INTRODUCTION

Background of the Research Study

A research background clarifies its content in the beginning and state relevant

historical facts (University of Southern California, 2017). In this section, the researchers

provide facts that support the study; therefore it is the partial foundation of the whole

product. This research will focus on the students of Emilio Aguinaldo College-Cavite Senior

High School.

Self-esteem is an essential part of an individual; it has an impact on our lives and

choices (Doris, 2011). This kind of skill can help a human being to have such great scholarly

opportunities and improving this might give them more. Studies show that high self-esteem is

partly the result of a good school performance and vice versa (Campbell, et al).

Low self-esteem causes a person to be narcissistic that can increase aggression and

violent gestures. Individuals with positive self-esteem can permit themselves to become

vulnerable and disclose personal feelings, initiate investments and make commitments. Low

self-esteemed individual can avoid becoming truly known to others in order to avoid

rejection (ArticlesNG, 2013). Self-esteem based on education presupposed that a healthy ego

would help students achieve greatness even if the mechanism necessary to instill self-esteem

undercut scholarship. This evidence helps the students to exhibit confidence in their abilities

while relating with their peers (Salerno and Angeles, 2006).

In the late 1980s, low self-esteem has been the root of societal dysfunctions in

western societies; John Vasconcellos, an American politician, even thought that it is the

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reason of crimes, teenage pregnancy, drug abuse and school underachievement (Craig, 2006).

This is why governmental and non-governmental groups endorsed the importance of amour

propre (Baumeister, et al, n.d.).

This research aims to identify the significant relationship between the interpersonal

skills and self-esteem of the students in Emilio Aguinaldo College-Cavite Senior High

School particularly all the first sections of each strand this school offers. This is to expose the

research gap that the researchers want to address, in this way, new information are being

input in this study that will open opportunities for future researches seeking for new facts and

information.

As of this writing, there are few related researches about the main topic of this study,

but not totally of the idea was made in the form of a research. In that case, it is a great

opportunity for the researches to open a new knowledge regarding the relationship of self-

esteem and interpersonal skills of the students in relation to their academic competency.

The researchers want to uncover the whole standpoint of those subjects to justify and

give answers regarding the research objectives and questions. This study is conducted not

just for scholarly purposes but to also improve life. The main topic being discussed within

the research is not just for a specific group of person but for anyone who can relate.

Self-esteem is a matter that should be discussed as it is much known today. Many

people especially students are having problems and advantages in this. The researches

narrowed the matter down into its correlation with interpersonal skills that is related with the

environment which the researches are involved with, which is in the institution. Together, the

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researchers came up with an idea for a study as it is not just known or popular but also

relevant.

The research addresses the gap by giving the readers appropriate data and information

that was gathered and conducted within the context of the study, which is the Emilio

Aguinaldo College-Cavite Senior High School. The study also gives past related studies that

will solidify the whole research.

Research Objectives

This section provides certain information regarding the prior assumptions and goals

upon completing the study. It also summarizes the desired product and gives specific actions

to take in order to reach the goal of producing a better study. The main goal of this study on

the other hand, is to identify the significant relationship of interpersonal skills and self-

esteem. The research aims to have better understanding especially to the selected sample.

The other objectives to be achieved are listed below:

1 To determine the level of interpersonal skills of each and all strands.

2 To determine the level of self-esteem of each and all strands.

3 To determine the correlation in each strands regarding their self-esteem and

interpersonal skills.

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Research Problem

These research questions will improve the study and this information is efficiently used with

validity and credibility. The questions the researchers want to address to the respondents are

also included

1. What is the level of interpersonal skills of each strand? In general?

2. What is the level of self-esteem of each strand? In general?

3. What is the correlation between interpersonal skills and self-esteem of each strand? In

general?

Significance of the Study

Significance of the study in the study is a part where the researchers will tell the

importance and purpose of the research. This tells how the study would be beneficial to

society and specific person (Robles, 2008).This study entails certain ideologies about the

relationship of self-esteem and interpersonal skills that was proved by data and information

that was gathered and it will enable other people to know such answers to the research

problems. The researchers are also enlightened by the truth that was proved by this study as

well as others who will read the material in the future.

On the other hand, the beneficiaries of the said study and the merits they will have are as

follows:

Emilio Aguinaldo College-Cavite Senior High School Students - this study shall

develop the student's performance especially in socializing after getting the positive results.

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Moreover, it helps the students to enhance their confidence in different aspects of

interpersonal skills.

Emilio Aguinaldo College Teachers - This study provides sufficient facts or

information that can help them to be effective in their teaching strategies.

Society – Talking about the bigger effect, this study can also contribute to further

macro studies that will be conducted in different societies, though the study is taken from a

small sample, it can still be a relevant source of information.

Communities Outside the Institution – The study can be an eye opener for other

people outside the research’s context, as the authors put such information that can be a basis

for a change.

Peer Groups – This kind of informative material will be an effective way for peer

groups to know more about themselves, if they have to change something as long as it is for

the better.

Future Researchers - This study can be a useful tool or basis for their future studies.

This would give them other significant facts that they may prove or disapprove based on its

objective's effectiveness.

Scope and Delimitation

It is important to narrow down thesis topic and limit the scope of the study as well as

the researcher informs the reader about limits or the coverage of the study (Robles, 2008).

This will identify the boundaries of the study which is stated in the following paragraphs.

The main purpose of the study is to provide facts and information regarding the relationship

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between self-esteem and interpersonal skills of the respondents. The researchers want the

study to focus on the student’s level of esteem and how does it affect their socializing

abilities.

The researchers limited the study to 25 respondents in each strand of five (ABM,

HUMSS, STEM and Technical Vocational Senior High School students of Emilio Aguinaldo

College-Cavite) to satisfy the heuristic rule which refers to the rule of thumb for sample size

used in a study. The suggested sample sizes for correlational study is 100-200 as stated by

Lunenburg and Irby (2008). Each of the respondents was given a questionnaire to answer

some questions related to the research problems. These problems are equipped to be

applicable to all types of students regardless of their esteem level.

To manage the collected data, the questionnaire only included multiple choices and

Likert scale; the researchers did not include open ended questions for more accurate facts.

The data was counted and visually presented in graphical and tabular form for better

understanding and analysis of the collected information.

REVIEW OF RELATED LITERATURE AND STUDIES

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 In this chapter the review of literature, studies as well as readings had gathered from,

books articles, journals, past studies about self-esteem and interpersonal skills, and from

online sources. This will give further understanding to study about the relationship between

self-esteem and interpersonal skills of students.

Foreign Literature

Self-Esteem

Self-esteem is a measure of how valuable you think you are, if you have self-esteem,

you think highly of yourself; if you have low self-esteem you view yourself negatively. The

basic behind self-esteem is what when you feel good about yourself—about who you are and

what you are capable of doing—you will perform better. When you think like a success,

you’re more likely to act like a success, on the other hand, when you think you’re a failure,

you’re more likely to act like a failure. Your self-esteem seems to influence the method of

communication you choose. (Joinson, 2004)

Some researchers argue that high self-esteem is not necessarily desirable. It does

nothing to improve academic performance, cannot lead to success and also it may lead to

anti-social behavior, unfortunately, there are large number of criminals who have extremely

high self-esteem. On the other hand, those people who have low self-esteem can become

successful in different fields. (Owen, et al., 2002)

The way you talk to yourself reflects the way how you think of yourself, leading to

the affection to your interpersonal skills. (Paul, 2001)

Local Literature

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Self-Esteem

According to Nadine Abellera and her colleagues, enhanced self-esteem is evident

when the interpersonal skills standards are met. Because when a person had a good social

relationship with others, high self-esteem will follow.

There is a general opinion that people with high self-esteem live happier lives and are

great in coping with challenges that prevents them to be depressed or even encountering

failure (Celestino, 2014).

According to Owens (2001), a person who has high self-esteem seems to improve

him or herself by pushing themselves to train or manage capabilities. Moreover, he describes

the individual with high self-esteem as having self-respect, considering oneself a person of

worth.

According to Alexander (2002), self-esteemed was defined as an assessment about

him or herself. If a person has a low self-esteem treat themselves badly. Having this low self-

esteem can also have a major factor in low educational achievement. On the other hand,

students with high self-esteem are more productive.

According to Lindsay & Dockrell (2010), it had been founded that some of the

students have behavioral difficulties but they have no significant low self-esteem, also it had

been founded out that they are pro social.

According to Amac et.al, (2003), a healthy self-esteem has been associated with

happiness, success and high achievement whereas, how self-esteem has been associated with

depression, anxiety and underachievement.

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Foreign Studies

Interpersonal Skills

Interpersonal skill is the ease of communicating within social groups or individuals

such as, stakeholders, colleagues and etc. (Peled 2000).

Interpersonal skill includes the ability to motivate others, conflict management,

effective communication, and team building (Sunindijo and Zou, 2011). In order to have an

implication of motivation to others, project management personnel have to identify and know

what drives people to exhibit certain bacts, what triggers people’s behaviour, and how the

behaviour is becoming consistent ( Lingard and Rowlinson 2005).

In order to manage social interactions, project management personnel should also be

effective communicators to ensure that. They have to listen effectively; have strong verbal,

graphical, and written communication skills; deliver good and bad news effectively; have

strong presentation skills; and be able to liaise among stakeholders (Brill et al. 2006).

Self-Esteem

Individuals with high self-esteem think of themselves as worthy, special and also

important. On the other hand, the individuals who have a negative idea about themselves or

who have low self-esteem tend to see and feel themselves as not very important, lacking

lovability and with no comfort in themselves and their capabilities (Temel and Aksoy, 2001).

The high self-esteem of the individual indicates that he has a positive perception

about himself. The high self-esteem may have a positive effect on life satisfaction of the

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individual (Çeçen, 2008). Self-esteem is the general feelings of/about oneself (Robin et al.,

2001).

People who have low self-esteem and poor communications skills are always the

major problems among students. According to Yahya Bin Buntat & Muhamad Shahabudin

Bin Hasan (2010), among the reasons for the occurrence of unemployment among graduates

is the lack of communication skills, especially the confidence in communicating. The self-

esteem of the students has a relationship to every aspects of their lives.

In terms of their daily activities, dealing with life’s challenges, and interacting with

others. Self-esteem also can have an effect on academic performance. Low self-esteem can

lessen a student's desire to learn, her ability to focus, and her willingness to take risks.

Positive self-esteem, on the other hand, is one of the components of a healthy academic life

as it provides a strong foundation of learning (Shore, 2010).

For people with good self-esteem, normal ups and downs may lead to temporary

fluctuations in how they feel about themselves, but only to a limited extent (Bills, 2010). On

the other hand, people with low self-esteem see themselves lower than usual. So, it means

that if the students feel good about themselves, they will have encouragement in themselves.

Then, automatically the students will develop good communication skills. Previous studies

examined self-esteem in terms of perception of positive about self and negative about self.

(Heatherton & Wyland, 2004) the self-esteem, we can divide by two parts, which are positive

self-esteem and negative self-esteem).

Local Studies

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Interpersonal Skills

There is a strong and consistent support for a relation (as evidence by moderate to

high correlations) between academic achievement and social skills functioning. However,

until recently there has been less published evidence that social skills have a direct causal

effect on academic achievement (Elliot, Malecki & Demaray, 2001).

Interpersonal communication skills included mutual relationship, social awareness,

extroversion and communication. On the other hand, isolation, distrust, shyness and

alienation resulted to low level interpersonal communication skills. As a result, this gave the

researcher an idea on how the questionnaire flows by including strong and weak

interpersonal communication skills in the items. (Marsh, 2000)

These sorts of skills have long been recognized as important for success in school and

the workplace, said Stephen Fiore, professor at the University of Central Florida, who

presented findings from a paper about these skills and how they might be assessed (Salas,

Bedwell, and Fiore, 2011).

Social or interpersonal skills are skills in processing and interpreting both verbal and

nonverbal information from others in order to respond appropriately. A skilled communicator

is able to select key pieces of a complex idea to express in words, sounds, and images, in

order to build shared understanding (Levy and Murnane, 2004).

Theoretical Framework

Social Learning Theory

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 Finding certain theories really contributed much to the study that the researchers are

currently taking. One of those theories is the Social Learning Theory, a theory that is done

possibly by Albert Cohen and Albert Bandura. According to Chibuzor Tochi Onyemenam

(2013), the theory of Bandura and Cohen explains that the person’s characteristics of self-

esteem have something to do with that person’s past experiences. In this way, the researches

can get a hint of the relationship of self-esteem with interpersonal skills, by encompassing

the principles of this theory in the basic events in school such as having high self-esteem

because of good communication with the teachers and vice versa.

