The Effects of Socio-Economic Status in Absenteeism of Selected

Students from General Academic Strand.

Anna Katrina Mabagos Emille Delos Reyes

Lycca Amor Jeremie Arciaga

Rona Mae Peje Cedrick Santos

Submitted in Partial Fulfillment of the Requirements

In Practical Research 1

Emiliano Tria Tirona Memorial National High School

Gahak, Kawit Cavite

March 2017
ACKNOWLEDGEMENT

The completion of this study could not have been possible without
the expertise of Jeremiah John Tagle Bombay, our beloved adviser. We
would like to thanks Mrs. Jennalyn Fragata, Elizabeth Torres and
Manuel Hontilano our panels.

A debt of gratitude is also owed to Ms. Kristal Cielo Calbayar our

Teacher in Practical Research who providing and discuss us the guide for
our thesis.

Last but not the least we would to thank our parents, friends and
teacher without you help none of this would indeed possible.
TABLE OF CONTENTS

Page

Acknowledgment ……………………………………………………… II

Table of Contents ……………………………………………………… III

List of Figure …………………………………………………………….. IV

Chapter

I INTRODUCTION

Background of the Study………………………………….1

Statement of the Problem………………………………….3

Significance of the Problem………………………………..3

Scope and Delimitation ……………………………………4

II REVIEW OF RELATED LITERATURE AND STUDIES…5

Hypothesis …………………………………………………….9

Conceptual Framework……………………………………..10

Operational Definition of Terms…………………………..10

III METHODOLOGY………………………………………………11

Research Design …………………………………………….12

Sample ………………………………………………………….13

Research Procedure…………………………………………..13

Instrument ………………………………………………………13

IV PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA.14

Presentation………………………………………………………16
Interpretations…………………………………………………18

Analysis of Data………………………………………………..19

V SUMMARY, CONCOLUSION AND RECOMMENDATIONS…20

Summary…………………………………………………………….21

Conclusion…………………………………………………………..21

Recommendation…………………………………………………..22

REFERENCES ……………………………………………………………………23

APPENDICES………………………………………………………………………24

LIST OF FIGURES

Figure

1 Conceptual Framework………………………………………………… 6

2 Research Design ………………………………………………………….8

Chapter I

INTRODUCTION

This chapter contains the background of the study, statement of the

problem, significant of the problem and scope and delimitation.

Background of the Study

Socioeconomic status is an economic and sociological combined

total measure of a person's study experience and of an individual's or

family’s economic and social position relative to others, based on income

and education, and occupation (Marmot,2004) indicates When analyzing

a family’s social economic status, the household income, earners’

education and occupation are examined, as well as combined income,

versus with an individual, when their own attributes are assessed.

Relative income dictates a person or family’s savings and consumption

based on the family’s income in relation to others. Income is commonly

used measure of social economic status because it is relatively easy to

figure for most individuals. Income inequality is most commonly

measured around the world by the Gini Coefficient, where 0 corresponds

to perfect equality and 1 means perfect inequality. Low income focuses

on meeting immediate needs and do not accumulate wealth that could be

passed on to future generations, thus increasing inequality. Families

with higher and expendable income can accumulate wealth and focus on

meeting immediate needs while being able to consume and enjoy luxuries

and weather crises (GOK, 1983) Maybe this is the reason why some

students are absent.

Today, regular school attendance is an important factor in school success

(Rothman, 2001). Research has shown a direct correlation between good

attendance and student achievement (Dekalb, 1999). Poor attendance has

been linked to poor academic achievement (Ziegler, 1972). With the

increase in accountability for school districts in Virginia surrounding the

Standards of Learning (SOL) test and the No Child Left Behind (NCLB)

legislation of 2001, educators are faced with a significant

challenge to reduce the rate of absenteeism to increase students’

achievement in school. “Students who are absent from school receive fewer

hours of instruction; they often leave education early and are more

likely to become long term unemployed, homeless, caught in the poverty

trap, dependent on welfare and involved in the justice system” (House of

Representatives, 1996 p. 3). Researchers have sought to find factors that

contribute to student non-attendance (Odell, 1923; Reid, 1999;

Mitchell,1993). This study investigates the impact of student attendance,

socio-economic status and mobility on student achievement of th

ird grade students in two Title I schools in a Southeastern Virginia

School District, with grades PK-3, as determined by the Virginia Standards

of Learning (SOL) English and math tests scores

Statement of the Problem

The purpose of this study is to determine the effect of Socio-

Economic Status in the absenteeism of some selected students of the

General Academic Strand.

