IMPLEMENTATION OF MTB-MLE: A TEACHER’S OUTLOOK

WILROSE SWEET S. BERIOSO

GRAZEL ANNE B. DELOS SANTOS

GEORGELYN M. TAMPARONG

March 2015

IMPLEMENTATION OF MTB-MLE: A TEACHER’S OUTLOOK

A Research Paper

Presented to the Faculty of the College

Of Arts and Sciences- La Salle University, Ozamiz City

In Partial Fulfillment of the

Requirements of EN12104

Writing in the Discipline

WILROSE SWEET S. BERIOSO

GRAZEL ANNE DELOS B. SANTOS

GEORGELYN M. TAMPARONG

March 2015

ACKNOWLEDGMENT

The preparation of this term paper is a group effort and a

time consuming endeavor. As such, the researchers want to express

their sincere thanks and heartfelt gratitude to the following

persons who in one way or another exerted effort, offered full

assistance, encouragement and inspiration in making this study a

success.

To Ms. Marylene Tizon, their instructor who served as the

consultant and adviser, for sharing her time, valuable knowledge,

expertise and for her helpful advice in the completion of this

project.

To their beloved parents for their undying moral and

financial support.

To their friends, classmates and board mates for the comfort

whenever they are weary, as well as for the motivations and

suggestions.

Above all, the researchers are indeed very thankful to the

Almighty God for His never ending wisdom, spiritual guidance,

enlightenment and to His divine providence for the realization of

this study.

To all of you, words are not enough to express them but

beyond the researchers’ deepest sincerity, thank you so much, for

without you, this paper would not be realized as expected.

Table of Contents

Title Page

i

Acknowledgement

ii

Table of Contents

iii-iv

List of Tables

v

Abstract

vi

CHAPTER 1- THE PROBLEM AND A REVIEW OF RELATED LITERATURE

A. Introduction 1-2

B. Review of Related Literature

3-4

C. Conceptual Framework

5

D. Statement of the Problem

6

E. Significance of the Study

7

F. Scope and Limitation

8

CHAPTER 2- METHODOLOGY

A. Research Design

9

B. Research Respondents

9

C. Research Locale

9-10

D. Data Collection Procedure

10

E. Data Collection Instrument

10

F. Statistical Treatment of Data

11

CHAPTER 3- RESULTS AND DISCUSSION 12

CHAPTER 4- SUMMARY OF FINDING, CONCLUSION AND RECOMMENDATIONS

A. Summary of Findings

17

B. Conclusion

17-18

C. Recommendations

18

Bibliography

19

Appendix A: Survey Questionnaire

20-21

Researchers’ Profile

22-24

List of Tables

Table 1. Teachers’ Factors/Problems in the 12

Implementation of MTB-MLE

Table 2. Teachers’ Most Major Problem in the15

Implementation of MTB-MLE

ABSTRACT

One of the recent transitions in the Philippine educationalsystem brought by K+12 program is the Mother Tongue-BasedMultilingual Education (MTB-MLE) which has already materializedfor already three years. The initiation of this new languagepolicy is also an advent of different issues affecting itsimplementation. In this study, the researchers revealed thefactors/problems affecting the teachers, whom were considered asthe main constituent towards the attainment of the objectives ofMTB-MLE. The goal of the authors is to gather and analyzeadequate data on the factors/problems encountered and perceivedby the teachers. Their outlook towards the factors/problems wouldbe perceived and assessed since the implementation of the saidpolicy.With this, all the grades 1 to 3 teachers ofTambuligCentral Elementary School perceived and assessed the factorsbrought by MTB-MLE as moderately serious. Furthermore, theteacher-respondents also disclosed the most major problem theyhad encountered since the implementation of the new languagepolicy which is the need to cope with the national test which is

written in English or in Filipino like MTAP exam, NAT and thelike.

Chapter 1

THE PROBLEM AND A REVIEW OF RELATED LITERATURE

A. Introduction

Language facilitates education, and language can be taught

through education. Moreover, according to Hudson (2010), language

is the main medium of education; literacy as the mode of

education is one of the foundations of education; verbal

intelligence is one of the most-used predictors of educational

success; foreign or second languages are traditionally an

important part of the school curriculum; language has a profound

effect on education.

With these statements, in the year 1953, UNESCO released a

policy paper recommending that every pupil should begin formal

education in his/her mother tongue. This position has since been

strengthened and supported by abundant researches that students

learn to read and write more effectively and efficiently if the

medium of teaching used is their mother tongue (Dutcher, 1995).

