Students Levels Of Ways To Improve.docx

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STUDENTS’ LEVELS OF WAYS TO IMPROVE PERSONALITY DEVELOPMENT A Research Paper Presented to the Faculty of the Senior High School Cabuyao Integrated National High School Cabuyao City, Laguna

In Partial Fulfillment of the Requirements for the Track Technical-Vocational-Livelihood Track

CAPACETE, PAUL ADAM C. LORESTO, JOHN GIL V. BARIRING, MARY RAMCELLE ASHLEY A.

March 2019

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CERTIFICATION OF APPROVAL

This research paper entitled “STUDENTS’ LEVELS OF WAYS TO IMPROVE PERSONALITY DEVELOPMENT” prepared and submitted by Paul Adam C. Capacete, John Gil Loresto and Mary Ramcelle Ashley A. Bariringin partial fulfillment of the requirements for the Technical Vocational Livelihood has been examined and recommended for Oral Examination. Ms. GladisBasco Adviser ---------------------------------------------------------------------------------------------------------APPROVAL Approved by the PANEL OF EXAMINERS on Oral Examination on February 2019

KRISTINE Y. ZANTUA Chairperson

LEO VIGIL M. BATUCTOC

NIÑO T. CANSICIO

Panelist

Panelist

Accepted in partial fulfillment of the requirements for the TechnicalVocational-Livelihood Track.

Dr. NONILON A. MADERAZO Subject Teacher

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ACKNOWLEDGEMENT

With boundless love and appreciation, the researchers would like to extend their heartfelt gratitude and appreciation to the people who helped them bring this study into reality. The researchers would like to extend their profound gratitude to the following: The Almighty God, who is the source of life and strength of knowledge and wisdom. Dr. Nonilon A. Maderazo, as the researchers’ teacher adviser for his expertise, consistent guidance, and ample time spent and consistent advises that helped the researchers bring this study into success. Mrs. GladisBasco, as the research statistician who unselfishly dedicated her precious time and greatest effort for the statistical treatment. Ms. Maribeth G. Herrero, as the officer-in-charge for her approval to conduct the researchers survey questionnaire to be distributed and to gather the data in the school. To the selected Senior High School Students of Cabuyao Integrated National High School who acted as the respondents, of this study for their hospitality shown and time spent during the conduct of the survey questionnaires.

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To the researchers’ beloved parents and guardians, for their untiring love and support. Also, to the researchers’ relatives, friends, and others who in one way or another shared their support, either morally, financially and physically in making this research study a successful one.

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CERTIFICATION OF ORIGINALITY

This is to certify that the research work presented in this thesis, Students’ levels of ways to improve personality development, this research work serves as a requirement for the Technical-Vocational-Livelihood Track BPP. This thesis does not contain words or ideas taken from published sources or written works, except where proper referencing and acknowledgement were made.

PAUL ADAM C. CAPACETE JOHN GIL V. LORESTO MARY RAMCELLE ASHLEY A. BARIRING Researchers March 2019

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DEDICATION This study would not be possible without the help of people who served as the researchers inspirations. As a token of gratitude, the researchers whole heartedly dedicate this study to all of them.

The researcher would like to thank the God who gave them inspiration, strength, patience, and knowledge during the difficulties they had faced on their study. To their beloved family, Capacete Family, Loresto Family and Bariring Family, for their never- ending love and support given to them. They also want to thank their friends who supported and encouraged them despite of experiencing the same problems.

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ABSTRACT

Title:

Students’ levels of ways to improve personality development

Researchers:

Capacete, Paul Adam C. Loresto, John Gil Bariring, Mary Ramcelle Ashley

Track:

Technical Vocational Livelihood

Institution:

Cabuyao Integrated Natonal High School

Year:

2018-2019

Subject:

Inquiries, Investigations and Immersion

Adviser:

Mrs. Gladis Basco

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The Problem The main objective of the study is to determine theperception of selected Grade 11 and 12 SHS students in TVL (Tourism) regarding Peer Pressure and its Impact to Personality Development. The researchers want to know if the friends or peers of selected Grade 11 and Grade 12 Tourism students affect their personality.

Research Methodology The study utilized the descriptive method. The respondents of the study are the selected forty-eight (48) Grade 11 and 12 Tourism Students of Cabuyao Integrated National High School. The instrument used in gathering data was through Survey questioner. Its purpose is to observe. Also, the researchers utilized quantitative type of research to quantify data and generalize results from a sample to the population of interest and measure the incidence of various views and opinions and chosen sample.

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Findings Based on the data presented and interpreted in Chapter IV, the researchers come up with the summary of findings. The Grade 11 and 12 Tourism Students based on the last table stated that is "It can influence decisions about sex and the highest of the rank received is the "academic performance" Which have results that both grade levels are much influenced by peer pressure when it comes to academic performance and less influenced when it comes to decisions about sex.

Conclusions Based on the findings, these conclusions were drawn. The Grade 11 student’s response in the “Physical appearance” is disagree while in “selfconfidence” the respondents agreed and Grade 12 Students’ response in the “Physical appearance” is agree while in self-confidence they responded strongly agree. And the perception of the two groups of respondents on the TVL Track in terms of Physical Appearance and Self Confidence, there is no significance difference when both grade levels are grouped.

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Recommendations Based on the conclusions, the following are recommended. The Grade 11 and Grade 12 Tourism Students must do or agree to the following questions on the checklist especially that they are tourism students, the tourism students must be presentable as they look and wear.

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TABLE OF CONTENTS

Page TITLE PAGE

i

CERTIFICATE OF APPROVAL SHEET

ii

ACKNOWLEDGEMENT

iii

CERTIFICATE OF ORIGINALITY

v

DEDICATION

vi

ABSTRACT

vii

TABLE OF CONTENTS

x

CHAPTER 1 THE PROBLEM AND ITS BACKGROUND Introduction

1

Background of the Study

2

Theoretical Framework

3

Conceptual Framework

6

Statement of the Problem

7

Scope and Limitation

8

Significance of the Study

9

Definition of Terms

10

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CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES Related Literature

11

CHAPTER 3 RESEARCH METHODOLOGY Method of Research

19

Population, Sample Size, and Sampling Techniques

20

Description of Respondents

21

Research Instrument

21

Data-gathering Procedure

22

Statistical Treatment of Data

22

CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

27

CHAPTER 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary

41

Conclusions

42

Recommendations

43

REFERENCES

44

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APPENDICES Appendix 1 Letter of Request for Permission to Conduct Survey

47

Appendix 2 Research Instrument

49

Appendix 3 Certificate of Statistical Treatment

52

Appendix 4 Curriculum Vitae

54

Appendix 5 Certification of Editing

61

LIST OF TABLES Table1. Grade level

28

Table2. Physical Appearance Grade 11

29

Table3. Self Confidence Grade 11

31

Table4. Questions Grade 11

33

Table5. Physical Appearance Grade 12

35

Table6. Self Confidence Grade 12

37

Table7. Questions Grade 12

39

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Chapter 1 THE PROBLEM AND ITS BACKGROUND Introduction This study is all about the students’ levels of ways to improve personality development. The idea that personality can have a moderating effect on the influence of deviant peers during adolescence relies heavily on the perceptions of human behavior by other people. The adaptation of perceptions of rulings in both fields of what actions are right, wrong, abnormal or normal influence how people think, feel, and act. Human behavior is difficult. In this day and age, the goal is to be proactive rather than reactive when it comes to behavior control and crime control. With the changes in society and the advances in technology, changes in human behavior are bound to follow. This study indicates howStudents’ level of ways to improve personal development, the researchers had interest on this study and chose the Tourism students, to study and to help them in their track, Based on the observation of the researchers, the Tourism students have a big difference when it comes to their behavior, the researchers come up with this study to overcome those, Personal development is important especially to the Tourism students, their behavior and attitude reflects to their image. In their specialized track, they will encounter a lot of different people around the world.

