Effectiveness of Peer Teaching to the Academic Performance of Grade 9 Students, Study Guides, Projects, Research of English

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MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX i THE EFFECTIVENESS OF PEER TEACHING ABOUT THE PROPER USE OFPUNCTUATION MARKS IN THE GRADE-9 STUDENTS OF MUNTINLUPA NATIONAL HIGH SCHOOL- TUNASAN ANNEX A Thesis Presented to: Ms. Danica Anna Rocha and Ms. Krystlle R.Dumlao Muntinlupa National Higschool- Tunasan Annex In Partial Fulfilment of the Requirement for the Completion Rite in Subject English and Mathematics A Research Presented By: ARAGON, JONATHAN RYAN CASACOP, NATHAN CHESTER IBANEZ, JEXTER REY RIVERA, JHON ALORD TORRES, CHRISTIAN ALANGCAO, ALYSSA CORONEJO, ADELAINE EUSEBIO, MICAELLA DELA CRUZ, SHAINE LAVARA, ALLIONA MARCILLANA, MARISOL ORTEZ, MARY ROSE SAMSON, TRICIA-ANN UNIRA, KHRIS ABEGAIL MARCH 2019 MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX ii CERTIFICATE OF ORIGINALITY This is to clarify that the study work presented in this research titled, “The Effectiveness of Peer Teaching about the Proper Use of Punctuation Marks in the Grade-9 Students of Muntinlupa National Highschool- Tunasan Annex” for the partial fulfilment for completion rites- English and Mathematics at the MNHS-TA encompasses original words came from the researchers’ ideas. This study does not contain words that come from various authors. This study do not intend to copyright infringement. Thus, this work does not rely on other works that have been accepted as a basis for the award of a degree from a higher institution. Nevertheless, this study carefully used citations in order to avoid plagiarism. ARAGON, JONATHAN RYAN CASACOP, NATHAN CHESTER IBANEZ, JEXTER REY RIVERA, JHON ALORD TORRES, CHRISTIAN ALANGCAO, ALYSSA CORONEJO, ADELAINE EUSEBIO, MICAELLA DELA CRUZ, SHAINE LAVARA, ALLIONA MARCILLANA, MARISOL ORTEZ, MARY ROSE SAMSON,TRICIA ANN UNIRA, KHRIS ABEGAIL Researchers March 2019 MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX v Research Methodology To gather data the researchers employed survey forms as their research instrument. The study was a descriptive research. According to Ethridge (2004), descriptive studies can be characterized as a simple attempt to determine, describe or identify what is, while analytical research attempts to determine why or how it came about. Findings For the most part, after the study was conducted the researchers found out that most of the subjects agreed that peer teaching is an effective way in enhancing their prior knowledge about punctuation marks. Conclusions The researchers conclude that peer teaching could benefit both the tutee and the peer tutor. According to Briggs (2013), research also suggests that peer learning activities typically yield the following results for both tutor and tutee. Recommendations The researchers recommended to the teachers to consider other teaching methods for more effective and lively discussion where students could learn and enjoy at the same time. MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX vi TABLE OF CONTENTS Page TITLE PAGE ........................................................................ …………… i CERTIFICATION OF ORIGINALITY .................................... …………….ii ACKNOWLEDGEMENTS .................................................... …………….iii ABSTRACT ........................................................................... …………....iv TABLE OF CONTENTS ....................................................... …………….vi LIST OF TABLES ................................................................ …………....viii LIST OF FIGRUES.............................................................. ……………..viii Chapter 1 THE PROBLEM AND ITS BACKGROUND Introduction ................................................................................... 1 Background of the Study ............................................................... 3 Statement of the Problem...............................................................5 Scope and Limitations of the Study............................................... 5 Significance of the Study .............................................................. 6 Definition of Terms ....................................................................... 8 Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES Foreign Literature ......................................................................... 9 Local Literature............................................................................ 20 Foreign Studies........................................................................... 25 Local Studies............................................................................... 26 Synthesis of the Reviewed Literature and Studies ....................................................................................... 27 Chapter 3 RESEARCH METHODOLOGY Research Design....................................................................... 30 Population, Sample and Sampling Technique ................................................................................. 31 Instrumentation ......................................................................... 32 Data-Gathering Procedure........................................................ 33 Statistical Treatment of Data..................................................... 34 Chapter 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA Tallies of response to the survey statements…………..........….35 Tallies of response to the survey statements (in percentage) ..36 Percentage of response to the statements about the effects of peer teaching……………………….………..37 Percentage of response to the statements about the enhancement of peer teaching……………………….38 MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX vii Chapter 5 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary of Findings ........................................................... 39 Conclusions ......................................................................... 42 Recommendations ...............................................................44 References ......................................................................... 45 Appendices ........................................................................ 49 Appendix 1: Research Instruments ......................................50 Appendix 2: Letters ............................................................. 52 Appendix 3: Document/Table ...............................................60 Appendix 4: Curriculum Vitae .............................................. 