Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

THE ACADEMIC PERFORMANCE OF WORKING STUDENTS IN EULOGIO “AMANG” RODRIGUEZ INSTITUTE OF SCIENCE AND TECHNOLOGY (EARIST) SY: 2014-2015

A Thesis presented to:
Prof. Cinderella U. Reginio
Eulogio ‘’Amang’’ Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila

In Partial Fulfillment of the requirements for Technical Writing

Presented By:

Group 2 Students of Bachelor of Science in Public Administration II-3

1. Aplacador, Rose Jane E. 2. Bayanay, Madel G. 3. Buce, Sheena M. 4. Cuenta, Robby Mae L. 5. Dizon, Gelly S. 6. Lachica, Donnalyn B. 7. Manalo, Jollibe C. 8. Ola, Reynier O. 9. Paguinto, Katherine T. 10. Patal, Einiel L. 11. Patlonag, Marryrose R. 12. Perante, John Rey Danniel N. 13. Prado, Daisy N. 14. Soriano, Aldrin S. 15. Trongco, Florante C.

September 2015
Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

APPROVAL SHEET
In partial fulfillment of the requirements for the Technical Writing, this thesis entitled The Academic Performance of Working Students in Eulogio “Amang” Rodriguez Institute of Science And Technology (EARIST) SY: 2014-2015, has been prepared and submitted by PA II-3 Group 2, which is hereby recommended for the First Semester Final Examination.

PROF. CINDERELLA U. REGINIO ENGLISH PROFESSOR
September 3, 2015 Date Approved in partial fulfillment of the requirements for the Technical Writing, as a final requirements in our Final Examinations.

REPRESENTATIVES OF THE GROUP
FLORANTE C. TRONGCO
Member

ROBBY MAE L. CUENTA JOHN REY DANNIEL N. PERANTE Member Member

Accepted in partial fulfillment of the requirement for the Technical Writing.

ESTELA G. DAVID
College Dean
Officer-in-charge
Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

ACKNOWLEDGEMENT

The researcher would like to extend his sincere gratitude and appreciation to the following persons who gave precious contribution towards the completion of this thesis: Firstly, I would like to express my sincere gratitude to my advisor Prof. Cinderella U. Reginio for the continuous support of my research study and related research, for his patience, motivation, and immense knowledge. His guidance helped me in all the time of research and writing of this thesis. I could not have imagined having a better advisor and mentor for my research study.
Besides my advisor, I would like to thank the rest of my thesis committee: Prof. Jegar D. Macerenand for his insightful comments and encouragement, but also for the hard question which incented me to widen my research from various perspectives.
I thank my fellow classmates in for the stimulating discussions, for the sleepless nights we were working together before deadlines, and for all the fun we have had in the last days of this semester. Also I thank my friends in the following institution National Teachers College and University of Manila. In particular, I am grateful to Arcel P. Retuya for enlightening me the first glance of research. I’m also very thankful to my classmate Don Brian Alcarado for suggesting me some statistical treatment to my study.
To all CPACnians respondents from the College of Public Administration and Criminology at Eulogio ‘’Amang’’ Rodriguez Institute of Science and Technology for their cooperation in the accomplishment of the questionnaire.
I also would like to thank my family: my parents and to my brothers and sister for supporting me spiritually throughout writing this thesis and my life in general.
Last but not the least, to the Lord Jesus Christ the giver of life.
Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

ABSTRACT This study aimed to determine the academic performance of working students in Eulogio ‘’Amang’’ Rodriguez Institute of Science and Technology by 2nd,3rd and 4th Year students of College of Public Administration and Criminology School Year 2014-2015 Second Semester. It also attempted to find out the relationship between the academic performances of the working student and how do they manage their time on their work. In the light of the foregoing problems this study pursued the following hypotheses: * There is a direct relationship between the academic performances of the working student and how do they manage their time on their work. * There is a significant relationship in the preferences of the 2nd, 3rd and 4th year students of College of Public Administration and Criminology.
A number of factors may contribute to the success or failure of a working students and having study habits may give them the edge to succeed. It may not provide a infallible guarantee of an unexceptional academic performance however it will provide the assurance of a passing grade. All of the aspects in making a grade should be attended to and make sure that 100% effort should be committed.
As lack of confidence and interest are only a few of significant reasons why some working students fail, I recommend that, professors, instructors and school administration would initiate programs or activities related to the subjects which would help students understands concepts. Moving forward encouragement such as giving freedom of expression of ideas would help them in terms of participation and gain the interest. It would be also a good idea if they are given pointers in effective note taking and techniques for a good study habit. The school administration also consider revising or updating curricula, in order to keep up with the current issues, so that the students will be able to relate and better comprehend the lessons discussed in class.
The respondents of this study were composed of 70 working students of Eulogio ‘’Amang’’ Rodriguez Institute of Science and Technology in Nagtahan, Sampaloc Manila.
The statistical techniques employed were frequency count, percentage and chi square test.
The findings of the study revealed the following: 1. Most of the students were 18-19 years of age the usual age of a second year college student. There were more male than their female counterpart. 2. There were more working students in second year than the other year level. 3. There were more working students get an average incomplete-3.00 4. The reason why working students work answers more Always on Self Supporting. 5. The purpose why they are working answers more Always on to help their parents. 6. The purpose why they are working answers more Always on Following their schedule on COR. 7. There is a direct relationship between the academic performances of the working student and how do they manage their time on their work. 8. There is a significant relationship in the preferences of the 2nd, 3rd and 4th year students of College of Public Administration and Criminology.

Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology TABLE OF CONTENTS
Page
TITLE PAGE…………………………………………………………………………………………………………………………….. 1
APPROVAL SHEET…………………………………………………………………………………………………………………… 2
ACKNOWLEDGEMENT……………………………………………………………………………………………………………. 3
ABSTRACT……………………………………………………………………………………………………….………………….. 4-5
TABLE OF CONTENTS…………………………………………………………………………………………………………… 6-7
LIST OF TABLES…………………………………………………………………………………………………………………..….. 8
LIST OF FIGURES………………………………………………………………………………………………………………..…… 9
CHAPTER 1: INTRODUCTION……………………………………………………..…………………………………………. 10 1.1 Background of the Study…………………………………………………………...... 10-11
1.2 Conceptual Framework………………………………………………….………………11-12
1.3 Statement of the Problem……………………………………………………..………... 13
1.4 Hypotheses…………………………………………………………………………………….… 13
1.5 Significance of the Study…………………………………………………………….…….. 14 1.6 Scope and Delimitation of the Study……………………………………………. 14-15
1.7 Definition of Terms…………………………………………………………………….…….. 15
CHAPTER 2: REVIEWS OF RELATED LITERATURE AND STUDIES……………………………………………… 16
2.1 Review of Related Literature…………………………………………………………..… 16
2.2 Local Literature……………………………………………………………………………. 16-18
2.3 Foreign Literature……………………………………………………………..……….... 18-24
CHAPTER 3: RESEARCH METHODOLOGIES…………………………….……………………………………………... 25
3.1 Method of research to be used………………………………………..………….…… 25
3.2 The Population Frame and Sample Size…………………………..…………... 25-26
3.3 Respondents and Subject of the Study………………………………..……..…..… 26
3.4 Data Gathering Instruments………………………………………………..……………..27
3.5 Validation of the Instruments…………………………………………..…………..…… 27
3.6 Data Gathering Procedures……………………………………………..………….……. 27
3.7 Statistical Treatment of Data…………………………………………………….…. 27-28
CHAPTER 4: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA………………………….……29
4.1 Presentations of tables or chart of the findings following the sequence of the stated problem and sub-problems of the study……………………………………………………………………………………………..…… 29-34
CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS……………………………….…….. 35 5.1 Summary…………………………….……………………………………………………..... 35-36 5.2 Conclusions…………………………….………………………………………………………... 36 5.3 Recommendations…………………………….……………………………………….…….. 37
BIBLIOGRAPHY…………………………….……………………………………………...……………………………………..... 38
APPENDICES…………………………….……………………………………………...……………………………………... 39-41
CURRICULUM VITAE…………………………….……………………………………………...………………………..… 42-56

Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

LIST OF TABLES
TABLES:
Table 1: The Population Frame and Sample Size………………………………………………………….……….. 26
Table 2: The Likert Scale…………………………………………………………………………………………….…………. 28
Table 3: Respondent’s General Average…………………………………………………………………….…………. 30
Table 4: What is the reason why working students work?........................................................ 31
Table 5: What is the purpose why they are working?................................................................ 32
Table 6: How do they manage their time on school while working?......................................... 33

Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

LIST OF FIGURES
FIGURES:
Figure 1: Conceptual Framework of the Study………………………………………………………….…….……. 12
Figure 2: Respondent’s Percentage………………………………………………………………………………………. 26
Figure 3: Respondent’s General Average………………………………………………………………………………. 31
Figure 4:What is the reason why working students work?....................................................... 32
Figure 5:What is the purpose why they are working?.............................................................. 33
Figure 6:How do they manage their time on school while working?........................................ 34

Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

CHAPTER 1
INTRODUCTION
This chapter presents the background of the study, conceptual framework, statement of the problem, hypothesis, significance of the study, scope and delimitation of the study, and the definition of terms.

Background of the study
"Students should work their way through college”
Responsibility, Financial issues, learning Experiences are all things that can be acquired and dealt with while a student is working their way through college. Indeed the average college student can't afford college tuition in the new millennium, without some type of financial support rather it be, scholarships, loans or working extra. As stated above, working while in college brings another level of responsibility along with a chance for new learning experiences and lastly is a good help toward finance.
Working not only gives a person since of responsibility but it also disciplines a college student because of the things they must manage, like classes, assignments and their job all in one. Like in life this can be a positive experience or a negative depending on how a person handles it. Yet deciding to work in college can prepare a person for life. Not everyone can afford the jaw dropping price tag that comes along with college, thus they are lead to using loans, as well as trying to qualify for scholarships. Meanwhile, those who still need money do find themselves working during their college years until that point where they feel it is no longer needed. This not only brings money but also along with that brings learning experience in their fields depending on which jobs are chosen.
Nowadays, teenagers are trying to find a job while they are in school. More than five million teenagers work, and many of them are experiencing difficulties in school as a result. Teenagers must focus on their studies rather than their job. Working while at school causes students to get lower grades, drop out of school, and concentrate less.Studies show that working while at school causes students to have lower grades. In fact, that can result in students doing less homework at school. Working while at school also causes students to drop out of school, because of difficulties in balancing school and work.
The researchers aim to determine the working students who do not perform well in their academic subjects and the relationship of such on their academic performance.

Conceptual Framework of the Study The conceptual framework which guided the research of this study is shown on Figure 1. The factors affecting the academic performance of the working students in EARIST have always been subjected to educational research. Learning trends and study habits differ among students as well as their effects. The higher the academic performances among the students the better. The academic performance of working students in College of Public Administration and Criminology at Eulogio ‘’Amang’’ Rodriguez Institute of Science and Technology students during the academic year 2014-2015 to the second semester of the academic year 2014-2015 illustrate that working students do not perform well in their academic subjects. In achieving the result for the study, the researchers had use the sophomore, Junior and Senior of the College of Public Administration and Criminology as respondent. This student belongs to courses BS Public Administration and Criminology. They were given the same sets of questionnaires then data from their answered were collected and was analyzed. As a result the research can be used to enhance the working students who do not perform well on their academic subjects or the quality of the students of College of Public Administration and Criminology.

Figure 1 INPUT THROUGHPUT OUTPUT

1. Enhancement of College of Public Administration and Criminology student. 2. Improvement of the working students who do not perform well in their academic subjects 3. Produce a quality students in College of Public Administration and Criminology

1. Administering the questionnaires 2. Gathering and collecting the data 3. Designing/writing the survey/ questionnaire for Eulogio ‘’Amang’’ Rodriguez Institute of Science and Technology * Respondents:
2nd Yr- 57
3rd Yr- 5
4th Yr- 8 * College of Public Administration and Criminology * Students of BS Public Administration and BS Criminology

FEEDBACK

Statement of the Problem This study aimed to determine the academic performance of working student in College of Public Administration and Criminology at Eulogio ‘’Amang’’ Rodriguez Institute of Science and Technology School Year 2014-2015 2nd Semester by 2nd,3rd and 4th year students in BS Public Administration and BS Criminology. It also attempted to find out the relationship between the academic performances of the working student and how do they manage their time on their work. More specifically, the researcher sought answers to the following questions: 1. What is the reason why working students work? a. Financial Problem b. Self Supporting c. Deceased Parents d. Others______________ (Pls. Specify) 2. What is the purpose why they are working? a. To sustain my study b. To lessen expenses c. To help my parents d. Others______________ (Pls. Specify) 3. How do you manage your time on school while you are working? a. Working at night and studying in morning b. Following your schedule in COR c. Alternate working days/hours d. Others______________ (Pls. Specify)
Hypothesis
The null hypothesis tested in this study is as follow: * There is a direct relationship between the academic performances of the working student and how do they manage their time on their work. * There is a significant relationship in the preferences of the 2nd, 3rd and 4th year students of College of Public Administration and Criminology. Significance of the Study The findings in this study may help our school administrators and faculties in determining more effective learning trends for their students. This discovery will further improve the academic performances of their working students. Aside from teaching them more effective study habits, other factors such as depressions, alcoholism and drop outs of working students must be lessen and they can improve on their own. To the Department of Education, these insights may serves as guide for planning and implementing programs to the improvement of the academic performance of the working students. The Department Heads/Coordinator, Findings of this research shall serve as bases for an action plan to improve and guide their subordinates in developing more effective learning trends and more conductive learning environment. The Teachers, The result of this research shall help them in their direct guidance of the students. Teachers shall be able to identify the strengths and weaknesses that would make their working students learn better. The teacher could teach and encourage their working students to employ in a good kind of schedule and study habits for their improvement. The Learners, the research would help the students the most for hey are the beneficiaries of the possible changes in their study habits. Hopefully, the problems associated with their academic performances will be determine and remedied. Future Researchers, The research will guide the future researchers to experiment in some new ways that would increase the learner’s interests. Scope and Delimitations of the Study This study will be limited to the selected 2nd, 3rd and 4th year students of the College of Public Administration and Criminology at Eulogio ‘’Amang’’ Rodriguez Institute of Science and Technology School Year 2014-2015 2nd Semester. Oneset of questionnaire-checklists were utilized in gathering the data. The contents however, of these checklists were all similar with each other since the subject of research concerned all the three groups of respondents the 2nd, 3rd and 4th year students. Definition of Terms For purposes and clarity of understanding, the following terms are given their conceptual and operational meaning: * Academic Performance A student’s success or failures in class or school work or standing through meaningful and significant task in their lessons. * College Students A learner or a scholar who is enrolled in an educational institution. * Grade Point Average is a commonly used indicator of academic performance. * Study HabitsA behavior pattern where in knowledge sought regularly or ascertain intervals. These pertain to the studying techniques which students perform in order to improve academic performance. Refers to the consistent patterns of behavior used by the students in accomplishing their school works. * Working Studentit means a student, and he/she works to pay expenses. That is significant because a working student does not goof around or waste time. * Year Level A period regarded as the major time unit in some way, through not corresponding in a calendar year.

Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents a review of literature and studies both local and foreign which are relevant to the present study.To give this researcher a good background and for further enhancement, they went to the EARIST library near CHM building to look for related literature and studies.

Review of Related Literature There are several sources of literature related to and dealing with the academic performance of the working students not only in our country but also in other countries. This is attributed to the fact that education plays an important role in the development of men. Education enables a man to lead a more satisfying and productive life by preparing him to handle new experiences successfully. Thus, it is just right and proper to analyze the factors of learning. Men study in order to learn more and equip themselves for intellectual encounters.