Specifically, this study sought to find the answers to the following

inquiries:

1. What are the effects of Socio-economic status in the absenteeism

of the selected students in GAS?

2. What is the significance difference of Socio-economic status in the

absenteeism of the selected GAS student?

Significance of the Study

The significance of the study is to identify the impact of socio-

economic status in the academic performance of the Gas students at

ETTMNHS.

School. To help their student to be more productive in school and

giving them an opportunity to change their ideas or thoughts about why

they need to be absent and also may be a school will conduct more

activities for the student.

Student. By conducting more activities at school for them they will

learn how to spent their time and attention to others by also joining

programs or activities they will actually or may be recognize that they had

more talents in some sports rather than do absent.

Scope and Delimitation

This research will be conducted in ETTMNHS including the selected

students taking up the Academic strands, school year 2016-2017.This

study focus in the impact of socio-economic status in the Academic

performance of the selected students in General Academic strands.

Age, gender and the nature of business or income are excluded in

this research.
Chapter II

Introduction

This Chapter contains RRL Compare and contrast, Conceptual

Framework, Hypothesis and Operation definition of terms.

REVIEW RELATED LITERATURE

This chapter is consists of review of related literature and studies,

hypothesis, conceptual framework and operational definition of terms.

The relationship between family socio-economic Status (SES) and the

academic performance of children is well established in sociological

research. While there is disagreement over how best to measure (SES),

most studies indicate that children from SES families do not perform as

well as they potentially could at school compared to children from high

SES families (Graetz, 1995). Most studies, however, compare students

from across all SES backgrounds to reach the conclusion that low SES

adversely affects a range of educational outcomes. Another dimension,

however, is the factors that may influence educational outcomes with in

particular SES bands. This paper presents data on the educational

performance of children from financially disadvantaged backgrounds and

examines its variation as effected by traditional measures of SES as well

as by a range of other family, individual and context factors.

Between 1994 and 2015, the percentage of eight-graders who missed three

or more days of in the month decreased significantly for black and

Hispanic students, but not for white students.

Attendance is an important factor in school success among children and

youth. Studies show that better attendance is related to higher academic

achievement for students of all backgrounds, but particularly for children

with lower socio-economic status. Beginning in kindergarten, students

who attend school regularly score higher on tests than their peers who are

frequently absent. Chronic truancy (frequent unexcused absence) is a

strong predictor of undesirable outcomes in adolescence, including

academic failure, dropping out of school, substance abuse, gang

involvement, and criminal activity. However, chronic absence (regardless

of reason) is increasingly identified as an important “early warning sign”

that a student is at risk for school failure and early dropout. Chronic

absenteeism is usually defined as missing ten percent or more of school

days. Unfortunately, few school districts currently have the capacity to

analyze attendance data to identify those students who are chronically

absent. Many factors can contribute to student absenteeism. Family

health or financial concerns, poor school climate, drug and alcohol use,
transportation problems, and differing community attitudes towards

education are among the conditions that are often associated with a child’s

frequent absence from school.

Attending school regularly is a vital factor in school success for both

students and teachers. Excessive school absenteeism is often linked to

poor school academic achievement, so school attendance by both teachers

and students plays an integral role in the success and educational

advancement levels of any academic levels of any academic institution and

all students enrolled.

Limited Educational Instruction it is crucial to the success of any school

to employ dedicated teachers who are physically present to administer

quality education to each student. Excessive absenteeism by the teaching

staff can drastically hinder the learning environment and academic

achievement of students when instructors are not routinely present to

teach them. When teachers are absent, school must rely on substitute

teachers to provide instruction for the students. However, may substitute

teachers may not be qualified to provide quality educational instructions.

Substitute teachers are not always required to possess a teaching

certification, and in some school districts they are able to teach with only

a high school GED. The loss of quality instructional time for students can

result in unlearned academic skills and objectives, and subsequent

reduction in student’ standardized test scores.

Poor Academic Progress successful schools cannot survive without

physically present students. According to the “ Excessive Absences

Intervention” research study by author Linda L. Williams, excessive

absenteeism by students may result in unlearned course materials from

fewer hours of instruction , and a disruption of class instruction for

teacher who have to administer remediation for the absent student when

he returns to school excessive absenteeism by students may additionally

result in poor academic achievement because students are not receiving

instruction on a consecutive basis. This problem also causes low

standardized test scores because absent students are not present to learn

key concepts and skills that are assessed on standardized.