Many countries had seen its benefits; they had decided to

adopt the certain policy specifically here in the Philippines.

One of the recent changes in Basic Education Curriculum (BEC)

brought about by the new K-12 program is the introduction of

Mother Tongue-Based Multilingual Education (MTB-MLE) particularly

in Kindergarten, Grades 1,2 and 3 to support the goal of “Every

Child-A-Reader and A-Writer” by Grade 1.” Mother tongue is used

as a Medium of Instruction (MOI) for grades 1,2 and 3 in teaching

Math, Araling Panlipunan (AP), Music, Arts, Physical Education

and Health (MAPEH) and Edukasyon sa Pag-uugali (DepEd Order

#31s.2013).

Since the implementation of this three-year old language

policy, it had been coupled by researches justifying its need in

the Philippine educational system. One of these researches in the

Philippines is conducted by Balce (2005) recommending an adaption

of the mother tongue (L1) as the language of learning and

instruction (LOLI) for Science and Health at the elementary

school level for two reasons: (1) The science process skills (or

thinking skills) are linguistic; communicating, classifying,

inferring, predicting, interpreting data, hypothesizing, defining

operationally, and investigating. These skills are best developed

and sharpened using the mother tongue. (2) Elementary school

children are at a stage in which they are still mastering their

mother tongue. They need time to focus and attain full mastery of

their mother tongue to understand complex science concepts.

2

Obviously, most of the researches that have been made are

merely focusing on the learner’s benefits of the policy. Indeed,

it had contributed a lot to them, but throughout the

implementation there are many issues to consider, specifically

the teachers, since they are one factor affecting the

implementation of MTB-MLE (Gorio et al., 2014).

In view of the discussions made, this research would be

focusing on the teachers’ outlook in the implementation of the

said policy. It will determine the factors of the implementation

of MTB-MLE as perceived and assessed by the grades 1, 2 and 3

teachers of Tambulig Central Elementary School. Furthermore,

identifying the major problem among the factors that are brought

about by the implementation of the Mother Tongue-Based

Multilingual Education (MTB-MLB) is likewise to be one of the

research concerns.

B. Review of Related Literature

Other Factors Affecting the Implementation of MTB-MLE

3

According to Gorio et al. (2014) the Mother Tongue-Based

Multilingual Education (MTB-MLE) in the Philippines has already

materialized for already three years, and with this advent of a

new language policy is also a coming of different issues

affecting its implementation.

Teachers are one factor affecting the implementation

of the mother tongue teaching. Teachers are an integral part of

the Department of Education, the largest agency in the Philippine

government with about half a million teachers and support staff.

The department administers and supervises both the public and

private elementary/primary and secondary schools which are

referred to as the two levels in basic education. It is “a

complex learning organization that develops, promotes, provides,

and ensures basic education responsive to the internal, external,

and emerging learning needs” (DECS Service Manual, 2000). An

interesting conceptualization of teaching is something that takes

place only when learning does. Regardless what the teacher is

doing in his classes; if his students are not learning something

significant; he is considered not teaching well and when the

students failed, the teacher failed more. As such, a potent

evaluation tool and appropriate assessment system is used to

reflect this purpose and respect the dignity of the students and

how learning take its score.

As cited by Allen (2002), teachers’ abilities to clearly

articulate their precepts, and opinions, about what makes

learning happen in an integral part of their effectiveness as

educators. There precepts become the vessel within which all

future teaching ideas are contained and the perspective through

which new ideas are filtered. They are the criterion of which the

failure of current instructional strategies is judged as well as

the mental framework from which decisions are made regarding

future instructional choices. Perhaps most importantly

teachers’ ability to articulate these foundational beliefs can

assist them maintaining a focus on the long-term objectives of a

learning situation.  

Another factor that affects the implementation is the use of

instructional materials. A selection of informational books can

provide the depth and richness of detail not possible in textbook

coverage of the same topic. The latest informational books are

4

also likely to be more up-to-date than textbooks since the

process of producing and choosing textbooks may take many months

or over years.

The availability of several informational books on a single

topic is important for teachers to consider because it presents

ready-made opportunities to encourage critical reading.

Using informational books leads to varied opportunities for

teaching critical reading in context rather than with skill

sheets or sterile exercises. Children who have searched for

information on a topic need to synthesize and report their

learning.