In Cohen and Banduras’s theory, it is stated that the Social Learning Theory is a

theoretical explanation of behavioral acquisition through learning by imitation or

observation. It is done in a social context (such as an academe) and can purely occur through

observation or direct instruction even in the absence of motor reproduction or direct

reinforcement (Bandura, 1963). According to Onyemenam, this theory tells that individual

behavioral differences are influenced by past significant events that were experienced by a

human being. This practically matches with the anticipated outcome of this research. By this

theory, the researchers can associate self-esteem to interpersonal skills because of the

interference of social learning to the current behavior of a student in an academe.

For example, in a specific society such as an academe, a student with low self-esteem,

based on the social learning theory, will be assumed to have a problematic or a traumatic

childhood. Also, according to the gathered facts in the review of related literature and studies

of this research, it shows that having different level of self-esteem results to a different level

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of socializing skills as well as the interpersonal skills. In this way, the theory works together

with the authors’ research problem and the research topic itself.

This theory includes social modelling which is also a powerful method of education.

Because if students see a positive outcome from their behavior, they are more likely to retain

that kind of behavior, on the other hand, if the result is negative, they are less likely to

perform that kind of behavior (Steve Wheeler, n.d.).

It is also identified that the social learning theory combines with the

cognitive learning theory which tells us that learning is affected by certain psychological

factors and behavioral learning theory which assumes that learning is based on responses to

environmental stimuli. (Psychology Today, n.d.)

Conceptual Framework

In this section, it represents how the particular variables connect with each other in

the specific study. It also identifies the variables required in the research investigation.

Furthermore, it maps out the actions required in the course of the study.

Figure 1: Conceptual Framework of the Study

b Interpersonal Skills

Respondents’ Test
Result

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 Self-esteem

In the conceptual framework, the process will be visualized, represented by lines and

figures to show the logical pattern upon the process. The respondents’ test result would be

the basis for determining the levels of the two variables in the study which is the self-esteem

and interpersonal skills. Determining the two tests will identify if there is a relationship

between the two which will then analysed to extract its results that will be used for the

conclusion of the study.

Research Hypotheses

The following hypotheses are designed to support the study,

Wherein X1 = Self-esteem

And X2 = Interpersonal Skills

Ho: X1 ≠ X2, there is no significant relationship between self-esteem and

interpersonal skills.

Ha: X1 = X2, there is a significant relationship between self-esteem and

interpersonal skills.

Definition of terms

The following terms are operationally defined for further understanding of the

readers

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 Self-esteem- this is how we value ourselves; it is how we perceive our value to the

world and how valuable we think we are to others; it is the personal judgment of worthiness

that is expressed in the attitude the individual holds toward himself.

Low Self-Esteem- this pertains to debilitating condition that keeps individuals from

realizing their full potential. It is a person feels so poorly about him or herself.

High Self-Esteem- this pertains of how people think very well of themselves and

their abilities.

Interpersonal Skills- The set of abilities enabling a person to interact positively and

work effectively with others. This includes the areas of communication and listening.

Conceptual Framework- provides an outline of the researcher’s plan on how the

study will be conducted.

The following definitions of terms below, on the other hand, are thematically defined

for the assurance of accuracy and reliability of information.

Self-Esteem – It answers the question: “How do I feel about who I am?” (Gross,

Stanley, n.d.)

Low Self-Esteem – The tone of you opinion to yourself be negative (Overcoming,

n.d.)

High Self-Esteem – According to Daniel Hall-Flavin (2011), when you have high

self-esteem, you feel good and you feel satisfied about yourself.

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 Interpersonal Skills – this enables you for social functioning. This are the

capabilities of a person to effectively communicate and work with other people. (Gonzalez,

Karin, n.d.)

Conceptual Framework- It is the researcher’s understanding of how the particular

variables in the study connect with each other. Thus, it identifies the variables required in the

study. It is the researcher’s “map” in pursuing the study itself (Regoniel, 2015).

Synthesis of Introduction

According to Yahya Bin Buntat & Muhamad Shahabudin Bin Hasan’s study in 2010,

the said research reinforces the research gap of the present study which is the relationship of

both self-esteem and interpersonal skills to students’ academic performance. They explained

that there are major problems of students, including the lack of communication skills and

self-esteem because of its consequences such as unemployment. On the other hand, Owen

and his colleagues explained that self-esteem will not have a direct relationship to academic

performance or competency, neither the success of a person, as people with low self-esteem

can be successful too. Though there are differences between the ideas of self-esteem and

interpersonal skills to academic competency, this will still be a positive way for the

researchers to address the research gap by using new information.

This correlational research aims to improve one’s life by determining and identifying

the significant relationship between self-esteem and interpersonal skills, the benefits of

having high self-esteem, the certain needs for improving self-esteem, the reasons why an

individual should have a high self-esteem and the recommendations about certain techniques

to improve interpersonal skills.

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 The related studies and literature will also be a guide for the researchers for the right

path on seeking answers through the study. Through this, the researchers are able to find

different local and foreign literature (articles, journals, etc.) and studies that seemed to have a

logical connection to the research topic, which are the interpersonal skills and self-esteem.

On a part within the review of related literature, both research topics was explained and

defined well, as well as its connecting ideas, both coming locally and internationally.

The theoretical framework explains the helpful theory that the researchers chose to

best support the study which is the Social Learning Theory. According to Onyemenam, this

theory tells that the present behavior is greatly influenced by a certain event in a human

being’s past. On the other hand, the conceptual framework shows logical lines that represents

the flow of the data gathering process. This is made to visualize how the researchers

conducted the study.

In research hypothesis, the researchers came up with a null hypothesis, which is

that there is no significant relationship between self-esteem and interpersonal skills. And for

the alternative hypothesis, the researchers stated that there is a significant relationship

between self-esteem and interpersonal skills. Lastly, the definition of terms explains certain

terminologies that will be encountered throughout the study, these terminologies are defined

by their true and accurate meaning.

METHODOLOGY

Research methodology is a way on how to find the result of a given matter with the

specific topic, which is called, the research problem. In methodology, the researchers will

state the certain criteria for finding answers to the problem of the study wherein different

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sources use different type of methods in solving a problem. (Industrial Research Institute,

2010)

This contains the research method accessible for the study and presents various

procedures as well as strategies in identifying sources for needed information on the analysis

and evaluation of data. It specifies the method of research used, the research design that

refers to the overall strategy that a researcher choose to coherent and logically integrate the

different components of the study and to address the research problem effectively; Research

respondents which refers to the number and selected participants to be analysed in

conducting the study. It also includes the relevant information of the respondents;

Instruments used by the researchers (tools to gather data or information for a particular

research topic); Data gathering procedure which refers to the process by which the researcher

collects the information from all the relevant sources to find answers to the research problem,

test the hypothesis and evaluate the outcomes. It also includes the steps that a researcher has

dealt with for the completion of the entire data gathering phase; Data analysis procedure

which explain the statistical test that a researcher used in analyzing the data.

Research Design

In this section, it will explain the specific quantitative approach and the specific

design that will use by the researchers in conducting the study. Research design gives huge

contribution to the reliability of the results that were attained; it also makes good foundation

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for the whole research that is essential for the study’s smooth operation and effectiveness,

attaining maximum information at low cost and without spending too much resources.

(Universal Teacher, n.d.)

Quantitative research deals with numeric data and quantifiable information, logic and

objective stance, In terms of research designs, a quantitative research may either have a

descriptive or an experimental research design, wherein the descriptive research design is

focusing on measuring only once while the experimental design measuring data before and

after a treatment. (Babbie, et al., 2007)

This study utilized a quantitative correlational design which aims to determine the

relationship between self-esteem and interpersonal skills which regards to academic

competence of the students. According to Waters (2017) A correltional study is a quantitative

method of research in which you have 2 or more quantitative variables from the same group

of participants, and you are trying to determine if there is a relationship (or covariation)

between the 2 variables (that is, a similarity in pattern of scores between the two variables,

not a difference between their means). Theoretically, any two quantitative variables from the

same group of participants can be correlated as long as it contains numerical scores on the

given variables from the same participants.

Research Locale

The research had been conducted inside the Emilio Aguinaldo College Cavite campus

wherein the respondents are currently studying. The data gathering process, specifically the

collection of data happened inside the respondents’ classroom on their free time to avoid

class disturbance and to promote ethical conduct. Specifically, the researchers intended to go

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to these classrooms; (a) room 2309 of HUMSS Masining, (b) room 5201 of ABM Matatag

(c) room 2502 of STEM Mapagkawanggawa and (d) room xxxx of TechVoc xxxx. The

actual dissemination of questionnaire sheets and the gathering of answers also happened in

one day.

Sampling Procedure and Respondents

In this section, it will explain relevant details about the respondents. These include

the number of respondents as well as their relevant background information. It also describes

the sampling procedure that the researchers will use in the study. In conducting a research,

quality sampling is characterized by the number and selection of subjects or observations, it

is critical to have an adequate amount of sample in both for good reasons. Sufficient large

sample size is a large representative of a group of people and it helps in limiting the study

and to avoid extreme observations. (Patel, et al., 2003)

A population is a group of individuals with empirical common denominator. It is

difficult or almost impossible to have all of the population to have their statistics, therefore, it

is the time for the researcher to do the sampling and the sample will be representative of the

population. There are two main types of sampling, one is the probability sampling and the

other one is the non-probability sampling in which the difference was only about the use of

randomization in choosing the sample size. (Ladner, Sam., n.d.)

The respondents of this study are grade 12 students from Emilio Aguinaldo College-

Senior High School Cavite. As students transition from middle level to high school, their

self-concept gradually grows. Increasing freedom allows adolescents greater opportunities to

participate in activities in which they are competent, and increased perspective-taking

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abilities enable them to garner more support from others by behaving in more socially

acceptable ways(Harter, 1999).

There are 25 respondents in each strand of five (ABM, HUMSS, STEM and

Technical Vocational students from section A). Each of the participants had been exposed to

different activities which accompanied by individual roles mostly inside the classroom)

including their leadership performance as one of the role model students inside the campus

field. These pieces of information were taken from the given answers of the respondents that

were being interviewed by the researchers.

Data Gathering Tool/s

Instrument is the term used by the researchers to represent the act of measuring

quantifiable data; it can be a survey, a test, a questionnaire, etc. To help distinguish between

instrument and instrumentation, consider that the instrument is the one that is used in the

gathering process and instrumentation is the course of action or the actual process of using

the device (Research Rundowns, n.d.). This study used questionnaire to gather data from the

respondents. This contains the instrument used by the researchers, including the number of

items, scoring data, descriptive rating, the reliability and validity of the instrument.

This study adopted the Self-Esteem and Social Competence of Deaf and Mute

students in selected institutions in Dasmariñas City by Cleto and Irorita (2012). The

researchers only include the Social Competence and Self Esteem Survey in the instruments.

The two questionnaires are a Likert-scale type which both composed of 20 items to be

answered by the students. The participants were expected to respond using values: SD

(strongly disagree), D (Disagree), A (Agree), and SA (strong agree). Scores range from 3.50

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to 4.00 is regarded as very high, from 2.90 to 3.40 as high, from 2.30 to 2.80 as average, for

1.70 to 2.20 as low, and from 1.00 to 1.60 is regarded as very low. (See appendix A)

For the reliability and validity of the instrument, the researchers analysed and

improved the questionnaires to fit with the respondents of the study. The researchers

submitted the questionnaire to their adviser, technical critic, the person who validated the

questionnaire and panels for scrutiny and face validity.

With the result of the validity of the instrument, the person who validated this

questionnaire suggested to improve the translation of items number 1,6, and 2 for the self-

esteem and for the social competence items number 2,4,10,20,22.

For the result of the reliability of the instrument, the questionnaire gone through a lot

of revision and some item numbers had been eliminated such as 13,20,23,24, and 25 for the

self-esteem statements while on the social competence statements, the number that had been

eliminated are 7,21,22,24, and 25. Those are the item numbers that has a low reliability and

had been improved for the result of reliability test by testing 19 sample respondents. From 25

items for the self-esteem and social competence, it became 20 items for the two instruments.

The revised questionnaire was statistically tested and improved by the statistician and

researchers.

The Reliability of the instrument was calculated using Cronbach’s Alpha. High

quality tests are important to evaluate the reliability of data supplied in an examination or a

research study. Alpha is a commonly employed index of test reliability (Tavakol & Dennick,

2011); it is important to remember that reliability, regardless of the strategy used to obtain it,

is not a characteristic inherent in the test itself, but rather is an estimate of the consistency of

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a set of items when they are administered to a particular group of students at a specific time

under particular conditions for a specific purpose (Brown, 2002).