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Background of the Study Psychology also has to do with the explanation of human behavior and the interpretation of actions as normal or abnormal. The adoption of perceptions of rulings in both fields of what actions are right, wrong, abnormal or normal influence how people think, feel, and act. Human behavior is difficult, if not near impossible, to predict. If science could answer all the questions about why people choose to act in certain ways, then many social science researchers will be jobless. With that being said, it is crucial to explore all alleys that are present within these fields. Currently, with the changes in society and the advancement of technology, changes in human behavior are bound to follow. Theories such as Social Learning Theory focus solely on how children learn from those that they interact with on a regular basis (Akers, 2014). However, not much is to be said about the potential moderating effects that possession of specific personality traits can have on participation in deviant activities. Additionally, there is a lack of research on this subject during the transitional period from childhood to adolescence. Everyone can agree that children seemed to be imitating the behaviors of adults at a much earlier age in the current era than in the time of the Baby Boomers. Social media is booming with photos of thirteenyear-old girls in midriff shirts and blogs rant about young boys being exposed to violent video games at an earlier age. With these changes in social norms, come behavioralchanges. Groups of teens and young adults have always been

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subjected to peer pressures, but is the pressure occurring earlier due to the shift in age of exposure to sex, drugs, and alcohol? News stories are constantly airing about being involved in drug busts or underage drinking, and one can only wonder, is there some way to prevent these changes in behavior or predict that these children are going to behave in this way? In response to these cultural changes, the current study takes a problem that has been around for decades, peer pressure and peer deviance, and attempts to determine if differences in personality in adolescents can mediate the effect of peer deviance during the transitional period from childhood to adolescence.

Theoretical Framework Social Learning Theory theorized By Albert Bandurain 1977. He was born on 4th of December 1925 in the small town of Mundare in Northern Alberta, Canada. The theory is based on the major premise that behavior is learned and can be unlearned. Behavior is in general, a function of one’s personality and the environment. Man is born with some innate potentials which the environment conditions. Similarly, one can influence his or her environment using the personality qualities. Consequently, as one interacts in the environment, the adolescents consciously or unconsciously observe, imitates, and displays behavior of models. Hence, Bandura posits that there is an interrelationship among man’s personality, the behavior and environmental factors.

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Imitation and modelling of influential persons or models also depend on reinforcement. This reinforcement can either be direct or vicarious in direct reinforcement, the person imitating the model receives reinforcement directly. When a child, for instance is praised for exhibiting a behavior, he was receiving direct reinforcement. In vicarious reinforcement, the person imitating the model does not get reinforced directly. It is rather the model that is reinforced. When one watches a model being reinforced, he is also reinforced indirectly. This is vicarious reinforcement. The motivation to identify with a model stems from the fact that this model possesses a quality which the individual would like to possess.

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Conceptual Framework

The conceptual framework of this study shows the flow of the research study.

Input

Process

Personality Development in terms of:

*Preparation of survey questions

2.1 Physical Appearance

*Data gathering procedure through survey questions

*Validations of survey questioners

2.2 Self Confidence

Feedback Figure 1: The Research Paradigm

Output

Students’ level of ways to improve personal development.

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Statement of Problem

This study determines the Students’ level of ways to improve personal development. The following question will serve as guide to the understanding of what the research is all about:

1. What are the levels of ways of Grade 11 students to improve personality development in terms of; 1.1 physical appearance 1.2 self-confidence; and

2. What are the levels of ways of Grade 12 students to improve personality development in terms of; 2.1 physical appearance 2.2 self-confidence; and

3. Is there a significance difference between the levels of ways to improve personality development when they are grouped according to grade level?

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Scope and Limitation This study focused on the effects of Peer Pressure on the Personality Development of Senior High School students in Cabuyao Integrated National High School. This study limits to the perception of the students, particularly Grade 11 and Grade 12 Senior High School Students (S.Y. 2018-2019). The researchers use the Purposive Sampling Technique and chose the overall number of students under the TVL- Tourism in Cabuyao Integrated National High school, there are only forty-eight (48) Senior High School Students under the TVL- Tourism in Cabuyao Integrated National High School. GRADE 11

GRADE 12

TOTAL

16

32

48

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Significance of the study The generalization of this study would be a great contribution to cast knowledge in relation to students. Vital result of this study could be highly significant and beneficial especially to the following; School – The study will help the school to have a good product of students and will become a good model of their students Students – To give enough knowledge on how peer pressure affects their personality development and to give awareness and give knowledge on how to control it. Teachers – This study will also help the teachers in guiding their students when it comes to behavior in their personality development. It may also have a good impact to them because it lessens the possibilities for being stressed. Parents – To give them awareness about their child’s perception in choosing their friends. Future Researchers – This study will provide information and would serve as a basis for the researchers. It will also help other researchers to gather data for their research. In addition, this study will aid other researchers to have additional evidence and insights for the topic about determinants of peer pressure and its impact to personality development.

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Definition of Terms To Facilitate better understanding, the Following terms are defined conceptually and operationally: Personality developments - is the development of the organized pattern of behaviors and attitudes that makes a person distinctive. Personality development occurs by the ongoing interaction of temperament, character, and environment. Self-confident - is to be secure in yourself and your abilities. When you are giving a presentation or a speech, it helps to be self-confident or at least to pretend that you are. Physical Appearance - Our choice of color, clothing, hairstyles, and other factors affecting appearance are also considered a means of nonverbal communication. According to what people see when they first set their eyes on you, judgments about your personality and abilities are going to be concluded. Improve - Act of enhancing or making better in terms of quality, value or usefulness. This can be by making ideas, objects or processes more desirable by adding or removing components. The term can be also be applied to people as well, via methods such as performance reviews which are meant to try and improve an employee in some manner.

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Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES This Chapter presents related literature and studies that are significant in the study. The Researchers have collected inputs from various sources, foreign and local, to further understand the variables related to the study.