Some of the possibilities are ABCs, question and answer

formats, guided tours, diaries and life stories of plants,

animals or machines. Not only is this usually more fun, it often

encourages more of the kind of thinking the teacher is trying to

promote (Huck, 1987).

C. Conceptual Framework

Independent Variable

Dependent Variables

Figure 1: Teachers’ factors/problems influencing the implementation of MTB-MLE

The figure above stated that in the implementation of the

new language policy which is the Mother Tongue-Based Multilingual

Education (MTB-MLE) there were different issues determined that

greatly affect its implementation. There were problems

Implementation of

Teachers’ Factors/Problems inthe Implementation of MTB-MLE

1. Lack of training and workshops2. Scarcity of teacher’s references3. Teachers do not know how tospeak the dialect of the pupils.4. Experiences difficulties inhis/her teaching strategies considering the MTB-MLE

5

encountered by the teachers that prominently affect them. These

factors would be perceived and assessed by the selected teachers

according to its degree of seriousness and likewise would

determine the major problem faced by the teachers in the

implementation of the said policy.

D. Statement of the Problem

This paper aimed at finding out the teachers’ factors

affecting the implementation of MTB-MLE. Specifically, the

researchers sought the answers to the following questions:

1. How do the selected grades 1, 2 and 3 teachers of Tambulig

Central Elementary School perceive/assess the

factors/problems in the implementation of MTB-MLE?

2. Which of the factors is perceived/assessed to be the most or

major problem faced by teachers in the implementation?

6

E. Significance of the Study

This study would benefit the following:

A. Students

This study can be beneficial to the students in a

way that they can be more participative in every

7

activity and in terms of discussion; students would be

more active and attentive.

B. Teachers

This study will be a tool to recognize their

difficulties upon the implementation of MTB-MLE.

Wherein, teachers will be provided trainings, seminars

that can be helpful for them to be more effective and

conducive for learning during discussion.

C. Stakeholders/Implementers

Thru this study, they can be aware and able to

know the problems as especially the major problem

encountered by the teachers in the implementation of

MTB-MLE and can able to plan better actions for the

policy to be sustainable and successful.

F. Scope and Limitation

The study was conducted to determine how teachers

perceived/assessed the factors/problems that are brought by

the implementation of MTB-MLE. Likewise, this study also

recognized and identified the major/most serious

factor/problem which the selected grades 1, 2 and 3 teachers

of Tambulig Central Elementary School perceived during the

second semester of the academic year 2014-2015.

8

Chapter 2

METHODOLOGY

This section presents the research design that was used in

the study. It also discusses the research respondents and locale

of the study, data collection procedure, research instrument and

the statistical treatment of the data gathered.

Research Design

The descriptive-survey method was used as a method of

investigation. According to Travers (1981), the descriptive

research has two principal aims; (1) to describe the nature of a

situation as it exists as the time of the study, and (2) to

explore the causes of particular phenomenon. More simply put,

descriptive research is all about describing people who take part

in the study.

Research Respondents

A total of 21 grades 1 to 3 teachers of Tambulig Central

Elementary School participated as respondents in this study. The

researchers included the total unit of teachers’ population from

grades 1 to 3 and had them answer the survey-questionnaire in

February 2015.

Research Locale

The survey was conducted at Tambulig Central Elementary

School which involved the selected teachers in the institution.

Tambulig Central Elementary School is a public educational

institution that caters pre-school to complete elementary

education. The school had also a SPED class which is located at

Happy Valley, Tambulig, Zamboanga del Sur, Region IX.

Data Collection Procedure

10

Permission from the principal to gather data from the grades

1 to 3 teachers was obtained after the approval of the

researcher’s professor to conduct the study. The researchers

personally administered the questionnaire to the teachers.

Thereafter the survey, the data gathered were tallied, tabulated,

interpreted and analyzed presented using tables and texts.

Data Collection Instrument

An adapted-modified survey questionnaire from Gorio et al.

(2014) was used as the primary gathering tool for the data of

this study. The items in the questionnaire are actual indicators

of the problems/factors in the implementation of MTB-MLE.

The questionnaire is of three parts. Part I is the

respondent’s profile which includes the name (optional), name of

school as workplace, age and as well as the gender. Part II shows

the degree of seriousness of problems perceived/assessed by the

teachers in the implementation of mother tongue. Respondents were

asked to rate each item in the questionnaire using four point

scale. Part III shows the same factors in Part II but they were

asked to choose which among these factors they consider as the

major problem that they were greatly affected to and experiencing

since the implementation. Respondents were asked to select only

one item.