Local Literature
Written with Dr. Michael Aguirre Clores of the Department of Mathematics and natural Sciences, College of Arts and Sciences, Ateneo de Naga University, presents case studies in the interaction between students’ understanding and belief in learning the theory of evolution. Constructivist theory argues that belief and understanding are separate but interrelated aspects in the learning process. Results revealed that students’ position about the theory of evolution and patterns of understanding varied: (a) misconceptions or lack of understanding affecting the belief; (b) cascade of conceptual change that was complicated by belief; (c) rejection of the theory due to challenged religious belief and potential to understand evolutionary theory despite resistance to believe in the theory; (d) remaining skeptical about the theory due to ambivalence that emanated from his conflicting theological and scientific beliefs and misconception he held about human evolution, and (e) prior beliefs and concepts that were commensurate to the accepted scientific concepts and beliefs about the evolution made learning evolution less complicated. We conclude that the Filipino students’ belief affect their ability to understand the theory of evolution and vice-versa.
The strategic nature of learning requires students to be goal directed. To construct useful representations of knowledge and to acquire the thinking and learning strategies necessary for continued learning success across the life span, students must generate and pursue personally relevant goals. Initially, students' short-term goals and learning may be sketchy in an area, but over time their understanding can be refined by filling gaps, resolving inconsistencies, and deepening their understanding of the subject matter so that they can reach longer-term goals. Educators can assist learners in creating meaningful learning goals that are consistent with both personal and educational aspirations and interests.( Soledad Esplanada, 1996).

MEDIA
The Philippines could be the “texting capital of the world”, with reportedly 50 million text messages sent out every day (Breakthrough, DLSU). Even the crippled Philippine economy got a boost from text messaging especially its influence to the teens. Text messaging is most popular among teens and to the college students. Because of its popularity in this age group, it has sprawned a new term the “GenTxt” or text generation. Part of text messaging appeal to Filipinos probably has to do with the fact that it feeds a pre-existing cultural urge, namely to rumor monger. Text messaging enables a close-knit and factional society to share information immediately. The power of text messaging is to disseminate effect. Thus, there is no reason to think that the flow of disingenuous texts will become less rabid now in the most volatile of seasons. (Garrido, 2004). As stated by Celeste (2010), There is no doubt that modern technology has an effect on the study habits of students today. The positive side of modern technology is that it makes things easier for students to research for their homework and projects. However, it is also right to mention that technologies are also a major distraction for students.
Ma.ShielaEscuro (2009) says that, “Usage of this gadget can be controllable. It’s up to the parents to teach their child to be responsible on their mobile phones, to ask them to pay-up when their mobile runs out of money. Or to get some agreement from the mobile companies that automatically cut- off usage when the child overuses their allowance for the month.”
According to Fabian (2007), the world is changing fast. Technology continues to advance at lightning speed and anyone who doesn’t keep up is in danger of being left behind. As a result, the way students study has changed significantly. While books still remain a valuable tool, the need to spend hours and hours sitting in the library has reduced dramatically. Students now have numerous options available to them when it comes to learning techniques. Furthermore discussed by Fabian, We cannot deny the fact that technology can be a major distraction when studying. Using the internet itself can be distracting because of all the social networking sites and the games that are available with just one click. Of course there is the usual cellphone, iPod and iPad which can really distract the students. This will all boil down to the age and the self-discipline of the student.

Foreign Literature
Student Performance
Galiher (2006) and Darling (2005), used GPA to measure student performance because the main focus in the student performance for the particular semester. Some other researchers used test results or previous year result since they are studying performance for the specific subject or year (Hijazi and Naqvi, 2006 and Hake, 1998). Many researchers have discussed the different factors that affect the student academic performance in their research. There are two types of factors that affect the students’ academic performance. These are internal and external classroom factors and these factors strongly affect the students’ performance. Internal classroom factors includes students competence in English, class schedules, class size, English text books, class test results, learning facilities, homework, environment of the class, complexity of the course material, teachers role in the class, technology used in the class and exams systems. External classroom factors include extracurricular activities, family problems, work and financial, social and other problems. Research studies shows that students’ performance depends on many factors such as learning facilities, gender and age differences, etc. that can affect student performance (Hansen, Joe B., 2000). Harb and El-Shaarawi (2006) found that the most important factor with positive effect on students' performance is Parental Involvement.

ACADEMIC PERFORMANCE
In his widely cited paper, Romer (1993) is one of the first few authors to explore the relationship between student attendance and exam performance. A number of factors have contributed to declining class attendances around the world in the last 15 years. The major reasons given by students for non-attendance include assessment pressures, poor delivery of lectures, timing of lectures, and work commitments (Newman-Ford, Lloyd & Thomas, 2009). In recent times, students have found a need to seek employment while studying on a part-time basis due to financial constraints. The numbers of part-time and mature students has also risen sharply. The use of information technology also means that information that used to be obtained from sitting through lectures can be obtained at the click of a mouse. Indeed, web-based learning approaches have become the order of the day. Given all these developments that either makes it impossible or unnecessary for students to attend classes, the question that needs to be asked is whether absenteeism affects students’ academic performance. Research on this subject seems to provide a consensus that students who miss classes perform poorly compared to those who attend classes (Devadoss& Foltz, 1996; Durden& Ellis, 1995; Romer, 1993; Park & Kerr, 1990; Schmidt, 1983). Based on these findings a number of stakeholders have called for mandatory class attendance. Although the existing evidence points to a strong correlation between attendance and academic performance, none of the studies cited above demonstrate a causal effect. The inability of these cross-sectional studies to isolate attendance from a myriad of confounding student characteristics (e.g. levels of motivation, intelligence, prior learning, and time-management skills) is a major limiting factor to the utility of these findings (Rodgers & Rodgers, 2003). Durden and Ellis, (1995) controlled for student differences in background, ability and motivation, and reported a nonlinear effect of attendance on learning, that is, a few absences do not lead to poor grades but excessive absenteeism does.
Educational services are often not tangible and are difficult to measure because they result in the form of transformation of knowledge, life skills and behavior modifications of learners (Tsinidou, Gerogiannis, &Fitsilis, 2010). So there is no commonly agreed upon definition of quality that is applied to education field. The definition of quality of education varies from culture to culture (Michael, 1998). The environment and the personal characteristics of learners play an important role in their academic success. The school personnel, members of the families and communities provide help and support to students for the quality of their academic performance. This social assistance has a crucial role for the accomplishment of performance goals of students at school (Goddard, 2003). Besides the social structure, parents’ involvement in their child’s education increases the rate of academic success of their child (Furstenberg & Hughes, 1995).
MEDIA/TECHNOLOGY
Education encounters, in modern times, challenges in all aspects of social, economic & cultural life; the most important of which are over-population, over-knowledge, education philosophy development & the change of teacher’s role, the spread of illiteracy, lack of the staff & the technological development & mass media (Aloraini, 2005, p. 30–32). This drove the teaching staff touse the modern teaching technologies to face some of the mainproblems, which education & its productivity encounter, byincreasing the learning level which may be achieved throughproviding equivalent opportunities for all people whenever &wherever they are, while taking into account the individualdifferences between learners (Wilkinson, 1986, p. 13 &Abd
El-Halim Said, 1997, p. 19). To improve the educational productivity, some of the teaching staff sought to mainstream technology within education, developing traditional techniques & using new educational methods (Al-A’ny, 2000). Mainstreaming the technological media within what is called ‘‘Multimedia’’ is the pattern which led to infinite applications of computer technologies. The concept of this technology came into being with the appearance of sound cards, then compact disks, then came the use of digital camera, then the video which made computer an essential educational tool. Nowadays, multimedia expanded to become a field on its own. The concept of multimedia technology is broad & it has infinite usage fields; it is a profound element as an educational technology in addition to its use in medical & statistical domains & in establishing databases. Moreover, the entertainment sector is one of the sectors that had the lion’s share in using this technology. Interaction is the main element in multimedia technology as most of its applications are characterized by interaction. Consequently, multimedia programs may provide a more effective & more influential experiment than using each technology separately.
The researcher thinks that multimedia is one of the best educational techniques because it addresses more than one sense simultaneously, as it addresses the senses of sight & hearing. Multimedia programs provide different stimuli in their presentations which include a number of elements some of which are (Aloraini, 2005, p. 55–75): Texts, spoken words, sound & music, graphics, animations and still pictures.
These elements were mainstreamed in a comprehensive presentation so as to provide effective education, which in turn will support the participation of the different senses of the learners in diverse syllabi. (Hadmin,2000).