Decreased School Budget excessive absenteeism also places an extreme

strain on the school’s budget, and allocated finances in each school

district. Average daily attendance, or ADA, is the average attendance rate

of students in a school year. States utilize a school district’s ADA to

determine the allocated funding it will receive. Schools may encounter a

decrease in funding due to a loss of full-time students. This limited budget

due to excessive absences causes a lack of educational resources and

materials for the all students in the school. According to “USA Today,”

about one in three teachers misses more than 10 days of school each year

in the public school system. Providing substitutes for all of these absent

teachers costs schools, cumulatively, at least $4 billion a year. “USA

Today” further reported than in some states nearly 50% of the teachers

miss more than 10 days of school in typical 180 day years. Ads

Hypothesis

This research explores two hypothesis

H1: There is a significance between the socio-economic status

and the absenteeism of student in school

H0: There’s no significances on Socio-Economic Status on the

absenteeism of the students.

Conceptual Framework :

The Figure 1 shows the conceptual framework that will guide this study.
The effect of socio-
economic status in
absenteeism of selected
GAS students from
ETTMNHS

Parents Students

Income and High low socio-

Occupation economic status

Operation definitions of terms

Parents- Parental influence can greatly help in development of academic

performance of a students.

Income and occupation- Will show the effects of high and low income of
parents.

Students- The academic performance of a students in socio-economic.

High low socio-economic status - See the reason or difference between

the absenteeism and attendance of a students.
Chapter III

Introduction

This Chapter contain Methodology, Research design, Sample,

Procedure and Instrument.

METHODOLOGY

This chapter contains the research design, sample of the study,

instrument used and research procedure of the study.

Research Design

Descriptive research may be characterized as simply the attempt to

determine, describe or identify what is, while analytical research

attempts to establish why it is that way or how it came to be. Descriptive

research is “aimed at casting light on current issues or problems through

a process of data collection that enables them to describe the situation

more completely than was possible without employing this method. In its

essence, descriptive studies are used to describe various aspects of the

phenomenon. In its popular format, descriptive research is used to

describe characteristics and or behavior of sample population.

Descriptive research can employ a number of variables, only one

variables is required to conduct a descriptive study. Three main purposes

of descriptive studies can be explained as describing, explaining and

validating research findings.

The design is summarized follows:

Parents
a
Q1
O
Students Q2

Where :

Q1- Parents

Q2- Student
Sample

This research used fourty (40) students and twenty (20) parents are

enrolled during S.Y. 2016-2017 on one of the public school in Kawit Cavite.

Out of 7 sections in General Academic Strand of Grade 11.

Procedure

The questionnaire which was adopted via internet was administered

among selected students in general academic strand after that it was

collected by the researchers and their tabulated and encoded to spss.

Instrument

The main data collecting instruments for this study were survey for

the Selected Students from General Academic Strand and Their parents.

To determine if the scale is reliable.

The questionnaire use 5-points liker where number 1 to 6 were describe

as:

1- Slightly Agree 4- Slightly Disagree

2- Agree 5- Disagree

3- Strongly Agree 6- Strongly Disagree

Chapter IV

Introduction

This chapter includes the response to survey items about

assessment of Student’s Absenteeism and Parental Involvement in
their performance in the General Academic Strand.

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

I. Students’ Socio-Economic Status.

Table 2 shows that the data about the effect of Socio-Economic Status on
the absenteeism of the selected students from GAS.

Std.
Students X
Deviation

Students who came from low Socio-Economic background are

3.2000 1.64138
usually said to be disadvantage.
Socio-economic status is strongly associated with students in 2.9429 1.43369
absenteeism.
Socio-economic status shows the difference between high and low 2.8286 1.38236
Socio-economic.
Student’s quit lower income do not participate in this movement 3.0286 1.40348
causing there to having sense of constraints.
There would be significant difference in absenteeism of students 2.6286 1.55462
between high and low Socio-economic status.
Students who have slow Socio-economic status don't do well in 2.6286 1.37382
school because of many absent from or have behavioral problems.
Socio-economic background may influence student’s views in 2.7714 1.61037
whether or not to continue their education.
The family wealth gap is due in part to income disparities and 2.8857 1.38843
differences in achievement.
Students from low Socio-economic backgrounds often have less 2.5714 1.42014
successful outcomes.
Circumstances linked to students with low SES is poor attendance,
lower retention rate, less readiness for schooling and poorer average 3.1714 1.54322
outcomes at school.
Low Socio-economic status also may have inadequate or limited 2.6857 1.52954
access to community.
There would be significant difference in absenteeism of students. 2.7714 1.43662