Statistical Treatment of Data

The gathered data were organized, tabulated and illustrated

in a series of tables. The descriptive measures utilized to

address the problems were frequency, ranking and weighted mean.

To determine the degree of seriousness of the factors

affecting the implementation of MTB – MLE, the following scale of

interpretation was used:

1 Not Serious 1.00 – 1.75    

2 Slightly Serious 1.76 –

2.50             

      

11

3 Moderately Serious 2.51 –

3.25             

       

4 Very Serious 3.26 –

4.00             

        

Chapter 3

RESULTS AND DISCUSSION

This section presents the data and information gathered by

the researchers in relation to the study. Also presented are

the analyses and interpretations of tabulated results in

answer to the specific problems of the study.

Problem No. 1 How do the selected teachers in Tambulig Central

Elementary School perceive/assess the factors/problems in the

implementation of Mother Tongue-Based Multilingual Education

(MTB-MLE)?

Table 1 depicts the factors/problems of the teachers in the

implementation of MTB-MLE

PROBLEMS MEAN DESCRIPTIONa)      Lacks of training and workshops 3.25 MSb)      Experiences scarcity of teachers’ references 3.80 VSc)      Lacks knowledge on how to speak the dialect of the pupils. 2.00 SSd)     Experiences difficulties in his/her teaching strategies considering the MTB – MLE.

2.90 MS

e)      Lacks mother tongue vocabularies in translating highly technical terms especially in mathematics and science.

2.95 MS

f)       Needs to cope with the national test since these are given in English and in Filipino (MTAP, NATand the like)

3.95 VS

Table 1. Teachers’ Factors/Problems in the

Average 3.14 MS

Legend:           3.26 - 4.00                   Very Serious (VS) 2.51 – 3.25                   Moderately Serious (MS)

                         1.76 – 2.50                   Slightly Serious (SS)                         1.00 – 1.75                   Not Serious (NS)

Table 1 illustrated the different factors/problems

encountered by the teachers in the implementation of MTB-MLE. The

need to cope with the national test which is written in English

or in Filipino like   Mathematics Teachers Association of the

Philippines (MTAP) exam, National Achievement Test (NAT) and the

like and the scarcity of teacher’s references was perceived as a

very serious problem since the implementation. It has a mean of

3.95 and 3.80 respectively. The teachers see an inconsistency

between the language of instruction and the language used in the

tests, thereby, affecting the full implementation of the program.

Despite the claim of the mother tongue advocators that the MTB-

MLE will help in the literacy problem in the Philippines (as

cited in Chapter I) and aids in the acquisition of English as

second language, the teachers still find an incongruity. Also, in

this three-year old language policy, the teachers still

experienced insufficiency of materials, especially those

resources written in the indigenous languages. This entails that

13

the teachers do had a hard time in acquiring reliable resources

of their daily discussions at school since they experience lack

and limited of learning materials as well as the teacher’s guide

for teaching considering the transition of the educational system

in the Philippines. On the other hand, the last problem, which is

teachers do not know how to speak the dialect of the students,

with a mean of 2.00 is described as slightly serious. The

localization requirement in the hiring process of the teachers is

attributed to this factor. As what the Department of Education

said that the teachers are hired in their own locality, giving

them a background on the languages of the pupils enrolled in the

school of the locality. With this, the teachers do not find too

much difficulty on this problem since they are only assigned in

the areas that they are capable of speaking the specific dialect

of the students.

Overall, the degree of seriousness of the factors/problems

in the implementation of the MTB-MLE as to the teachers was

revealed as moderately serious. As Gorio et al. (2014) conforms

that mother tongue is in its third year of implementation and

there are many issues to consider one of these are the teachers

since they are one factor affecting the implementation of MTB-

MLE, the factors/problems that are soberly bothering them should

be treated in order for the implementation of MTB-MLE be

sustainable as well as the objectives of the said policy would be

attained. This also implies that teachers found the factors not

that easy to handle with since the factors/problems brought by

the new language policy had a moderate effect to them thus it

manifests that teachers do need help to lessen the seriousness of

the factors brought by the new language policy.

14

Problem No. 2. Among all of the factors/problems perceived

by the teachers, which of these do the teachers consider as the

most major problem that they are currently experiencing since the

implementation?

