thesis-social media and

Academy of Saint John

De La Salle Supervised

Academy of Saint JohnLa Salle Green Hills

SupervisedSta. Clara, Gen. Trias, Cavite

ix

“Students’ Productivity: An Analysis of Different Social Media Platforms”

A Baby Thesis presented to

The Academy of Saint John

La Salle Green Hills Supervised

Sta. Clara, Gen. Trias, Cavite

In Fulfillment of the

Requirements for the Subject

Elective IV (Scientific Research and Statistics)

By:

Alan Renniel S. Albao

Mark Joseph P. Apostol

Paul Benjamin A. Barrion

Angelo Miguel M. Joya

Lei Regeel M. Lubigan

Mr. Erickson C. MagsinoSubject Instructor





ix

August, 2015

Table of Contents

Chapter Page

1 Introduction to the Study 1

Background and Theoretical Framework 3

Statement of the Problem and Hypothesis 6

Significance of the Study 8

Definition of Terms 9

Delimitation of the Study 10

2 Review of Related Literature 11

Mathematics 12

Chocolates 14

3 Research Design and Methodology 15

Purpose of the Study and Research Design 16

Method 18

Statistical Data Analysis Procedure 20

4 Results 22

Descriptive Data Analysis 23

Inferential Data Analysis 27

5 Summary, Conclusions, Implications and Recommendation 32

Summary of the Problem, Method and Findings 33





ix

Conclusions 35

Implications 36

Recommendations 36

REFERENCES 38

APPENDICES 39

A. Questionnaire 39

B. Curriculum Vitae 42





ix

List of Tables

Table Page

1

2

3

4

5

6

Table 1 shows the tabulation representing the data gathered from the questionnaire administration of the experimental and controlled group.

24

Table 2 shows the response of

the students with regard to the

essay 1.



essay 2.



essay 3.

Table 6 shows the statistical analysis as gotten from the observed data of this study.

Table 5 shows the Goodness of the

Fit

27

28

29

29

31





ix

List of Figures

Figure Page

1

2

Figure 1 Eating of chocolates during

class period: Its Effects to the

Performance Rate of students in

Mathematics associated with the

variables implicated in this

research

Fig. 2 explains the numbers used in

Table 1. It is the legend for the

tabulated data presented in the

table above.

5

26





ix

Acknowledgement

The researchers would like to express gratitude to

everyone who was with them from the start in creating this baby

thesis. If it was not with their help, it would have been more

difficult to accomplish this research study. Their supervision,

supportand wisdom motivated the researchers to attainthe

denouement of this experimentation. Their research study was made

possible through the contribution of the following:

Mr. Erickson C. Magsino, subject instructor, for assisting

the researchersfrom the proposal to the conclusion of this

thesis; for his ardent intention of widening the knowledge and

capacity of the researchers; and for the supervision and

determination he supplied the studentsin order to make this

research plausible and feasible.

The parents of the researchers, for giving moral and

financial support for the benefits of this study; for their

affection and carethatmade the researchers surpass the

exhaustion, stress and struggle experienced in the process of

materializing this project.

The friends and family of the researchers, for their moral

support, shared knowledge and encounter which proved beneficial

to this research and without which this cannot be made possible;





ix

The faculty of Academy of Saint John, for providing quality

education and academic excellence and guidance to the researchers

in order for them to survive daily situations with proper outlook

and positive attitude most especially in times of hardships and

stress;

The respondents of this study, the junior batch of this

school, who became the respondents of the study for sharing their

knowledge, time and cooperation without which this research

cannot be feasible;

The Holy Trinity, who is constantly with everyone, provided

the researchers with the wisdom and strength to overcome the

problems and trials manifested by the research making process

during and after the completion of this study.










ix

July, 2015

“Students’ Productivity: An Analysis of Different Social Media Platforms”

The Abstract of

Baby Thesis is presented to

The Academy of Saint John

La Salle Green Hills Supervised


In Fulfillment of the

Requirements for the Subject

Elective X (Scientific Research and Statistics)

By:






Mr. Erickson C. MagsinoSubject Instructor





ix

July, 2015

Albao, A. R. (2015). Students' Productivity: An Analysis of Different Social Media Platforms. General Trias City: Academy of Saint John - La Salle Green Hills Supervised.