64 Appendix 5: Documentation ……………………………….....113 MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 2 teaching involves the teaching from another student towards to another student. One essential component of English is the ability to construct a sentence that contains the proper use of punctuations. Therefore, students need to be able to master and acquire the basic skills in the usage of punctuation marks in order to form a good sentence. The most convenient way to learn this is through peer-assisted learning (which is also known as peer tutorial), which according to Calhoon (2003), is defined as students working and collaborating with another people/peer to teach one another. We conducted the study whereas; the students of Grade 9 of Muntinlupa National Highschool Tunasan Annex actively participated in the peer tutorial. It was held to discover ways of enhancing proficiency in punctuation marks with regards to overcoming the difficulties in learning English. The researchers had discovered that peer tutorial showed a lot of benefits and significant gains in the use of punctuation marks and boosted self-confidence as well as self- esteem in both tutors and students being tutored. Classroom teacher observed that both of the tutors and students being tutored has enhanced their skills in English; she saw students elaborating the explanations during the class discussions. Various methods were conducted by the researchers to test the prior knowledge of the respondents in proper use of punctuations. Survey forms MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 3 were distributed to know their opinion about punctuations. Survey forms were distributed to find out the effectiveness of peer tutorial to the selected students of grade 9. Background of the Study Peer teaching is one way of promoting learning with direct interaction that improves the self-confidence of the students. It contributes positive impact both in terms of the academic performance and the students’ camaraderie (Sands, 2017).According to Buodet. al., (1991) it refers to the use of teaching and learning strategies in which students get information with and from each other without the immediate intervention of a teacher. Peer teaching is a beneficial way of learning which students can feel more comfortable and access information easily with their peers. Engaging the students with peer teaching can help them scoring higher on the QRI (Quality Reading Inventory) test that the students who had not, which shows the effectiveness of peer teaching in terms of academic achievement (Briggs, S., 2013). Immersing yourself in peer tutoring results to the promotion of your academic performance and it also boosts your self-confidence in handling irrational situations. Students who are used to peer teaching overcome their difficulties in a particular field, subject or an area. Students who have MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 4 difficulties and troubles with learning a subject or an area improves their performance through peer teaching. Students working with their peers as a group perform better on tests, p0articularly in expressing their critical thinking skills (Lord, 2001). Having the opportunity of the students in working with each other is an effective way that forces them to be active learners and to utilize their knowledge and express in a meaningful way. In this process the tutors reinforce their own learning through reviewing their knowledge. Therefore, peer tutoring has a positive impact on the process of learning. A survey of literature concluded that there's a transformation between the traditional and modern classroom activities. Strategies for encouraging communication have largely improving and transforming into a more effective way of learning which is peer teaching(Nunan, D.1996). Both tutors and recipients gain benefits from each other most especially in the areas of learning. For the tutor, benefits result from reinforcing knowledge of different concepts and learning a better understanding of a certain study. In addition tutors develop a sense of efficiency, gain insight in the teaching and learning process and discover meaningful thoughts of subject matter. For the recipients the advantages include individualize instruction, active interaction and opportunity to ask question comfortably with peers. MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 7 To teachers of English This study can show the teachers that there are other techniques where students can learn and this study may improve the traditional method on teaching. To Native English Writers This study will extend to its use for the writers. It will help writers to construct good sentences with correct punctuations. Writers can create an amazing story or even a powerful articles or arguments with correct punctuations. To the future researchers This also works as a guide for further studies about other methods of teaching. Future Researchers can make this reference for their studies. To the professionals This study will also extend to those professionals. Moreover, it could help them when they’re revising the textbooks in terms of the punctuations of author. MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 8 Definition of Terms The following are the list of terminologies that can be found on the research paper that expound the details in the study. These are also used to widen the understanding and the vocabulary of the readers to clearly understand the message that is being conveyed by the researchers. The following definition of terms includes the definition of unfamiliar words that were used in the study. Credibility.Believability the ability to inspire belief or trust, willingness to believe, (Newton, 1999). Reluctance.Unwillingness or disinclination to do something.(Newton, 1999). Tutor. A teacher who instructs an individual pupil or a small group of pupils.(Newton, 1999). Tutee.The student of a particular tutor, or being tutored.(Newton, 1999). Statistical Treatment. Is a catch all term which means to apply any statistical method to your data. (N.A, 1961) MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 9 Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES This chapter entails all the relevant local and foreign literature and studies that are related to peer teaching/peer tutorial. This section also tackles the advantage of peer teaching. There are a several number of studies that are made in abroad that states the meaning, importance and even the concepts of peer teaching. And these studies are closely related to our research. Foreign Literature Benefits of peer tutoring in High school Peer tutoring can help mitigate the gaps in knowledge that teachers have left out. There are many topics and topics to be covered in a short time in the setting of a high school. Curricula mass coverage needs to be accomplished in a short time, a difficult task for a teacher to accomplish. They will skim through the topics and leave the detailed parts to be covered by the students themselves for the benefit of the larger class of students. However, few MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 12 retention for both students. Peer tutoring increases motivation and enhances