PHYSICAL
Mahar (2006), Habitual physical activity is vital for enhancing overall health. Lifestyle behaviors adopted in childhood tend to track into adulthood, and more active children tend to be more active as adults than their sedentary peers, thus aiding in the prevention of diseases such as obesity, hypertension, cardiovascular disease, and other health problems. Unfortunately, physical activity among children and adolescents has declined, and increasing numbers of children are spending more time in sedentary activities. A review of the literature reveals that few studies have been conducted to evaluate the physical activity levels of elementary school children during a typical school day. Likewise, few studies have been conducted to evaluate the effects of physical activity on the classroom behavior of elementary school children.
Additional research is also needed to evaluate the effectiveness of classroom-based physical activity programs on on-task behavior and academic performance. Because on-task behavior can be directly linked to physical activity that is performed immediately preceding the observation period, it may be the most appropriate variable to evaluate relative to academic performance. Test performance is influenced by factors other than physical activity performed at school and usually can be linked directly to physical activity behavior. Additional information on the effectiveness of classroom-based physical activity programs on academic performance (e.g., standardized tests and grades) can, however, provide a stronger rationale for why school systems should make policy changes to require more physical activity during the school day. Finally, it is recommended that students be tracked for several years to evaluate the chronic effects of a classroom-based physical activity program on physical activity levels, body composition, and academic performance.

SOCIAL
From Wikipedia (2009), the term psychosocial refers to one in psychological development in and interaction with a social environment. The individual is not necessarily fully aware of this relationship with his or her environment.
In 2004, Barker and Garvin Doxas stress that a learning environment includes physical surroundings, psychosocial or emotional components, social and cultural influence that exist in a learning situation. Ozay, et.al (2004) also pointed out that classroom environment factors have been found to be particularly influential on student results. Learning Theories.com (2012, April 12), exemplifies on Vygotsky’s Social Development Theory that social interaction plays a fundamental role in the process of cognitive development. Such occurs first between the child and other people (interpsychological) and then inside the child (intra-psychological). Other people can be conceptualized as the “The More Knowledgeable Other (MKO)”. The MKO refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. The MKO is normally thought of as being a teacher, and could also be peers. The Developmental and Social Factors emphasize that learning is influenced by social interactions, interpersonal relationships, and communication with others. Learning is often enhanced when children have an opportunity to interact with and collaborate with others on instructional tasks. In these situations, children have opportunities for perspective taking and reflective thinking that can enhance their self-esteem and development. Quality interpersonal relationships can provide trust and caring that increase children’s sense of belonging, self-respect, self-acceptance, and produce a positive learning climate. Parents, teachers, and peers are very important people in the child’s social world and their relationships with the child can either enhance or undermine the child’s learning.
When Aronson (2003) first published The Social Animal in 1972, he confirmed scientifically what people knew experientially: Human beings are social in their very nature. In fact, Dunbar (1998) hypothesized that the large human brain evolved primarily to adapt to an increasingly complex social environment. As Goleman (2006) puts it “We are wired to connect.” The domain of social intelligence and development is a critical component of descriptions of human ability and behavior (Albrecht, 2006; Gardner, 1983/1993, 2006). Social skills are important t for preparing young people to mature and succeed in their adult roles within the family, workplace, and community (Ten Dam &Volman, 2007). Elias et al. (1997) suggested those involved in guiding children and youth should pay special attention to this domain: social skills allow people to succeed not only in their social lives, but also in their academic, personal, and future professional activities. For educators, it is increasingly obvious that learning is ultimately a social process (Bandura, 1986; Dewey, 1916; Vygotsky, 1978). While people may initially learn something independently, eventually that learning will be modified in interaction with others.

EMOTIONAL
Emotion may be seen as a complex of feelings, sensations and tendencies to action accompany by stirred-up bodily conditions and directed toward a specific object or situation. It covers a wide range of behavior that is agitated and without definite orientation, as well as behavior that is highly motivated and goal directed. It has been defined as “a strong feeling or agitation involving internal and external bodily changes” or “a condition of upset that drives the individual to move”. Emotional states from the mildest effective states of pleasantness and unpleasantness to the more intense states.
Gilmer (1996) stresses that the affective factors involving emotions and feelings can significantly influence the outcome. It will be helpful to think of emotions as accompanying motivated behavior.
John Dewey began with an eloquent plea for the education of the whole child. Study shows that our emotional system is a complex, widely distributed, and error-prone system that defines our basic personality early in life, and is quite resistant to change. Far more neural fibers project from our brain’s emotional center into the logical/rational centers than the reverse, so emotion is often a powerful determinant of our behavior than our brain’s logical/rational processes.
Bloom's Taxonomy of Learning Domains was created in 1956 under the leadership of educational psychologist Dr. Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating, rather than just remembering facts (rote learning).In the affective domain of the learners (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex.
According to Dean Taylor, students between the ages 5 and 18 years of age are expected to learn in school. It is their primary job in this society, and it’s possibly the one thing that will prepare them to become productive members in their adult years. What they learn will also determine the choices they make when they enter the workforce or continue into higher education. In order for students to learn there are several factors that must be considered. Most of these factors are external; they deal with social or cultural values. Also, it may be determined by the school’s environment as well as the teachers and the administrations that teach them. Still, another important factor falls upon the student’s ability and willingness to learn.
Thorndike, like many of the early behavioral learning theorists, linked behavior to physical reflexes. In his early work he also viewed most behavior as a response to stimuli in the environment. This view that stimuli can prompt responses was the forerunner of what became known as stimulus-response (S-R) theory (Elliot et al, 1996). Thorndike developed his Law of Effect which states that if an act is followed by a satisfying change in the environment, the likelihood that the act will be repeated in similar situations increases. According to Thorndike, pupils learn more effectively and easily, and retain that learning longer, if it has pleasant consequences. Thus, rewards, successes, or positive reinforcement further learning, while punishments, failures or negative experiences hinder it.
B. F. Skinner proposed that reflexive behavior accounts for only a small proportion of actions. He proposed another class of behavior, which he labeled operant behaviors because they operate on the environment in the apparent absence of any unconditioned stimuli, such as food. Like Thorndike’s, Skinner’s work focused on the relation between behavior and its consequences. For example, if an individual’s behavior is immediately followed by pleasurable consequences, the individual will engage in that behavior more frequently. The use of pleasant and unpleasant consequences to change behavior is often referred to as operant conditioning (Microsoft Encarta Reference Library, 2004).
Bandura’s social learning theory is a major outgrowth of the behavioral learning theory tradition. Developed by Albert Bandura, the social learning theory accepts most of the principles of behavioral theories but focuses to a much greater degree on the effects of cues on behavior and on internal mental processes, emphasizing the effects of thought on action and action on thought.
Bandura noted that Skinnerian emphasis on the effects of consequences of behavior largely ignored the phenomena of modeling – the imitation of others’ successes or failures. He felt that much of human learning is not shaped by its consequences but more efficiently learned directly from a model. Bandura’s analysis of observational learning involves four phases: attention, retention, motor reproduction, and motivational processes (Slavin et. al., 1995).
To produce a behavior that matches that of a model, a child goes through four sets of processes. Her ability to attend to the modeled behavior is influenced by factors in her own experience as well as in the situation; her skill in retaining what she has observed reflects a collection of cognitive skills; her reproduction of the behavior depends on other cognitive skills including the use of feedback from others; and she will be motivated to produce the behavior by various incentives, her own standards, and her tendency to compare herself with others (Hetherington, p.25). English philosophers Thomas Hobbes and John Locke disagreed. They argued that all human experiences—including sensations, images, thoughts, and feelings—are physical processes occurring within the brain and nervous system. Therefore, these experiences are valid subjects of study. In this view, which later became known as monism, the mind and body are one and the same. Today, in light of years of research indicating that the physical and mental aspects of the human experience are intertwined, most psychologists reject a rigid dualist position. (Microsoft ® Encarta ® 2009. © 1993-2008 Microsoft Corporation).

Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

CHAPTER 3
RESEARCH METHODOLOGY This chapter presents the methods of research used, the population frame and sample size, respondents and subjects of the study, data gathering instruments, validation of the instruments, data gathering procedures, statistical treatment of data.

Methods of Research Used The descriptive normative method of research was used with the questionnaire checklists and the student’s 2nd Semester general average 2014-2015, together with their company ID’s as a proof that they are working. It is used as the main instruments to gather data and necessary information on the academic performance of working students. It is directed various purposes. It aimed to present first the academic performance of working students. Through the use of these questionnaires, the information gathered regarding the trends of how they manage their time by their own would show the relevance to their education. Furthermore, these study habits will be juxtaposed with their overall General Weighted Average (GWA) to see if there is any significant effect of studying proactively with their scholastic performance.
The Population Frame and Sample Size There were three groups of respondents in the study: the 2nd, 3rd and 4th year students of College of Public Administration and Criminology. They were selected by using purposive sampling and since there are only limited working students, some of them are in the other year levels and they are the respondents. The population frame is shown in table 1 and presented in figure 2.

Table 1 Respondents | Tally | Frequency | Percentage | Second Year | IIIII-IIIII-IIIII-IIIII-IIIII-IIIII-IIIII-IIIII-IIIII-IIIII-IIIII-III | 58 | 83% | Third Year | IIIII-II | 7 | 10% | Fourth Year | IIIII | 5 | 7% | | | 70 | 100% |

Figure 2

Respondents and Subjects of the Study The respondents of this study were 70 working students, 57 are in 2nd Year, 5 are in 3rd Year and 8 in 4th Year students of College of Public Administration and Criminology at Eulogio ‘’Amang’’ Rodriguez Institute of Science and Technology in Nagtahan, Sampaloc Manila. The student respondents compose all those who were enrolled during the School Year 2014-2015 2nd Semester and who were present during the administering of the questionnaires.

Data Gathering Instruments The questionnaire checklist and the student’s 2nd Semester general average 2014-2015, together with their company ID’s as a proof that they are working were the three main instruments used in gathering the pertinent data there were one set of questionnaire checklist used, one for each group of respondents.
Validation of the Instrument With the help of our professor, the questionnaires were formulated and undergone a dry run. The suggestions and comments were then incorporated in the final drafting of the survey questionnaires, after which the instruments were subjected to evaluation by language experts on materials preparation, in terms of content, form and style before their reproduction and administration to all the respondents.
Data Gathering Procedures Questionnaires were personally distributed by the researcher to the students to complete. The researcher completed one questionnaire for all the respondents. The data was collected over a period of one week. The data has been recorded and updated simultaneously as responses are received.

Sources of Data
Statistical Treatment of Data

Survey
Sampling
Respondents

* Likert Scale summated rating was used. * Respondents someone who responds or the answerers. * Sampling is a part shown indicative of a whole. * Sources of Data the primary sources of data were gathered from the responses of the group of respondents. Sets of survey questionnaire were utilized to gather these much needed data to achieve the objective of the study. * Survey is the process of examining comprehensively.
The Likert scale was used to interpret items in the questionnaire. These responses were based on the respondent’s answers to every question.
Table 2 The Likert Scale Scale | Interpretation | 3 | Always | 2 | Sometimes | | | | | 1 | Never |

Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter summarized the gathered data, assembled and presented in tabular form for further analysis and interpretation. Essentially, the discussion is focused on the findings on the specific problems posited in chapter 1. There were three groups of respondents in the study: the 2nd, 3rd and 4th year students of College of Public Administration and Criminology. They were selected by using purposive sampling and since there are only limited working students, some of them are in the other year levels and they are the respondents. The population frame is shown in table 1 and presented in figure 2.
Table 1 Respondents | Tally | Frequency | Percentage | Second Year | IIIII-IIIII-IIIII-IIIII-IIIII-IIIII-IIIII-IIIII-IIIII-IIIII-IIIII-III | 58 | 83% | Third Year | IIIII-II | 7 | 10% | Fourth Year | IIIII | 5 | 7% | | | 70 | 100% |

Figure 2

The table 3 shows that there are many working students got Incomplete-3.00 as their final average equivalent to 75%. The figure 4 shows the ranking of their final average.
Table 3
Respondent’s General Average Grades | Tally | Frequency | Percentage | Incomplete-3.00 | IIIII-IIIII-IIIII-IIIII-I | 21 | 30 | 3.00-2.75 | IIIII-III | 8 | 11 | 2.75-2.50 | IIIII-IIIII | 10 | 14 | 2.50-2.25 | IIIII-II | 7 | 10 | 2.25-2.00 | IIIII-IIIII | 10 | 14 | 2.00-1.75 | IIIII-III | 8 | 11 | 1.75-1.50 | IIII | 4 | 6 | 1.50-1.25 | II | 2 | 3 | 1.25-1.00 | | 0 | 0 | | | 70 | 99% |

Figure 3

Table 4

1. What is the reason why working students work? | Answers | Always | Sometimes | Never | Total | a. Financial Problem | 26 | 32 | 12 | 70 | b. Self Supporting | 37 | 22 | 11 | 70 | c. Deceased Parents | 21 | 16 | 33 | 70 | d. Others | 0 | 0 | 0 | 0 |

Then, the table states in Financial Problem that there are 26 students’ answers Always, 32 are Sometimes and 12 are Never. In Self Supporting there are 37 students answer Always, 22 are Sometimes and 11 are Never. And in Deceased Parents there are 21 Students who has deceased parents, 16 of them has one parent and 33 of them has an alive parents. Nobody answers the Others. The table is shown in figure 4.

Figure 4

T

Table 5

2. What is the purpose why they are working? | Answers | Always | Sometimes | Never | Total | a. To sustain my study | 44 | 20 | 6 | 70 | b. To lessen expenses | 36 | 24 | 10 | 70 | c. To help my parents | 51 | 11 | 8 | 70 | d. Others | 0 | 0 | 0 | 0 |

Then, the table states in to sustain my study that there are 44 students’ answers Always, 20 are Sometimes and 6 are Never. In to lessen expenses there are 36 students answer Always, 24 are Sometimes and 10 are Never. And in to help my parents there are 51 Students answer Always, 11 of them answer Sometimes and 8 of them answer Never. Nobody answers the Others. The table is shown in figure 5.

Figure5

Table 6

3. What is the purpose why they are working? | Answers | Always | Sometimes | Never | Total | a. Working at night and studying in morning | 22 | 20 | 28 | 70 | b. Following your schedule in COR | 33 | 17 | 20 | 70 | c. Alternate working days/hours | 20 | 27 | 23 | 70 | d. Others | 0 | 0 | 0 | 0 |

Then, the table states in Working at night and studying in morning that there are 22 students’ answers Always, 20 are Sometimes and 28 are Never. In Following your schedule in COR there are 33 students answer Always, 17 are Sometimes and 20 are Never. And in Alternate working days/hours there are 20 Students answer Always, 27 of them answer Sometimes and 23 of them answer Never. Nobody answers the Others. The table is shown in figure 6.