Abstract

The study is intended to show how social media affects the

productivity of the students. The Third year level will serve as

respondents of this research. The researchers will be giving

questionnaires in digital form to all the respondents. After

getting the questionnaires back, we will make a table out of it.

The analyzed data and results shall be presented through this

study.





ix

Chapter I

Introduction to the Study

Chapter 1 consists of five parts, namely (1) Background and

Theoretical Framework of the Study, (2) Statement of the Problem

and the Hypothesis, (3) Significance of the Study, (4) Definition

of Terms, and (5) Delimitation of the Study.

Part One, Background and Theoretical Framework of the Study,

shows the basis for selecting the problem and the theoretical

framework on which the study is being rooted.

Part Two, Statement of the Problem and the Hypotheses,

presents the problem for which the study is being based and the

hypotheses formulated.

Part Three, Significance of the Study, diminishes the

reasons for conducting the study, proves that it is worthwhile

and mentions its benefactors.

Part Four, Definition of Terms, gives the meaning of the

terms according to their use in the study.





ix

Part Five, Delimitation of the Study, discusses the sort of

the research and selects specifications within which the

investigation was carried out.

Background and Theoretical Framework of the Study

Most people, have this manner of using Social media

platforms. There are different reasons why they are using it.

These reasons maybe out of curiosity, temptation, and most

specially peer pressure.

According to an article in www.studymode.com, “Nowadays,

social networking sites such as Facebook, Twitter, Instagram, and

others are attracting millions of people around the world,

especially the students. Social networking sites had been the

source of happiness for many students”. SNS have become a

trending topic nowadays and viral among teenagers. Especially to

the teenagers, many of them are associated to SNS, since

teenagers must always be in with what is popular nowadays. Even

education has been influenced by SNS with Elizabeth Power(2012),

stating “The potential for using SNS to further the goal of

education is immerse, and teachers are making faraway into the

world of online social networking for educational purposes.

” Since there are lots of SNS, what could be the most visited?





ix

According to ebizma.com, the top 5 most visited sites are

Facebook, Twitter, Instagram, Pinterest and Tumblr.

This study will give us an insight of apparent effects of

social media platform to students productivity.





ix

The Research Paradigm

Figure 1 - Students’ Productivity: An Analysis of Different

Social Media Platforms associated with the variables implicated

in this research.

Independent Variable Dependent Variable

SOCIAL MEDIA Facebook Twitter Instagram

Students’ Productivity(General Average)

EntertainmentCommunicationInformation

Sex

Independent Variable Dependent Variable

Intervening Variable

Moderating Variable

- 14 -

Academy of Saint John La Salle Green Hills Supervised


Statement of the Problem and Hypotheses

This study aims to obtain and present an explanation to the

effects of social media platforms to students' productivity.

This research tries to find the answers to the following

questions:

1. Do social media platforms affect students' productivity?

2. Is using social media platforms beneficial to students?

3. Does social media take most of the time of students?

Based on the problems, the following hypotheses were formulated:

1. Social Media Platforms do not affect students' productivity.

2. There are no benefits to students in using social media

platforms.

3. Social media does not take most of the time of students.

Significance of the Study

- 14 -



The outcome of this research study may be helpful and useful

to the following:

Researchers- this study will made them realize what social

media platform will kill the productivity of the most. This may

be also helpful to them to distinguish what to do with the

media platform to balance the performance of an individual.

Future Researchers/Others- this study will help them in

collecting facts related to this study. This may also serve as a

reference for future studies.

Teachers- This study will help them expand their understanding

about the effects of social media to their students hence; they

may consider unconventional teaching techniques.

School- This study will serve as citation for the incoming

populace of the school.

Definition of Terms

- 14 -



The following terminologies have analogous definition to the

study and are cataloged similarly:

Social Media - are computer-mediated tools that allow people to

create, share or exchange

information, ideas, and pictures/videos in virtual communities

and networks. It is good for us because it give everyone a

voice.