Data Gathering Procedure

Data collection or data-gathering procedure is the process of collecting and measuring

data and information from samples, in an established systematic fashion that enables the

researchers to find answers from the stated research questions, test hypotheses, and evaluate

outcomes. Regardless of the type of research (qualitative, quantitative), accurate data

collection is very important and needed to promote the integrity of the research. (Faculty

Development and Instructional Design Center Northern Illinois University, 2005)

The participants engaged in two sets of questionnaires (n=40), which includes 20

questions per set. The said questionnaires are thoroughly picked among initial candidates as

these are the accurate and valid for the study’s research topic, which is interpersonal skills

and self-esteem. The questions included in both sets do not require much knowledge except

the participant’s own understanding of themselves. The questions are also appropriate for the

level of cognition of the participants as it focuses only on the individual’s experiences.

The actual dissemination of the questionnaires was made on the participants’ vacant

time within the day to avoid disturbance of classes and to promote ethical practice in

conducting a research.

After the questionnaires have been distributed, the participants are encouraged to read

the questions thoroughly and the researchers explained further instructions to properly

answer the given questions. The researchers also make it sure that everyone has answered the

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questionnaires completely though the participants also have the freedom to restrain

answering. The participants also conducted the said data-gathering process according to the

scope and delimitation of the research. All of the questionnaires were then collected, tallied

and analysed.

Data Analysis Procedure

Interpretation of data by analysing is the key in providing thorough facts to your

stakeholders. The type of analysis you use depends on the research design, the type of

variables you have, and the distribution of the data. In analysing data, there are two types;

one of them is the descriptive statistics which tells us about the basic qualities of the data.

Descriptive as includes statistics that can describe such as the range, minimum, maximum,

and frequency. It also includes measures of central tendency such as mean, median, mode,

and standard deviation that tell us the visual description of the data. On the other hand,

inferential analysis uses statistical tests to see if there is a pattern and if it is related to its

context. (Regents of the University of Minnesota, 2017)

In this case, the researchers used both descriptive and inferential analysis of data. The

range, minimum, maximum and frequency of the test scores were identified and analysed as

well as the measures of the central tendency (mean, median, mode and standard deviation).

On the other hand, the researchers used the Pearson’s R formula to identify the

correlation of the students’ self-esteem and interpersonal skills. The full name of Pearson’s R

is the Pearson Product Moment Correlation or PPMC. It shows the linear relationship

between two sets of data or in other explanation, it simply makes the correlation of data be

visible under a line graph. Two letters are used to represent the Pearson correlation: Greek

24
letter rho (ρ) for a population and the letter “r” for a sample (Statistics How To, 2017). The

formula of Pearson’s Correlation Coefficient is presented below.

 x y
 xy 
n
r=  x 2   x  2   y 2    y  2 
   
  
n n

Where: n= number of paired observations

x= first variable

y= other variable

The researchers used weighted mean to determine the level of self-esteem and social

competence. The mean formula is used when the date has no frequency or frequent values.

The weighted mean formula, on the other hand is used when the data consists of frequency.

The calculation of weighted mean is simple and do not require a complex method of formula.

Where: WM= Weighted Mean

W= weights

F=frequency

N= total no. of the respondents

25
 RESULTS

This section shows the statistical data in graphical and tabular form, explained

through description written under.

Demographic Profile

Figure 2: Age of the Respondents

26
 Age of the respondents
5% 7%

16 years old
32%
17 years old
18 years old
56% 19 years old

Figure 2 shows the huge difference between the age of the respondents (grade

12 students) as 17 years old students come with56%, followed by 18 years old with 32% then

16 years old with the percentage of seven (7%) and 19 years old with only 5%. According to

the data, the specific age with the largest population is the 17 years old as it took almost 60%

of the whole sample, meanwhile, the least amount of students with this age is 19 years old, it

took only just 5% out of 100% which means, only 5 students (out of 100 respondents) were

the ones with that age. The lesser one was the 16 year olds with only 2 percent (7%) ahead of

the 19 years of age while 18 years old took the second largest population with 32 percent (32

respondents out of 100).

Figure 3: Gender of the Respondents

27
 Gender

43% Male

57% Female

The figure three shows the data about the percentage of the gender of the participants.

As soon as the tallying of the questionnaires have finished, there have been only two genders

mentioned, the male and female. Female gender scored 57% while Male gender has a score

of 43%.

The two variables actually do not have large differences but still, most of the

respondents are females, taking up more than half of the sample size (57%) while the male

has 43%. Domination of a particular gender is not evident in the results represented by the

figure, and the two genders’ population is almost equal.

28
Figure 4: Family Status

Family Status
2% Complete
3%
5%
Incomplete
7%
Separated Parents
12%
Broken

71% Being accompanied with

1 parent only
Extended

Unlike the previous graph, figure three has evident domination of a specific data.

When it comes to each respondent’s family status, “Complete” takes up to 71% of the whole

sample, “Incomplete” comes with 12%, “Separated Parents” got 7%, “Extended” had 5

percent, then “Broken” only had 3 percent and “Being accompanied with 1 parent only” with

only 2%.

Majority of the respondents have complete family, it is very evident in the graph,

denoted by the color blue, it takes up almost the whole space while the larger portion was

given to the “Incomplete”, and this shows that 12% of the sample size have an incomplete

family. The next one is with separated parents that take up 7%, with the lesser 5% of students

with extended family, 3% with broken family and finally, the least, with 2% are those who

are accompanied with a parent only.

29
Figure 5: Number of Close Friends

How many close friends do you have?

2%

21%
30% 0 to 1
2 to 5
6 to 10
11 to 15
16 to 20
15% 32%

In the Figure 5, the data answer the question “How many close friends do you have?”

In this graph lies the data that says 2% of all of the respondents has 0 to 1 close friends only,

while 21% has 2 to 5 close friends, 32% have 6 to 10 close friends, and then 15% are those

who have 11 to 15 close friends and 30% for those who have 16 to 20 close friends.

The data are tightly close to each other, except the least percentage which is the o to 1

as it only have 2%, followed by 15% of 11 to 15, up to 21% from 2 to 5 close friends, then

30% for 16 to 20 and finally, the most number of respondents with 6 to 10 close friends,

taking up 32% of the sample size which is 100.

30
Figure 6: Reading vs. Talking

Which do you prefer the most

when it comes to certain
circumstances (e.g. having free
time)?

38% Reading
62% Talking

The figure 6 tells us the percentage of the respondents with different views about their

preferred activity when it comes to certain circumstances such as having a free time. 38%

said that they prefer reading more than talking and 62% said otherwise.

Talking got the highest percentage among the choices as it scored 62% based on the

respondents’ answers. While on the other hand, the reading takes place with 38%, much

lesser than the percentage that the “talking” got.

Senior High School students evidently prefer communication by means of talking

rather than being busy reading materials, As per data, talking is the dominant choice than the

other variable, it brings the researchers a hint of the respondents’ personality as being

talkative was denoted as a characteristic of an extrovert while being a bookworm is a

characteristic of an introvert

31
 Figure 7: Indoor Activities vs. Outdoor Activities

Which do you prefer among the

two? (Indoor, Outdoor activities)

47%
Indoor activities
53%
Outdoor activities

Figure 7 talks about the most preferred choice among indoor activities and outdoor

activities coming from the respondents. The most preferred one was the outdoor activities as

it overlaps the indoor activities’ percentage by 6 percent (53%). On the other hand, the

choice “indoor activities” is not distancing itself from the leading percentage; it still has 47%,

almost covering half of the total number of respondents.

Figure 8: Introvert Extrovert and Ambivert

Are you an? (Introvert, Extrovert,

Ambivert)

20%
Introvert
Extrovert
17%
63% Ambivert

32
 The 8th figure shows us the partition between the three choices that lets the

respondents to answer the question that asks if they are an introvert, an extrovert, or an

Ambivert. Ambivert has 63%, Introvert has 20% and extrovert has 17%.

The pie chart shows the dominance of the choice “Ambivert” as it has been the

majority’s choice, 63% of the 100% of the total respondents said that they are an Ambivert.

The said choice also covers the half of the sample size. Followed by the two choices that

does not differ that much, “introvert” (20%) passed “extrovert” by 3 oercent (3%), and the

remaining percentage is with the “extrovert” choice which has 17% only.

Figure 9: Dogs vs. Cats

Are you a? (Cat person, Dog person,

Neither of the two)

Dog person/lover
32%
Cat person/lover
51%
A person who doesn't
17% like/love either of the two

Figure 9 identifies the percentage and differences between data that were tallied from

the respondents’ questionnaires. The question asks if that person is a dog lover, a cat lover or

neither. The choice of dog has 51%, while the cat lover only has 17% and those who doesn’t

like/love either of the two has 32% It is obvious that the respondents are fond of dogs

rather than cats, that’s why, the dog choice is very popular among these days. It has 51% of

33
percentage, the most number of respondent’s answer. It is followed by the percentage of the

choice “A person who doesn’t like/love either of the two and lastly, only 17% chose to be a

cat person/lover with only 17%, the least percentage among all choices within the question.

Table 1: HUMSS STRAND

Table 1.1: Social-Competence Table 1.2: Self-Esteem

Question Weighted Rank Question Weighted Rank

Number Mean Number Mean

1 1.76 Rank 14 1 1.76 Rank 14

2 2.28 Rank 3 2 3.16 Rank 1
3 1.92 Rank 12 3 2.08 Rank 10
4 2.08 Rank 7 4 2.84 Rank 3
5 2.08 Rank 7 5 1.88 Rank 13
6 2.56 Rank 1 6 2.56 Rank 3
7 2.6 Rank 6 7 2 Rank 11
8 2 Rank 11 8 2.96 Rank 2
9 1.56 Rank 16 9 2.24 Rank 5
10 2.44 Rank 2 10 2.16 Rank 7
11 1.76 Rank 14 11 2.28 Rank 6
12 2.8 Rank 5 12 2 Rank 11
13 1.84 Rank 13 13 2.12 Rank 8
14 2.04 Rank 10 14 2.52 Rank 4
15 2.08 Rank 7 15 1.88 Rank 13
16 2.2 Rank 9 16 2.8 Rank 9
17 1.68 Rank 15 17 2.12 Rank 8
18 2.12 Rank 4 18 1.08 Rank 16
19 1.92 Rank 12 19 1.52 Rank 15
20 2.44 Rank 2 20 1.92 Rank 12

GM=2.11 GM= 2.19

As computed, the weighted mean of each question number from both the study’s

test—Self-Competence Survey and Self-Esteem Survey are indicated on the table above (see

table 1.1). For the self-competence, the highest weighted mean came from the question 6

34
with a value of 2.56 and ranked as number one. On the other hand, the lowest weighted mean

was from the question number 9 with the value of 1.56 and placed at rank 16. There are few

values that were tied in terms of ranking, on the table 1.1, 3 questions are entitled with rank

number 7 for having the same weighted mean of 2.08. The overall self-competence of the

HUMSS strand or the calculated mean is 2.11.

For the self-esteem, the results are on table 1.2. The test also includes 20 questions

but the highest weighted mean came from the question number 2 with the value of 3.16. The

lowest weighted mean came from the question number 18 with the value of 1.08 at rank 16.

The results also had ties especially to the question numbers 7 and 12 and both ranked

eleventh for having the same value of 2. The overall self-esteem of the HUMSS stand or the

grand mean is 2.19

The probable cause of the result is depending on the context, it is also supported by

Abellera (2012) who stated that if the standard of the interpersonal skills is met, and then the

self-esteem will follow. In this case, it is clear that the HUMSS students did not meet at least

an average score of their interpersonal skills to the self-esteem got the same result also. The

chosen theory also gave explanation of what happened to the result of HUMSS. According to

Banduras’ theory, the current behaviour is connected to what happened from the past, this is

why the interpersonal skills of the HUMSS students are affected because their self-esteem

might be low prior to the actual socialization.