Figure6

Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS This part of this study presents the three topical area of this chapter, namely: summary, conclusions and recommendations based on the findings of the study.
Summary
This study aimed to determine the academic performance of working students in Eulogio ‘’Amang’’ Rodriguez Institute of Science and Technology by 2nd,3rd and 4th Year students of College of Public Administration and Criminology School Year 2014-2015 Second Semester. It also attempted to find out the relationship between the academic performances of the working student and how do they manage their time on their work.
More specifically, the researcher sought answers to the following questions: 1. What is the reason why working students work? e. Financial Problem f. Self Supporting g. Deceased Parents h. Others______________ (Pls. Specify) 2. What is the purpose why they are working? e. To sustain my study f. To lessen expenses g. To help my parents h. Others______________ (Pls. Specify) 3. How do you manage your time on school while you are working? e. Working at night and studying in morning f. Following your schedule in COR g. Alternate working days/hours h. Others______________ (Pls. Specify)

The findings of the study revealed the following: 1. Most of the students were 18-19 years of age the usual age of a second year college student. There were more male than their female counterpart. 2. There were more working students in second year than the other year level. 3. There were more working students get an average incomplete-3.00 4. The reason why working students work answers more Always on Self Supporting. 5. The purpose why they are working answers more Always on to help their parents. 6. The purpose why they are working answers more Always on Following their schedule on COR. 7. There is a direct relationship between the academic performances of the working student and how do they manage their time on their work. 8. There is a significant relationship in the preferences of the 2nd, 3rd and 4th year students of College of Public Administration and Criminology.

Conclusions Based on the findings, the following conclusions are drawn: 1. Working students need to prioritize either to work or study. 2. Working students get low average and poor performance in their academic subjects. 3. There is a significant relationship in the academic performance of the working students and their time management skills in working while studying.

Recommendations In the light of the findings and conclusions of the study, the following recommendations are given: 1. "College costs are high, and young adults also want the amenities that extra money brings," For some students, especially those in traditionally underserved populations, taking a job is not a matter of choice, but necessity. They need to work to save for college or even to supplement family income. Counselors should help students who have a real need to work improve time-management skills and seek employment that helps their educational goals. 2. Studies show that students who work are more confident and possess better time-management skills than students who are not employed. In addition to offering a paycheck, some independence and satisfaction, a part-time job can provide both training and experience. Working teaches students about responsibility and can also reinforce what they are learning in school. 3. On the other hand, experts agree that students who work more than 15 to 20 hours per week often experience decreased school success, which can lead to dropping out entirely. Working long hours can also limit opportunities to build friendships and explore interests that enhance intellectual and emotional development. 4. The major point that students should keep in mind is the importance of balance. Dan Crabtree, college and career counselor at Wheaton Academy in Illinois, explains, "We want our students to establish a healthy balance in life and work to maintain it throughout their lives." 5. If working will interfere with completing schoolwork, participating in extracurricular activities, spending time with family and friends or getting enough rest, it may not be a wise decision.

Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

BIBLIOGRAPHY
Books
Edwin V. Tendero, Natalia C. Tanuecoz, Dolores N. Bongat, Flora D. Canare, Carina B. Garcia, Romulo S. Gutierrez (2010) Technical Writing for research, reports and business letters; Malabon City MUTYA Publishing House, Inc.
Harris, P. R. HiggPerformance Leadership. (Massachusetts: Human Resource Development Press Inc. 1998)
Luke Joshua Raborar (1998) Preferred Language of Instruction for Academic Subjects and Student’s Scholastic Achievement; Thesis

Internet
Recommendations for Working Students: https://professionals.collegeboard.com/guidance/prepare/work

Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

APPENDIX A
LETTER OF REQUEST TO DISTRIBUTE QUESTIONNAIRES
September 2, 2015
Dear Sir/Madam:
Warmest greetings! The following undersigned are students at the Eulogio “Amang” Rodriguez Institute of Science and Technology Nagtahan, Sampaloc Manila taking up Bachelor’s Degree in Public Administration and presently conducting a research entitled “The academic performance of working students in Eulogio “Amang” Rodriguez Institute of Science and Technology SY; 2014-2015.’’A requirement for the subject Technical Writing and we need your favorable cooperation to conduct the said research. In relation to this, we would like to seek help with your participation. This is to request your kind office to allow undersigned and my group to field the sets of survey questionnaire to some students from the same colleges in order to gather data and answer the posited questions in their study, Attached are copies of the instruments which will be utilized in the study. Thank you very much for your support and God bless.
Respectfully yours,
Noted by:
_____________________ ______________________
Cinderella U. Reginio Robby Mae L. Cuenta
Professor Representative of Group 2

Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

APPENDIX B
SURVEY QUESTIONNAIRE FOR THE ACADEMIC PERFORMANCE OF WORKING STUDENTS IN EULOGIO’’AMANG’’RODRIGUEZ INSTITUTE OF SCIENCE AND TECHNOLOGY SCHOOL YEAR 2014-2015
To Students Respondents: The researcher is presently undergoing a study on ‘’Academic Performance of Working Students InEulogio ’’Amang’’ Rodriguez Institute of Science And Technology School Year 2014-2015.’’ Please take time to answer honestly the set of questionnaire attached here. Your effort will be a great help to our study and to our school.
This questionnaire is intended to gather your academic performance as a working student last school semester. Your answers are very important to the study and will be considered confidential.
Your cooperation will be highly appreciated.
Very truly yours,
______________________
Robby Mae L. Cuenta Representative of Group 2 It is hoped that you will act favorably in this request.

Survey Checklist: Working students cannot perform well in their academic subjects.
Direction: Answer the respondents profile and include all the information needed below. Check the correspondent question in each table if it’s Always, Sometimes and Never.
Respondent’s Name: ___________________ Age: ___ Sex: ___ Yr.&Sec.:______
Are you a working student? Yes____ No____ Position: __________ Department: ___________ 1. What is the reason why working students work? | Respondent’s Answer | Always3 | Sometimes2 | Never1 | a. Financial Problem | | | | b. Self Supporting | | | | c. Deceased Parents | | | | d. Others___________ | | | | 4. What is your General Average (GWA) last 2nd Semester SY 2014-2015? ___________
(Pls. Specify)

2. What is the purpose why they are working? | Respondent’s Answer | Always3 | Sometimes2 | Never1 | a. To sustain my study | | | | b. To lessen expenses | | | | c. To help my parents | | | | d. Others
___________ | | | |

___________________
Respondents Signature (Over Printed Name) 3. How do you manage your time on school while you are working? | Respondent’s Answer | Always3 | Sometimes2 | Never1 | a. Working at night and studying in morning | | | | b. Following your schedule in COR | | | | c. Alternate working days/hours | | | | d. Others___________ | | | |

Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

CURRICULUM VITAE
Personal Data

NAME: Rose Jane E. Aplacador
ADDRESS: #4 Interior 2 M. Dela Cruz St. KrusNaligasDiliman Quezon City
SEX: Female
AGE: 20
DATE OF BIRTH: March 14, 1995
PLACE OF BIRTH: Quezon City
RELIGION: Roman Catholic
CITIZENSHIP: Filipino
CIVIL STATUS: Single
NAME OF SPOUSE: None

Educational Attainment

COLLEGE:Eulogio ‘’Amang’’ Rodriguez Institute of Science and Technology (EARIST Manila)
ADDRESS:Nagtahan, Sampaloc Manila
COURSE:Bachelor of Science in Public Administration
YEAR:2013-Present
SECONDARY:KrusNaligas High School
ADDRESS:45 V. Francisco St. KrusNaligasDiliman Quezon City
YEAR:2011-2012
ELEMENTARY:Santa Ines Elementary School
ADDRESS:KrusNaligasDiliman Quezon City
YEAR:2006-2007

I hereby certified that the information above is true and correct to the best of my knowledge.