(https://en.wikipedia.org/wiki/Social_media)

SNS – Social Networking Sites

https://en.wikipedia.org/wiki/Social_media

- 14 -



Delimitation of the Study

This study is particular only on looking for the social

media that affects the productivity of the students. Students

from the third year level of school year 2015-2016 of the Academy

of Saint John- La Salle Green Hills Supervised were the

respondents of this study. They were clustered and experimented

on.

This study will be perform at the Academy of Saint John- La

Salle Green Hills Supervised. The researchers will begin their

investigation as soon as the research proposal is approved.

- 14 -



Chapter II

Review of Related Literature

In this chapter, the review of literature and studies

performed in the Philippines and abroad are presented. The

information was gathered from different sources such as books,

unpublished works and researchers on the internet.

This chapter consists of two (2) parts:

Social Networking Sites (1), Students’ Productivity (2)

Part One, Social Media, tackles the definition and quotation

from different social media users.

Part two, Students’ Productivity, tackles the definition of

students’ productivity and review of related study about the

effects of social media to the productivity of students.

- 14 -



Social Networking Sites

“We define social network sites as web-based services that

allow individuals to (1) construct a public or semi-public

profile within a bounded system, (2) articulate a list of other

users with whom they share a connection, and (3) view and

traverse their list of connections and those made by others

within the system. The nature and nomenclature of these

connections may vary from site to site. While we use the term

‘social network site’ to describe this phenomenon, the term

‘social networking sites’ also appears in public discourse, and

the two terms are often used interchangeably. While networking is

possible on these sites, it is not the primary practice on many

of them, nor is it what differentiates them from other forms of

computer-mediated communication (CMC).” Danah M. Boyd said.

“A Web site that provides a venue for people to share their

activities with family, friends and colleagues or to share their

interest in a particular topic. Facebook, Google+, LinkedIn and

Twitter are the leading social sites.

Members create an online profile with biographical data,

photos and any other information they choose to post. They

communicate with each other by making their latest thoughts

- 14 -



public in a blog-like format or via e-mail, instant messaging,

voice or videoconferencing to selected members.

- 14 -



Students’ Productivity

The use of social media in academic coursework can increase

the learning achieved by an individual student. Students who

participate in coursework that utilize social media demonstrate

an increase in overall GPA when compared with students who do not

participate in social media (Junco, 2012b; Junco et al., 2011).

Social media usage within the academic setting not only increases

students’ GPA, but also facilitates peer feedback on assignments

and thoughtful student reflections on course content because of

the ability for students to openly communicate with each other

and develop strong relationships among peers (Arnold & Paulus,

2010; Ebner, Leinhardt, Rohs, & Meyer, 2010; Kuh, 1993).

Furthermore, using social media fosters long-term retention of

information and develops a deeper understanding of content that

is discussed in a class (Chen & Bryer, 2012; Heafner & Friedman,

2008).

Nayzabekov (2012), in his study entitled, "Negative Impacts

of Social Networking Sites on the Academic Excellence of the

Students", identifies the idea of multitasking, which students

could perform different types of actions while visiting SNS to

include texting, instant messaging, playing games and searching

information online. The author pointed out that multitasking

skills or actions could affect the concentration of students.

- 14 -



Performing different types of action could affect one’s

performance not only in academic but also in the everyday task of

students. For example, a student who has a lot of assignments and

works on different subjects instead of doing it on time and

early, visits SNS Facebook which seemed to be popular among

teenagers nowadays. It also identifies the procrastination

related problems that might evolve as a possible outcome of SNS

usage of the students. In this paper, he cited the idea of Ellis

and Knaus, which defines the term as “a failure to initiate or

complete a task or activity by predetermined time.” In other

words, it can be described as a specific behavioral pattern that

is dedicated for doing any non-academic tasks. According to the

study, they did not do their academic requirements involved in

the learning process with the help of social networking sites and

it could possibly involve in the negative attitude towards their

work.

- 14 -



Chapter III

Research Design and Methodology

Chapter 3 consists of three parts: (1) Purpose of the Study

and Research Design, (2) Method, and (3) Statistical Data

Analysis Procedure.