the class's overall academic performance. If you are looking for a way to combat boredom, absenteeism and truancy, peer tutoring is the answer. Advantage: Personal Growth Peer tutoring brings energy and positive attitudes to life in the classroom. Students receiving peer tutoring are less likely to fear or detest some topics. Peer tutors develop a sense of pride and self-worth knowing they’re capable of making a positive difference in the life of another student. Peer tutoring is also supposed to increase self - confidence as tutors and tutors discover that they can master difficult assignments and abstract concepts even without the teacher's assistance. Disadvantage: Cost and Time Commitment Effective peer tutoring programs are not just happening; they require a time and energy investment from the school to start and maintain. In a 1996 article in "Higher Education," researcher K.J. Topping stressed that peer tutoring requires extensive training of peer tutors, careful matching of tutors with tutors, ongoing monitoring and progress monitoring. Purchasing peer tutoring program materials and hiring staff to help teachers implement and MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 13 manage peer tutoring initiatives may involve associated costs. Teachers will have less time to plan daily lessons without support. Disadvantage: Resistance and Scepticism Parents and students may have concerns about peer tutoring and need to be convinced it's worth it. Parents may argue that teaching other students is not the students ' job until evidence is provided that peer tutoring can improve grades and test scores, parents may remain sceptical. Students selected as peer tutors may resent the responsibility for struggling peers or lack empathy. If the majority of tutors are from an affluent, privileged background, tutoring may feel stereotyped and stigmatized by the disadvantaged students. Types of Peer Tutoring 1. Unidirectional peer tutoring- Unidirectional peer tutoring means the trained peer tutor is teaching the whole time, and the disabled child remains the pair's student. This method is effective when working with more severe disabled children such as severe autism, intellectual disability, visual impairment, or cerebral paralysis. The advantages of this option are that tutor and student are always aware of their roles, and the peer tutor carries responsibility throughout the entire program. MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 14 2. Bi-directional, or reciprocal, peer tutoring- A child with a disability and a child forms a dyad (pair). Both kids take turns to be the tutor, while the other is the student. For each skill, class, week, or unit, the instructor can have these kids switch roles. With children with mild disabilities, this method is most effective. The main advantage of this approach is that each child has the opportunity to be the teacher and the opportunity to experience leadership. 3. Class-wide peer tutoring- Class-wide peer tutoring involves breaking into dyads the whole class. Each child is involved in reciprocal peer tutoring by providing their partner with prompts, error correction and assistance (Greenwood, Carta, and Hall 1988). Class-wide peer tutoring is unique because all children are given task cards to keep them focused on the objectives of the lesson. The tutor takes the task cards and fills the student's mastered skills. With children with mild disabilities, this method is most effective. The main benefit of this approach is that the entire class is involved in the tutoring activity, so no children are singled out because of disability. 4. Cross-age peer tutoring- When an older child is chosen to tutor a younger child, cross-age peer tutoring occurs. This method works best if the peer tutor is interested in working with disabled children. A cross-age peer tutor is more effective than a peer tutor when the student is either very young (below first or second grade) or more involved in the disability (such as severe cerebral paralysis, intellectual disability or autism) (Houston-Wilson, MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 17 address these issues, both in determining guilt or innocence and in assigning appropriate consequences or restorations for the offence. A sixth approach to positive peer learning connections involves the creation of small middle school or high school learning communities. This strategy is a school-wide reform, and suggests that instead of large classes and impersonal schools that tend to alienate students, the school or each grade within it, be divided into smaller learning communities, each one guided by a home room teacher that the student may have a personal relationship with him. These smaller groups can then serve as ongoing collaborative learning groups where there may be project-based learning, critical discussions, and personalized learning. One excellent book that explains how this was done in a school in Harlem, New York City, is Deborah Meier’s book The Power of Their Ideas. A seventh strategy involves the development of class-wide simulations where the classroom becomes a total environment that represents a living embodiment of the material being studied in the course. For example, some teachers have turned their classrooms into court rooms, offices for political campaigns, or UN model. David Thornburg, one of my friends and colleagues, took a group of students in Brazil and turned their classroom into a spaceship heading out on a trip to Mars. Other teachers have also created classrooms that mimic historical eras, literature scenes, or famous scientists' laboratories. MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 18 These simulations facilitate cooperative and collaboration, and help to create positive new connections between peers in the classroom. In fact, the eighth strategy is the simplest of the 9 strategies covered in this video. It suggests that teachers provide students with frequent opportunities to share with someone sitting next to them what they have learned. For example, after giving a lecture or having students do a learning activity, I used these two simple statements as a framework for sharing or take part in a different learning experience. The time taken for this is minimal – for each person to share as little as a minute or two. But the frequent use of this intervention can help students who need to bounce off another person's ideas in order to grasp the idea or skill more fully. Finally, having students play games together is the ninth strategy for creating positive peer connections. Indeed, any concept or skill can be turned into a board game with dice and markers, such as a math game where math issues are placed on the squares forming a twisting path on the board, and answers are placed on index cards keyed to the issues. (Armstrong, 2017) Teaching Strategies: Peer and Collaborative Learning "The learning cell, or