Socio-economic status has always influence the absenteeism of the

2.7143 1.38418
students.
The high status in classification provides more challenging work 2.8286 1.46500
ability and greater control over working condition.
Students from low Socio-economic backgrounds believing that these 2.6857 1.34539
students have less potential learning.
Children with higher Socio-economic backgrounds were likely to be 3.4571 1.55947
proficient in task.
Absenteeism is an outcome of their social status. 3.2571 1.57821

Families from low Socio-economic status communities are less likely

to have the financial or time availability to provide children with 2.7143 1.52569
academic support.
Do you or your family member(s) receive a phone call from someone 2.8286 1.33913
at your school when you are tardy or absent?

Most studies, however, compare students from across all SES

backgrounds to reach the conclusion that low SES adversely affects a

range of educational outcomes. Another dimension, however, is the factors

that may influence educational outcomes with in particular SES bands.

This paper presents data on the educational performance of children from

financially disadvantaged backgrounds and examines its variation as

effected by traditional measures of SES as well as by a range of other

family, individual and context factors. Between 1994 and 2015, the

percentage of eight-graders who missed three or more days of in the month

decreased significantly for black and Hispanic students, but not for white

students. Attendance is an important factor in school success among

children and youth. Studies show that better attendance is related to

higher academic achievement for students of all backgrounds, but

particularly for children with lower socio-economic status. Beginning in

kindergarten, students who attend school regularly score higher on tests

than their peers who are frequently absent. Chronic truancy (frequent

unexcused absence) is a strong predictor of undesirable outcomes in

adolescence, including academic failure, dropping out of school, substance

abuse, gang involvement, and criminal activity. However, chronic absence

(regardless of reason) is increasingly identified as an important “early

warning sign” that a student is at risk for school failure and early dropout.

Chronic absenteeism is usually defined as missing ten percent or more of

school days. Unfortunately, few school districts currently have the

capacity to analyze attendance data to identify those students who are

chronically absent. Many factors can contribute to student absenteeism.

Is an important factor in school success among children and youth.

Studies show that better attendance is related to higher academic

achievement for students of all backgrounds, but particularly for children

with lower socio-economic status. Beginning in kindergarten, students

who attend school regularly score higher on tests than their peers who are

frequently absent. Chronic truancy (frequent unexcused absence) is a

strong predictor of undesirable outcomes in adolescence, including

academic failure, dropping out of school, substance abuse, gang

involvement, and criminal activity. However, chronic absence (regardless

of reason) is increasingly identified as an important “early warning sign”

that a student is at risk for school failure and early dropout. Chronic

absenteeism is usually defined as missing ten percent or more of school

days. Unfortunately, few school districts currently have the capacity to

analyze attendance data to identify those students who are chronically

absent. Many factors can contribute to student absenteeism.

II. Parents Socio-Economic Status

Table 3 shows the data about the effect of the Socio-Economic Status to

their children.

Std.
X
Parents
Deviation

In your view do you think that people with higher educational

qualification participate in development programs in the
community? 2.15 1.22582
Do you think that low level of educational attainment affects
participation in development programs? 1.6 0.82078
In your view, families with many children or large family
structure do not participate effectively in programs in the
community? 2.4 1.35336
In your view, families with few children or small size do not
participate effectively in programs in the community? 1.85 0.74516
Do you think that people with higher income level participate
more in development programs? 2 0.91766
Do you think that people with low income level participate more
in development program? 1.9 0.91191
If you have alternative income, do you think it will affect your
participating in development programs? 2 0.97333
Do people in managerial or professional occupation participate
more in developmental programs in your community? 2.4 1.23117
Do people in sales and services occupation participate more in
developmental programs in your community? 1.75 0.71635
Do people in support occupation likely to participate in
development program in the community?
2 0.8584

The relationship between family socio-economic Status (SES) and the

academic performance of children is well established in sociological

research. While there is disagreement over how best to measure (SES),

most studies indicate that children from SES families do not perform as

well as they potentially could at school compared to children from high

SES families (Graetz, 1995). Family health or financial concerns, poor

school climate, drug and alcohol use, transportation problems, and

differing community attitudes towards education are among the conditions

that are often associated with a child’s frequent absence from school.

