine the
number of students suggests the potential programs or policies that will propose to
Department of Education (DepEd) to enhance the level of reading comprehension of the
junior high school students.
P= F × 100 Where:
Frequency and Percentage Distribution:
N P = Percentage
F = Frequency
N = Total
Number of
Respondents
 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

In this chapter, the results obtained from the survey conducted will be interpreted,
which aimed to explore the level of reading comprehension of junior high school students
aged 12 to 15 years old. The survey tool that received a total 40 responses (10 responses from
12, 13, 14, and 15 years old). The findings are presented as follow:

Chart 1 presents the frequency of junior high school students in each level. The level
of reading comprehension includes Low: students who scored 0-1 in the reading
comprehension test, Average: students who scored 2-3 in the reading comprehension test, and
Advanced: students who scored perfectly or 4 in the reading comprehension test.

Chart 1: The Frequency Distribution of the Reading Comprehension Level of Junior High
School Students
Reading Comprehension Level of Junior High School Students
Chart Title
6

0
Grade 7 (12 years Grade 8 (13 years Grade 9 (14 years Grade 10 (15 years
old) old) old) old)

Low (0-1) Average (2-3) Advanced (4)

Chart 1 reveals varying reading comprehension levels across the different age groups.
In Grade 7 (12-year-olds), the distribution was relatively balanced, with 3 students in the Low
Level, 4 in the Average Level, and 3 in the Advanced Level. However, a notable disparity was
observed in Grade 8 (13-year-olds), where 6 students scored in the Low Level, indicating a
potential area of concern. This finding is particularly significant, as it aligns with the study
conducted by Reyes and Santos (2020), which highlighted that Grade 8 students in the
Philippines exhibited significant challenges in reading comprehension, particularly in
inferential and evaluative tasks. In contrast, Grade 9 (14-year-olds) mirrored the balanced
distribution of Grade 7. Conversely, Grade 10 (15-year-olds) showed a positive trend, with 5
students scoring in the Advanced Level; nonetheless, students in the Low Level and Average
Level were still present.

Overall, the data presented in Chart 1 underscores the differences of reading

comprehension abilities among junior high school students. Specifically, the unbalanced high
number of students in the Low Level in Grade 8 suggests a pressing need for targeted
interventions. While the 15-year-old group demonstrated a higher prevalence of advanced
reading comprehension, the presence of students with Low Level comprehension across all
age groups indicates the importance of ongoing reading support and differentiated instruction.

Table 1: Frequency and Percentage Distribution of the Reading Comprehension level of

Junior High School Students

Levels of Reading Sample Frequency’s mean Percentage

Comprehension

Low: Not able to 40 14 35%

identify the key
details, get the main
idea, make
inference, and
recognize the theme.

Average: Able to 40 13 32.5%

identify key details,
main idea, and
theme but struggles
making inference.

Advanced: Able to 40 13 32.5%

understand all
aspects.
 Table 1 presents the reading comprehension levels of 40 junior high school students,
categorizing them into Low, Average, and Advanced levels based on a reading test. In this
study, a significant portion, specifically 35% which equates to 14 students, fell into the Low
Level category. Subsequently, the Average Level group comprised 32.5% of the students, or
13 out of 40. These students could generally identify key details and understand the main
idea, though they faced challenges with more complex inferences. In addition, their grasp of
the theme was present but not fully comprehensive. On the other hand, also 32.5% or 13
students, were placed in the Advanced Level. This group displayed strong reading skills,
effortlessly finding key details, understanding the main idea, and making accurate inferences.
They also showed a deep understanding of the theme and deeper meanings within the text.

Finally, these findings indicate that a substantial number of students, particularly

those in the Low Level, require additional support to improve their reading comprehension.
Therefore, teachers may need to implement diverse teaching strategies, and the school might
consider providing extra reading support to ensure all students can succeed academically.