______________________________
ROSE JANE E. APLACADOR
Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

CURRICULUM VITAE
Personal Data

NAME: Madel G. Bayanay
ADDRESS: 404 V. Sotto St. Corazon de Jesus San Juan City
SEX: Female AGE: 19
DATE OF BIRTH: June 8, 1996
PLACE OF BIRTH: Occidental Mindoro
RELIGION: Roman Catholic
CITIZENSHIP: Filipino
CIVIL STATUS: Single
NAME OF SPOUSE: None

Educational Attainment

COLLEGE:Eulogio ‘’Amang’’ Rodriguez Institute of Science and Technology (EARIST Manila)
ADDRESS:Nagtahan, Sampaloc Manila
COURSE:Bachelor of Science in Public Administration
YEAR:2014-Present

SECONDARY:Lubang Integrated School
ADDRESS:Lubang, Occidental Mindoro
YEAR:2013-2014

ELEMENTARY:Tangal Elementary School
ADDRESS:Lubang, Occidental Mindoro
YEAR:2009-2010

I hereby certified that the information above is true and correct to the best of my knowledge.

______________________________
MADEL G. BAYANAY
Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

CURRICULUM VITAE
Personal Data

NAME: Sheena M. Buce
ADDRESS: 1000 Leyte St. Sampaloc, Manila
SEX: Female AGE: 17
DATE OF BIRTH: February 7, 1998
PLACE OF BIRTH: Manila
RELIGION: Roman Catholic
CITIZENSHIP: Filipino
CIVIL STATUS: Single
NAME OF SPOUSE: None

Educational Attainment

COLLEGE:Eulogio ‘’Amang’’ Rodriguez Institute of Science and Technology (EARIST Manila)
ADDRESS:Nagtahan, Sampaloc Manila
COURSE:Bachelor of Science in Public Administration
YEAR:2014-Present

SECONDARY:Victory Mapa High School
ADDRESS:Mendiola, Sampaloc Manila
YEAR:2013-2014

ELEMENTARY:Gen. Miguel Malvar Elementary School
ADDRESS:Sta. Mesa, Manila
YEAR:2009-2010

I hereby certified that the information above is true and correct to the best of my knowledge.

______________________________
SHEENA M. BUCE
Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

CURRICULUM VITAE
Personal Data
NAME: Robby Mae L. Cuenta-Pangan
ADDRESS: 27E Cooper St. Brgy. Paraiso SFDM Quezon City
SEX: Female
AGE: 19
DATE OF BIRTH: September 2, 1996
PLACE OF BIRTH: Manila
RELIGION: Roman Catholic
CITIZENSHIP: Filipino
CIVIL STATUS: Married
NAME OF SPOUSE: Jay B. Pangan
Educational Attainment
COLLEGE:Eulogio ‘’Amang’’ Rodriguez Institute of Science and Technology (EARIST Manila)
ADDRESS:Nagtahan, Sampaloc Manila
COURSE:Bachelor of Science in Public Administration
YEAR:2014-Present
VOCATIONAL:HonorioMc Lopez Institute and ISCOM Computer Learning Center Dagupan Branch
ADDRESS:Tayuman, Manila
COURSE NC-I:Basic Computer Literacy
COURSE NC-II:Computer Technician
YEAR:2013-2014
SECONDARY:Cayetano Arellano High School
ADDRESS:Teodora Alonzo St. Corner Doroteo Jose Sta. Cruz, Manila
YEAR:2012-2013
ELEMENTARY:Gen. Gregorio del Pilar Elementary School
ADDRESS:Recto Ave. Corner Abad Santos Ave. Tondo, Manila
YEAR:2008-2009
I hereby certified that the information above is true and correct to the best of my knowledge.
______________________________
ROBBY MAE L. CUENTA
Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

CURRICULUM VITAE
Personal Data

NAME: Gelly S. Dizon
ADDRESS: B-207 Jamie Cardinal Sin Village Punta, Sta. Ana, Manila
SEX: Female AGE: 20
DATE OF BIRTH: November 17, 1995
PLACE OF BIRTH: Tarlac
RELIGION: Roman Catholic
CITIZENSHIP: Filipino
CIVIL STATUS: Single
NAME OF SPOUSE: None

Educational Attainment

COLLEGE:Eulogio ‘’Amang’’ Rodriguez Institute of Science and Technology (EARIST Manila)
ADDRESS:Nagtahan, Sampaloc Manila
COURSE:Bachelor of Science in Public Administration
YEAR:2014-Present

SECONDARY:Dapdap High School
ADDRESS:DapdapBamban, Tarlac
YEAR:2011-2012

ELEMENTARY:Banaba Elementary School
ADDRESS:DapdapBamban, Tarlac
YEAR:2006-2007

I hereby certified that the information above is true and correct to the best of my knowledge.

______________________________
GELLY S. DIZON
Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

CURRICULUM VITAE
Personal Data

NAME: Donnalyn B. Lachica
ADDRESS:Bldg. 9 Unit 47 Temporary Housing Aroma Tondo, Manila
SEX: Female AGE: 19
DATE OF BIRTH: February 23, 1996
PLACE OF BIRTH: Manila
RELIGION: Roman Catholic
CITIZENSHIP: Filipino
CIVIL STATUS: Single
NAME OF SPOUSE: None

Educational Attainment

COLLEGE:Eulogio ‘’Amang’’ Rodriguez Institute of Science and Technology (EARIST Manila)
ADDRESS:Nagtahan, Sampaloc Manila
COURSE:Bachelor of Science in Public Administration
YEAR:2014-Present

SECONDARY:Antonio J. Villegas Vocational High School
ADDRESS:Jacinto St. Tondo, Manila
YEAR:2011-2012

ELEMENTARY:Gen. Vicente Lim Elementary School
ADDRESS:Jacinto St. Tondo, Manila
YEAR:2007-2008

I hereby certified that the information above is true and correct to the best of my knowledge.

______________________________
DONNALYN B. LACHICA
Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

CURRICULUM VITAE
Personal Data

NAME: Jollibe C. Manalo
ADDRESS: 119 NCMH Housing MandaluyongCity
SEX: Female AGE: 20
DATE OF BIRTH: December 31, 1995
PLACE OF BIRTH: Mandaluyong
RELIGION: Roman Catholic
CITIZENSHIP: Filipino
CIVIL STATUS: Single
NAME OF SPOUSE: None

Educational Attainment COLLEGE:Eulogio ‘’Amang’’ Rodriguez Institute of Science and Technology (EARIST Manila)
ADDRESS:Nagtahan, Sampaloc Manila
COURSE:Bachelor of Science in Public Administration
YEAR:2013-Present

SECONDARY:Seven DoloursIntegrated School
ADDRESS:SitioTibagan, Antipolo City
YEAR:2011-2012

ELEMENTARY:High Way Hills Integrated School
ADDRESS:Calbayog St. Mandaluyong City
YEAR:2006-2007

I hereby certified that the information above is true and correct to the best of my knowledge.

______________________________
JOLLIBE C. MANALO
Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

CURRICULUM VITAE
Personal Data

NAME: Reynier O. Ola
ADDRESS: Road 13 628, Sta. Mesa, Manila
SEX: Male AGE: 20
DATE OF BIRTH: September 10, 1995
PLACE OF BIRTH: Manila
RELIGION: Roman Catholic
CITIZENSHIP: Filipino
CIVIL STATUS: Single
NAME OF SPOUSE: None

Educational Attainment

COLLEGE:Eulogio ‘’Amang’’ Rodriguez Institute of Science and Technology (EARIST Manila)
ADDRESS:Nagtahan, Sampaloc Manila
COURSE:Bachelor of Science in Public Administration
YEAR:2014-Present

SECONDARY:Antonio A. MacedaIntegrated School
ADDRESS:Buenos Aires St. Cor. Manggahan St. Sta. Mesa, Manila
YEAR:2013-2014

ELEMENTARY:Antonio A. MacedaElementary School
ADDRESS:Buenos Aires St. Cor. Manggahan St. Sta. Mesa, Manila
YEAR:2009-2010

I hereby certified that the information above is true and correct to the best of my knowledge.