Part One, Purpose of the Study and Research Design,

reiterates the reasons for conducting the study and illustrates

the research design.

Part Two, Method, describes the respondents of the study,

the instruments used, the methodology applied and the procedures

done for the data gathering.

Part Three, Statistical Analyses of Data, explains the

statistical tools for analyzing the data and the rationale of

using the abovementioned instrumentations.

- 14 -



Purpose of the Study and Research Design

The study aims to demystify further the different effects of

eating chocolates that contain a brain chemical called Phenyl

Ethylamine (PEA) which makes us attentive and alert towards the

performance rate in Mathematics of the students in the present

time. It aims to widen the knowledge of the public, most

especially the students on how they can improve their efficiency

in Mathematics using different factors such as foods,

specifically the chocolates. This study seeks to answer purposely

the following questions:

1. Is there an important difference in the performance rate of

students in Mathematics if they eat chocolates during class

hour(s)?


students in Mathematics if they are given an allotted time

to eat chocolates during class hour(s)?


students in Mathematics if they are allowed to eat

chocolates during the whole class hour(s)?

- 14 -



4. Do chocolates affect the mood or attitude of students

towards their performance rate in Mathematics?

Based on the foretasted problems, the following hypotheses are

formulated:

1. There is no important difference in the performance rate of


hour(s).



to eat chocolates during class hour(s).



chocolates during the whole class hour(s).

4. Chocolates do not affect the mood or attitude of students

towards their performance rate in Mathematics.

The independent variable of this study is the chocolate

intake during class period. The dependent variable is the

Performance Rate of Students in Mathematics

- 14 -



In an experimental type of research, the changes in nature

as they happen should be observed and recorded. These changes

cannot be manipulated.

Method

Respondents

The respondents of this research study were all students

from the third year level of the Academy of Saint John for the

school year 2012-2013. III- St. Lorenzo served as the controlled

group; III- St. Bernard as experimental group.

Materials and Instrumentations

A questionnaire is a written device which is made of subject

queries that needs feedback from the set of respondents in order

gather data and information for the sake of the study being

conducted.

A questionnaire used in this study was managed by the

researchers to gather data for the independent and dependent

variables of this research.

- 14 -



The questionnaire used in this research has two parts. The

first part contains the personal information of the respondents

with regards to the name, sex, age, year and section and

questions about the antecedent variables of this study which are

associated to the respondents’ time allotted of eating and their

own choice of the kind of chocolate. The second part is about

their insights and feelings when the food was consumed during

their class.

Procedure

The questionnaire used for this study was submitted to the

subject instructor first for content validation before its

administration to the experimental and controlled group of third

year students. After the checking and validity confirmation and

so with the corrections, the questionnaires were reproduced

according to the sample size.

The researchers were the ones who distributed the

questionnaires during the Math period of the respondents. The

respondents submitted the questionnaire after their Mathematics

class or dismissal. It was for giving them enough time in

answering the questionnaire after conducting the experimentation

- 14 -



which is the chocolate intake during class hours. The researchers

gathered the questionnaires for the analysis, tabulation and

interpretation.

The result of these processes was published in the following

chapters.

Statistical Data Analysis Procedure

The following instrumentations shall prove to be useful in

getting necessary information for the benefit of this project.

A. ANOVA

a. a statistical method for making simultaneous

comparisons between two or more means; a statistical

method that yields values that can be tested to

determine whether a significant relation exists

between variables

B. Mean Deviation

- 14 -



a. The mean deviation is the measure of dispersion

equal to the mean of the absolute deviation from the

arithmetic mean.

C. Sample Variance

a. The sample variance is the difference between two

extremes of the data set. It is measured through the

use of an equation.

C. Test for the Goodness of Fit

a. The Test for the Goodness of Fit is a nonparametric

test for how well some observed frequency

distribution fits some theoretical distribution.

- 14 -



Chapter IV

Results

Chapter 4 consists of two parts: (1) Descriptive data

Analysis, and (2) Inferential Data Analysis.

Part One, Descriptive Data Analysis, describes the

perception of students to Mathematics as a subject and their

personal choice of chocolate and how long they were able to

consume it.