Related Literature Yellaiah (2012) conducted a study on the Study of Adjustment on Academic Achievement of High School Students. Education is the ability to meet life's situation. It was a character-building process enhancing one's personality and making his/her rational capable, respective and intelligently independent. The child adjustment is determined by a large number of factors, both personal and environment in nature. Normative survey method was used for the research. It helped to explain the educational phenomena in terms of the conditions or relationships that exist, opinions that are held by the students, teachers, parents and experts. Sample of the study consisted of 300 students studying in class IX from various government and private schools, rural and urban areas of Mahabubnagar district in Andhra Pradesh. By using Adjustment Inventory for School Students (AISS) given by Prof. A.K.P. Sinha and Prof. R.P.Singh the sample was collected. The study conclude that adjustment and Academic Achievement cause significant difference between male and female students, Government and Private Schools students but Rural and urban school

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students did not cause any significant difference between Adjustment and Academic Achievement. It was found that there is a low positive relationship between Adjustment and Academic Achievement.

Anu Singh lather et. al., (2013) found that male do not differ significantly on security insecurity while they were found to be significant for self-confidence. The results show high positive correlation between the two variables.

Al-sibai, (2014) explored that the relationship between general selfconfidence and academic achievement has been documented in literature. It is a controversial relationship and different studies showed conflicting results a significant number of studies reported the positive correlation of self-confidence with grades in language courses. Likewise, as high self-confidence may develop the learners ‘desire to communicate and help improve language proficiency; it may generate good school performance. The correlation between self-confidence and academic achievement is a dynamic one. As levels of selfconfidence rise, academic achievement increases. As learners suffer from low self-confidence, academic achievement decreases.

Ali Haydarsar, RamazanAvcu & Abdullah Isiklar(2010) studied the analysing under graduate students ‘self-confidence levels in terms of some variables. self-confidence has a very significant impact both on expressing yourself during interpersonal relations and making up relations with others.

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Acting without self-confidence may lead to isolation or retirement of an individual from society. Because of that, therapists have been very much concerned about self-confidence. Many people have difficulty in asserting their rights. These people should increase their self-confidence levels in proper situations. In this context, self-confidence education consists of modelling people who are self-confident, acting to show that you are self-confident enough and reacting instantly. This research was made in order to analyze undergraduate students ‘self-confidence levels in terms of some variables. The population of the study consisted of four departments at Aksaray University. As a 55 sample, 168 students studying at Aksaray University took part in. Data were collected via a scale measuring self-confidence levels of students. In data analyses, descriptive analyses, t-test and ANOVA were used. Results of the study showed that there was significant difference in terms of gender and departments.

Bloir (1997) Strange and Brandt (1999) stated in their research papers that, authoritative style balances clear high expectations with emotional support and recognition of children’s autonomy. Studies have associated this style with self-confidence, persistence, social competence, academic success and psychosocial development. Lumborn et al (1991) stated that Parenting styles are related to children and adolescents’ academic achievement.

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Cathy D. Lirgg (1991), Gender Differences in Self-Confidence in Physical Activity: A Meta-Analysis of Recent Studies, the apparent lack of selfconfidence in physical activity by females compared to males has been a recent concern of some researchers in sport psychology.

Einarson, Marne, Santiago, Anna (1996) made a study of background characteristics as predictors of academic self-confidence and academic selfefficacy among graduate science and engineering students: an exploration of gender and ethnic differences. They found gender and ethnic differences in academic self-confidence, academic self-efficacy.

MacIntyre et al. 2001, as cited in Brown, 2007, defined willingness to communicate as “the intention to initiate communication, given a choice”. selfconfidence is the most essential factor that determines learners’ willingness to participate in oral activities in language classrooms. In other words, we can say that where there is self-confidence, there will be good communication. On the other hand, lack of self- confidence is thought to be the most dangerous barrier for effective communication.

Sylvia Beyer and Dward M. Bowden (2005) have done study on the Sex Differences in Self-Perceptions. This research assessed Sex differences in the accuracy of self-perceptions. Do males and females with equal ability have similar self61 perceptions of their ability? Three measures of accuracy were

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| used: accuracy of self-evaluation, calibration for individual questions, and xxvii

response bias. As hypothesized, for a masculine task, significant Sex differences were found for all three measures: Females' self-evaluations of performance were inaccurately low, their confidence statements for individual questions were less well calibrated than males; and their response bias was more conservative than males'. None of these Sex differences were found for feminine

and

neutral

tasks.

As

hypothesized,

strong

self-consistency

tendencies were found. Expectancies emerged as an important predictor of self-evaluation of performance for both Sex and could account for females' inaccurately low self-evaluations on the masculine task. How females' inaccurate self-perceptions might negatively affect achievement behavior and curtail their participation in masculine domains is discussed.

Pressure means giving force to any activities. Peer pressure means influence of friends on each other and inducing changes in the mental and emotional behavior by the people belonging to the same group with similar interests, age, background and social status (Weinfied 2016). Peer pressure is normally linked with adolescent’s risk-taking behavior such as crime, drug abuse, and sexual behaviours. These behaviours are associated with peer influence. The positive result can also be seen because of peer pressure, for example an increase in the achievement, voluntary charity, public work etc. (Kellie 2017). But contrarily, the maximum result is for negative behaviour.

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| Normally, the student skips classes, steals, cheats, and takes drugs or alcohol xxviii

as a cause of peer pressure. Influences of peer may be in all ages and places, such as in work place, in school, or in society. Peer pressure tends to influence the group to loiter in the street, watch films, bunk classes, tease others, steal, spoil public properties. (Arief, 2017).

The only paper to explicitly consider the association between peer personality and educational outcomes is by Shure (2017), who investigated the relationship between peer personality and grades in secondary school. In order to identify peer effects, she exploits idiosyncratic variation in peer personality in a school fixed effects framework. Consistent with our results, Shure (2017) documents a positive relationship between peer conscientiousness and student performance. Moreover, she finds a negative association between performance and peer extraversion. The key difference between our study and Shure’s (2017) lies in the empirical strategy: while Shure (2017) relies on school fixed effects, we exploit the random assignment of students into teaching sections. The benefit of our approach is that it alleviates concerns related to non-random student sorting into peer groups.

According to Hartney (2011) peer pressure refers to the influences that peers can have on each other. Peer pressure is emotional or mental forces from people belonging to the same social group (such as age, grade or status) to act orbehave in a manner like themselves (Weinfied 2010)

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Jones (2010), defined peer pressure as the ability of people from the same social rank or age to influence another of same age bracket. Peer pressure is usually associated with teens although its influence is not confined to teenagers alone. Mature adults, teens, young adults and children can be seen doing things in order to be accepted by their peers. Peer pressure is commonly associated withepisodes of adolescent risk taking (such as delinquency, drug abuse, sexual behaviors), because these behaviors commonly occur in the company of peers. It can also have positive effects when youth are pressured by their peer toward positive behavior. Such as volunteering for charity or excelling in academics (Kellie, 2013).