Attending school regularly is a vital factor in school success for both

students and teachers. Excessive school absenteeism is often linked to

poor school academic achievement, so school attendance by both teachers

and students plays an integral role in the success and educational

advancement levels of any academic levels of any academic institution and

all students enrolled. Limited Educational Instruction it is crucial to the

success of any school to employ dedicated teachers who are physically

present to administer quality education to each student.

Chapter V

This chapter comprises the summary, findings, conclusions and

recommendation based from the analyze data if this study.

SUMMARY, FINDINGS, RECOMMNDATION AND ANALYSIS OF DATA

Summary

This study is to attempt to answer the following problem: what are

the effects of socio-economic status in absenteeism of the selected
students from GAS? Do the work of the parents and the absenteeism of
the students are connected? What is the significance difference of socio-
economic status of selected students in GAS?

The 20 items absenteeism awareness survey questionnaire was use

for this study. All needed was collected to the selected students the
descriptive research was used as research design.

Findings

The numerical values gathered based on the instrument in this

study were; for student with higher socio-economic background were
likely to be proficient in task is (x=3.4571, SD=1.55947) respectively. The
student where low socio-economic background who often have less
successful outcomes is had lowest result of (x= 2.571, SD= 1.42014) and
other questionnaire for parents that highest answer of wages and
salaries are (x=7.9000, SD=71818) in questionnaire of what their source
of income and then the low level of educational attainment affects
participation in development program had a lowest result of (x=16000,
SD= 82078) base on questionnaire for parents.

Conclusion

After careful analysis and evaluation of the data, This study

identified the independent variable of socio-economic status to have the
greatest impact on the dependent variable of student achievement.
"Historically, poor children and minority children have been
disproportionately at-risk in o schools, even through research provides a
more complex picture of students at-risk

The student where low socio-economic background who often have

less successful outcomes is had lowest result and questionnaire for
parents that highest answer of wages and salaries.

Recommendations

As to the teachers we need to maintain or develop strict guidelines

for student attendance and monitor factors that could hinder a student
from attending school on a regular basis.

The academic achievement of students should provide those

students who are achieving at lower levels with additional educational
support and educational resources in order to bridge the achievement
gap.
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Name (Optional):______________________________
Date:__________________________

INSTRUCTION : Write detailed instruction of your questionnaire to prevent confusion with the
respondents.

This Questionnaire provided for chosen Student of General Academic Strand (GAS) in ETTMNHS.

1- Slightly agree

2- Agree

3- Strongly Agree

4- Slightly Disagree

5- Disagree

6- Strongly Disagree

DIRECTION: Please put a check (/) inside the box that indicate your level of agreement for each
question.
1 2 3 4 5 6

1. Students who came from low Socio-Economic background are usually

said to be disadvantage
2. Socio-economic status is strongly associated with student in
absenteeism.
3. Socio-economic status show the difference between high and low
Socio-economic.
4. Students with lower income do not participate in this movement
cause there to having a sense of constraint.
5. Who belonged to high Socio-economic status should better
performance.
6. There would be significant difference in absenteeism of students
between high and low Socio-economic status.
7. Student who have slow Socio-economic status don’t do well in school
because of many absent from or have behavioral problems.

8. Socio-economic background may influence student views in whether

or not to continue their education.

9. The family wealth gap is due in part to income disparities and

differences in achievement

10. Student from low Socio-economic backgrounds often have less

successful outcomes.

11. Circumstances linked to students with low SES is poor attendance,

lower retention rate, less readiness for schooling and poorer average
outcomes at school.
12. Low Socio-economic status also may have inadequate or limited
access to community.
13. There would be significant different in absenteeism of student
between high and middle Socio-economic status.
14. Socio-economic status has always influence the absenteeism of the
students.

15. The high status in classification provide more challenging work ability
and greater control over working condition.

16. Students from low Socio-economic backgrounds believing that these

students have less potential learning.
17. Children with higher Socio-economic backgrounds were likely to be
proficient in task.
18. Absenteeism is an outcome of their social status.

19. Families from low Socio-economic status communities are less likely
to have the financial or time availability to provide children with
academic support.
20. Do you or your family member(s) receive a phone call from someone
at your school when you are tardy or absent?
Republic of the Philippines
Department of Education
Region IV – CALABARZON
Division of Cavite
Emiliano TriaTirona Memorial National High School

The Effect of Socio-Economic Status in Absenteeism of selected

Students from General Academic Strand in ETTMNHS.