Part Two, Inferential Data Analysis, explains whether there

is significance or none in consuming chocolate during class with

the performance rate of students in Mathematics.

- 14 -



Descriptive Data Analysis

In this part, the data gathered from the administered

questionnaires are tabulated. Table 1 shows the summary of the

outcome gotten from the said instrumentation of the experimental

and controlled group; the legend for Tables 1 is presented in

Figure 2.

The gotten information shall be the main source of

preference of this research study. It shall be used to make

necessary tables and figures to better present it.

- 14 -



Table 1

STUDENT 1 2 3 TOTAL

Student 1 3 4 5 12Student 2 2 4 5 11Student 3 2 4 5 11Student 4 2 4 5 11Student 5 2 4 5 11Student 6 3 4 5 12Student 7 3 4 5 12Student 8 2 4 5 11Student 9 3 4 5 12Student 10 3 4 5 12Student 11 2 4 5 11Student 12 2 4 5 11Student 13 3 4 5 12Student 14 2 4 5 11Student 15 2 4 5 11Student 16 3 4 5 12Student 17 2 4 5 11Student 18 2 4 5 11Student 19 2 4 5 11Student 20 2 4 5 11Student 21 2 4 5 11Student 22 3 4 5 12Student 23 2 4 5 11Student 24 3 4 5 12Student 25 2 2 3 7Student 26 3 3 2 8Student 27 3 3 5 11Student 28 1 2 1 4Student 29 2 2 3 7Student 30 3 3 1 7Student 31 2 2 3 7Student 32 3 3 1 7Student 33 2 3 1 6

- 14 -



Student 34 3 3 2 8Student 35 3 3 1 7Student 36 2 3 1 6Student 37 2 2 1 5Student 38 3 2 2 7Student 39 3 3 1 7Student 40 2 3 1 6Student 41 2 3 2 7Student 42 3 3 1 7Student 43 3 2 2 7Student 44 2 3 2 7Student 45 3 3 3 9Student 46 2 3 1 6TOTAL 111 155 160 426

Table 1 shows the tabulation representing the data gathered

from the questionnaire administration of the experimental and

controlled group.

There are forty six respondents as reflected through the

first column (name). For the questions, the next columns shall

mirror them. For the protection and privacy of the respondents,

their proper name was not included.

- 14 -



Inferential Data Analysis

Fig. 2 explains the numbers used in Table 1. It is the

legend for the tabulated data presented in the table above.

- 14 -



This study surmises, to the extent of the gathered and

tabulated data, that eating chocolates causes different kinds of

effects to the respondents depending on the characteristics of

the students.

Table 2 shows the information gathered from the respondents

with the specific variables of this study. They are grouped into

two, the experimental and controlled brackets, according to their

sections. The summation was also gotten.

Table 2

Bracket Positive Negative Total

Experimental 22 0 22

Controlled 14 10 24

TOTAL 36 10 46

22: (36x22) / 46 = 17.22 0: (10x22) / 46 = 4.78

14: (36x24) / 46 = 18.78 10: (10x24) / 46 = 5.22

Table 3

Table 2 shows the response of the students with regard to the

essay 1.

- 14 -



Bracket Positive Negative Uncertain Total

Experimental 21 1 0 22

Controlled 0 0 24 24

TOTAL 21 1 24 46


essay 2.

Table 4

Bracket Positive Negative Total

Experimental 17 5 22

Controlled 10 14 24

TOTAL 27 19 46

- 14 -




essay 3.

17: (27x22) / 46 = 12.91 5: (19x22) / 46 = 9.09

10: (27x24) / 46 = 14.09 14: (19x24) / 46 = 9.91

Table 5

Table 5 shows the Goodness of the Fit

O E O - E (O – E)²

22 17.22 4.78 22.8484 1.326914 18.78 -4.78 22.8484 1.21660 4.78 -4.78 22.8484 4.7810 5.22 4.78 22.8484 4.377117 12.91 4.09 16.7281 1.29575 9.09 -9.09 16.7281 1.8403

- 14 -



- 14 -



Table 6

Source of variation

Degree of freedom

SS MS F at 5%

Treatment 2 31.61 15.81 12.06Error 135 177.35 1.31

TOTAL 137 208.96 ----

Table 6 shows the statistical analysis as gotten from the observed data of this study.