35
Table 2: TechVoc Strand

Table 2.1: Social Competence Table 2.2: Self-Esteem

Question Weighted Rank Question Weighted Rank

Number Mean Number Mean

1 1.36 Rank 9 1 1.52 Rank 6

2 1.6 Rank 12 2 1.8 Rank 7
3 1.6 Rank 12 3 1.8 Rank 7
4 3 Rank 1 4 1.68 Rank 3
5 1.4 Rank 13 5 1.72 Rank 3
6 1.72 Rank 5 6 1.76 Rank 2
7 2.2 Rank 2 7 1.64 Rank 4
8 1.4 Rank 13 8 1.8 Rank 7
9 1.36 Rank 9 9 1.64 Rank 4
10 1.8 Rank 11 10 1.64 Rank 4
11 1.8 Rank 11 11 1.64 Rank 4
12 1.56 Rank 7 12 1.6 Rank 8
13 1.88 Rank 4 13 2.04 Rank 1
14 1.56 Rank 7 14 1.8 Rank 7
15 1.96 Rank 3 15 1.6 Rank 8
16 1.6 Rank 12 16 1.72 Rank 3
17 1.32 Rank 10 17 1.6 Rank 8
18 1.68 Rank 6 18 1.68 Rank 3
19 1.52 Rank 8 19 1.56 Rank 5
20 1.72 Rank 5 20 1.64 Rank 4
GM=1.70 GM=1.69

The Table 2.1 shows the computed weighted mean of the Technical Vocational strand

regarding the social competence survey. The highest weighted mean computed was with the

value of 3 and the lowest has the value 1.4 that came from both questions 5 and 8 and ranked

at 13. The overall Self-competence of the TechVoc strand or the grand mean is 1.70. While

the table 2.2 shows the strand’s weighted mean regarding the self-esteem survey. The highest

computed value is 2.04 from the question number 13 and the lowest has the value of 1.6

36
coming from questions 12, 15 and 17 all ranked at number 8.The overall self-esteem of the

TechVoc strand or the grand mean is 1.69.

Table 3: STEM STRAND

Table 3.1: Social Competence Table 3.2: Self-Esteem

Question Weighted Rank Question Weighted Rank

Number Mean Number Mean

1 2.08 Rank 7 1 2.24 Rank 7

2 2.12 Rank 6 2 3 Rank 1
3 2 Rank 10 3 2.12 Rank 9
4 2.88 Rank 1 4 2.96 Rank 2
5 2.12 Rank 6 5 2.2 Rank 12
6 2.76 Rank 2 6 2.6 Rank 10
7 2.56 Rank 3 7 2.2 Rank 12
8 2.04 Rank 9 8 2.84 Rank 4
9 1.68 Rank 12 9 2.4 Rank 11
10 2.56 Rank 3 10 2.12 Rank 9
11 2.16 Rank 5 11 2.12 Rank 9
12 2.6 Rank 8 12 1.92 Rank 14
13 2.16 Rank 5 13 2.12 Rank 9
14 2 Rank 10 14 2.76 Rank 5
15 1.96 Rank 11 15 2.16 Rank 8
16 2.28 Rank 4 16 2.88 Rank 3
17 2 Rank 10 17 2.08 Rank 13
18 1.92 Rank 12 18 2.32 Rank 7
19 1.96 Rank 11 19 1.88 Rank 15
20 2.76 Rank 2 20 2.44 Rank 6
GM=2.23 GM=2.37

The Table shows the weighted mean and rankings made out of the gathered data are

all presented in tabular form, the information are on the table 3. For the social competence,

the weighted means are stated in the table 3.2 wherein the highest weighted mean came from

the question 4 with the value of 2.88. On the other hand, the lowest weighted average came

37
from the question 9 with value of 1.68 and ranked 12th. The overall self-competence of the

STEM strand or the grand mean is 2.23.

In Table 3.2, it shows the weighted averages are made from the questions from the

self-esteem survey. The highest weighted mean computed from the data, came from question

no. 2 with the value of 3 and the lowest, ranked no. 15 came from the question number 19

with the value of 1.88. The overall self-esteem of the STEM strand or the grand mean is 2.37.

Table 4: ABM Strand

Table 4.1: Social Competence Table 4.2: Self-Esteem

In Table 4.1, the computed mean was presented, along with the highest weighted

mean which came from the question number 14 with the value of 3.12.Meanwhile the lowest

38
weighted mean was computed and it came from the question number 5 with the value of 1.8

and ranked 16th.The overall self-competence of the ABM strand or the grand mean is 2.24

The highest weighted mean is from the question number 12 with the value of 3.24 and

the lowest with the value of 1.64 at rank 16 from question number 1. The overall self-esteem

of the ABM strand or the grand mean is 2.21.

Table 5: General Weighted Mean Between Two Variables

Table 5.1 General Social Competence Table 5.2: General Self-Esteem

39
 The Table shows the weighted made out of the gathered data that are all presented in

tabular form, the information are on the Table 5.1. The overall social competence of all

strands or the grand mean is 2.1. On the other hand, the general mean for self-esteem is 2.26.

Relationship between Interpersonal Skills and Self-Esteem

Table 6: HUMSS Strand Correlation

Respondent X Y XY X2 Y2

1 55 52 2860 3025 2704

2 47 44 2067 2209 1936
3 38 38 1444 1444 1444
4 48 53 2544 2304 2809
5 45 43 1935 2025 1849
6 34 35 1190 1156 1225
7 36 36 1296 1296 1296
8 39 49 1911 1521 2401
9 52 51 2652 2704 2601
10 36 43 1548 1296 1849
11 54 49 2646 2916 2401
12 50 51 2550 2500 2601
13 36 42 1512 1296 1764
14 41 43 1763 1681 1849
15 46 55 2530 2116 3025
16 41 40 1640 1681 1600
17 45 49 2205 2025 2401
18 57 45 2565 3249 2025
19 36 49 1764 1296 2401
20 43 46 1978 1849 2116
21 34 45 1530 1156 2025
22 43 41 1763 1849 1681
23 42 43 1806 1764 1849
24 54 48 2592 2916 2304
25 37 39 1443 1369 1521
N= 25 =1089 =1129 =49734 =48643 =51677

R= 0.608 strong positive

In this Table, the data are organized to form the founding elements of the formula of

the Pearson’s r which will be used to know the correlation between the variable X (Social

40
Competence) and the variable Y (Self-esteem). The Table now shows the computed values

which are substituted to the formula then solved. The result for the correlation of HUMSS

strand is strong positive as it showed the value of 0.608.

Relationship between Interpersonal Skills and Self-Esteem

Table 7: STEM Strand Correlation

Respondent X Y XY X^2 Y^2

1 52 53 2756 2704 2809

2 40 60 2400 1600 3600
3 42 45 1890 1764 2025
4 41 44 1804 1681 1936
5 44 44 1936 1936 1936
6 33 37 1221 1089 1369
7 39 42 1638 1521 1764
8 35 35 1225 1225 1225
9 50 50 2500 2500 2500
10 44 51 2244 1936 2601
11 49 47 2303 2401 2209
12 51 55 2805 2601 3025
13 37 41 1517 1369 1681
14 43 41 1763 1849 1681
15 38 37 7406 1444 1369
16 61 58 3538 3721 3364
17 34 40 1360 1156 1600
18 41 47 1927 1681 2209
19 61 66 4026 3721 4356
20 41 43 1763 1849 1849
21 53 63 3339 2809 3969
22 51 49 2499 2601 2401
23 46 38 1748 2116 1444
24 46 48 2208 2116 2304
25 37 44 1628 1369 1936
1109 1178 59444 50759 57162
N=25
R= 4.469 Very strong positive

41
 The Table 6 shows the values that were computed in order to do the Pearson’s R

Correlation. Now the data are fixed, it was then substituted and finalized to get the result of

very strong positive with the value of 4.469.

Relationship between Interpersonal Skills and Self-Esteem

Table 8: ABM Strand Correlation

Respondent X Y XY X^2 Y^2

1 40 48 1920 1600 2304

2 42 48 2016 1764 2304
3 45 43 1935 2025 1849
4 64 57 3648 4096 3249
5 35 35 1225 1225 1225
6 51 47 2397 2601 2209
7 43 44 1892 1849 1936
8 45 40 1800 2025 1600
9 38 43 1634 1444 1849
10 56 59 3304 3136 3481
11 38 45 1710 1444 2025
12 42 49 2058 1764 2401
13 28 27 756 784 729
14 30 36 1080 900 1296
15 40 43 1720 1600 1849
16 37 43 1591 1369 1849
17 56 56 3136 3136 3136
18 28 25 700 784 625
19 47 50 2350 2209 2500
20 63 52 3276 3969 2704
21 51 50 2550 2601 2500
22 41 43 1763 1681 1849
23 37 38 1406 1369 1444
24 37 43 1591 1369 1849
25 40 43 1720 1600 1849
1074 1107 49178 48344 50611
N=25
R= 0.865 very strong positive

The Table shows the values that will be used to correlate the x and y variables which

are social competence and self-esteem respectively. The values are then finalized and

42

Table 9: TechVoc Strand Correlation

transferred into the Pearson’s r formula to know the correlation of very strong positive with

the value of 0.865.

Respondent X Y XY X^2 Y^2

1 43 27 1161 1849 729

2 32 31 992 1024 961
3 37 26 962 1369 676
4 33 44 1452 1089 1936
5 39 24 936 1521 576
6 40 37 1480 1600 1369
7 27 34 918 729 1156
8 33 36 1188 1089 1296
9 28 38 1064 784 1444
10 35 35 1225 1225 1225
11 34 33 1122 1156 1089
12 35 41 1435 1225 1681
13 28 28 784 784 784
14 42 36 1512 1764 1296
15 31 35 1085 961 1225
16 31 32 992 961 1024
17 42 28 1176 1764 784
18 35 36 1260 1225 1296
19 29 21 609 841 441
20 38 40 1520 1444 1600
21 26 42 1092 676 1764
22 44 28 1232 1936 784
23 30 30 900 900 900
24 33 34 1122 1089 1156
25 27 45 1215 729 2025
=852 =841 =28434 =29734 =29217
N=25

R= - 0.283 Weak Negative

Despite the other strand’s positive relationship, the result for the technical vocational

students says otherwise. It is determined through the data and information above (see Table

43
7). These data are computed to be the foundation of the Pearson’s r correlation, once done,

the result shows the value of –0.283 and was categorized under weak negative relationship.

Table 10: Overall correlation of all strands

Respondent X Y XY X^2 Y^2

1 40 48 1920 1600 2304

2 42 48 2016 2304
1764
3 45 43 1935 1849
4 64 57 3648 2025 3249
5 35 35 1225 1225
6 51 47 2397 4096 2209
7 43 44 1892 1936
1225
8 45 40 1800 1600
2601
9 38 43 1634 1849
1849
10 56 59 3304 3481
2025
11 38 45 1710 2025
1444
12 42 49 2058 2401
3136
13 28 27 7056 729
1444
14 30 36 1080 1296
1764
15 40 43 1720 1849
784
16 37 43 1591 1849
900
17 56 56 3136 3136
1600
18 28 25 700 625
1369
19 47 50 2350 2500
3236
20 63 52 3276 2704
784
21 51 50 2550 2500
2209
22 41 43 1763 1849
3969
23 37 38 1406 1444
2601
24 37 43 1591 1849
1681
25 40 43 1720 1849
1369
26 43 27 1161 729
1369
27 32 31 992 961
1600
28 37 26 962 676
1849
29 33 44 1452 1936
1024
30 39 24 936 576
1369
31 40 37 1480 1369
1089
32 27 34 9018 1156
1521
33 33 36 1188 1296
1600

44
34 28 38 1064 729 1444
35 35 35 1225 1089 1225
36 34 33 1122 784 1089
37 35 41 1435 1225 1681
38 28 28 784 1156 784
38 42 36 1512 1225 1296
40 31 35 1085 784 1225
41 31 32 992 1764 1024
42 42 28 1176 961 784
43 35 36 1260 961 1296
44 29 609 1764 441
45 38 21 1520 1225 1600
46 26 40 1092 841 1764
47 44 42 1232 1444 784
48 30 28 900 676 900
49 33 30 1122 1936 1156
50 27 34 1215 900 2025
51 55 45 2860 1089 2704
52 47 52 2068 729 1936
53 38 44 1444 3025 1444
54 48 38 2544 2209 2809
55 45 53 1935 1444 1849
56 34 43 1190 2304 1225
57 36 35 1296 2025 1296
58 39 36 1911 1156 2401
59 52 49 2652 1296 2601
60 36 51 1548 1521 1849
61 54 43 2646 2704 2401
62 50 49 2550 1296 2601
63 36 51 1512 2916 1764
64 41 42 1763 2500 1849
65 46 43 2530 1296 3025
66 41 55 1640 1681 1600
67 45 40 2205 2116 2401
68 57 49 2565 1681 2025
69 36 45 1764 2025 2401
70 43 49 1978 3249 2116
71 34 46 1530 1296 2025
72 43 45 1763 1849 1681
73 42 41 1806 1156 1849
74 54 43 2592 1849 2304
75 37 48 1443 1764 1521

45
 76 52 39 2756 2916 2809
77 40 53 2400 1369 3600
78 42 60 1890 2704 2025
79 41 45 1804 1600 1936
80 44 44 1936 1764 1369
81 33 44 1221 1681 1369
82 39 37 1638 1936 1764
83 35 42 1225 1089 1225
84 50 35 2500 1521 2500
85 44 50 2244 1225 2601
86 49 51 2303 250 2209
87 51 47 2805 1936 3025
88 37 55 1517 2401 1681
89 43 41 1763 2601 1681
90 38 41 1406 1369 1369
91 61 37 3538 1849 3364
92 34 58 1360 1444 1600
93 41 40 1927 3721 2209
94 61 47 4026 1156 4356
95 41 66 1763 1681 1849
96 53 43 3339 3721 3969
97 51 63 2499 1681 2401
98 46 49 1748 2809 1444
99 46 38 2208 2601 2304
100 37 48 1628 2116 1369
N=100 =3933 44 =195191 2116 =187533
=4255 1369
=165677

3.298 Very Strong Positive

In this table, the data are organized to form the founding elements of the formula of

the Pearson’s r to know the general correlation between the variable X (Social Competence)

and the variable Y). The computed values which are substituted to the formula then solved.