Table 2: The Frequency and Percentage Distribution of the Potential Programs or Policies
that will propose to Department of Education (DepEd) to enhance the reading
comprehension

Programs or Policies Sample Frequency’s mean Percentage

Give teachers more 40 8 20%

trainings on how to
make reading fun

Provide more easy- 40 12 30%

to-read books in
Cebuano and
English

Make libraries more 40 7 17.5%

fun and welcoming

Create programs that 40 5 12.5%

use local stories and
 culture

Having reading 40 8 20%

contests to reward
and motivate
students

The Table 2 reveals that the students' primary concern is access to suitable reading
materials. A significant 30% of the students indicated that DepEd should "Provide more easy-
to-read books in Cebuano and English." This suggests that a lack of age-appropriate and
accessible reading materials in both local and national languages is a major barrier to reading
comprehension. Following closely, 20% of the students each highlighted the need for "Give
teachers more training on how to make reading fun" and "Have reading contests and rewards
to motivate students." This points to a desire for more engaging and motivating teaching
strategies. Finally, 17.5% expressed the importance of "Make libraries more fun and
welcoming," indicating a need for improved learning environments. The least favored option,
at 12.5%, was "Create reading programs that use local stories and culture," though this still
represents a notable portion of the student population.

The students' strong desire for more English learning materials in schools, as
indicated by a large portion of the respondents, aligns with the findings of Bernardo (2020),
who studied resource availability in Philippine classrooms. His research showed that a lack of
access to diverse and engaging reading materials significantly hinders students' literacy
development. Especially in multilingual areas like Cebu City, where students use both
Cebuano and English, having enough books and resources is super important. The suggestion
to offer workshops for parents, even though it was a smaller percentage, reflects the idea that
parents play a big role in helping kids learn to read. Padilla (2021) found that when parents
are involved in their children's reading, kids tend to do better in school.

Furthermore, the students' recommendation to work with community organizations to

improve English literacy is supported by De Leon (2019), who explored how community
partnerships can boost educational outcomes. De Leon's study showed that when schools
work with local groups, they can give students more opportunities to practice reading and
writing. This is especially true for English, which can be tricky for some students. Finally, the
students' belief that increasing funding for English literacy programs is necessary ties into the
idea that good programs need good resources. Ramos (2022), in a study on education funding
in the Philippines, highlighted that investing in literacy programs can lead to significant
improvements in students' reading skills. This underscores the importance of DepEd and local
government supporting these kinds of programs.
 CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter outlines the Summary findings of the overall study as well as the
conclusion and the recommendations prepared by the researchers .The primary aim of this
research study was to understand the level of reading comprehension of the junior high
school students ages 12-15 years old who lived in Barangay Sambag 2 ,Cebu City. This
chapter will build upon these findings, providing further analysis and recommendations based
on the research that has been conducted.
The summary of the findings is the following:

 The findings from the Reading Comprehension Test show that reading comprehension
levels varied significantly among the 40 junior high school students aged 12 to 15
years old.

 Specifically, Grade 8 students (13-year-olds) exhibited a notable challenge, with a

disproportionately high number falling into the Low Level of reading comprehension.
This indicated a need for targeted interventions for this specific age group.

 While Grade 10 students (15-year-olds) showed a higher prevalence of Advanced

Level reading comprehension, students across all age groups, including Grade 7 (12-
year-olds) and Grade 9 (14-year-olds), demonstrated a mix of reading comprehension
abilities.

 There were 35% students in the Low Level, struggling with basic reading
comprehension skills such as identifying key details and making inferences.
Additionally, 32.5% of the students were in the Average Level, demonstrating some
understanding but still facing challenges with complex inferences.

 Finally, 32.5% of the students demonstrated advanced reading comprehension skills.

 The overall data suggests the necessity for ongoing reading support and differentiated
instruction to address the diverse reading comprehension needs of junior high school
students.
CONCLUSION

This chapter concludes the study on the reading comprehension levels of junior high
school students aged 12 to 15 years old in Cebu City. The following conclusions are drawn
based on the analysis of the data:

1. Grade 8 students show a significant need for intervention: The findings reveal that 13-
year-old students (Grade 8) had the highest number of students with low reading
comprehension, indicating a need for focused support to improve their reading skills.
2. A mix of reading abilities exists across all age groups: While 15-year-old students
(Grade 10) demonstrated higher levels of advanced reading comprehension, students in all
age groups (12-15 years old) showed a variety of reading abilities, including low, average,
and advanced.
3. Basic comprehension skills are a challenge for a significant portion: The study found
that 35% of the students struggled with basic reading comprehension skills, such as
identifying key details and understanding the main idea. This suggests that a substantial
number of students require support in these foundational areas.
4. Inference skills need improvement: Even students who could identify details and
understand the main idea often struggled with making inferences, highlighting the need for
instruction focused on developing these higher-level thinking skills.
5. Ongoing support and differentiated instruction are crucial: The varying reading
comprehension levels across all age groups underscore the importance of ongoing reading
support and differentiated instruction tailored to meet the individual needs of students.
6. Overall, the study highlights the necessity for targeted interventions and continuous
reading support: The findings emphasize the need for teachers and schools to implement
effective strategies to improve the reading comprehension of junior high school students,
particularly those in Grade 8 and those struggling with basic comprehension and inference
skills.
RECOMMENDATION