- 14 -



- 14 -



Chapter V

Summary, Conclusions, Implications, and Recommendations

This chapter consists of four parts: (1) Summary of the

Problem, Method and Findings; (2) Conclusions; (3) Implications;

and (4) Recommendations.

Part One, Summary of the Problem, Method and Findings,

provides the summary of the problem, method, and findings of the

study.

Part Two, Conclusions, draws conclusions from the study

based on the findings.

Part Three, Implications, presents the indirect basis for

theory and for application.

Part Four, Recommendations, proposes particular

recommendations based on the findings.

- 14 -



Summary of the Problem, Method and Findings

This study aims to obtain and present an explanation to the

effects chocolate intake during Mathematics performances of the

individuals especially the students.

This research seeks to answer the following questions:

1. Is there an important difference in the performance

rate of students in Mathematics if they eat chocolates

during class hour(s)?


rate of students in Mathematics if they are given an

allotted time to eat chocolates during class hour(s)?


rate of students in Mathematics if they are allowed to

eat chocolates during the whole class hour(s)?

4. Do chocolates affect the mood or attitude of students

towards their performance rate in Mathematics?

- 14 -



The results of the study were the following:

1. There is an important difference in the performance rate of


hour(s).



to eat chocolates during class hour(s).



chocolates during the whole class hour(s).

4. The chocolates affect the mood or attitude of students

towards their performance rate in Mathematics.

- 14 -



Conclusions

From the results of the study, the following conclusions

were made:

1. When taken as a whole, chocolate intake while classes are

ongoing takes effect on students positively.

2. When taken individually as in the variables presented above

such as the reason, time allotment in consuming chocolate

would put great effect on a student. He may get distracted

in class or he may distract his classmates, depending on

one’s character.

3. The effects of chocolate on students are generally good.

However, the positive mood of an individual may affect the

discipline of the class.

- 14 -



Implications

The outcome of this research study can be used by the

benefactors mentioned above as reference and knowledge source in

future study and confirmation. This will help broaden their

comprehension and learning in this field of study.

Recommendations

The following recommendations were made based on the

conclusions drawn from the findings of this study:

1. The effects of eating chocolate during class should be

taken with responsibility and must be given enough

attention to maintain the discipline of a student as

well as the class.

- 14 -



2. Self-restraint must be taken into consideration to avoid

overconsumption of chocolate. Moderation is a must.

3. Eating inside the classroom is still prohibited;

therefore, if a student finds chocolate intake very

effectively in his Mathematical performance, he must eat

it before classes begin.

- 14 -



REFERENCES

Torres, Aneliese H., Profeta, Joseph Rainiel A., Abutin,

Jonathan F., Mojica III, Nestor L., Lunar, Nico T. “COMPUTER

GAMING AND SOCIAL NETWORKING: THEIR EEFFECTS TO THE STUDENTS’

PERFORMANCE RATE IN MATHEMATICS" Baby Thesis, Academy of Saint

John - La Salle Green Hills Supervised, General Trias, Cavite,

2011

Deauna, Melecio C. “Elementary Statistics for Basic

Education” Phoenix Publishing House, 927 Quezon Avenue, Quezon

City, 1996

http://www.academia.edu/5707332/

Effects_of_Social_Networking_Sites_on_the_Academic_Excellence_of_the_Students

- 14 -



APPENDICES

Appendix I

Thesis Questionnaire (PART I)

“Chocolate Intake During Class Period: Its Effects to the Mathematical Capacity of Students.”

Name: ____________________________ Sex: _____

Section: _________________________ Age: _____

Survey: Choose the letter of the answer that applies to you.

1) How do you find Mathematics as a subject?

a. Very difficult

b. Difficult

c. Just right

d. Easy

2) Which of the following kinds of chocolate did you prefer/ choose?

a. Dark Chocolate

b. Milk Chocolate

c. Chocolate with nuts

d. I was not given chocolate by the Researcher

- 14 -



3) How long were you able to consume the chocolate?

a. 1-2 minutes

b. 3-4 minutes

c. 5 minutes

d. Otherwise(please specify) _______

e. I was not able to consume chocolate

Thesis Questionnaire (PART II)

“Chocolate Intake During Class Period: Its Effects to the Mathematical Capacity of Students.”