The result for the general correlation of is very strong positive as it showed the value of 3.29.

DISCUSSION

46
 This section presents the findings, analysis and interpretations of the study. The important

points of this study analysed such as the hypotheses the answered statement of the problem,

and statistical analysis based on the gathered data.

The Table 1.1 reveals that the overall mean level of self-competence of the Humanities

and Social Sciences (HUMSS) Strand which is 2.11 is interpreted as “low” in social

competence. This suggests that despite of some respondents answering positive questions

about their social skills, the result said otherwise. Some of the respondents are confident by

answering strongly agree to questions that asks if they have good relationship with other

people (see Appendix B), and some are not. The questionnaires’ tally show that most of the

respondents answered “Agree” to those questions showing negativity. Some factors are also

affected the result (which is “low”) such as the number of average shy people as the

respondents have a majority of ambiverts (a person having the same quality of an extrovert

and an introvert). This is supported by Marsh (2000) wherein Interpersonal communication

skills included mutual relationship, social awareness, extroversion and communication. On

the other hand, isolation, distrust, shyness and alienation resulted to low level interpersonal

communication skills. As a result, this gave the researcher an idea on how the questionnaire

flows by including strong and weak interpersonal communication skills in the items. Now,

the bottom line of this section of discussion is that, HUMSS students may experience various

factors that hinder them to have a good record of interpersonal skills, some of which is

shyness, as we all know that not all HUMSS students are confident enough. These students

are also experiencing hindrances when socializing between people as some of them are

introverts and more likely to enclose themselves or simply being picky (in a positive manner)

in choosing friends.

47
 Meanwhile, Table 1.2 shows the grand mean from the self-esteem survey of HUMSS

students with the value of 2.19 categorized as “low” on self-esteem. The information shows

that the self-esteem of the HUMSS student is sufficient and needs improvement. The result

may be affected by other factors such as criticism and etc. But results do not seem to meet

the subjective assumption of the researchers. Lindsay and Dockrell (2010) supported this,

they said, “It had been founded that some of the students have behaviour difficulties but they

have no significant low self-esteem, also it had been founded out that they are pro social”.

Which concluded that self-esteem does not define how these students will socialize and work

with each other effectively.

Table 2.1 shows the data social competency level of Technical Vocational students of

Emilio Aguinaldo College Cavite, categorized under “very low” in social competence with

the value 1.70. Technical vocational students focus more on skills in the context of work,

unlike other strands, seemingly being one of the factors that affect the social competence of

the respondents of Technical Vocational track. But according to Salas and his colleagues

(2011), interpersonal skills have long been recognized as important for success in school and

the workplace. This suggests that even if the Technical Vocational students got very low in

their social competence level, it is still important to have the certain skills for success in

school and especially in the workplace, where they are intended to be into in the following

years. TechVoc students may have the skill as they are trained to have it but can’t show it

because of certain factors, that factors may include self-difficulties and etc.

Table 2.2 shows the value of 1.69 as the self-esteem level of Technical Vocational

students which are categorized under “very low” in self-esteem. Suggesting that these

48
students lack in self-esteem and social competence but produces a weak negative correlation

(see table 8) of -0.283. Clearly that the scores do not really matter to each other because in

the first place, the correlation of the track’s variables x and y is negatively weak. Owen and

his colleagues (2002) supported this idea, as they have stated, some researchers argue that

high self-esteem is not necessarily desirable. It does nothing to improve academic

performance, cannot lead to success and also it may lead to anti-social behaviour,

unfortunately, there are large number of criminals who have extremely high self-esteem. On

the other hand, those people who have low self-esteem can become successful in different

fields. These students are also not defined by the level of their self-esteem, getting the

principle of the related literature; this means that self-esteem is not actually a factor in being

successful in life, the same also how these students will work with each other.

On Table 3.1, STEM’s level of social competence measures 2.23 which is considered

as “average”. The strand’s level of interpersonal skills is unlikely of what is on the first two

tables; this one stands higher than the two and has very strong relationship. This idea is

supported by Elliot, et, al (2001) who stated that, there is a strong consistent support for a

relation between academic achievement and social skills functioning. In this portion of

discussion, we are now talking about the students who are more focused on academic aspects

with complex information to deal with that makes the strand stand tall according to the data.

Because of academic achievement, STEM students are able to make their social competence

level boost, as what Elliot had stated.

On Table 3.2, the STEM’s level of self-esteem is with a value 2.37 under the category

of “average”. This is due to their answers which have more values focused on positivity

49
rather than questions with negativity. Obviously, the level of the two variables of STEM,

goes well with each other just what Nadine Abellera and her colleagues (n.d. ) have said.

They said that enhanced self-esteem is evident when the interpersonal skills standards are

met. Because when a person had a good social relationship with others, high self-esteem will

follow. This explains that these students are able to have high self-esteem because their

competence level is high also, the two variables show significant relationship between each

other.

Table 4.1 shows the strand ABM and its level of social competence which is 2.21 that

is under the category of “average”. Same state as the STEM’s which is higher than usual

from HUMSS and Technical Vocational. ABM is known for having focused on management

where social competence is relevant. According to Sunindijo and Zou (2011), interpersonal

skills include the ability to motivate others, conflict management, effective communication

and team building.

Meanwhile, the Table 4.2 identified the level of self-esteem as “average” with the

value of 2.24. The result is almost identical as the way how STEM connected with their

variables. Nadine Abellera and her colleagues (n.d. ) have said that enhanced self-esteem is

evident when the interpersonal skills standards are met. Because when a person had a good

social relationship with others, high self-esteem will follow.

Overall, the social competence of the grade 12 students of Emilio Aguinaldo College

Senior High School Cavite resulted under the category of “low” after the value of 2.11 has

shown. This suggests that the social competence of grade 2 students is sufficient despite

average ratings of the two strands namely ABM and STEM while the low level scores of the

50
HUMSS and Technical Vocational track student may have contributed largely to the overall

level of self-esteem; On self-esteem, the grade 12 students of Emilio Aguinaldo College

Cavite have an average rating with the value of 2.26. Despite having low on social

competence, the grade 12 students do have a mediated opinion about themselves. The

statistics shows it as STEM and ABM have an average self-esteem rating per strand basis.

According to Nadine Abellera and her colleagues, enhanced self-esteem is evident

when the interpersonal skills standards are met. Because when a person has a good social

relationship with others, high self-esteem will follow.

When it comes to correlation, STEM has the very strong positive correlation with the

value of 4.469 therefore; the researchers accepted the alternative hypothesis for this certain

strand, followed by HUMSS with very strong positive correlation with the value of 0.865

which the alternative hypothesis fit in. Next is ABM with strong positive correlation and the

value of 0.608 that makes the researchers accept the alternative hypothesis that there is a

significant relationship between the two variables on this specific strand and finally, the

Technical Vocational which has weak negative correlation with the value of -0.283 which

means, the researchers will also accept the alternative hypothesis (alternative hypothesis =

there is a significant relationship between variable x and y).

The general correlation of all strands with the value of 3.298 stated that there is a very

strong positive relationship between the two variables. We can infer that if the social

competence is high then the interpersonal skill is also high. Through this we are able to

answer the first research problem.

51
 The bottom line of the results will be that, if you have high self-esteem, you think

highly of yourself; if you have low self-esteem, you view yourself negatively. The basic

behind self-esteem is what when you feel good about yourself, about who you are and what

you are capable of doing—you will perform better. Your self-esteem seems to influence the

method of communication you choose. (Joinson, 2004). High self-esteem is not necessarily

desirable. It does nothing to improve academic performance, cannot lead to success and also

it may lead to anti-social behaviour. On the other hand, people with low self-esteem can

become successful in different fields (Owen, et al, 2002) The way you talk to yourself

reflects also the way how you think of yourself, leading to the affection of your interpersonal

skills (Paul, 2001)

The chosen theory of the researchers which is the Social Learning Theory by

Banduras (1963) connects the variables according to the result of the correlation. As what the

Social Learning Theory is stating, the current behaviour of a person has connection to what

happened from the past or earlier than the present. The correlation of the study’s variables

which is the self-esteem and interpersonal skills resulted to the value of 3.298 which is under

the category of very strong positive correlation; it basically means that there is an absolute

relationship between the variables of the Grade 12 students of EAC SHS. To justify, the

theory connected to the result of the correlation. In Banduras’ theory, it is understood that

the past event contributes to the current situation, that’s why the interpersonal skills of the

students’ are affected because of the level of their self-esteem prior to the actual

socialization. Regardless of the level; if it’s high or low, there is still a significant

relationship between the variables, where if the variable x goes high, then the variable y will

go high too, if the variable x goes low, then the variable y go low too and this is because of

52
the preceding events. This idea is explained in Banduras’ theory which is the Social Learning

Theory.

Conclusion

Based on the result and discussion, there is always a relationship between the study’s

two variables namely variable x as interpersonal skills and variable y as self-esteem. The

results support this idea as the data shows evidences. Even though STEM has both average

values of the variable, opposing to what the HUMSS got, there is still a strong positive

correlation of the two variables for the both strand. But on the case of Technical Vocational

track students, the results of the level of the two variables are low and the correlation is

negative. The probable explanation for this is that, technical vocational students experience

certain factors that affect their interpersonal skills and self-esteem because of the context of

their role as a student of this track. This was supported by previously mentioned related

literatures. On the other hand, ABM, HUMSS and STEM, have significant relationship

denoted as very strong and strong positive between variables. While the TechVoc with the

negative coefficient value described as weak negative relationship that states that there is no

significant relationship between variables.

The overall correlation of all the respondents is very strong positive. The researchers

have found that all of the senior high school respondents have a very high social competence

and interpersonal skills. This data is not at all constrained in the academic environment but

will also have a significant relationship to other environments as well.

Recommendations

53
 It is the duty of the researchers to make the study relevant and helpful to anyone,

that’s why the researchers would like to give some recommendations and suggestions to the

groups of people that were first mentioned in the Significance of the Study. May the

recommendations that is stated below will be executed for the betterment of each people as

much as what the research can reach.

To the Senior High School students of Emilio Aguinaldo College for further

understanding and evaluation of the study, for better reflection and affirmation. To also

acquire knowledge for the betterment of one’s self.

To the teachers of the institution’s Senior High School to build better professional

relationship with their students, to help the students with their problems regarding their self-

esteem and interpersonal skills and for the teachers to also create strategies that can improve

a student’s self-esteem and social life.

To all people who can examine the study to be recommended or referenced as a

contribution to other larger researches, to also be a helpful source of information containing a

micro study to fill up the needed information and to contribute to vast studies.

To the communities outside the institution to gain knowledge and factual information

for better understanding of one’s self and to also use the study as one of the basis for a

change and also give time to reflect upon reading the study and to reflect on themselves

about their self-esteem and interpersonal skills.

To the groups of friends or peer groups to have time taking the information of this

study to help each other in terms of problems regarding their self-esteem and also to give

54
way to a change for the better. May the research be also an instrument for better bonding and

closer relationships between friends to promote better interpersonal skills.

To the future researchers to have the research to be a helpful tool so that the

knowledge will be used to other materials and spread it out more, to also be an eye opener

that as soon as they study the researcher’s work, they acquire the knowledge needed in order

to improve their way of communication to others and

Self-judgement or opinion. It is also recommended to have the research as a tool

where they can get information that they can reference to support their study.