This section provides recommendations and alternative ways that can be done to help
or assist and make a decision that may be beneficial for the beneficiaries.

1. DepEd must provide more easy-to-read books in Cebuano and English. A significant
30% of students identified this as their top priority, indicating a critical need for
accessible reading materials in both languages.
2. DepEd should invest in teacher training to make reading fun and engaging. 20% of
the students highlighted this need, emphasizing the importance of effective
pedagogical approaches to foster a positive attitude towards reading.
3. DepEd must implement reading contests and reward systems to motivate students.
Also, 20% of the students suggested this, showing a strong desire for motivational
strategies to enhance reading engagement.
4. DepEd should create more fun and welcoming library spaces. 17.5% of students
emphasized the importance of improving library environments to support and
encourage independent reading.
5. DepEd should consider incorporating reading programs that utilize local stories and
culture. While this option received the fewest votes (12.5%), it still highlights the
importance of culturally relevant materials to enhance student engagement and
understanding.
These recommendations highlight the importance of resource allocation, teacher
training, and creating engaging learning environments to improve the reading comprehension
of junior high school students in Cebu City.
References

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45-60.

CHED. (2024). The impact of extracurricular reading activities on student comprehension.

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research (Vol. 3, pp. 403-422). Lawrence Erlbaum Associates.

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Survey Questionnaire

Name: _______________________________________________ Age: __________ Date: __________

Instructions: Read the short story entitled “But that won’t Make me Sleep” written by Annie Pacaña–Lumbao.
After reading the short story, answer the questions below. Encircle your answers.
But that won’t Make me Sleep
Story By: ANNIE PACAÑA–LUMBAO

Night time came with a blanket of stars and a moon for a lamp. "Time to sleep!" Nanay said. But still Maya lay
wide awake in her room. "Nanay, how can I sleep tonight?" Maya asked. "If you've already washed your face
and brushed your teeth, I shall tuck you in bed with your smooth blanket, soft pillow, and cuddly toy," Nanay
replied. "But that won't make me sleep!" Maya said. "I can read you one more bedtime story if you want," said
Nanay. "But that won't make me sleep!" Maya said. "You've already read me three stories, but I'm still awake,
Nanay," Maya reminded Nanay. "Hmmmm...what else can we do to make you sleep tonight?" Nanay thought
aloud. "I will ask a string quarter to play a sweet lullaby as I sing to you inside the room." "That sounds
nice...but that won't make me sleep!" "I shall ask the diwatas to comb your hair until you fall asleep, and give
you pleasant dreams," Nanay said stroking Maya's long hair. "I love diwatas..." said Maya. "But that won't make
me sleep!" "I will lay you in our duyan, and ask Mr. Wind to blow a gentle breeze to lull you to sleep," said
Nanay. "But that won't make me sleep!" Maya giggled. "I know! I shall pull the moon and a string stars through
your window. You can count the stars in your room till you fall asleep!" Maya's eyes grew as wide as two full
moons and then twinkled in delight, but still... "But that won't make me sleep!" Maya said. Suddenly, a deep
voice called out... "Tatay! You're home!" Maya sighed in relief as she embraced Tatay. Nanay knew nothing else
would trouble Maya's sleep that night. Maya was just waiting for Tatay to come home from work. "Goodnight!"
Maya finally said as Nanay and Tatay kissed and hugged her tight.