Answer the following.

1.) What was/were your initial feelings towards class after eating the chocolate? Is it something positive or negative? Elaborate.

__________________________________________________________________________________________________________________________________________________________________________________________

What was/were your initial feelings towards class without eating anything while classes are ongoing? Is it something positive or negative? Elaborate

__________________________________________________________________________________________________________________________________________________________________________________________

- 14 -



2.) What do you think is/are the effect/s of eating chocolate towards your mathematical performance? State if it is positive; Negative if otherwise. (If you were not given a chocolate by the researcher, please leave this number blank.)

__________________________________________________________________________________________________________________________________________________________________________________________

3.) Do you think eating chocolate while classes are ongoing would be academically helpful to you especially in Mathematics?

__________________________________________________________________________________________________________________________________________________________________________________________

Do you think it would be better for your academic performance especially in Mathematics if you won’t eat anything while classes are ongoing?

__________________________________________________________________________________________________________________________________________________________________________________________

- 14 -



Appendix B.

CURRICULUM VITAE

Name: Celis, Maricon Grace B.

Age: 16 years old

Hometown: General Trias, Cavite

Date of Birth: November 13, 1996

Civil Status: Single

Sex: Female

Parents: Mr. Emerson P. Celis

Mrs. Jocelyn B. Celis

Nationality: Filipino

Motto: “Life's greatest memories will be made up of once in a

lifetime opportunities. Don't hesitate when they

arrive.”

Educational Attainment

Elementary: Saint Agustine School - Tanza, Cavite

: Academy of Saint John - La Salle Green Hills

Supervised, Sta. Clara, Gen. Trias, Cavite

Secondary: Academy of Saint John - La Salle Green Hills


- 14 -



CURRICULUM VITAE

Name: Barrera, Herminia G.

Age: 16 years old

Hometown: Naic, Cavite

Date of Birth: January 30, 1996


Sex: Female

Parents: Mr. Felisicimo Barrera

Mrs. Mary Jane Barrera


Motto: “You excel in matters of judgment, analysis and

instinctive reasoning.”


Elementary: The Valley Cathedral Academy, Naic, Cavite





- 14 -



CURRICULUM VITAE

Name: Evangelista, Nadine U.

Age: 16 years old


Date of Birth: September 18, 1996


Sex: Female

Parents: Mr. Gregorio T. Evangelista

Mrs. Jocelyn U. Evangelista


Motto: “It’s better to cross the line and fail than just stare

unto the line and don’t do anything at all.”


Elementary: Ila Memorial School, Rosario, Cavite





- 14 -



CURRICULUM VITAE

Name: Manalo, Joshua Michael C.

Age: 16 years old


Date of Birth: July 23, 1996


Sex: Male

Parents: Mr. Michael Manalo

Mrs. Junnivie Manalo


Motto: “When nothing goes right, go left.”


Elementary: San Francisco de Malabon Parochial School





- 14 -



CURRICULUM VITAE

Name: Potente, Christian Bernard C.

Age: 16 years old


Date of Birth: July 10, 1996


Sex: Male

Parents: Mr. Bernardo L. Potente

Mrs. Maria Nenita C. Potente


Motto: “You’ll never know what will happen till you try.”


Elementary: Academy of Saint John - La Salle Green Hills




- 14 -



CURRICULUM VITAE

Name: Ibay, Thristan Ansheen L.

Age: 16 years old


Date of Birth: February 8, 1997


Sex: Male

Parents: Mr. Allan M. Ibay

Mrs. Jeanette L. Ibay


Motto: “Keep moving forward.”


Elementary: Toclong Elementary School, Cachapero Learning School,

Carsidang Bago Elementary School



thesis-social media and

Documents

research study

research design

scientific research

research plausible

descriptive data analysis

inferential data analysis

baby thesis

magsino subject instructor