student dyad, refers to a cooperative form of pair learning in which students alternate asking and answering questions about commonly read materials," Wilbert McKeachie and MarillaSvinicki explained in McKeachnie’s book Teaching Tips: Strategies, Research and Theory for MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 19 College and University Teachers, Fourteenth edition. Students engage in face- to-face discussions by working in pairs where they can discuss the material. Marcel Goldschmid of the Swiss Federal Institute of Technology in Lausanne developed the concept of learning cells. Give students an at-home reading assignment to create a learning cell and ask them to write down the reading facts and questions. Divide students into pairs or threes randomly in the classroom. The object is to form very small groups. Then the students take turns asking each other the questions they wrote down. Give the students 15-30 minutes. The students teach and learn from each other in these intimate discussions, inform each other and introduce different material into the discussion. "Training students to generate questions of thought enhances learning," McKeachie and Svinicki wrote. In order to give feedback, answer questions, discourage distractions and keep students on topic, the instructor circulates among the pairs or small groups. Learning cells can be used in a variety of disciplines through their student - led nature. A variation in the learning cell strategy was explored by McKeachie and Svinicki. The teacher asks the class a question and every student has to think about it for a couple of minutes and/or write a reply or question. The class then gathers into pairs to share their thoughts or answers. After the pairs have discussed the material, they share their ideas with the class as a whole. This MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 22 7. Poster Session- This alternative presentation is an excellent way to quickly capture your imagination by informing students and inviting them to exchange ideas. This technique is also a novel and graphic way to allow students to express their perceptions and feelings in a non-threatening environment about the topic you are currently discussing. Peer Tutoring in Mathematics is a must for students Online peer tutoring is defined as the flexible peer - mediated strategy involving students who serve as academic tutors and tutors. Typically, a student of higher performance combined with a student of higher performance to review critical academic or behavioural concepts. In short, this is a glamorized version of the "group study" for which students ask their parents ' permission, mostly on weekends. I am one with those teachers who advocate peer tutoring especially for the subject of mathematics, with their noble intention to upgrade students ' performance, especially senior high school. Mathematics can be very overwhelming as a subject, with all its formulas and theories that high school students need to learn to solve equations and mathematical issues. Peer tutoring or other feasible means are therefore welcome. MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 23 I'm more than just studying group, though, peer tutoring. Peer tutoring is a must among senior high school students with its noted significance and contribution in students ' academic life. With peer tutoring comes a greater responsibility for students who are inclined to and excel in Mathematics. As the saying goes, "Much is expected with those who are more fortunate." If one assumes the role of the tutor, he / she must devote his / her academic life to helping her tutor not only pass but well - understood her subject, perform each assignment, and engage in class discussion and/or projects. But before one can assume a role as a tutor, or when one can be a tutor, the teacher has a bigger role in identifying who can be paired in peer tutoring. This is also a critical teacher responsibility. The chances of students passing the subject will also depend on the peer tutoring system. But before one can take on a role as a tutor, or when one can be a tutor, the teacher has a greater role to play in identifying who can be paired in peer tutoring. This is also a critical responsibility for teachers. It will also depend on the peer tutoring system for the chances of students passing the subject. Teachers must rely on peer tutoring by providing all the references and materials needed for tutoring to the higher-performing senior high school students. In order to keep track of the lessons and at the same time the condition of the tutee in particular, monitoring must also be done on a regular basis. Teachers cannot be outdone MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 24 or excluded in the picture. He / she will be responsible for all peer-tutoring at the end of the day. (Sewala, 2017) Importance of Punctuation Marks in Writing Formal writing in English is more than simply selecting the right words in the right order. Using punctuation in your writing helps the reader understand the message being transmitted clearly. Punctuation primarily helps to indicate the pauses and emphasis that are discussed in the text on certain ideas or thoughts. In British English, the period is referred to as the "full stop," which neatly summarizes its main purpose: to help end a sentence. While most other punctuation marks in formal English mark a pause in a sentence or add an emphasis, a sentence is completed. Periods are also used in academic writing to denote an abbreviation. In science, "et al.," which is an abbreviation of Latin etalii, is the most commonly used abbreviation. The comma is one of the common punctuation marks that is most misused, probably because it has so many technical uses: a comma acts to separate subordinate clauses from the main sentence clause. A comma splice is a comma separating two separate clauses that should be separated by another form of punctuation, such as a period, a semicolon, or a subordinate or coordinating conjunction. Using a comma is wrong in English because it combines two independent thoughts that should be clearly MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 27 Synthesis of the Review of Related Literature The literature and studies summarizes the advantages and disadvantages of peer tutoring. It also covers the different styles of peer teaching, as well as its different strategies. First, Peer tutoring can help mitigate the gaps in knowledge that teachers have left out. There are many topics and topics to be covered in a short time in the setting of a high school. Curricula mass coverage needs to be accomplished in a short time, a difficult task for a teacher to accomplish. Second, watching students teach each other is encouraging. Through teaching the material to a classmate or younger student, peer tutors learn. Peer tutors are challenged to use and fine - tune their creativity and critical