However, peers can also have a negative influence. They can encourage each other to skip classes, steal, cheat, use drugs or alcohol, or become involve in other risky behaviors. Majority of adolescents with substance abuse problems began using drug or alcohol as a result of peer pressure. Negative peer pressure may influence in various ways like joining group who drink alcohol, smoke cigarette and Indian hemp among others. It may also lead to the decision to have a boyfriend/girlfriend. Peer pressure indulges youth into loitering in the streets, watching films and attending parties during school hours, taping as alternative to stealing which may eventually graduate into armed robbery. (Arief, 2011).

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Peer pressure may be present in the workplace, at school or within the society, it can affect people of all ages. It may affect people in different ways, but the focus is on peer pressure as it influences academic performance in school of adolescents. Peer pressure may have a positive influence and help to challenge or motivate one to do best. Peer pressure may also result in one doing thing that may not fit with one’s sense of what is right or wrong. In other words, when peer pressure makes one do things that people frown at, it is a negative peer pressure. Operationally, peer pressure is a force exerted by people that influenced ideas, values and behavior either positively or negatively and always associated with adolescents. Study shown that many popular students who do not manage their time well make lower grades than less socially accepted adolescent (Hartney, 2013). This is possibly because popular students may spend more time worrying about their social life rather than studying.

Time management has to do with planning and scheduling activities, organizing tasks in a prioritized order and allocating time to the tasks according to their order of importance, and helping one achieve desired objectives (Achunine, 2010). Time management is the ability to manage and control time. (Lakein, 2013). The use of planners, calendars and the like are effective tools in managing time. Time management is the art of arranging organizing, scheduling and budgeting one’s time for the purpose of generating more effective work and productivity. (Lakein, 2013). Time management is important

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for everyone, while time management books and seminars often focus on business leaders and corporations, time management is also crucial for students, teachers, professionals, and home makers. Time management is mostly about self-management. One may be right to say that time management is the ability of an individual or group of individuals to make proper use of their time in order to achieve set goals.

Time management is explained as behavior that is believed to aid production and alleviate stress, and productivity (Misra, 2009). Implementing time management strategies helps to organize aspects of one’s life, therefore allowing one’s time to complete all the tasks necessary to reduce one’s stress level. In completing the task on schedule, a student will also enhance his academic performance. It can be deduced from Misra (2009) view, that an inschool adolescent who spends his time on irrelevant things instead of concentrating on studies may end up having poor academic performance. The issue of students loitering about, holding parties at the expense of their studies, tends to suggest that students in Abia State do not manage their time well. Hence, academic performance might be affected. Adolescent period is a time when many young people take the opportunity to assess themselves as well as begin the process of seeking out their own personal identities. Part of this process includes questioning previously accepted beliefs and guidance given in childhood and maintaining a distance from adult influences. Young ones during this period often rely on their

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| peer group for support, approval, and behavior models (Aribiyi, 2012). Empirical xxxii

sources

indicated

that

adolescent’s

involvement

in

unguarded

and

discriminated negative peer pressure is on the increase (Okonofua&Kanfua, 2006; Osarenren, 2010).

Adolescents’ use of time is an issue importance to youth, families and society because the amount of time spent in various activities has been linked to the development of adolescent problem behaviours. Occupying time in constructive ways by participating in co-curricular activities like doing homework, for example, is often viewed by parents and community leaders as well a means of preventing negative peer pressure such as substance abuse, delinquency and sexual activity. Adolescents’ time used in school and peer experiences may also have profound influences on the development of problem behavior. Some literature shows high level of family support and cohesion are associated with lower levels of adolescent substance use, delinquency and other negative outcomes (Barnes and Farrell (2013). On the order hand, large exclusive amount of time spent in unsupervised peer context may reinforce or exacerbate adolescent substance use and delinquency. Thus, large amount of unsupervised time spent with peers at parties, “hanging out” at malls, dating and talking on the phone may contribute to a variety of negative peer pressure in adolescents (Osgood and Anderson, 2008).

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| Gender may have positive and negative influence on in-school xxxiii

adolescents. The World Health Organization defines gender as the socially constructed roles, behavior, activities and attributes that a society considers for men and women. To Woolfolk (2014), gender usually refers to traits and behaviors that a culture judges to be appropriate for men and women. Cross and Madson (2012) stated that although most of the researcher shows that parent attachment is stronger in female, female may also be more likely than boys to draw support from other sources, such as peers, because female may be more active in the pursuit of relatedness in the context of their peer relations. Hay and Ashman (2009) concluded that females were more influenced by peer relations than males.

The effects of negative peer pressure on an adolescent can be lifelong. When an adolescent is trying to fit in, there is no limit to what they may do. Sometimes, the effects of peer pressure can be as simple as dressing a certain way. However, there are serious problems that can occur with negative peer pressure. It may push a person to become depressed, insecure, or feel lost. If a person is pressured into using drugs, smoking, or drinking, they may become addicted. Yavuzer, et.al (2014) found out that the most significant contributor to predicting adolescents’ aggression was peer pressure. They also found out that male adolescents tended to have higher aggression scores than their female counterparts. Their desire to belong to a group and find acceptance

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| among their peers is enough for them to act aggressively if they feel pressured xxxiv

to behave a certain way.

As serious as peer pressure can be, positive peer pressure can have the opposite effect. If a teenager sees all his/her friends joining a volunteering or getting good grades, it might lead the person to think that these things are important (Scholastic, 2008).

Positive peer pressure can lead to a person

wanting to try new things and striving hard to fit in among their friends in a positive way. This can affect an adolescent in a positive way by giving them higher self-esteem.

It can also have a positive impact on their academic

grades.

According to Ryan (2013) an important component of interpersonal attraction and selection of friends individually. Brown, et.al (1993), also suggested that adolescents peer group members select each other based on similar characteristics just as adults do. Its unusual for young person to select a friend who uses cigarettes or alcohol, research shown that peer influence which is relatively small was mediated by family factors, such as parental monitoring (Fischhoff, et.al, 1999).

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Chapter 3 Research Methodology This chapter discussed the method of Research used, the respondents of the study, the instrument utilized in the investigation, the data gathering procedure adopted, and the statistical treatment applied to the data of the study

Method of Research In this study, the researchers used the descriptive method. This type of research design describes what exist to uncover new facts and meanings. Its purpose is to observe and describe. Also, the researcher utilized quantitative type of research to quantify data and generalize results from a sample to the population of interest and measure the incidence of various views and opinions and chosen sample.

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Purposive Sampling The samples known as the respondents are the Grade 11 and Grade 12 Senior High School Students of Cabuyao Integrated National High School. The total numbers of respondents were forty-eight (48) from Grade 11 and Grade 12. The researchers did not use the Purposive Sampling because the required respondents of the researchers are only the Senior High School Students under the track of TVL- Tourism, Since, the population is relatively small, the researchers used the total population of the Senior High School Students under the track of TVL-Tourism for the researchers to gather the needed data.

