Research proposal Essay

wood sorrel Jardin Ranario, DPA investigate AdviserOctober 2013ACKNOWLEDGMENTThinking that this was impossible to fulfil do us reliableize that foreverything would be possible especially with enough t commensurate service and support from people around us. Not only motivating us further likewise helped us to pursue our purpose. They gave us the courage to do good and guided all throughout. It is our pleasure to thank those who made this possible.To our heavenly Father, for His divine providence and for gravid us enough strength.To our fami inhabits, for their moral and fiscal support especially during concentrated times.To our very supportive adviser, Dr. Roselle Jardin-Ronario, DPA for giving us words of wisdom and guiding us all throughout. convey you overly for the patience and hike upments.TABLE OF CONTENTSTitlePage NumberINTRODUCTIONRationale4 suppositious Back design7Statement of the Problem13Signifi undersurfacece of the Study14RELATED LITERATURE15RESEARCH METH ODOLOGY22Research DesignResearch EnvironmentResearch RespondentsResearch InstrumentSelected establish on the doing tuition Gathering Procedures23Treatment of DataDEFINITION OF TERMS24BIBLIOGRAPHY25APPENDICES28CURRICULUM VITAE29 ledger entryRationaleThe love and eagerness to know is the beginning of a fine journey towards saying. The moment we want to know somewhat any image, we run for to acquire attachment towards it. By hence, we would like to learn to a greater extent astir(predicate) the concept and would do anything to know better.Statistically, maths has been the academic heart-to-heart that has presented the sterling(prenominal) challenge to legion(predicate) savants. Many inquiryers suggest that difficulties in skill math begin as early as pre-school. They argue that inadequate cognition and in efficacious learn by some instructors plant the seed for future(a) complications in the maths classroom.In an private road to address the challenge of ridicul ous academic per frameance in math, there is an abundant amount of publications and research on cleansement in methods of math cultivation. Since then, teachers be stressful to utilize their creativity and initiative to get the picture more(prenominal) strategies on how to overhaul the mathematical mogul of pupils effectively.The students start to dislike math beca example they do non understand. It builds up each grade level to the point that they hate it because they get difficulty in education. The learners were non able to master the competency that they conduct to master each grade level. And because of this, learners expand situation and disquiet towards math. reck hotshotr aided pedagogics being used by many Asian countries in school especially in teaching math subject is of great help for both teachers and students. This discount help learners understand good the concept of numbers, symbols, and objects through clear visual, accurate, and fast learnin g process and develop more of their mathematical ability. Through this, learners argon now more surefooted to learn math and learning is more effective when teaching-learning method is merged with both verbal and visual entity with the use of electronic computer careed knowledge.This reverence draws an interest to the researchers to know the Asian peoples math attitudes and anxieties in computer assisted instructions. The researchers attempt to help the learners to appreciate math more and with it, they provide be able to start learning math better. In the long run, the learners volition be able to develop their mathematical ability and be able to gravel use of it on their future elect field. With the findings, theresearchers whitethorn also be able to relate it to the math learners since the researchers themselves be also a math instructor in genius of the schools in Asia. The researchers may come up with effective strategies in the teaching-learning environment with t he learners to improve their math cognitive process.Theoretical BackgroundThis report card is anchored by these cardinal theories Banduras kindly Cognitive Theory and Vygotskys Social Constructivist Theory. Banduras Social Cognitive Theory is composed of four processes of goal substantialization self-observation, self-evaluation, self-reaction and self-efficacy. These comp angiotensin-converting enzyments be interrelated, each having an effect on motivation and goal attainment (Redmond, 2010).Self-observation law-abiding oneself fuck inform and motivate. It can be used to assess ones progress toward goal attainment as well as motivate behavioral changes. There are two cardinal factors with regards to self-observation read and proximity. Regularity nub the behavior should be continually observed, whereas proximity means the behavior should be observed while it occurs, or shortly after. Alone, self-observation is inferior because motivation dep deaths on ones expectations of outcomes and efficacy (Zimmerman & Schunk, 2001).Self-evaluation Self-evaluation compares an indivi twofolds current performance with a desired performance or goal. It is bear upon by the standards set and the importance of the goals. Goals must be specific and important therefore, goals much(prenominal) as, do your best are vague and lead not motivate. Schunk and Zimmerman (1994) state that specific goals specify the amount of effort require for triumph and boost self-efficacy because progress is easy to gauge. If one has pocket-size regard for his goal he will not evaluate performance.There are two types of self-evaluation standards absolute and normative. For example, a grading scale would be an example of a fixed or absolute standard. A affectionate comparison such as evaluating ones behavior or performance against some some other individuals is an example of a normative standard(Zimmerman &Schunk, 2001). People gain bliss when they achieve goals that they value. Wh en individuals achieve these valued goals, they are more likely to fall out to exert a high school level of effort, since sub-standard performance will no longer provide satisfaction (Bandura, 1989).Self-reaction Reactions to ones performance can be motivating. If the progress made is deemed acceptable, then one will contain a feeling of self-efficacy with regard to continuing, and will be motivated towards the deed of their goal. A prejudicial self-evaluation might also be motivating in that one may desire to head for the hills big(a)er provided that they consider the goal to be valuable. Self-reaction also allows a soulfulness to re-evaluate their goals in conjunction with their attainments (Bandura, 1989). If a individual has achieved a goal, they are likely to re-evaluate and raise the standard (goal) whereas, if a person has not achieved the goal, they are likely to re-evaluate and degrade the standard (goal) to an achievable goal.Self-efficacy unrivaleds belief in t he likelihood of goal completion can be motivating in itself (Van der Bijl&Shortridge-Baggett, 2002). Self-efficacy refers to peoples judgements about their capability to perform particular tasks. Task-related self-efficacy join ons the effort and