thinking skills to help tutees make sense of the teacher's new material. Third, Peer tutoring brings energy and positive attitudes to life in the classroom. Students receiving peer tutoring are less likely to fear or detest some topics. However, peer tutoring has also its own glitch and imperfections. Effective peer tutoring programs are not just happening; they require a time and energy investment from the school to start and maintain. In a 1996 article in "Higher Education," researcher K.J. Topping stressed that peer tutoring requires extensive training of peer tutors, careful matching of tutors with tutors, ongoing monitoring and progress monitoring. MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 28 Various strategies for peer tutoring were proposed. One of this is Group - to - group exchange; whereas, various groups of students are given a different assignment. Each group then "teaches" what the rest of the class has learned. Numerous studies that are made in abroad have reported different styles and types of peer tutoring that has affected the academic performance for a particular subject of area or discipline. Mustafa, G. (2017) stated his objective in his study entitled: “Peer Learning as an Academic Culture among Graduate Students in Education”. The objective of this study is to examine the extent to which peer learning in educational programs in Saudi universities is common among graduate students. It also investigates the barriers that may hinder the spread of peer learning culture and the proposals to overcome these barriers from the perspectives of graduate students. Galia (2015) stated in her study the effectiveness of peer tutoring was assessed for students with cultural minorities with learning difficulties in mathematics at Santos City State University, Mindanao. Cultural minority students from different areas of Mindanao, Philippine, who included the B Tienlaans, Maguinadanaos, T Tienbolis, Maranaos, Tedurays, Samals, Tausuges, Tagakaolos, Manobos and Mandayas. MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 29 Chapter 3 RESEARCH METHODOLOGY This chapter presents the methodology and procedures undertaken in the entire study. This chapter includes the methods of research, sampling techniques and all the data that were conducted during the study. In this chapter, the respondents and the process how the data forms were MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 32 The researchers use the grade 9 students of Muntinlupa National Highschool-Tunasan Annex as the population data and select 75 students to answer the survey forms that the researchers distributed. In accordance with the aim of the research, the researchers set their standards in choosing their standards Instrumentation To estimate the effectiveness of peer teaching about the proper use of punctuation marks, the researches in this study employed survey forms as the instrument in gathering the needed data. The survey forms, which consist of 10 statements, were prepared by the researchers. Each statement in the survey forms was drawn out based on the researcher’s readings, previous studies and other literature relevant to the study. In the survey forms, the respondents were asked whether they agree, or disagree with each statement given. Data Gathering Procedure The method that is used in gathering the information for the data is through the use of survey papers. A method of gathering information from a subset (sample) of a particular population of interest is called survey. These are commonly used to ask questions about things behaviors, attitudes, opinions, beliefs and demographic characters. MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 33 The researchers asked permission first from the English teacher, Ms.Esguerra, to conduct a survey. Then, the researchers distributed the survey forms consist of 10 statements in which the respondents were asked whether they agree or disagree with that. The survey forms were distributed in order to gather data. Students were given as much time as needed to answer the survey form. The instruments were retrieved after they finish answering. The survey method consist a self-administered questionnaire. The questions were all about peer teaching and its impacts for them. Given that this research is descriptive, the survey method was the only appropriate method in determining the results needed for the study. The series of conducting the survey started on February 18, 2019. Subsequently, after the survey, the data were gathered along the way. We immediately tabulated the results of our data. The researchers sought help for what is the most appropriate statistical tool for the study. The researchers interpreted the data, employed it using a table to complete the remaining parts of the study. Statistical Treatment of Data The response of the respondents to the survey statements had been carefully gathered and tallied. A survey was conducted on February 18, 2019 by the researchers. MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 34 All gathered data were computed using the percentage formula. The number of frequencies were divided by the total number of subjects then multiplied by one hundred (100) thus creating an answer for the percentage. Frequencyis the total response of the respondents for each statement. In addition, the total frequency who answered; strongly agree, strongly disagree, agree, and disagree. All the calculated answers were analyzed and interpreted by the researches to get the conclusion of the study. The percentage formula is given below: 𝑝 = 𝑡𝑓 𝑛 × 100 Where: P= percentage n=total number of respondents tf= total frequency of response Chapter 4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA The results of the collected data were analyzed and presented in this chapter. In response to the problems stated in Chapter 1 of this study, the data collected were then processed. The first section describes the basic information presented using tables for each statement. The second section, on the other hand, presents the results analysis. Table 1 Tallies of response to the survey statements MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 37 Figure 1 Percentage of response to the statements about the effects of peer teaching The figure1 above presents the total response of the subjects to given survey statements. Statement 1 got 80% agrees, 17.33% strongly agrees, while both disagree and strongly disagree got 1.33% of response. Statement 2 got 81.33% strongly agrees, 17.13% agrees, 1.33% disagrees, while none of the respondents strongly disagree. Statement 3 got 64% agrees, 34.67% strongly agrees, 1.33% strongly disagrees, while disagree received no response. Statement 6 got 88.67% agrees, 38.67% strongly agrees, 2.67% disagrees while none of the respondents strongly disagrees. Statement 8 got 61.33% agrees, 26.67% strongly agrees, 5.33% strongly disagrees and 6.67% disagrees. Statement 10 got 54.67% agrees, 34.67% strongly agrees, 6.67% strongly disagrees and 4% disagrees. 