Grade 11

Grade 12

total

16

32

48

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Description of respondents The researcher employed the simple sample under the unbiased sampling technique to get sample size in Grade 11 and Grade 12 Senior High Students. The respondents are composed of 48 Senior High School students of Cabuyao Integrated National High School.

Research Instrument In this research, survey questionnaires were used as the research instrument. A survey questionnaire is an instrument that is a comprised of a set of questions to be asked to the respondents of the study.

The researcher presented a survey questionnaire as their research instrument consisting of series of questions and other prompts for the purpose of gathering information from the respondents. The questionnaires will be presented in a form of a checklist wherein the respondents were asked about the Impact of Peer Pressure to the Personality Development of Grade 11 and 12 Tourism Students. Also, this checklist questionnaire will answer the researchers’ statement of the problem.

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Data Gathering Procedures For the purpose of this research, survey questionnaires were used. The researchers prepared a permission letter that will be submitted to the Officer in Charge2, Maribeth G. Herrero to get an approval for the distribution of survey questionnaires to be conducted to the Senior High School students of Cabuyao Integrated National High School. The researchers also prepared a validator letter for their survey questionnaires to be approved by their validator. After the questionnaires were accomplished and approved, the results will be tallied and tabulated. The gathered data will become the bases of analysis and interpretation of researchers’ study.

Statistical Treatment of data In this study, descriptive research designs were used. Descriptive research is a scientific method which involves observing and describing the behavior of a subject without influencing it in any way. According to Young (1991), “descriptive method of research is a factfinding study with adequate and accurate interpretation of the findings. It describes with emphasis what actually exist such as current conditions, practices, situations, or any phenomena.”

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The researchers chose the descriptive design to specifically describe the tallied and tabulated data to follow their research methodology which is a qualitative research to easily understand the gathered data. Also, it will serve as a guide to the researchers’ conclusions, findings and recommendations. This study used the following tools in analyzing and interpreting the gathered data. 1. Frequency Distribution It is a table that displays the frequency of various outcomes in a sample. Each entry in the table contains the frequency or count of the occurrences of values with a particular group or interval. In this way, the table summarizes the distribution of values in the sample, the frequency of the respondents’ grade level and track/strand.

2. Percentage It is the process of expressing a part of a whole in hundreds. It was used in the study to show the percentage of the respondent’s demographic profile in terms of physical appearance, self-confidence and problems of peer pressure encountered by the respondents. This was achieved by using the formula below.

P = f = 100% N

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Where: P = is the percentage f = is the frequency N = is the number of respondents

3. Mean Is the average that was used to derive the central tendency of the data in a question. It is determined by adding all the data in a population and the dividing the total by the number of points. Mean was used in this study to determine the difficulties experienced in composition in terms of physical appearance, self-confidence and problems of peer pressure encountered by the respondents. This was achieved by using the formula below: µ = ∈ 𝑓𝑥 N

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Where: µ= weighted mean 𝜖= summation f = frequency response x = weight mean N = total no. of cases T-test is often called Student’s T test in the name founder “Student”. T test is used to compare two different set of values. It is generally performed on a small set of data. T test is generally applied to normal distribution which has a small set of values. This test compares the mean of two samples. T test uses means and standard deviation of two samples to make a comparison. The formula for T test is given below.

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Where: 𝑥1 = Mean of first set of values 𝑥 2 = Mean of second set of values 𝑆1= Standard deviation of first set of values 𝑆2 = Standard deviation of second set of values 𝑛1 = Total number of values in first set 𝑛2 = Total number of values in second set

The formula for standard deviation is given below

Where X = Values given x = Mean n = Total number of values

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Chapter 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter discussed the presentation and analysis of data related on the research problem of the study. The researchers interpreted the data depending on the result of the assessment of the respondents’ difficulties in terms of physical appearance, self-confidence and problems in peer pressure encountered by the students of Cabuyao Integrated National High School. This study was geared towards achieving these specific aims; (a) demographic profile of the respondents in terms of grade level and track/strand (b) the assessment through survey on the impact of peer pressure to the personality development of Grade 11 and Grade 12 Tourism students in terms of physical appearance, self-confidence and problems of peer pressure encountered by the respondents, (c) the significant difference between the Grade 11 and Grade 12 students in impact to personality development of peer pressure.

.

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a. Demographic profile of the respondents in terms of grade level and track/strand b. The assessment through survey on the impact of peer pressure to the personality development of Grade 11 and Grade 12 Tourism students in terms of physical appearance, self-confidence and problems of peer pressure encountered by the respondents c. the significant difference between the Grade 11 and Grade 12 students in impact to personality development of peer pressure.

Grade level

Frequency

Percentage

Grade 11

16

33.33

Grade 12

32

66.67

Total

48

100

Table 1.1 Shows the Population, Sample Size and Sampling Techniques used in the study. There are total of 48 respondents in TOURISM of Senior High Department of Cabuyao Integrated National High School Selected 16 respondents are from Grade 11 with a percentage of 33.33 and 32 respondents are Grade 12 with a percentage of 66.67. The respondents are student of Grade 11 Vega and Grade 12 Orion.

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Physical appearance

Mean

Descriptive Value

1. I use make up or other beauty products.

2.44

Disagree

2. I wear the same clothes with my friends just for fun.

2.16

Disagree

3. I see to it, that I'm always presentable on the way I dress

2.42

Disagree

4. I wear other clothes and accessories for fashion e.g. Jacket, Sunglasses, Cap, Earring/s etc.

2.56

Agree

5. I style my hair that suits to me.

2.7

Disagree

2.46

Disagree

TOTAL

Legend: Strongly Disagree – (1.00 – 1.75), Disagree – (1.76 – 2.50), Agree – (2.56 –3.25), Strongly Agree – (3.26 – 4.00)

Table 1.1 Shows the Frequency and Percentage in Terms of Physical Appearance of Grade 11 Senior High School of Cabuyao Integrated National High School. The question "I use make up or beauty products" have a total mean of 2.44 from the chosen respondents with a descriptive value of disagree. The question "I wear the same clothes with my friends just for fun" have a total mean of 2.16 From the chosen respondents with a descriptive value of disagree. The question "I see to it, that I'm always presentable on the way I dress” have a total mean of 2.42 From the chosen respondents with a descriptive value of disagree.

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The question "I wear other clothes and accessories for fashion e.g. jacket, sunglasses, cap, earring/s etc." have a total mean of 2.56 From the respondents with a descriptive value of agree. The question "I style my hair that suits to me" have a total mean of 2.7 from the respondents with a descriptive value of disagree. The 2.46 weighted mean is the total for physical appearance with an interpretation of disagree. The question "I wear other clothes and accessories for fashion e.g. jacket, sunglasses, cap, earring/s etc." have a total mean of 2.56 From the respondents with a descriptive value of agree. The question "I style my hair that suits to me" have a total mean of 2.7 from the respondents with a descriptive value of disagree. The 2.46 weighted mean is the total for physical appearance with an interpretation of disagree.