Table 2 illustrates the factors/problems that the teachers

consider as the most major problem in the implementation of MTB-

MLE

PROBLEMS FREQUENCY RANKa)      Lacks of training and workshops

0 5th

b)      Experiences scarcity of teachers’ references 5 2nd

c)      Lacks knowledge on how to speak the dialect of the pupils 0 5th

d)     Experiences difficulties in his/her teaching strategies considering the MTB – MLE. 2 4th

e)      Lacks mother tongue vocabularies in translating highly technical terms especially in mathematics and science.

3 3rd

f)       Needs to cope with the national test since these are given in English and in Filipino (MTAP, NAT and the like)

11 1st

Total 21

Table 2. Teachers’ Most Major Problem in the

15

Table 2 revealed the major problem which the teachers are

currently experiencing since the implementation of MTB-MLE.  Out

of 21 respondents, 11 considered the need to cope with the

national test which is written in English or in Filipino like  

Mathematics Teachers Association of the Philippines (MTAP) exam,

National Achievement Test (NAT) and the like is the major problem

encountered by the teachers in the implementation of MTB – MLE.

Same is true with the first finding in problem no. 1 the teachers

do see an inconsistency between the language of instruction and

the language used in the tests, thereby, affecting the full

implementation of the program. Despite the claim of the mother

tongue advocators that the MTB-MLE will help in the literacy

problem in the Philippines (as it was cited by Sehgayer (2010)

and in chapter 1) and aids in the acquisition of English as

second language, the teachers still find an incongruity. This

also implies that this factor contributed an excessive effect

towards the teachers since they indeed consider this factor among

the six factors as the most major problem which they are

currently experiencing since the implementation of the new

language policy.

On the contrary, the least considered problem experienced by

the teachers is lack of knowledge on how to speak the dialect of

the students and teachers lacking training and workshops which

has the same frequency (0 out of 21). The same as with the first

finding (problem no. 1), the localization requirement in the

hiring process of the teachers is attributed to this factor.

According to the Department of Education, the teachers are hired

in their own locality; giving them a background on the languages

of the pupils enrolled in the school of the locality. Therefore

the teachers find no trouble in terms of this factor since they

have the same dialect. Another is the teachers lacking trainings

and workshops. As shared by one of the teacher-respondents, the

Department of Education conducts regular teacher training

annually from the enactment of the K-12 curriculum in the

Philippines. The teachers, therefore, appreciated and saw the

objectives of conducting seminars and trainings about the new

language policy. This also means that thru these trainings and

workshops it improved the language acquisition of the pupils in

other tongue and in second languages because it is along this

aspect that the teachers do not consider this factor as the major

problem encountered by them.

Chapter 4

SUMMARRY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This section presents the summary of findings, the

conclusion drawn and recommendations formulated based on the data

gathered.

Summary of Findings

From the analysis of the data, the researchers found out:

1. The factors/problems in the implementation of the MTB-

MLE as perceived by teachers were revealed as

moderately serious (with an average mean of 3.14).

2. The need to cope with the national test which is

written in English or in Filipino like   Mathematics

Teachers Association of the Philippines (MTAP) exam,

National Achievement Test (NAT) and the like (11 out of

21) was the most major problem experienced by the

teachers since the implementation of MTB-MLE.

Conclusion

After having analyzed the gathered data, in their

responses thru the survey-questionnaires, the researchers

conclude that the problems/factors brought by MTB-MLE were

perceived/assessed by the teacher-respondents as moderately

serious while majority chose the need to cope with the national

test which is written in English or in Filipino like  

Mathematics Teachers Association of the Philippines (MTAP) exam,

National Achievement Test (NAT) and the like as the most major

problem experienced by the teachers since the implementation of

the said policy.

Recommendations

18

Based on the findings and conclusion, the following

recommendations are presented;

1. Stakeholders/implementers should do some actions in

regard to the most major problem encountered by the

teachers. They may conduct seminars to be

participated by the teachers, administrators and

faculty involved for consultation and reflection

towards the problem. Also, as found in the study, the

factors brought by the new policy is described as

moderately serious, therefore there is really a need

for an immediate action to reconcile and settle these

factors so that the teachers would not have a hard

time in attaining the objectives of the said policy,

in which it would not only be beneficial for the

teachers but also students.

2. Teachers should collaborate with the

stakeholders/implementers so that they could be aware

and informed on the factors/problems that should be

settled and had been a block towards attaining the

objectives of MTB-MLE. Thus, teachers should also

suggest possible solutions towards the problem.

LIST OF REFERENCES

ALLEN (2002). “Teacher’s Abilities”. Educational Networking.