Questions:

1. What are some of the things Nanay did to help Maya fall asleep?
a) Read bedtime stories, sing a lullaby, and stroke her hair

b) Gave her a glass of water and turned off the lights

c) Let her play outside until she got tired

d) Told her to count how many pillows she had

2. Why did not any of Nanay's methods work in making Maya fall asleep?
a) Maya was too hungry to sleep

b) Maya was waiting for Tatay to come home

c) Maya was scared of the dark

d) Maya drank too much coffee

3. What finally helped Maya fall asleep?
a) Listening to her favorite song

b) Counting stars in the sky

c) Seeing Tatay come home and hugging her parents

d) Drinking warm milk before bed

4. How does this story show the importance of family in comforting a child?

a) It shows that bedtime stories are the best way to make children sleep

b) It highlights how a child's peace of mind depends on feeling loved and secure with family

c) It proves that singing lullabies is the best way to comfort a child

d) It explains that children need to follow strict bedtime routines

5. What can DepEd do to make reading easier for you?

o Give teachers more training on how to make reading fun

o Provide more easy-to-read books in Cebuano and English
o Create reading programs that use local stories and culture
o Make libraries more fun and welcoming
o Have reading contests and rewards to motivate students
 Respondent’s Profile

Name: _____________________________________________

Age: __________

Grade level:

o Grade 7
o Grade 8
o Grade 9
o Grade 10

Contact Information

1. School Address: _______________________________

2. Phone Number: _______________________________

3. Email Address: ________________________________

Student’s Agreement:

I, ___________________________, agree to participate in this study, which aims to understand the

reading comprehension levels of junior high students in Sitio Kawayan, Sambag 2. I have understood the
purpose of this, and I agree to provide my personal information which will be kept confidential.

By signing below, I confirm that I understand the information given and freely give my consent to
participate in this study.

_________________________ __________
Student Signature Date
Over Printed Name
DOCUMENTATION
 Appendix D: Curriculum Vitae

Lawrence P. Alaba

Arlington Pond, Barangay Sta. Cruz, Cebu City

Email Address & Contact Number
[email protected]
(0977) 805-192

Personal Information
Birthdate: March 9, 2007
Birthplace: Lahug, Cebu City
Nationality: Filipino
Language: Cebuano, English, Filipino

Educational Attainment
City Central National High School
Senior High School: Osmeña Boulevard, Cebu City
(2023-2025)
City Central National High School
Junior High School: Osmeña Boulevard, Cebu City
(2019-2023)
City Central National Elementary School
Elementary School: Osmeña Boulevard, Cebu City
(2016-2019)
 Appendix D: Curriculum Vitae

Jaymar T. Canoy

Sitio Kawayan, Sambag 2, Cebu City

Email Address & Contact Number
[email protected]
(0932) 674 6310

Personal Information
Birthdate: April 4, 2002
Birthplace: Gorordo, Cebu City
Nationality: Filipino
Language: Cebuano, English, Filipino

Educational Attainment
City Central National High School
Senior High School: Osmeña Boulevard, Cebu City
(2023-2025)
City Central National High School
Junior High School: Osmeña Boulevard, Cebu City
(2018-2019)
City Central National Elementary School
Elementary School: Osmeña Boulevard, Cebu City
(2016-2017)
 Appendix D: Curriculum Vitae

Efryl Joy C. Molejon

149 B Sikatuna Street, Barangay Zapatera, Cebu City

Email Address & Contact Number
[email protected]
(0920) 578-0331

Personal Information
Birthdate: April 1, 2007
Birthplace: Danao City, Cebu
Nationality: Filipino
Language: Cebuano, English, Filipino
Educational Attainment
City Central National High School
Senior High School: Osmeña Boulevard, Cebu City
(2023-2025)

Colegio de la Inmaculada Concepcion

Junior High School: Gorordo Avenue, Cebu City
(2019-2022)
City Central National High School
Osmeña Boulevard, Cebu City
(2022-2023)
Colegio de la Inmaculada Concepcion
Elementary School: Gorordo Avenue,Cebu City
(2016-2019)

Appendix D: Curriculum Vitae

Aira E. Romero

Sambag 2, Cebu City

Email Address & Contact Number
[email protected]
(0950) 226-3185

Personal Information
Birthdate: November 25, 2006
Birthplace: Papan, Sibonga, Cebu
Nationality: Filipino
Language: Cebuano, English, Filipino

Educational Attainment
City Central National High School
Senior High School: Osmeña Boulevard, Cebu City
(2023-2025)
Lahug Night High School
Junior High School: Gorordo Avenue, Cebu City
(2019-2023)
Apo Elementary School
Elementary School: Ylaya Road, Argao, Cebu
(2016-2019)