Haley J Webb, et .al (2017) rowing from the tripartite sociocultural model of body image, the researchers examined whether direct messages and modeling from peers, parents, and media were concurrently and prospectively associated with appearance‐based rejection sensitivity (appearance‐RS) in young adolescents (Mage = 12.0 years). Appearance‐RS was higher among those who concurrently reported more appearance‐related teasing and pressure by peers, more parent teasing, and greater acceptance of media appearance ideals. In prospective analyses, greater increases in Appearance‐ RS over 1 year were found from adolescents who perceived higher levels of

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parental appearance‐related teasing and negative attitudes about their own appearance.

Moderation

analyses

indicated

the

positive

prospective

association between parental negative appearance attitudes and appearance‐ RS was found in younger but not older participants. Gender did not moderate associations.

MEAN

Descriptive Value

1. My friends are around me.

2.79

Agree

2. My teacher called me in his/her class to recite

2.82

Agree

3. Being praised or being complimented by my friends even I am not with them.

2.84

Agree

4. My parents are very supportive on the things I went.

2.88

Agree

5. I passed my subject.

2.93

Agree

2.85

Agree

Self-confident when.

TOTAL

Legend: Strongly Disagree – (1.00 – 1.75), Disagree – (1.76 – 2.50), Agree – (2.56 –3.25), Strongly Agree – (3.26 – 4.00)

Table 1.2 Show the Frequency and Percentage in terms of Self Confidence of Grade 11 Senior High School. The question "My friends are around me" have a total mean of 2.79 From the chosen respondents with a descriptive value of agree. The question "My teacher called me in his/her class

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to recite" have a total mean of 2.82 From the respondents said that they agree. The question "being praised or being complimented by my friend seven I am not with them" have a total mean of 2.84 From the respondents said that they agree. The question "my parents are very supportive on the things I want" have a total mean of 2.88 from the respondents said that they agree. The question "I passed my subject" has a total mean of 2.85 From the respondents said that they agree. The total weighted mean for Self Confidence is 2.85 with an interpretation of agree. Educational activities are geared towards ensuring that students achieve mastery of educational objectives. In school, the extent to which these objectives have been achieved, is determined by their level of peer pressure, time management as students’ success are reflected in their academic performance. Peers play a large role in the social and emotional development of adolescents according to Allen (2014). Their influence begins at an early age and increases through the teenage years, it is natural, healthy and important for adolescent to have and rely on friends as they grow and mature. A peer could be any one you look up to in behavior or someone who you would think is equal to your age or ability (Hardcastle, 2013). On the other hand, the term “pressure” implies the process that influence people to do something that they might not otherwise choose to do.

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Physical appearance

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Descriptive Value

1. I use make up or other beauty products.

2.47 Disagree

2. I wear the same clothes wih my friends just for fun.

2.28 Disagree

3. I see to it, that I'm always presentable on the way I dress

3.31 Agree

4. I wear other clothes and accessories for fashion e.g. Jacket, Sunglasses, Cap, Earring/s etc.

2.94 Disagree

5. I style my hair that suits to me.

3.09 Agree

Total

2.98 Agree

Legend: Strongly Disagree – (1.00 – 1.75), Disagree – (1.76 – 2.50), Agree – (2.56 –3.25), Strongly Agree – (3.26 – 4.00)

Table 2.1 Show the Frequency and Percentage in terms of Physical appearance of Grade 12 Senior High School.The question "I use make up or beauty products" had a total mean of 2.47 from the respondentswith an interpretation of disagree. The question "I wear the same clothes with my friends just for fun" had a total mean of 2.28from the respondents with an interpretation of disagree. The question "I see to it, that I’m always presentable on the way I dress” had a total mean of 3.31form the respondents with an interpretation of.The question "I wear other clothes and accesories for fashion e.g. jacket, sunglasses, cap, earring/s etc." had a total meanof 2.94 from the respondents with an interpretation of disagree. The question "I style my hair that suits to me" had a total mean of 3.09 from the respondents which said that they

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agree. The total weighted mean for the physical appearance is 2.98 with an interpretation of agree.

Kleinke (1978) was able to lower or raise a male's self-esteem simply by giving false reports on a personality test. How does hearing about one's personality affect one's self-esteem? How does one know whether one has made someone confident based on how one describes someone's personality to him or her? This question leads to the problems in Popkins' proposed experimental procedure. Popkins contends that his design will demonstrate that attractiveness is a main contributor in the development of personality. Unfortunately, I fail to believe that his proposal will fulfill proper scientific procedure. The experimenter would need to pre-screen participants' pre-existing self-consciousness and selfopinion to determine how various people will react to being made to look bad. Reactions will vary according to how aware participants are of their appearance, their concern over looking "good," and how they think of themselves. Due to the large numbers of conditions, this experiment would require huge numbers of participants to fill all the groups.

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MEAN

Descriptive Value

3.59

Strongly agree

2. My teacher called me in his/her class to recite

3.38

Strongly agree

3. Being praised or being complimented by my friends even I am not with them.

2.91

Agree

4. My parents are very supportive on the things I went.

3.16

Agree

3.63

Strongly agree

3.33

Strongly agree

Self-confident when.

1. My friends are around me.

5. I passed my subject.

Total

Legend: Strongly Disagree – (1.00 – 1.75), Disagree – (1.76 – 2.50), Agree – (2.56 –3.25), Strongly Agree – (3.26 – 4.00)

Table 2.2 Show the Frequency and Percentage in terms of Selfconfidence of Grade 12 SHS. The question "My friends are around me" Had a total mean of 3.59 from the respondents which said that they strongly agree.

The question "my teacher called me in his/her class to recite" has a total mean of 3.38 from the respondents which said they that strongly agree. The question "being praised or being complimented by my friend seven i am not with them" had a total mean of 2.91 from the respondents which said that they agree. The question "my parents are very supportive on the things i went" had a total mean of 3.16 from the respondents which said that they agree. The question "I passed my subject" had a total mean of 3.63 from the respondents which said

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that they strongly agree. The total weighted mean for self-confidence is 3.33 with an interpretation of Strongly agree.

Omotere (2011) conducted a research on the influence of peer group on adolescents from the selected schools in Ogun State. The study investigated the influence of peer group on adolescent performance. Descriptive research methodology was used. Random sampling techniques were also adopted in selecting 150 in-school adolescents from four secondary schools in two local Government Areas of Ogun State. Questionnaire was developed to collect data. The data collected was analyzed using T-test and Pearson. The findings of the study revealed that peer group could positively influence the academic performance of in-school adolescents. In line with present study parents and teachers should provide adequate guidance to adolescents to help them understand how the friends they keep can either positively or negatively influence their academic performance in school. Also, in-adolescent should relate with students that will influence them academically.