Name (Optional):______________________________
Date:__________________________

INSTRUCTION : Write detailed instruction of your questionnaire to prevent confusion with the
respondents.

DIRECTION: Please put a check (/) inside the [] or write your specific answer on the blank.

1. What is the source of your income?

(a) Wages & salaries [ ] (b) profits [ ] (c) Rents, interest and dividends [ ] (d) private or
public pension [ ] Other specify ____________.

2. In your view do you think that people with higher educational qualification participate
in development programs in the community?

(a)Yes [ ] (b) No [ ] (c) Undecided [ ] (d) Other please specify_______________.

3. Do you think that low level of educational attainment affects participation in

development programs?

(a)Yes [ ] (b) No [ ] (c) Undecided [ ] (d) Others please specify ____________________.

4. In your view, families with many children or large family structure do not participate

effectively in programs in the community?

(a) Yes [ ] (b) No [ ] (c) Undecided [ ] (d) others please

specify______________________
5. In your view, families with few children or small size do not participate effectively in

programs in the community?

(a)Yes [ ] (b) No [ ] (c) Undecided [ ] (d) Other please

specify________________________.

6. Do you think that people with higher income level participate more in development
programs?

(a)Yes [ ] (b) No [ ] (c) Undecided [ ] (d) Others please specify

____________________________

7. Do you think that people with low income level participate more in development
programs?
(a)Yes [ ] (b) No [ ] (c) Undecided [ ] (d) others please
specify____________________________

8. If you have alternative income, do you think it will affect your participating in
development programs?

(a)Yes [ ] (b) No [ ] (c) Undecided [ ] (d)

specify______________________________

9. Do people in managerial or professional occupation likely to participate in

development programs?

(a) Yes [ ] (b) No [ ] (c) Undecided [ ] (d) specify_______________________________

10. Do people in sales and services occupation participate more in developmental

programs in your community?

(a) Yes [ ] (b) No [ ] (c) Undecided [ ] (d) specify____________________________

11. Do people in support occupation likely to participate in development program

in the community?
(a) Yes [ ] (b) No [ ] (c) Undecided [ ] (d) specify_______________________
12. In your view, do you think that previous occupational status affects
participation in programs?

(a) Yes [ ] (b) No [ ] (c) Undecided [ ] (d) specify________________________

Emiliano Tria Tirona Memorial National High School
Gahak, Kawit Cavite

Senior High School Department

REQUEST FOR RESEARCH ADVISER

1. Name of Student/ s:

2. Strand: (Check one) TECH-VOC GAS

3. Specialization:

4. Proposed Title of Research:

5. Proposed Research Adviser/ Consultant:

Name of Faculty:

Specialization:

Confirm of the Faculty:

Requested by:

Name and Signature of Student/ s

Approved:

MS. KRISTAL CIELO S. CALBAYAR

Practical Research 1, Faculty In-Charge

Date
Emiliano Tria Memorial National High School
Gahak, Kawit Cavite

Senior High School Department

REQUEST FOR ORAL EXAMINATION I

1. NAME/S OF STUDENT/S: _______________________________________

____________________________________________________________

2. STRAND: (Check one) [ ] TECH-VOC [ ]

GAS

3. SPECIALIZATION: _______________________________________________

4. TITLE OF RESEARCH/STUDY:___________________________________
____________________________________________________________

5. DATE & TIME OF DEFENSE: ____________________________________

6. VENUE: _________________________________________________________

7. ADVISER: _______________________________________________________

8. PANEL MEMBERS:

Position Name Rating

1. Chairperson
1. Member
2. Adviser
Average

Noted by:

KRISTAL CIELO S. CALBAYAR

Practical Research 1, Faculty In-Charge
Emiliano Tria Tirona Memorial National High School
Gahak, Kawit Cavite

Senior High School Department

REQUEST FOR PANEL DEFENSE

1. Name/s of the Student/s:

2. Strand: (Check one) TECH-VOC __________

GAS__________

3. Specialization:

4. Title of Research / Study:

5. Date of Defense:

6. Venue:

Advisory Committee:

Position Name Signature

1.
2.

Noted by:

_______________________
Research Adviser

KRISTAL CIELO S. CALBAYAR

Practical Research 1, Faculty In-Charge
Document and Presentation
PICTURES TAKEN DURING THE FINAL DEFENSE
PICTURE WITH OUR PANELS