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00% STRONGLY AGREE AGREE DISAGREE STRONGLY DISAGREE MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 38 Figure 2 Percentage of response to the statements about the enhancement of the students through peer teaching The figure 2 above presents the total response of the subjects to given survey statements. Statement 4 got 52% strongly agree, 46.67% agree, 1.33% disagree while strongly disagree got no response. Statement 5 got 48% agrees, 33.33% strongly agree, 12% disagree and 6.67% strongly disagree. Statement 7 got 68% agrees, 26.67% strongly agree, 4% disagree and 1.33% strongly agree. Statement 9 got 57.33% agree, 41.33%strongly agree, 1.33% strongly disagree while disagree got no response. Chapter 5 0% 10% 20% 30% 40% 50% 60% 70% 80% STATEMENT 4 STATEMENT 5 STATEMENT 7 STATEMENT 9 STRONGLY AGREE AGREE DISAGREE STRONGLY DISAGREE MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 39 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS This study was conducted for the purpose of finding the effectiveness of peer teaching in learning the proper use of punctuation. The descriptive method was applied and survey forms were used for gathering data. The respondents are composed of Grade 9 students from MNHS-TA. The study was conducted during the school year 2018-2019. Summary of Findings These are the summary of the response of the chosen respondents in the following survey statements: Statement 1.1: Out of 75 respondents of the study, the highest number of responses answered by the respondents was the choice: Agree. 60 students voted for that choice. On the other hand, 13 students answered: “Strongly agree”. 1 student answered: “Disagree” and another student answered “Strongly Disagree.” Statement 1.2: Out of 75 respondents of the study, the highest number of responses answered by the respondents was the choice: Strongly Agree.61 students answered that choice. On the other hand, 13 students answered: “Agree”. 1 student answered “Disagree”. However, none of the students answered “Strongly Disagree”. MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 42 Conclusions As per seen in the summary of findings, the researchers had arrived at the following conclusions in meeting the research questions located in this descriptive study: 1. The researchers conducted a survey about peer teaching. The survey forms consist of statement that answers the statement of the problem number 1 and 2. Based on the figure 1 above that shows the percentage of the response, the researchers find out that peer teaching affects the capability of the students in using punctuation marks. Most of the students agreed that peer teaching affects their capability in using proper punctuation marks; 41.17% of the students agreed to the statements that answers the statement of the problem number one. It can be inferred that almost half of the students agreed that peer teaching affects their capability in using punctuation marks. On the contrary, 2.75% of the students disagreed that peer teaching affects their capability in using punctuation marks. 2. Based on the figure 2 above, most of the respondents agreed to the statement, “Peer teaching enhances the prior knowledge of the students in punctuation marks.” The researchers therefore conclude that peer MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 43 teaching is an effective way in enhancing the prior knowledge of the students. 41.25% of the respondents agreed to the statement that answers the second statement of the problem. While 1.75% of the respondents strongly disagreed to the given statement. According to Guido (2017), Peer tutoring develops reasoning and critical thinking skills — Students working in pairs and groups typically perform better on tests involving reasoning and critical thinking, according to a frequently cited science education study. This is largely because students need to become active learners, in their own words, discuss and rationalize lesson concepts. 3. Also, the researchers conclude that peer teaching could benefit both the tutee and the peer tutor. According to Briggs (2013), research also suggests that peer learning activities typically yield the following results for both tutor and tutor: team building spirit and more supportive relationships; increased psychological well - being, social skills, communication skills and self - esteem ; and increased achievement and productivity in enhanced learning outcomes. MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 44 Recommendation Based on the findings and conclusion the researchers recommend the following: 1. Students could use peer teaching to help them enhance and share their knowledge about a particular topic. Other researchers could also use this study as their basis or foundation for their future studies. 2. Teachers could apply peer tutoring method in teaching their students as it is proven to be an effective way in improving students’ knowledge. In addition, peer teaching could be beneficial to them; for it could reduce their difficulties in teaching. 3. The administrators could provide another teaching method for more effective and lively discussion where students could learn and enjoy at the same. MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 47 N.A (2009) Convenience Sampling.Explorable. Retrieved from:https://explorable.com/convenience-sampling N.A (N.D) Survey Method.Center for Innovation in Research and Teaching. Retrieved from:https://cirt.gcu.edu/research/developmentresources/resear ch_ready/descriptive/survey N.A. (1961). Chapter 3: Statistical Treatment. ActaPhysiologicaScandinavica.Retrieved on March !4,2019 from https//:www.cecentral.com/statistical-treatment/ N. A. (2018, September 21). Importance of Punctuation in Research Papers (Part 1). Retrieved from: https://www.enago.com/academy/importance-of-punctuation-in- research-paper-part- 1/?fbclid=IwAR00FXOwktNb_PLiPWsM_GRFjyPBZ0vvGCuviF D_TYHh5Z_D5t-oegfhD3M N. A. (N. D.). Peer Tutoring in General Physical Education.Retrieved from https://www.nchpad.org/109/854/Peer~Tutoring~in~General~Ph ysical~Education?fbclid=IwAR3MxQhcHKYGVJIi0gON8wh3sm AbpbKdLv4XPjEGoqC3-7bidvMD5i-siL N. A. (2017, November 27). Benefits of Peer Tutoring in High School. Retrieved from https://www.startschoolnow.org/benefits-of-peer- tutoring-in-high- school/?fbclid=IwAR1NNBF8EpXEOV8SUpEvBhbgebkXtRKgY upcCv2Ig-l4gGU9PCr2S94WBEU MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 48 Navarro, E. (2016, December 1). Strategies to create peer teaching in classroom. Retrieved from https://www.pressreader.com/ Sands, B. (2017, May).Benefits of Peer Teaching: Ideas for Your classroom.Study.com. Retrieved on February 23, 2019 from https://study.com/blogbenefits- of-peer-teaching-ideas-for-your- classroom-html. Sapkota, A. (2013, May). Developing Students’ Writing Skill through Peer and Teacher correction: An Action Research.Research Gate.Retrieved on February23, 2019 fromhttps://www.researchgate.net/publication/31454841_Develo ping_Students’Writing_Skill_through_Peer_and_Teacher_conne ction_An_Action_Research. Savage, L. (2016, June 1). Teaching Strategies: Peer and Collaborative Learning. Retrieved from https://blog.cengage.com/teaching- strategies-peer-collaborative- learning/?fbclid=IwAR196zmWii24Huj3cI4B3WbmJSUX5Z- otAkwNRC_dlI3XztqFHSlquQJLeE Sewala, L.