______________________________
REYNIER O. OLA
Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

CURRICULUM VITAE
Personal Data

NAME: Katherine T. Paguinto
ADDRESS: 174 Aurora Blvd. San Juan City
SEX: Female AGE: 18
DATE OF BIRTH: November 9, 1997
PLACE OF BIRTH: San Juan
RELIGION: Roman Catholic
CITIZENSHIP: Filipino
CIVIL STATUS: Single
NAME OF SPOUSE: None

Educational Attainment

COLLEGE:Eulogio ‘’Amang’’ Rodriguez Institute of Science and Technology (EARIST Manila)
ADDRESS:Nagtahan, Sampaloc Manila
COURSE:Bachelor of Science in Public Administration
YEAR:2014-Present

SECONDARY:San Juan National High School
ADDRESS:Corazon de Jesus San Juan City
YEAR:2013-2014

ELEMENTARY:San Juan Elementary School
ADDRESS:Agora, San Juan City
YEAR:2008-2009

I hereby certified that the information above is true and correct to the best of my knowledge.

______________________________
KATHERINE T. PAGUINTO
Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

CURRICULUM VITAE
Personal Data

NAME: Einiel L. Patal
ADDRESS: 8-A Cenacle Drive Culiat Quezon City
SEX:Male
AGE: 18
DATE OF BIRTH: June 3, 1997
PLACE OF BIRTH: Quezon City
RELIGION: Roman Catholic
CITIZENSHIP: Filipino
CIVIL STATUS: Single
NAME OF SPOUSE: None

Educational Attainment

COLLEGE:Eulogio ‘’Amang’’ Rodriguez Institute of Science and Technology (EARIST Manila)
ADDRESS:Nagtahan, Sampaloc Manila
COURSE:Bachelor of Science in Public Administration
YEAR:2014-Present

SECONDARY: Ernesto Rondon High School
ADDRESS: Road 3 Proj. 6 Quezon City
YEAR:2013-2014

ELEMENTARY: Project 6 Elementary School
ADDRESS: Road 3 Proj. 6 Quezon City
YEAR:2008-2009

I hereby certified that the information above is true and correct to the best of my knowledge.

______________________________
EINIEL L. PATAL
Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

CURRICULUM VITAE
Personal Data

NAME: Marryrose R. Patlonag ADDRESS: 408 Area C Gate 34 Binondo, Manila
SEX: Female AGE:18
DATE OF BIRTH: April 27, 1997
PLACE OF BIRTH:Manila
RELIGION: Roman Catholic
CITIZENSHIP: Filipino
CIVIL STATUS: Single
NAME OF SPOUSE: None

Educational Attainment

COLLEGE:Eulogio ‘’Amang’’ Rodriguez Institute of Science and Technology (EARIST Manila)
ADDRESS:Nagtahan, Sampaloc Manila
COURSE:Bachelor of Science in Public Administration
YEAR:2014-Present

SECONDARY:Jose Abad Santos High School
ADDRESS:Numancia St. Binondo, Manila
YEAR:2012-2013

ELEMENTARY:Pedro Guevarra Elementary School
ADDRESS:Numancia St. Binondo, Manila
YEAR:2008-2009

I hereby certified that the information above is true and correct to the best of my knowledge.

______________________________
MARRYROSE R. PATLONAG
Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

CURRICULUM VITAE
Personal Data

NAME: John Rey Daniel N. Perante
ADDRESS: Addition Hills Mandaluyong City
SEX: Male AGE: 17
DATE OF BIRTH: April 23, 1998
PLACE OF BIRTH: Manila
RELIGION: Roman Catholic
CITIZENSHIP: Filipino
CIVIL STATUS: Single
NAME OF SPOUSE: None

Educational Attainment

COLLEGE:Eulogio ‘’Amang’’ Rodriguez Institute of Science and Technology (EARIST Manila)
ADDRESS:Nagtahan, Sampaloc Manila
COURSE:Bachelor of Science in Public Administration
YEAR:2014-Present

SECONDARY:Andres Bonifacio Integrated School
ADDRESS:Addition Hills Mandaluyong City
YEAR:2013-2014

ELEMENTARY:Andres Bonifacio Integrated School
ADDRESS:Addition Hills Mandaluyong City
YEAR:2009-2010

I hereby certified that the information above is true and correct to the best of my knowledge.

______________________________
JOHN REY DANIEL N. PERANTE Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

CURRICULUM VITAE
Personal Data

NAME: Daisy N. Prado
ADDRESS: 2257 Interior 8 Felipa St. Batanes Ext. Sampaloc, Manila
SEX: Female AGE: 18
DATE OF BIRTH: December 16, 1997
PLACE OF BIRTH: Pangasinan
RELIGION: Roman Catholic
CITIZENSHIP: Filipino
CIVIL STATUS: Single
NAME OF SPOUSE: None

Educational Attainment

COLLEGE:Eulogio ‘’Amang’’ Rodriguez Institute of Science and Technology (EARIST Manila)
ADDRESS:Nagtahan, Sampaloc Manila
COURSE:Bachelor of Science in Public Administration
YEAR:2014-Present

SECONDARY:Manuel L. Quezon High School
ADDRESS:Blumentritt, Manila
YEAR:2013-2014

ELEMENTARY:Antonio Luna Elementary School
ADDRESS:Lico St. Tondo, Manila
YEAR:2009-2010

I hereby certified that the information above is true and correct to the best of my knowledge.

______________________________
DAISY N. PRADO Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

CURRICULUM VITAE
Personal Data

NAME: Aldrin S. Soriano
ADDRESS: 708 Corcuero St. Tondo, Manila
SEX: Male AGE: 18
DATE OF BIRTH: April 18, 1997
PLACE OF BIRTH: South Korea
RELIGION: Iglesiani Cristo
CITIZENSHIP: Filipino
CIVIL STATUS: Single
NAME OF SPOUSE: None

Educational Attainment

COLLEGE:Eulogio ‘’Amang’’ Rodriguez Institute of Science and Technology (EARIST Manila)
ADDRESS:Nagtahan, Sampaloc Manila
COURSE:Bachelor of Science in Public Administration
YEAR:2014-Present

SECONDARY:San LakandulaHigh School
ADDRESS:GagalanginTondo, Manila
YEAR:2012-2013

ELEMENTARY:Jose Rizal Elementary School
ADDRESS:Tayuman, Manila
YEAR:2008-2009

I hereby certified that the information above is true and correct to the best of my knowledge.

______________________________
ALDRIN S. SORIANO
Eulogio “Amang” Rodriguez Institute of Science and Technology
EARIST Manila Campus
Nagtahan, Sampaloc Manila
College of Public Administration and Criminology

CURRICULUM VITAE
Personal Data

NAME: Florante M. Trongco
ADDRESS: 134 Oriole St. Area 2 Sitio Veterans Brgy. Silangan Quezon City
SEX: Male AGE: 46
DATE OF BIRTH: February 24, 1969
PLACE OF BIRTH: Abra
RELIGION: Roman Catholic
CITIZENSHIP: Filipino
CIVIL STATUS: Married
NAME OF SPOUSE: Evangeline F. Trongco

Educational Attainment

COLLEGE:Eulogio ‘’Amang’’ Rodriguez Institute of Science and Technology (EARIST Manila)
ADDRESS:Nagtahan, Sampaloc Manila
COURSE:Bachelor of Science in Public Administration
YEAR:2014-Present

SECONDARY:Abra State Institute of Science and Technology
ADDRESS:LagangIlang, Abra
YEAR:1990-1991

ELEMENTARY:Holy Cross School
ADDRESS:LagangIlang, Abra
YEAR:1976-1977

I hereby certified that the information above is true and correct to the best of my knowledge.

______________________________
FLORANTE M. TRONGCO