COOPER,R. (1989). Language Planning and Social Change. New York: Cambridge University Press.

DECS Service Manual, 2000.

GORIO, D. et al. (2014). Factors affecting the Implementation of the Mother Tongue-Based Multilingual Education as Perceived by Teachers in Baguio and Benguet. Retrieved last January 3, 2015 from https://sites.google.com/site/languageandmothertongue/home/research-on-mtb-mle-implementation .

HUCK, C. et al. 1987. Children’s Literature in the Elementary School. USA.

HUDSON,R. (2010). The Handbook of Educational Linguistics. Linguistic Theory. USA: Blackwell Publishing Ltd.

19

NOLASCO, R.et al. (2010). Starting Where the Children Are A Collection of Essays on Mother Tongue. based Multilingual Education and language Issues in the Philippines.

UNESCO Education Position Paper (2003). Education in a Multilingual World, United Nations Educational Scientific andCultural Organization. Retrieved last January 4, 2015 from www.unesco.org/education.Acessed.

VYGOTSKY, L. (1962). Thought and language. Cambridge, MA; MIT Press.

APPENDIX A

Name (Optional):____________________________ Name of School:

_____________________________

Age: __________ Gender: ___________

Instructions: Please encircle the number that corresponds to your answer.

1. How seriously do you perceive/assess the factors/problems of the implementation

of MTB-MLE?

Assessing scale:

20

1=Not Serious 2=Slightly Serious

3=Moderately Serious 4=Very Serious

a. Lacks training and workshops 1 2

3 4

b. Experiences scarcity of teacher’s 1 2

3 4

references

c. Lacks knowledge on how to 1 2 3 4

speak the dialect of the pupils

d. Experiences difficulties in teaching strategies considering the MTB-MLE

1 2 3 4

e. Lacks mother-tongue vocabularies in translating highly technical terms

1 2 3 4

especially in mathematics and science

f. Needs to cope with the national test since these are given in English and

1 2 3 4

in Filipino (MTAP, NAT, and the like)

2. Among all of the factors/problems perceived, which of these do you consider as

the most major problem that you are currently experiencing since the

implementation? (Encircle only one number)

1–Lacks training and workshops

2–Experiences scarcity of teacher’s references

3–Lacks knowledge on how to speak the dialect of the pupils.

4 -Experiences difficulties in teaching strategies considering the MTB-MLE

5 -Lacks mother-tongue vocabularies in translating highly technical terms

especially in mathematics and science

21

6-Needs to cope with the national test since these are given in English and in

Filipino (MTAP, NAT, and the like).

Signature

RESEARCHERS’ PROFILE

Wilrose Sweet Saladaga Berioso, 17BSEd-1 (English)

Nickname: Sweetsy

22

Birthday: August 29, 1997

Address: Lilo-an, Bonifacio, Misamis Occidental

Contact Number: 0907-301-8884

Email Address: sweet_sweetsy@yahoo.com

I love God, my family, my friends, chocolates, Filipino dishes,people who are

forthcoming and trustworthy and I do love surprises.

I hateraisins, cheese, backbiters and mediocre people.

I wish I could fly so that I could reach troposphere as well as the thermosphere, be in

the Milky Way Galaxy and go wherever I wanted.

If I were a/the mathematician, I’d rather fix all the problems, equations and

solve for it so that students on the next generation would no longer find difficulty in

solving and finding for the value of X and Y and would able to love MATH because of

me!

23

Grazel Anne Bulandres Delos Santos, 17BSEd-1 (English)

Nickname: Annia

Birthday: July 29, 1997

Address: Digson, Bonifacio, Misamis Occidental

Contact Number: 0948-312-0370

Email Address: grazelanne.delossantos@yahoo.com

I love doing stuffs that makes me happy.

I hate hectic schedule and crowded places.

I wish to become a successful woman someday to bring honor unto my kin.

If I were a/the boy, even for a single day I want to court plenty of girls.

24

Georgelyn Mangga Tamparong, 19BSEd-1 (English)

Birthday: June 1, 1995

Address: Baybay, Maningcol, Ozamis City, Misamis Occidental

Contact Number: 0930-493-8688

Email Address: che2x_t@yahoo.com

I love to travel, have some adventures here in Mindanao.

I hate staying at home because I’m always alone, it get me bored.

I wish I could pass all the subjects.

If I were a/the professional daughter, I will spend my money for the happiness of

my family, especially to my parents.