(2017, March 25). Peer tutoring in Mathematics is a must among SHS students. Retrieved from https://www.pressreader.com/ Whitman (1998). Peer Teaching: To Teach is to Learn twice. ASHE-ERIC Higher Education.Retrieved on February 22, 2019 from https://eric. MUNTINLUPA NATIONAL HIGH SCHOOL —- TUNASAN ANNEX 49 APPENDICES MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 52 APPENDIX 2 Letters MUNTINLUPA NATIONAL HIGH SCHOOL —- TUNASAN ANNEX 53 sa Republic of the Philippines j Bb DEPARTMENT OF EDUCATION SCHOOLS DIVISION OFFICE - MUNTINLUPA S MUNTINLUPA NATIONAL HIGH SCHOOL ~ TUNASAN ANNEX February 14, 2019 MS.ROSACHITA ESGUERRA Grade 9-Einstein Subject Teacher in English Dear Ms. Esguerra: Greetings! We, the Grade 10 — Apollo are currently conducting a research paper in partial fufliment Or the requirements of the subjects, English and Mathematics. Our group is tasked to can on THE EFFECTIVENESS OF PEER TEACHING ABOUT THE PROPER USAGE OF PUNCTUATION MARKS IN 9-1 EINSTEIN OF MNHS-TA” and we are targeting your class as the subject of our study. like to ask your permission to distribute our questionnaires to the ta we need in relation to our topic. We assure itmost confidentiality and that we will use them to this request will surely In this regard, we would (@-EINSTEIN) that will help us gather dat you that we will treat all information with ut for academic purposes only. Whatever assistance you can give contribute to the attainment of the objectives of this learning experience. preciate your consent to our request. Thank you very much. We would greatly apr Respectfully yours, NATHAN CHESTER H. CASACOP Group 3 Leader Grade 10 — Apollo Grade 10 Cluster 1 English Teacher KRYSTELLE R. DUMLAO Research Adviser Grade 10 Cluster 1 Mathematics Teacher  MUNTINLUPA NATIONAL HIGH SCHOOL —- TUNASAN ANNEX Republic of the Philippines DEPARTMENT OF EDUCATION SCHOOLS DIVISION OFFICE - MUNTINLUPA MUNTINLUPA NATIONAL HIGH SCHOOL ~ TUNASAN ANNEX, February 14, 2019 MS. VERONICA JING S. SERRANO English Teacher Grade 10 Cluster 2 Dear Ms. Serrano: Greetings! Currently, we are conducting a study tiled “THE EFFECTIVENESS OF PEER TEACHING ABOUT THE PROPER USAGE OF PUNCTUATION MARKS IN 9-4 EINSTEIN OF MNHS-TA.” This research aims to study if peer teaching is an effective way in enhancing the capability of students about the proper use of punctuation marks Consequently, this research is essential in completing our English and Mathematics subjects. In line with this and as suggested by our advisers, may we seek for your Validate the enclosed questionnaire. Your consent, remarks, and/or suggestions will be highly valued and will be a great assistance on this study. expertise to Thank you and god bless. Respectfully yours, NATHAN CHESTER H. CASACOP Group 3 Leader Grade 10 — Apollo Grade 19 Cluster 1 English Teacher tt taal hic MLAO er KRYSTELLE®. DUMLA\ venient 4 Research Adviser i Grade 10 Cluster’ Mathematics Teacher \ MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 57 MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 58 MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 59 MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 62 6. I understand the use of punctuation marks because of peer teaching. IIII-IIII-IIII- IIII-IIII-IIII IIII-IIII-IIII-IIII-IIII- IIII-IIII-IIII-IIII II 7. I clearly understand the lesson about punctuation marks through peer teaching. IIII-IIII-IIII- IIII IIII-IIII-IIII-IIII-IIII- IIII-IIII-IIII-IIII-IIII- I III I 8. I gain a lot of new concepts and insights through peer teaching. IIII-IIII-IIII- IIII IIII-IIII-IIII-IIII-IIII- IIII-IIII-IIII-I IIII IIII 9. Peer teaching enhances students’ knowledge in punctuation marks. IIII-IIII-IIII- IIII-IIII-IIII- I IIII-IIII-IIII-IIII-IIII- IIII-IIII-IIII-III I 10. The difference between peer teaching and other teaching methods is easy to recognize. IIII-IIII-IIII- IIII-IIII-I IIII-IIII-IIII-IIII-IIII- IIII-IIII-IIII-I III IIII MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 63 STATEMENTS STRONGLY AGREE AGREE DISAGREE STRONGLY DISAGREE TOTAL 1.1 13 17.33% 60 80% 1 1.33% 1 1.33% 75 1.2 61 81.33% 13 17.33% 1 1.33% 0 0% 75 1.3 26 34.67% 48 64% 0 0% 1 1.33% 75 1.4 39 52% 35 46.67% 1 1.33% 0 0% 75 1.5 25 33.33% 36 48% 9 12% 5 6.67% 75 1.6 29 38.67% 44 88.67% 2 2.67% 0 0% 75 1.7 20 26.67% 51 68% 3 4% 1 1.33% 75 1.8 20 26.67% 41 61.33% 5 6.67% 4 5.33% 75 1.9 31 41.33% 43 57.33% 0 0% 1 1.33% 75 1.10 26 34.67% 41 54.67% 3 4% 5 6.67% 75 MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 64 APPENDIX 4 Curriculum Vitae JONATHAN N.ARAGON MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 67 1st place, Sabayang Pagbigkas (School-Based Contest) Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2018 Mr. Teen Earth 2017 Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2017 Champion Sabayang Pagbigkas 2017 Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2017 Top 6 in Class (Grade 7) Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2015 Top 1 in Class (Grade 6) Muntinlupa Elementary School Poblacion, Muntinlupa City 2014 PERSONAL DATA MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 68 Date of Birth : August 10, 2003 Age : 15 years old Place of Birth : Fabella MemorialHospital Gender : Male Civil Status : Single Nationality : Filipino NATHAN CHESTER H. CASACOP MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 69 Home Address :#313 Umali Street, Poblacion Muntinlupa City Contact No : +639 077893636 Email Address : casacopn@gmail.com EDUCATIONAL BACKGOUND Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan,Muntilupa City 2017-2019 Servite School Tunasan, Muntinlupa City 2006-2017 AFFILIATION President, English Club (ACADEMUS) Muntinlupa National Highscho ol-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2018-2019 PRO, SSC Servite School Arandia Street, Tunasan Muntinlupa City 2015-2016 SEMINARS/TRAININGS ATTENDED MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 72 Manila S Rd, Putatan,Muntinlupa City 2014 Muntinlupa Quizbee History (4th Place) Sports Complex Muntinlupa Sports Comlex,Tunasan Baywalk Buendia St.,Tunasan,Muntinlupa City 2014 PERSONAL DATA Date of Birth : June 20, 2003 Age : 15 years old Place of Birth : Manila Doctors Hospital Gender : Male Civil Status : Single Nationality : Filipino JEXTER REY R IBAÑEZ MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 73 Home Address : #44 A Mahogany St. RMT Sikatville Tunasan