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T-Value Variable

Computed Tabular

Physical

1.38

2.63

Decision

Conclusion

Accept HO.

No significance

Appearance

difference.

In Table 3.1 the result of computed T-Value is 1.58 and the Tabular Value is 2.63. The decision is Accept HO that the Perception of the Two Groups of respondents on the TVL Track in term of Physical Appearance is no significance difference.

T-Value Variable

Self-Confidence

Computed

1.59

Decision

Conclusion

Accept HO.

No significance

Tabular

2.63

difference

In Table 3.1 the result of computed T-Value is 1.59 and the Tabular Value is 2.63. The decision is Accept HO that the Perception of the Two Groups of respondents on the TVL Track in term of Self Confidence is no significance difference.

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Chapter 5 SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATION

This chapter presents the summary, findings, conclusions, and researchers’ recommendation on the “STUDENTS’ LEVELS OF WAYS TO IMPROVE PERSONALITY DEVELOPMENT. This chapter is based on the statement of the problem of the study.

Summary The intent of this study is to show the effects of peer pressure to personality development on Grade 11 and Grade 12 Students in terms of physical appearance, self-confidence and problems in peer pressure encountered by the students. This study is subjected only to the forty-eight (48) Grade 11 and Grade 12 students coming from TOURISM Students of Cabuyao Integrated National High school. The researcher used the 100% of the population of the respondent. The questionnaires were answered by the Grade 11 and Grade 12 students based on the experienced difficulties in every indicator. In the demographic profile of the respondents the researchers used the relative frequency and percentage to interpret the number of students who undergo in this study.

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The responses were tabulated to determine the grand mean in every section of Grade 11 and Grade 12 and the experienced difficulties. T-test was used to determine the significance of the experienced difficulties of the respondents when they are grouped according to their profile.

Findings Based on the data presented and interpreted in Chapter IV, the researchers come up with the summary of findings: The Grade 11 and 12 Tourism based on the last table the lowest is "it can influence decisions about sex and the highest of rank received is the "academic performance" Results show that is both grade level are much influenced by peer pressure when it comes to academic performance and less influenced when it comes to decisions about sex.

Conclusion Based on the findings, these conclusions were drawn. 1. The Grade 11 student’s response in the physical appearance is “disagree” while in self-confidence, the respondents “agree” and Grade 12 Students response in the physical appearance is “agree” while in selfconfidence the respondents “strongly agree.”

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2. Both Grade level are more Influence by academic performance when it comes to peer pressure the Grade 12 has the mean of 22.45 and Grade 11 has the mean of 34.09 and least influence when it comes to decisions about sex the Grade 12 has the mean of 20.21 and the Grade 11 has the mean of 2.27.

Recommendation Considering the findings and the conclusions bring on of the study, the following suggestions are hereby for consideration:

Physical appearance The Grade 11 and Grade 12 Tourism students must do or agree to the following questions on the checklist especially that they are tourism students, they must be presentable as they look and wear.

Self confidence Grade 11 and Grade 12 must be confident enough as they are taking up track/strand tourism more often In the near future they will communicate to different people around the world, so it is best for them to be confident in all the things that they will do in order for them to succeed on the profession that they are aspiring for.

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References

Bibliography 

Barnett, M. A. (1987). Reasons for not wanting help. The Journal of Genetic Psychology, 149(1), 127-129.



Berndt, T. J. & Ladd, G. W. (Eds). (1989). Peer Relationships in Child Development. New York: Wiley and Sons.



Bryant, B. K. (1987). Children's peer relationships: Integration badly needed. Contemporary Psychology, 32(1), 29-30.



Healey, J 1996, Respectful Relationships, The Spinney Press, Balmain,Nsw



Johnson, P. W., & Johnson, R. T. (1985). Learning together and alone: Cooperation, competition, and Individualization. Minneapolis, MN: Cooperative Learning Centre (202 Pattee Hall, 150 Pillsbury Drive S.C. 55455).



Lirgg, C. D., & Feltz, D. L. (1990). Teacher versus peer models revisited: Effects on motor performance and self-efficacy. Research Quarterly for Exercise and Sport, 62(2), 217-224.



Lowenstein, L. F. The peer group promoting socialisedbehaviour. Education Today, 39(2), 27-34.



Opotow, S. (1991). Adolescent peer conflicts: Implications for students and for schools. Education and Urban Society, 23(4), 416-441.

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

Petzel, T. P., Johnson, J. E., &Bresolin, L. (1990). Peer nominations for leadership and likability in problem-solving groups as a function of gender and task. The Journal of Social Psychology, 130(5), 641-648.



Pombeni, M. L., Kirchler, E., &Palmonari, A. (1990). Identification with peers as a strategy to muddle through the troubles of the adolescent years. Journal of Adolescence, 13, 351-369.



Van Roosmalen, E.H. & McDaniel, S.A. (1992). Adolescent smoking intentions: Gender differences in peer context. Adolescence, 27(105). 87-105.



Wodarski, J. S., Petzel, T. P., Johnson, J. E., &Bresolin, L. (1990). Adolescent substance abuse: Practical implications. Adolescence, 25(99), 667-688.

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Online Sources

https://www.pinterest.ph/pin/508906826617689990/ https://www.skillsyouneed.com/personal-skills.html http://tojde.anadolu.edu.tr/yonetim/icerik/makaleler/224-published.pdf https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2847408/ https://www.tandfonline.com/doi/abs/10.1080/02185385.2014.885208 http://www.unn.edu.ng/publications/files/mrs%20okorie%20OKORIE,%20ANGELA% 20NKEM%20%20chapter%20one%20to%20appenddix%20May%202014%20la test%20one.pdf ttps://scholar.google.com.ph/scholar?q=foreign+literature+about+peer+pressure &hl=en&as_sdt=0&as_vis=1&oi=scholart http://blogs.edweek.org/edweek/inside-schoolresearch/2011/02/study_peer_pressure_may_change.html https://nairaproject.com/m/blog/009.html https://www.peer.ca/Biblio12.html https://childrenslitforum.wordpress.com/2018/04/30/peer-pressure-annotatedbibliography-by-michael-dwornitski/ http://www.businessdictionary.com/definition/improve.html https://www.learning-theories.com/social-learning-theory-bandura.html

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Appendices

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Appendix A Letter of Request

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Republic of the Philippines CABUYAO INTEGRATED NATIONAL HIGH SCHOOL Limcaoco Subdivision Poblacion Tres City of Cabuyao, Laguna

January 24, 2018 Ms. Jennifer Alcasabas Antiporta Teacher Cabuyao Integrated National High School Limcaoco Subdivision Poblacion Tres City of Cabuyao, Laguna Dear Sir, Greetings! The undersigned are Grade 12 Tourism student of Cabuyao Integrated National High School undertaking a research entitled, “STUDENTS’ LEVELS OF WAYS TO IMPROVE PERSONALITY DEVELOPMENT" With your expertise, we are humbly asking your permission to validate the attached made questionnaire, for the study using the attached rating tool. We are looking forward that our request would merit your positive response. Thank you and more power. Respectfully yours, PAUL ADAM C. CAPACETE JOHN GIL V. LORESTO MARY RAMCELLE ASHLEY A. BARIRING Researchers Noted by: DR. NONILON A. MADERAZO Research Adviser

Ms. Jennifer Alcasabas Antiporta Language Editor

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Appendidix 2 Research Instrument

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Dear respondent: We are the Students of Cabuyao Integrated National Highschool from Grade 12 BPP Archer. We are conducting a study entitled “STUDENTS’ LEVELS OF WAYS TO IMPROVE PERSONALITY DEVELOPMENTl”. Please provide on honest response to our questions. Name (Optional): Grade:

Direction: Put a Check (

) in the box next to the answer of your choice.