REFERENCES

Abellera, N., Ouano, J., Conway, G., Camilotes, L., Doctor, H. (2012). International
Journal of Research Studies in Psychology. Retrieved from
www.consortiacademia.org/index.php/ijrsp/article/download/298/189

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Alexander, T. (2001). What is Self-esteem and why does it matter? Self- esteem as an aid to
recovery and understanding Mental Health and Learning Disabilities Care, 41. (10).322

Babbie, Earl R. (2010). The Practice of Social Research. 12th ed. Belmont, CA: Wadsworth
Cengage.

Brill, J.M., Bishop, M.J., & Walker, A.E.( 2006), The competencies and characteristics
required of an effective project manager: A web-based Delphi study, Educational
Technology Research and Development, 54 (2), 115-140.

Çeçen A R (2008). Sense of coherence, family sense of coherence and self-esteem in

predictinf life satisfaction among university students. J. Theory Pract. Educ. 4(1): 19-30.

Celestino, D. (2014) People with High Self-Esteem are More Likely to be Assholes. Retrieved
from http://filipinofreethinkers.org/2014/05/11/people-with-high-self-esteem-are-more-
likely-to-be-assholes/

Dento, A. (2011). Communication and Relationship Skills, BF 637.C45, D496

Elliott, Malecki & Demarcy (2011). New Directions in Social Skills Assessment
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Floyd, K. (2011). Interpersonal Communication, 637.C45, F669

Lingard, H. & Rowlinson, S. 2005, Occupational Health and Safety in Construction

Project Management, Spon Press, Oxon.

Markham I. (2015), The Relationship between Self-Esteem and Communication Skills

Among Students and at Faculty and Management, Universiti Sains Islam Malaysia. Retrieved
from http://www.academia.edu/12235215/THE_RELATIONSHIP_BETWEEN_SELF-
ESTEEM_AND_COMMUNICATION_SKILLS_AMONG_STUDENTS_AT_FACULTY_
AND_MANAGEMENT_UNIVERSITI_SAINS_ISLAM_MALAYSIA

Owens,A. (2001). The truth about Self-Esteem. Phi Delta Kappan, 76, 272-288

Peled, A. 2000, ‘Politicking for success: the missing skill’, Leadership &
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Patel, M., Doku, V., and Tennakoon, L. (2003). “Challenges in recruitment of research
participants.”Advances in Psychiatric Treatment. 9.

Robin RW, Tracy JL, Trzesniewski K. (2001). Personality correlates of self-esteem. J. Res.
Personality 35: 463-482

Schneider & Janasz (2009). Interpersonal Skills and Organization, 58.7, D368

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Shore, K.(2010).Education World: Dr. Ken Shore: The Student with Low Self-Esteem.
Retrieved from Education World: Dr. Ken Shore:
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Sunindijo, R.Y. & Zou, P.X.W. (2011), CHPT construct: essential skills for construction
project managers, International Journal of Project Organization and Management, 3 (2), 139-
163.

Appendix A
Communication Letter/Approval

57
58
59
60
61
62
Appendix C

63
 Database

Demographic Profile
Legend:
Strand: Age: Sex: Family status: Close friends
ABM – 1 16 - 1 Female – 1 Complete – 1 0 to 1 -1
HUMSS - 2 17 - 2 Male – 2 Incomplete – 2 2 to 5 – 2
TECHVOC - 3 18 - 3 Separated Parents -3 6 to 10 – 3
STEM - 4 19 - 4 Broken - 4 11 to 15 – 4
Single Parent - 5 16 to 20 – 5
Extended - 6
Adopted - 7
Other - 8

Strand Age Sex Family status Close friends

1 2 1 4 5
1 3 1 1 5
1 3 2 4 2
1 2 1 1 3
1 2 1 1 4
1 2 2 2 3
1 4 2 1 2
1 3 1 6 5
1 3 1 1 4
1 2 1 1 3
1 1 1 1 2
1 2 2 1 5
1 4 2 3 2
1 3 1 1 5
1 2 2 1 5
1 3 1 1 3
1 1 1 2 2
1 3 2 1 2
1 2 1 1 5
1 1 1 1 2
1 2 1 1 3
1 3 1 2 4
1 4 2 1 5
1 3 2 1 5
1 3 1 2 3
3 3 1 1 5
3 3 2 1 5

64
3 3 2 1 4
3 2 2 1 5
3 2 1 1 5
3 3 1 1 5
3 3 2 1 5
3 2 1 1 3
3 3 2 1 4
3 2 1 2 4
3 3 2 1 2
3 2 2 1 3
3 2 2 1 4
3 2 2 1 5
3 3 2 1 5
3 2 2 1 5
3 4 2 1 3
3 2 1 2 4
3 3 2 3 3
3 2 2 2 3
3 2 1 5 2
3 2 1 1 5
3 1 2 1 5
3 2 2 1 3
3 3 2 2 4
2 3 1 1 2
2 3 1 1 2
2 1 1 5 3
2 1 1 1 3
2 2 1 1 2
2 2 1 1 1
2 2 1 3 3
2 2 1 6 5
2 3 2 3 4
2 2 1 1 3
2 2 2 1 2
2 2 1 1 3
2 2 1 2 5
2 3 1 1 3
2 2 1 1 3
2 2 2 1 5
2 3 1 2 3
2 2 1 3 2
2 4 2 2 3

65
 2 3 2 1 3
2 3 1 1 3
2 3 2 4 5
2 1 5 2 1
2 3 1 6 2
2 2 1 3 3
4 2 2 1 3
4 2 2 1 3
4 2 1 1 3
4 2 2 1 2
4 2 1 6 5
4 2 2 1 5
4 2 1 1 5
4 2 2 6 5
4 2 2 1 3
4 2 2 1 4
4 3 2 3 2
4 2 1 1 2
4 2 1 1 4
4 2 1 1 3
4 2 1 1 4
4 2 2 1 3
4 2 1 1 4
4 3 1 1 3
4 2 1 1 2
4 2 1 1 5
4 2 1 1 4
4 2 2 1 2
4 3 1 1 2
4 2 1 1 3
4 2 1 1 5

Reading vs. Talking: I vs. O activities Kind of person Kind of person

Reading – 1 Indoor – 1 Introvert - 1 Dog lover – 1
Talking – 2 Outdoor -2 Extrovert - 2 Cat lover – 2
Ambivert - 3 Neither - 3

66
Reading vs. Talking I vs. O activities Kind of person Kind of person
1 2 3 3
2 2 2 1
2 1 2 1
1 1 1 1
2 2 3 3
2 2 3 1
1 2 3 1
2 2 3 1
1 1 3 1
2 1 1 3
1 2 3 1
2 2 3 1
1 1 2 1
2 2 2 3
2 2 3 2
2 1 3 1
1 1 1 3
2 2 2 2
2 1 3 3
1 1 1 2
2 2 3 3
2 2 3 3
2 2 3 1
2 2 2 2
2 1 2 1
1 1 2 2
1 2 3 3
2 2 2 3
1 1 1 1
2 2 3 2
2 2 3 1
2 1 3 2
1 2 1 2
2 2 2 1
1 2 3 1
2 1 3 3
2 1 1 1

67
2 2 3 3
2 2 3 1
2 1 2 1
2 2 1 1
2 1 3 2
1 1 3 2
2 2 3 1
1 1 3 1
1 2 3 3
2 2 3 1
2 1 3 1
2 2 2 3
2 1 3 1
1 2 3 3
1 1 3 1
2 2 3 1
2 1 3 3
2 1 3 3
2 1 3 2
1 1 1 1
2 2 3 3
2 2 1 1
2 2 3 3
2 1 1 2
1 1 3 3
1 2 3 3
1 1 3 3
2 1 3 1
2 2 2 1
1 1 3 3
2 2 3 1
2 1 2 3
2 2 3 3
2 2 3 3
1 2 3 1
3 3 3 1
2 1 3 2
2 2 2 1
1 1 1 1
2 2 3 1
1 1 1 1
1 2 3 1

68
 1 1 3 1
2 2 3 1
2 2 3 1
2 2 3 3
1 2 3 1
2 2 3 2
1 1 1 2
2 1 3 3
2 2 2 1
2 2 3 1
2 1 2 1
1 1 1 3
2 1 3 3
1 2 3 1
1 1 1 2
1 1 3 1
1 1 1 1
1 1 1 1
2 1 1 3
1 1 3 3
1 2 1 3

Social Competence
Survey
Legend: SD - 4 D -3 A-2 SA - 1
estions: 1 2 3 4 5 6 7 8 9 10
2 4 3 2 2 3 3 2 1 3
2 3 1 4 1 2 3 1 1 1
2 1 1 2 1 3 3 4 1 4
3 4 3 4 2 4 3 3 2 4
1 1 1 4 1 1 2 1 1 1
1 3 2 3 2 2 2 3 2 4
2 3 2 2 2 4 2 2 2 2
1 4 1 2 1 4 4 2 1 3
2 2 2 2 2 1 3 1 1 1
2 3 2 4 2 4 3 3 2 4
2 2 2 2 1 3 3 2 1 2
1 3 1 2 1 2 3 2 2 2

69
2 1 1 1 1 1 2 1 1 2
1 2 1 3 2 2 2 2 1 1
2 2 2 2 2 2 2 2 1 2
1 2 1 1 1 1 4 3 1 2
2 4 4 3 4 4 1 3 2 1
1 1 1 3 1 1 2 1 1 1
2 2 2 4 2 4 2 2 1 3
2 4 4 3 4 4 4 3 2 4
2 2 2 3 2 4 2 3 1 3
2 2 2 3 2 3 3 2 1 1
1 3 1 2 2 1 3 1 1 3
1 1 1 2 2 3 2 1 1 2
1 2 2 2 2 3 2 2 2 2
2 3 3 2 2 2 2 2 2 2
1 1 1 4 1 2 2 1 1 2
1 2 2 4 2 2 2 2 1 1
1 2 2 2 1 2 2 2 1 2
2 2 2 1 2 2 2 2 2 2
2 2 2 2 2 1 3 2 2 2
1 2 1 3 1 2 3 1 1 1
1 1 2 3 1 2 3 1 1 2
1 1 2 2 1 2 2 1 1 2
1 1 1 3 1 2 3 2 1 2
1 2 2 4 1 1 3 1 1 2
1 2 1 3 2 2 2 1 1 2
1 1 1 3 1 2 1 1 2 2
2 2 2 4 2 2 3 2 2 2
2 2 2 2 1 2 1 1 2 1
1 2 1 3 1 2 2 1 1 2
2 2 2 3 2 2 3 2 2 2
1 1 1 3 2 1 4 1 1 2
1 1 1 4 1 1 2 1 1 1
2 1 2 4 1 2 1 2 1 2
1 1 1 3 1 1 3 1 1 1
2 2 3 3 2 2 3 2 2 2
2 2 1 3 1 1 1 1 1 2
1 1 1 3 2 1 1 2 2 2
1 1 1 4 1 2 1 1 1 2

70
2 2 2 3 3 3 4 2 2 3
2 3 2 3 2 3 2 3 1 2
1 1 2 3 2 2 2 2 1 2
2 2 2 4 2 4 2 2 1 4
2 2 2 4 2 4 4 2 1 2
2 1 2 2 2 3 3 1 1 3
2 2 2 2 3 3 4 1 2 1
1 2 2 3 1 3 3 2 2 1
2 2 1 4 2 1 4 3 2 3
2 2 2 3 2 1 2 2 2 2
2 3 2 4 2 2 4 3 2 4
2 3 3 4 2 4 2 2 2 4
1 1 1 3 1 2 2 1 1 2
1 2 2 4 2 4 2 2 1 2
2 2 1 2 3 2 2 2 1 3
1 3 2 2 1 2 2 2 3 3
1 2 2 4 2 4 4 2 1 2
4 4 4 3 4 3 2 1 4 4
1 3 1 4 1 1 1 3 1 1
2 3 1 2 2 3 2 1 1 3
2 2 2 2 2 3 3 2 1 1
2 3 2 4 2 2 2 3 2 3
2 3 2 2 2 4 2 3 1 1
2 3 3 3 3 3 3 2 2 3
1 1 1 2 2 3 2 1 1 2
2 2 2 3 2 3 2 3 2 3
2 2 2 1 2 3 3 2 1 1
2 2 2 3 2 3 2 1 2 2
2 2 2 3 2 2 1 1 1 3
2 2 2 3 2 3 2 2 2 3
1 2 2 3 1 3 3 1 1 1
1 3 2 3 1 2 1 2 1 3
1 1 2 2 1 1 2 2 1 4
3 2 3 1 4 2 3 2 3 2
2 2 2 2 2 2 3 2 2 2
4 2 2 2 4 2 2 4 3 1
1 3 2 4 1 4 1 3 3 3
1 3 1 3 2 2 2 1 1 1