Muntinlupa City Contact No :09566594446 Email Address : jexter.ibanez@gmail.com EDUCATIONAL BACKGROUND Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan,Muntilupa City 2018-2019 Tunasan Elementary School Tunasan, Muntinlupa City 2014-2015 SEMINARS/TRAININGS ATTENDED TNK-EXPO Muntinlupa Sports Complex Muntinlupa Sports Comlex,Tunasan Baywalk Buendia St.,Tunasan,Muntinlupa City 2018 Muntinlupa Centennial EXPO 2017 Muntinlupa Sports Complex Muntinlupa Sports Comlex,Tunasan Baywalk Buendia St.,Tunasan,Muntinlupa City 2017 ACHIEVEMENTS/ACTIVITIES MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 74 1st place, Cheerdance Competition Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2019 1st place, Socsciyawan Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2018 1st place, Sabayang Pagbigkas (DIVISION CONTEST) SM Center Muntinlupa Tunasan,Muntinlupa 2018 1st place, Sabayang Pagbigkas (SCHOOL BASE) Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2018 Top 5 in Class (Grade 9) Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2017-2018 Top 5 in Class (Grade 7) Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2015 Top 2 in Class (Grade 6) Tunasan Elementary School Tunasan, Muntinlupa City 2014 PERSONAL DATA MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 77 Disaster Preparedness Level 2 Muntinlupa Sports Complex Muntinlupa Sports Comlex,Tunasan Baywalk Buendia St.,Tunasan,Muntinlupa City August 31, 2018 Disaster Preparedness Level 1 Muntinlupa Sports Complex Muntinlupa Sports Comlex,Tunasan Baywalk Buendia St.,Tunasan,Muntinlupa City March 20, 2018 TNK-EXPO Muntinlupa Sports Complex Muntinlupa Sports Comlex,Tunasan Baywalk Buendia St.,Tunasan,Muntinlupa City 2018 Muntinlupa Centennial EXPO 2017 Muntinlupa Sports Complex Muntinlupa Sports Comlex,Tunasan Baywalk Buendia St.,Tunasan,Muntinlupa City 2017 ACHIEVEMENTS/ACTIVITIES Little Councilor Bal Ñiefes, Boys and Girls Week Celebration Muntinlupa City Hall Manila S Rd, Putatan, Muntinlupa City 2018 Auditor, Supreme Student Government MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 78 Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2018-2019 Secretary, Science Club / Yes-O Club Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2018-2019 Auditor, Campus Integrity Crusaders Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2018-2019 1st place, Cheerdance Competition Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2018-2019 1st place, Sabayang Pagbigkas (DIVISION CONTEST) SM Center Muntinlupa Tunasan,Muntinlupa 2018 Treasurer, Science Club / Yes-O Club Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2017-2018 With Honors Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2017-2018 Chairperson,Supreme Student Government (Grade 8) MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 79 Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2016-2017 With Honors (Overall Rank 2) Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2016-2017 Leadership Award Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2016-2017 Grade 7 Representative, Supreme Student Government Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2015-2016 Overall Top 1 (Grade 7 level) Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2015-2016 5th place, News Writing Journalism Pedro E. Diaz Highschool Bayanan, Muntinlupa City 2014-2015 PERSONAL DATA MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 82 World Trade Center 2/F WTCMM Building, 1300, Pasay Extension Corner, Sen. Gil J. Puyat Ave, Pasay City 2017 Muntinlupa Centennial EXPO 2017 Muntinlupa Sports Complex Muntinlupa Sports Comlex,Tunasan Baywalk Buendia St.,Tunasan,Muntinlupa City 2017 TNK-EXPO Muntinlupa Sports Complex Muntinlupa Sports Comlex,Tunasan Baywalk Buendia St.,Tunasan,Muntinlupa City 2018 ACHIEVEMENTS/ACTIVITIES 1st place, Cheerdance Competition Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2018-2019 Grade 9 With Honors Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2018 Best in TLE (ICT) Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2018 MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 83 Champion, Recital Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2017-2018 Grade 8 with Honors Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2017 Robotics Champion San Beda College of Alabang 8 Don Manolo Blvd, Cupang, Muntinlupa City 2019 PERSONAL DATA Date of Birth : October 18, 2002 Age : 16 years old Place of Birth : Fabella Memorial Hospital Gender : Male Civil Status : Single Nationality : Filipino ALYSSA R. ALANGCAO MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 84 Home Address : #1061 Espeleta Street Poblacion,Muntinlupa City Contact No : 09503357174 Email Address : alyssaalangcao13@gmail.com EDUCATIONAL BACKGROUND Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan,Muntilupa City 2018-2019 Muntinlupa Elementary School P, Muntinlupa City 2014-2015 SEMINARS/TRAININGS ATTENDED Gender and Development Plaza Central Poblacion, Muntinlupa City 2018 TNK-EXPO Muntinlupa Sports Complex Muntinlupa Sports Comlex,Tunasan Baywalk Buendia St.,Tunasan,Muntinlupa City 2018 MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 87 Home Address : #32D Mahogany St. Sikatville, Tunasan Muntinlupa City Contact No :09493237957 Email Address : adelaine.coronejo@gmail.com EDUCATIONAL BACKGROUND Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan,Muntilupa City 2016-2019 Tunasan Elementary School Tunasan, Muntinlupa City 2014-2015 SEMINARS/TRAININGS ATTENDED Gender and Development Plaza Central Poblacion, Muntinlupa City 2018 TNK-EXPO Muntinlupa Sports Complex Muntinlupa Sports Comlex,Tunasan Baywalk Buendia St.,Tunasan,Muntinlupa City 2018 Muntinlupa Centennial EXPO 2017 MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 88 Muntinlupa Sports Complex Muntinlupa Sports Comlex,Tunasan Baywalk Buendia St.,Tunasan,Muntinlupa City 2017 ACHIEVEMENTS/ACTIVITIES 1st place, Cheerdance Competition Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2018-2019 With Honors (Grade 9) Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2018 Champion, Street Dance Competition Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2017-2018 Champion, Recital Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2017-2018 With Honors (Grade 8) Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2017 MUNTINLUPA NATIONAL HIGH SCHOOL – TUNASAN ANNEX 89 Champion, Folk Dance Competition Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2017 Champion, Rubics cube Tunasan,Muntinupa City 2015 2nd placer, Tower of Hanoi Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2016 Overall Top 10 (Grade 7) Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2016 2nd place, Sabayang Pagbigkas (SCHOOL BASE) Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2018 2nd place, Sabayang Pagbigkas (SCHOOL BASE) Muntinlupa National Highschool-Tunasan Annex Centennial Avenue,Laguerta,Tunasan Muntinlupa City 2017 PERSONAL DATA