(4) Strongly Agree (3) Agree

(2) Disagree

(1) Strongly Disagree

1.1 PHYSICAL APPEARANCE: To improve my physical appearance… 1. I use make up or other beauty products. 2. I wear the same clothes with my friends just for fun. 3. I see to it, that I’m always presentable on the way I dress (dressed up according to the occasion) 4. I wear other clothes and accessories for fashion e.g. Jacket, Sunglasses, Cap, Earring/s etc. 5. I style my hair that suits to me.

SA (4)

A (3)

DA (2)

SD (1)

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1.2 SELF – CONFEDINCE: I am more confident when… 1. My friends are around me.

2. My teacher called me in his/her class to recite something. 3. Being praised or being complimented by my friends even I am not with them. 4. My parents are very supportive on the things I went. 5. I passed my subjects.

SA (4)

A (3)

DA (2)

SD (1)

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Appendix 3 Certificate of Statistical Treatment

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CERTIFICATION OF STATISTICAL TREATMENT

This is to certify that I Thoroughly facilitate and edited the statistical data of the research “STUDENTS’ LEVELS OF WAYS TO IMPROVE PERSONALITY DEVELOPMENT” of Mr. Paul Adam C. Capacete, Mr. John Gil V. Loresto, Ms. Mary Ramcelle Ashley A. Bariring. This certification is issued upon the request of Ms. Mary Ramcelle Bariring (Group Leader) for whatever legal purpose it may serve.

Given this March 2019

Mrs. Gladis Basco Teacher

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Appendix 4 Curriculum Vitae

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Paul Adam C. Capacete Blk 38 Lot 42 Carlton Residence Brgy. DitaSta.Rosa Laguna 09268782147 [email protected]

JOB OBJECTIVES To be able to acquire a job where in I can apply my knowledge and experience and so to contribute to the growth and development of the company. WORK PHILOSOPHY I can manage my time and I can handle my pressure too. PROFILE: I can plan on my own and I am responsible enough to choose a career that is applicable to my skills

QUALIFICATION  Good in Baking  Good listener  Ability to multi task  Responsible and reliable  Good in Cooking

PERSONAL BACKGROUND Sex: Male Civil Status: Single Age: 17 yrs’old Birthday: April 17, 2001 Birth Place: Cabuyao City Religion: Catholic Height: 5’8 Weight: 52 kg

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CABUYAO INTEGRATED NATIONAL HIGH SCHOOL Senior High School Department

EDUCATIONAL BACKGROUND: ELEMENTARY: School: Sala Elementary School Year: 2007-2013 JUNIOR HIGH SCHOOL: School: Cabuyao Integrated National High School Year: 2013-2017 SENIOR HIGH SCHOOL: School: Cabuyao Integrated National High School Year: 2017-2019

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CINHS

CABUYAO INTEGRATED NATIONAL HIGH SCHOOL Senior High School Department

John Gil V. Loresto Blk2, Lot36, Phase3 ST. Joseph 7 MarinigCabuyao Laguna 09453228853 [email protected]

JOB OBJECTIVES To enhance my educational and professional skills in a stable and dynamic workplace. And to solve problems in creative and effective manner in challenging position. WORK PHILOSOPHY Thrive in an organization by conducting myself in a professional manner at all the time. QUALIFICATION  Good in Baking  Good in Cooking  Ability to multi task  Good listener PERSONAL BACKGROUND Sex: Civil Status: Age: Birthday: Birth Place: Religion: Height: Weight:

Male Single 18 yrs’old April 13, 2000 Capalonga Camarines Norte Catholic 5’8 51 kg

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CINHS

CABUYAO INTEGRATED NATIONAL HIGH SCHOOL Senior High School Department

EDUCATIONAL BACKGROUND: ELEMENTARY: School: Capalonga Camarines Norte Elementary School Year: 2007-2013 JUNIOR HIGH SCHOOL: School: Cabuyao Integrated National High School Year: 2013-2017 SENIOR HIGH SCHOOL: School: Cabuyao Integrated National High School Year: 2017-2019

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CINHS

CABUYAO INTEGRATED NATIONAL HIGH SCHOOL Senior High School Department

Mary Ramcelle Ashley A. Bariring 1571 Brgy. DilaSta.Rosa Laguna Contact No.: 09108882991 [email protected]

JOB OBJECTIVES To secure a position where i can efficiently contribute my skills and abilities for the growth of the organization and build my professional career WORK PHILOSOPHY I can manage my time and I can handle my pressure too. PROFILE: I can decide on my own and I am responsible enough to choose a career that suits to my skills

QUALIFICATION  Good in Baking  Good listener  Good in Arts  Ability to multi task  Good Communication Skills  Good in Cooking

PERSONAL BACKGROUND Sex: Civil Status: Age: Birthday: Birth Place: Religion: Height: Weight:

Female Single 18 yrs’old January 07, 2001 Sta.Rosa City Catholic 5’4 43 kg

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CINHS

CABUYAO INTEGRATED NATIONAL HIGH SCHOOL Senior High School Department

EDUCATIONAL BACKGROUND: ELEMENTARY: School: Dila Elementary School Year: 2007-2013 JUNIOR HIGH SCHOOL: School: Cabuyao Integrated National High School Year: 2013-2017 SENIOR HIGH SCHOOL: School: Cabuyao Integrated National High School Year: 2017-2019

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CINHS

CABUYAO INTEGRATED NATIONAL HIGH SCHOOL Senior High School Department

Appendix 5 Certification of Editing

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CINHS

CABUYAO INTEGRATED NATIONAL HIGH SCHOOL Senior High School Department

CERTIFICATION OF EDITING

This is to certify the thesis of Paul Adam Capacete, John Gil Loresto, Mary Ramcelle Ashley Bariring entitled STUDENTS’ LEVELS OF WAYS TO IMPROVE PERSONALITY DEVELOPMENT for the In Partial Fulfillment of the Requirements for the Track Technical-Vocational-Livelihood was edited by the undersigned.

Jennifer Alcasabas Antiporta Language Editor

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