71
2 3 1 4 2 4 3 3 1 3
2 2 1 3 3 2 4 1 1 1
3 3 2 3 3 4 2 3 2 4
1 1 1 3 2 3 2 2 1 2
2 2 2 3 2 3 3 1 2 2
3 3 3 4 3 3 4 2 1 4
1 2 1 3 2 3 4 1 1 2
2 3 2 4 1 4 1 1 1 4
4 2 3 3 4 4 4 4 3 4
2 2 2 4 2 3 4 3 2 3
4 1 3 3 1 2 4 2 3 4
2 1 1 2 2 2 2 2 1 2

11 12 13 14 15 16 17 18 19 20
2 2 1 1 2 1 2 1 2 1
4 1 2 2 2 3 1 3 2 3
1 4 1 3 2 4 1 2 2 3
3 4 3 4 2 4 2 3 3 4
4 2 1 2 2 4 1 2 1 2
2 4 2 3 2 4 2 3 2 3
2 3 2 1 2 1 2 2 2 3
1 3 2 2 3 2 1 3 1 4
2 3 2 2 2 2 1 2 2 3
3 4 2 4 2 2 1 3 3 3
1 3 2 2 2 3 1 1 1 2
2 2 2 3 2 3 2 2 2 3
2 1 2 1 4 1 1 1 1 1
2 1 2 1 1 1 1 1 1 2
2 3 2 2 2 2 1 2 2 3
3 2 2 1 2 1 2 3 1 3
2 4 2 3 3 3 2 3 3 3
2 1 2 3 2 1 1 1 1 1
2 2 2 3 2 3 1 3 2 3
2 4 2 3 4 3 2 3 3 3
2 3 2 3 2 3 2 4 2 4
2 2 2 2 2 2 1 2 2 3
1 1 2 2 3 4 2 2 1 1
1 1 3 1 4 3 1 2 2 3
2 2 2 2 2 2 2 2 2 2
3 2 2 2 2 2 2 2 2 2
2 2 2 2 2 1 1 1 1 2
1 1 3 2 2 2 1 2 2 2
2 2 1 2 2 2 1 2 1 1

72
3 1 2 2 2 2 2 2 2 2
2 2 2 2 2 2 2 2 2 2
1 1 1 1 2 1 1 1 1 1
2 2 2 1 2 2 1 2 1 1
1 2 1 1 1 1 1 2 1 2
1 2 3 1 3 1 1 2 2 2
2 2 2 2 1 1 1 2 1 2
3 1 1 2 2 2 1 2 2 2
1 1 2 1 2 1 1 2 1 1
2 2 2 1 2 2 2 2 2 2
2 2 2 2 1 1 1 1 2 1
1 2 2 1 2 1 1 1 2 2
2 2 2 2 2 2 2 2 2 2
2 1 2 1 3 2 1 2 2 2
1 1 2 1 2 2 2 1 1 2
2 1 2 2 3 2 2 2 2 2
1 1 2 1 2 1 1 1 1 1
2 2 2 2 3 2 2 2 2 2
3 1 2 2 1 2 1 1 1 1
1 2 2 2 2 2 1 2 1 2
2 1 1 1 1 1 1 1 1 2
2 3 3 3 3 3 3 3 3 3
3 4 2 2 2 4 1 2 1 3
1 3 2 2 2 2 2 1 2 3
2 2 2 3 2 2 2 3 2 3
2 3 1 3 2 1 1 2 2 3
2 3 1 1 1 2 1 1 1 1
1 4 1 1 2 1 1 1 1 1
2 1 2 1 2 2 2 2 2 3
1 3 2 4 4 3 2 3 3 3
2 2 1 1 2 1 1 1 2 3
1 4 3 2 3 3 4 3 2 1
2 4 1 3 2 2 1 2 2 3
1 2 1 2 3 2 2 3 2 3
3 3 2 1 2 3 1 1 2 1
1 3 3 2 2 4 2 3 3 3
3 2 1 2 2 1 1 3 2 3
2 4 1 3 1 2 1 2 1 4
2 1 3 2 2 4 3 3 2 2
1 3 1 3 2 1 1 2 2 3
2 3 3 2 2 2 2 3 1 3
1 1 2 1 1 1 1 1 2 3
2 3 1 2 2 1 1 2 1 3
1 3 2 1 1 3 1 2 2 4
2 4 3 3 3 2 3 2 3 2
2 2 2 1 2 3 2 2 2 3
2 3 2 3 3 3 2 3 3 4

73
 1 1 2 2 3 1 3 3 2 3
2 3 2 2 2 2 2 2 1 3
2 4 1 1 1 3 2 3 2 3
2 3 2 1 2 2 2 2 2 3
2 2 1 1 2 2 1 2 1 1
1 3 2 2 1 2 3 2 2 2
3 3 1 1 2 1 3 1 2 1
4 1 4 2 3 2 3 1 4 1
2 3 2 3 2 3 1 3 1 3
1 1 4 2 2 4 3 2 2 2
2 3 2 3 3 3 1 3 2 4
2 3 2 2 2 1 1 2 2 3
2 3 2 1 1 3 1 1 2 1
2 2 2 1 1 1 2 1 2 4
2 3 3 4 3 4 3 4 2 4
2 3 2 1 1 2 1 1 1 2
1 3 2 2 2 2 2 1 1 3
2 3 3 4 2 4 3 4 2 4
2 2 2 2 2 3 1 2 2 3
4 4 1 4 2 4 4 1 2 4
1 3 2 1 1 1 1 1 3 2
3 3 2 2 2 2 1 1 2 1
4 1 3 1 2 1 3 1 2 1
3 2 3 2 2 1 1 1 2 3

Self-Esteem
Survey
Legend: SD - 4 D -3 A-2 SA - 1
Questions: 1 2 3 4 5 6 7 8 9 10
2 2 2 3 1 3 2 4 1 2
2 3 3 3 2 3 4 3 2 3
2 3 2 3 2 2 2 4 1 4
3 3 2 3 2 4 2 4 3 3
2 3 2 3 2 2 2 2 2 1
1 4 1 3 2 3 2 4 2 1
2 2 2 1 4 2 2 3 2 2
1 4 1 3 1 4 1 3 1 1
2 3 2 3 1 3 2 4 2 2
2 4 2 4 3 3 2 4 2 3
1 4 2 3 2 2 2 3 2 1
2 3 2 3 2 3 2 3 2 2
2 1 2 2 2 1 2 1 1 3

74
2 2 2 2 1 1 4 2 1 1
2 3 2 2 2 2 2 3 2 2
1 2 2 2 2 3 2 3 2 2
2 3 3 2 3 2 3 2 3 3
1 3 1 3 1 2 1 1 1 1
2 3 2 3 2 3 2 4 2 3
2 3 3 2 2 3 3 4 2 2
1 3 2 4 2 4 2 3 2 4
1 3 2 2 2 2 2 3 2 2
1 3 1 2 2 3 2 2 2 2
2 3 3 3 2 3 1 4 2 1
2 2 2 3 2 2 2 2 2 2
2 2 1 1 1 2 1 2 1 2
1 1 2 2 2 1 2 2 2 1
2 2 2 1 1 1 2 2 1 2
2 2 3 2 3 2 2 2 2 2
1 2 1 1 1 2 1 2 1 1
1 1 2 2 2 2 2 2 2 2
1 1 2 2 2 2 2 1 2 2
1 2 2 1 2 2 2 2 2 2
1 2 2 2 2 2 2 2 2 2
2 2 2 1 2 2 2 2 1 2
2 2 1 2 1 2 1 1 2 1
1 2 2 2 2 2 2 2 2 2
1 2 1 2 1 1 1 2 1 2
2 2 3 2 3 2 2 2 2 1
2 2 1 2 1 2 1 2 2 2
1 2 2 1 2 2 2 2 2 2
1 2 1 2 1 2 1 1 1 1
2 2 2 2 2 2 1 2 2 2
1 2 1 1 1 1 1 1 1 1
2 2 3 2 2 2 2 2 2 2
3 2 3 2 2 2 2 2 2 2
1 1 1 2 1 2 1 2 1 1
1 1 1 1 1 1 1 1 2 1
2 2 2 2 2 1 2 2 1 1
2 2 2 2 3 2 3 2 2 2
3 3 3 3 2 3 3 3 3 3
2 4 2 3 2 2 2 4 2 2
2 4 2 3 2 1 1 2 2 1
2 3 2 4 2 3 3 4 3 2
2 2 2 2 3 2 2 2 2 2

75
1 3 1 3 1 2 2 3 2 2
2 2 2 1 1 1 1 3 1 1
1 3 3 4 2 4 3 4 3 2
1 4 1 3 3 3 2 4 3 2
3 3 2 2 2 2 2 2 2 2
1 4 2 2 2 3 3 2 3 3
2 4 2 3 2 3 2 3 1 3
1 2 3 3 2 2 2 3 2 2
2 2 2 2 2 1 2 3 1 2
2 3 3 4 2 3 3 4 3 2
1 3 2 3 1 3 2 3 2 1
2 4 1 4 1 4 1 3 2 4
2 3 3 3 1 3 2 3 2 2
1 4 2 4 3 3 2 3 3 2
1 3 1 3 2 2 3 3 3 3
2 3 2 3 2 2 2 2 4 2
2 3 2 2 2 3 1 4 2 1
2 4 2 2 1 4 1 4 1 4
2 3 3 2 2 3 2 3 3 2
2 3 2 3 2 2 1 2 1 2
2 3 3 3 3 3 3 4 3 2
3 3 2 3 4 4 2 4 4 4
1 3 2 3 1 3 2 3 2 1
2 3 2 3 2 2 2 3 2 3
2 3 2 2 2 3 2 2 2 2
1 3 2 3 2 3 2 3 2 1
1 3 2 4 1 2 2 3 2 1
2 3 2 1 2 2 2 3 3 1
4 2 2 2 3 1 3 2 4 2
2 3 2 3 2 3 2 3 2 3
4 2 2 2 3 1 3 3 2 2
2 4 3 3 2 4 2 3 2 3
2 3 2 2 2 2 2 2 1 1
1 4 2 4 1 1 2 3 2 1
2 2 2 2 1 2 2 3 2 1
2 3 2 4 2 4 3 4 3 4
2 3 1 3 1 2 1 3 2 1
2 3 2 3 3 3 1 4 2 2
3 4 3 4 3 4 3 3 3 4
1 3 1 4 2 3 2 2 3 1
3 4 2 4 3 4 3 3 3 4
3 3 3 3 1 2 2 2 4 2

76
2 3 2 3 1 1 2 2 1 1

4 2 3 3 1 3 3 1 3 3

3 3 2 3 1 3 2 3 1 3

77
11 12 13 14 15 16 17 18 19
2 3 1 3 2 3 2 4 2
3 2 3 2 1 2 1 3 1
1 2 3 2 1 2 1 3 1
3 3 2 4 2 1 2 4 3
2 1 1 2 1 2 2 1 1
2 1 2 3 2 3 2 3 2
4 2 2 2 2 2 2 2 2
1 3 1 1 2 3 1 3 2
1 2 3 2 2 2 2 2 2
2 2 3 4 4 4 2 4 2
2 2 2 3 1 4 1 2 2
3 2 2 3 2 3 2 3 2
1 1 1 1 1 1 1 1 1
4 1 2 2 1 2 1 2 1
4 1 2 2 2 3 2 1 2
2 1 2 3 2 4 2 2 2
3 3 2 4 4 4 2 4 2
1 1 1 1 1 1 1 1 1
2 2 3 4 2 3 2 3 1
2 2 1 4 4 4 2 4 2
1 2 2 4 2 3 2 2 2
3 2 2 3 2 3 2 3 1
2 1 2 2 1 2 2 2 1
1 1 2 3 1 3 2 3 2
2 2 2 3 2 2 2 2 2
1 1 1 2 1 1 1 1 1
1 1 2 2 2 1 1 2 1
1 1 1 1 1 1 1 1 1
3 2 3 2 2 2 2 2 2
1 1 2 1 1 1 1 1 1
2 2 2 2 2 2 2 1 2
2 2 1 2 1 2 2 2 1
2 2 2 2 2 2 2 1 2
2 2 2 2 2 2 2 2 2
1 2 2 2 2 1 2 2 1
1 1 2 2 2 2 2 2 2
2 2 2 2 3 2 3 2 2
2 1 2 2 1 2 1 1 1
2 2 2 2 1 2 1 1 1
1 2 2 2 1 2 2 2 2
2 2 1 1 1 1 2 2 1
1 1 2 2 1 2 1 2 1
1 2 2 2 1 2 1 2 2
1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 1
2 2 2 1 2 2 2 2 3
2 1 1 2 1 2 1 2 1

78
2 2 1 2 2 2 2 2 2
2 1 2 2 2 2 1 2 2
2 2 3 2 3 2 2 2 3
3 2 2 3 2 3 3 2 2
1 2 2 2 2 4 2 2 1
4 2 2 2 2 1 2 1 1
3 2 2 3 3 3 3 2 2
2 2 3 2 2 3 2 2 2
1 1 2 3 2 2 1 1 1
2 1 1 4 2 3 2 3 1
1 3 2 2 2 2 3 1 2
4 2 1 1 4 2 4 3 2
2 2 2 2 2 3 2 2 2
3 2 3 2 2 3 2 3 2
2 2 2 4 2 4 2 4 2
2 2 2 3 2 2 2 2 1
2 2 2 4 2 3 3 3 1
4 2 3 4 2 3 2 2 2
4 1 2 2 1 3 2 1 1
1 3 3 4 1 4 1 3 1
2 3 2 3 1 2 2 2 2
3 2 2 2 3 2 1 3 1
3 2 2 1 2 3 2 3 1
1 3 3 2 1 3 2 2 1
1 2 3 1 1 3 2 3 2
2 1 1 2 1 4 1 2 1
2 2 2 3 2 2 3 3 3
2 2 2 2 1 3 2 2 1
2 2 2 3 2 4 2 3 1
2 2 3 3 2 4 3 3 2
1 2 2 4 3 4 2 2 2
2 1 2 2 2 3 2 2 1
2 2 2 3 2 2 2 2 2
1 1 2 2 1 2 1 1 2
1 1 1 3 1 4 3 3 2
1 1 3 1 1 1 2 1 1
2 2 3 1 4 3 3 1 4
3 3 2 3 2 3 2 3 2
2 2 3 2 4 2 3 1 2
3 2 3 4 2 3 2 3 2
3 2 1 3 2 3 2 2 2
1 2 2 3 2 3 2 2 1

79
2 1 2 2 2 2 2 2 2
4 2 2 3 2 3 3 3 2
3 2 1 3 3 2 1 3 1
2 2 2 3 2 3 2 2 2
2 2 3 4 3 4 3 4 3
3 3 2 2 1 3 2 2 2
4 4 2 4 2 4 2 4 1
2 3 1 3 3 3 1 3 2
2 2 2 3 2 2 2 2 1
1 1 3 3 2 2 1 2 3
2 1 2 2 2 3 2 2 2

Appendix D

80
 Curriculum Vitae

DAPHNE C. BAUTISTA
81 Mariner Lane, Regatta Subd., Anabu 2-B
Imus City, Cavite, Philippines
Contact no.: 09274940415
Email: daphnebautista@ymail.com

EDUCATIONAL ATTAINMENT

Secondary
Emilio Aguinaldo College-Cavite — Senior High School
Humanities and Social Sciences (HUMSS)
Dasmariñas, Cavite, Philippines

Unida Christian Colleges — Junior High School

Imus, Cavite
April 3, 2016,

Primary
Unida Christian Colleges
Imus, Cavite
March 2012, Top 6

SELECTED ACHIEVEMENTS

 Awarded as 1st Placer in the Slogan Making Contest Nutrition Month at Unida
Christian Colleges
 Awarded as 1st Placer in Slogan Making Contest Buwan ng Wika at Unida Christian
Colleges

81
 LEADERSHIP ROLES

 June 2015-March 2016 Grade 10 Representative, English Club (Quezon City High
School)

SEMINARS AND TRAININGS ATTENDED

 September, 2015 Rover Scout Training

Unida Christian Colleges

 August, 2015 Anti-Bullying Seminar

Unida Christian Colleges

CHARACTER REFERENCE

Annabelle Cuenca
Highschool Coordinator
Unida Christian Colleges

Jacquelaine Jacob
Secondary Teacher
Unida Christian Colleges
09157456233

Jerome Isaiah Caldo, LPT

Secondary Teacher
Emilio Aguinaldo College-Cavite

82
09067372399

I hereby certify that all the above informations are true and correct to the best of my
knowledge.

DAPHNE C. BAUTISTA

Student

KEN MAORI V. DOMINGO

83
Blk 18 Lot 6 Villa Isabel, Brgy.Burol Main
Dasmarinas City, Cavite, Philippines
Contact no.: 09183600455
Email: keorisunday7@gmail.com

EDUCATIONAL ATTAINMENT

Secondary
Emilio Aguinaldo College-Cavite — Senior High School
Humanities and Social Sciences (HUMSS)
Dasmariñas, Cavite, Philippines

Congressional National High School — Junior High School

Dasmariñas, Cavite
April 3, 2016,

Primary
Ponciano Bernardo Elememtary School
Cubao, Quezon City
March 2012, 5th Honorable Mention

SELECTED ACHIEVEMENTS

 Awarded as 1st Placer in the “On the Spot Poster Making Contest: Buwan ng Wika”
at Emilio Aguinaldo College-Cavite on August 2017
 Awarded as 3rd Placer in the “Division Level: Pagtula” at Quezon City Division
Office on August 2009

LEADERSHIP ROLES

 June 2012-March 2013 Secretary, Math Club (Quezon City High School)

84
  November 2013- March 2014- Vice President, English Club (Quezon City High
School)
 June 2015-August 2015 – Class President (San Franciso Annex High School)
 June 2016-March 2017— Class Auditor (Emilo Aguinaldo College-Cavite SHS )

SEMINARS AND TRAININGS ATTENDED

 September, 2013 Division Schools Press Conference (Campus Journalism)

Ramon Magsaysay High School, Quezon City

 September, 2015 Division Schools Press Conference (Campus Journalism)

San Francicso High School Main Campus, General Trias,
Cavite

CHARACTER REFERENCE

Kim Ki Chun
Reverend
Heavenly Yeast Mission Incorporation
+1 778-836-5514

Lea C. DelPozo
Secondary Teacher
Lea.carillo@yahoo.com

Jerome Isaiah Caldo, .LPT

Secondary Teacher
Emilio Aguinaldo College-Cavite
09067372399

85
I hereby certify that all the above informations are true and correct to the best of my
knowledge.

Ken Maori V. Domingo

Student

JERJHEN MICA FRANCISCO

Blk 4 Lot 21 Summerwind IV, Brgy.Burol Main
Dasmarinas City, Cavite, Philippines

86
Contact no.: 09351266581
Email: jhenmica.francisco@gmail.com

EDUCATIONAL ATTAINMENT

Secondary
Emilio Aguinaldo College-Cavite — Senior High School
Humanities and Social Sciences (HUMSS)
Dasmariñas, Cavite, Philippines

Congressional National High School — Junior High School

Dasmariñas, Cavite
April 3, 2016, 7th Honors

Primary
Brentwood Academy
Dasmariñas, Cavite
March 2012, 1st Honorable Mention
Loyalty Awardee, Best in Values, Best in Hekasi

SELECTED ACHIEVEMENTS

 Awarded as 3rd Placer in the “Intertstrand Quiz Bee” at Emilio Aguinaldo College-
Cavite on Februrary 2017
 Awarded as the Title Holder of NCII Computer Systems Servicing on January 2016
 Awarded as 4th Placer in the “MAPEH Division Quiz Bee” at Dasmariñas Central II
on Januray 2016
 Awarded as 6th Placer in Collaborative Publishing-Filipino Category on September
2011
LEADERSHIP ROLES

 September 2015-March 2016— Senator, Supreme Student Government

(Congressional National High School)

87
  June 2015-March 2016 Secretary, Science Club (Congressional National High
School)
 November 2014- March 2015- Vice President of Yes-O Division Officer
 June 2014-March 2015—Class President (Congressional National High School)

SEMINARS AND TRAININGS ATTENDED

 January 2016 National Certificate II for CSS Training

Datacom Institute of Computer Technology
Imus, Cavite

 September 3-5, 2015 Division Schools Press Conference (Campus Journalism)

Dasmariñas Central II

 January 2015 Leadership Training at Lyceum of the Philippines University–Cavite

References available upon request

CHARACTER REFERENCE

Mrs. Aiza De Castro

Primary School Teacher
09182308497

Mrs. Lea C. DelPozo

Secondary Teacher
Lea.carillo@yahoo.com

88
Mr. Jerome Isaiah Caldo, LPT
Secondary Teacher
Emilio Aguinaldo College-Cavite
09067372399

I hereby certify that all the above informations are true and correct to the best of my
knowledge.

JERJHEN MICA FRANCISCO

Student

BUENA BENILDE P. JOQUIÑO

Area G Blk 8 Lot 42 Brgy. poblacion 5
General Mariano Alvarez, Cavite
Contact no.: 09282322382

89
Email: joquinobuena@gmail.com

EDUCATIONAL ATTAINMENT

Secondary
Emilio Aguinaldo College-Cavite — Senior High School
Humanities and Social Sciences (HUMSS)
Dasmariñas, Cavite, Philippines

Biyaya Polytechnic Academy— Junior High School

General Mariano Alvarez, Cavite
March 22, 2016, 6th Honors

Primary
Charity Learning Institute
General Mariano Alvarez, Cavite
March 2012, Salutatorian
Loyalty Awardee, Best in Filipino, Best in Sibika, Best in Christian Values, Best in E.P.P

SELECTED ACHIEVEMENTS

 Awarded as 1st Placer in the “English Poetry” at Biyaya Polytechnic Academy on

January 2016
 Awarded as 4th placer in the "Filipino Quiz Bee" at Biyaya Polytechnic Academy on
July 2015

LEADERSHIP ROLES

 June 2015-March 2016— Business Manager, Student Body Organization (Biyaya

Polytechnic Academy)
 June 2015-March 2016 President, English Club (Biyaya Polytechnic Academy)

90
  June 2014-March 2015—S5 Finance, Cadet Officer (Biyaya Polytechnic Academy)

SEMINARS AND TRAININGS ATTENDED

 March 2017 Human and Natural Resources

Dasmariñas, Cavite

 January 2015 Leadership Training

General Mariano Alvarez, Cavite.

References available upon request

CHARACTER REFERENCE

Ms. Despi Taclas

Secondary School Principal
Biyaya Polytechnic Academy
(046) 890 0600

Mrs. Cristina Ventura

Secondary Teacher
Biyaya Polytechnic Academy
09192566148

Jerome Isaiah Caldo, LPT

Secondary Teacher
Emilio Aguinaldo College-Cavite
09067372399

91
I hereby certify that all the above informations are true and correct to the best of my
knowledge.

BUENA BENILDE P. JOQUIÑO

Student

MANLANAT ACE G.
D-8-12, Tropical Village, Brgy. San Francisco
General Trias City, Cavite
Contact no.: 09060980318
Email: manlanatace@gmail.com

92
 EDUCATIONAL ATTAINMENT

Secondary
Emilio Aguinaldo College-Cavite — Senior High School
Humanities and Social Sciences (HUMSS)
Dasmariñas, Cavite, Philippines

Tropical Village National High School— Junior High School

General Trias City, Cavite
April 1, 2016

Primary
Glory Advance Christian Learning Center
General Trias City, Cavite
March 27,2012
Loyalty Awardee

SELECTED ACHIEVEMENTS

 Awarded as 1st Placer in the Oral Reading Contest at Tropical Villlage National High
School on November 28, 2014
 City Mayor Campus Journalism awardee at Tropical Village National High School on
April 1, 2016

LEADERSHIP ROLES

 June 2017-April 2018— President, Class Officers (Emilio Aguinaldo College

Cavite)
 June 2016-April 2017 – Vice President, Class Officers (Emilio Aguinaldo College)

93
  June 2015-April 2016 - Grade 10 Representative, Book Lovers’ Club (Tropical
Village National High School)

SEMINARS AND TRAININGS ATTENDED

 December 2016 5th General Trias Youth Leader Summit

General Trias City, Cavite

 September 2015 2015 Division Schools Press Conference

Tanza, Cavite.

 August 2009 Road Show Seminar-Workshop on the Art of Campus

Newspapering for CAVITE Private Schools of the Cavite Centre for Campus
Journalism
Dasmariñas, Cavite

References available upon request

CHARACTER REFERENCE

Mrs. Raquel Hernandez

Secondary School Paper Adviser
Tropical Village National High School
09262677763

Mr. Jerome Isaiah Caldo,LPT

Secondary School Adviser
Emilio Aguinaldo College Cavite
09067372399

94
Ms. Claribel Amihan
Secondary School Teacher
Emilio Aguinaldo College-Cavite
09998569050

I hereby certify that all the above informations are true and correct to the best of my
knowledge.

ACE G. MANLANAT

Student

95