persistence towards challenging tasks therefore, increasing the likelihood that they will be completed (Barling & Beattie, 1983, as cited in Axtell & Parker, 2003, p. 114).Vygotsky (as cited by Whitcomb, 2002) stresses that cognitive victimisation is a social activity. Every function in the tykes heathenish development appears twice archetypal, on the social level, and later, on the individual level first, between people (interpsychological) and then inside the small fry (intrapsychological). Adolescents develop their bear thoughts and attitudes through social fundamental interaction and conversation with peers and other members of society. (Rogoff, et al, 2007). They can also learn by observing the activities and interactions of others in a social setting. Adolescent students must own access to a more knowledgeable person or persons with whom they can communicate and interact socially.Realizing this will help keep teachers aware of just how meaningful their interactions and attitudesare to a student, and how what they say and do can influence a student. Depending on the social consideration of the classroom, a student may attain from being able to interact freely and socially with other students as they learn. The teacher may be socially slight approachable in the classroom context. A ten year account at Harvard (Crouch, & Mazur, 2001) showed that most students learn more from group learning activities than they do studying alone or earshot to the teacher dispense schooling. When students are required to explain their ideas to their peers in a dialogue, rather than recite whatever correct explanation the teacher has told them, they more fully engage their minds, using their own cultural tools and open ing their own personalized beliefs to eventual modification.Vygotskys important notion state that students learn most effectively when they are given tasks which are a little too difficult for an individual to accomplish alone but can be mastered through social cooperation, is called teaching in the students partition off of Proximal Development (ZPD). What he means is that if the lessons and tasks given to a student are not close enough proximal to what the student finds challenging, then the student will not develop. Trivial exercises result in loosely boredom and little to no cognitive development. On the other end of the spectrum, if a task is too difficult for students, even when they can work together, then they will simply fail at it and also achieve little development. So there is an optimal zone, or magic center field, where students are challenged, but can cooperate socially to increase their command of the task. Such a task is tell to be inwardly the ZPD.The concep t of a ZPD can also be applied to the way adolescents figure and develop. Most adolescents want to develop into adults and join adult society, perhaps to be free from their diminished status below the adults within society, particularly in our culture. If we consider that operating within the ZPD is the most efficient way to develop the cognitive and social functions of an adult, then it is only natural that adolescents tend to form groups of their peers and then attempt to understand and imitate adult social and cultural behaviors. The ZPD is very strongly evidenced by classroom studies. A study at the University of Illinois (Wenning, & Wenning, 2006) on the implementation of new inquiry-based lab activities, which are more challenging and more work forboth students and instructors, set up that these new and difficult activities must be introduced gradually.The research group achieved great success when they began the pattern with lab activities that were the easiest to understa nd within the pre-existing scaffolding (in this case, their educational background) and within the students ZPD. As the course progressed, the lab activities became increasingly complex, but the students continued to pull through and increased their skills and understanding. By working within their ZPD, they were able to shift it ever higher and achieve conquest, just as Vygotsky would postulate predicted. When I get down a physics teacher, I know I will have to use this same approach First I will have to investigate and identify my students ZPD, as they did in the Illinois study.(Wenning, & Wenning, 2006).Statement of the ProblemThis study aims to examine the relationship of math attitude and trouble of students in computer assisted instruction across Asian countries. Specifically, this study aims to know the pursuance1. What is the mathematics attitude of the learners across Asian countries? 2. What are the levels of mathematics foreboding of the learners across Asian coun tries? 3. What are the types of computer assisted instruction in maths across Asian countries? 4. What are the effects of computer assisted instruction in Math attitude of the learners? 5. What are the effects of computer assisted instruction to the levels of Math anxiousness of learners?Significance of the StudyThe results of this research study categorically benefited from many sectors of the educational understructures by providing information on the results of the performance in terms of students language achievement that will alter the teachers to know the students areas of difficulty and strength, thereby guiding them in reconstructing their program of teaching to suit their postulate. Among the persons who will be directly or indirectly benefited are the following To the principal concerned, the results of this researchstudy may give her insights which would encourage her to plan projects designed to improve the quality of language teaching in the public school like Ming lanilla National perception high-pitched train as the lead school of all public secondary schools in the Municipality of Minglanilla, Cebu Province. The district coordinator in position of the Municipality of Minglanilla as a researcher will benefit from the experimental study for future references. He has been provided with the data and information necessary for his experimental analysis utilizing the macro-skills learning performance intended for superior School students, particularly in science classes.This will help the slope teachers in comprehension gamy School realize in order for them to understand the new approaches in teaching and to be able to use the techniques and procedures effectively. Thus, it is necessary to bring their training up-to-date. They should as well encourage commutative thinking and free communication of notions among the students concerned using the tools of expressions acquired in English class because this is the eventual aim of language te aching. To the first year teachers depute to teach pilot classes as formative years in first year, it may enable them to realize that they should understand evaluation and procedures with emphasis on experimental viewpoints and learning approaches not only them as teachers but also their students so they can integrate with their own teaching and testing. More significantly, they will realize that in fairness to their students, they should test what they really teach.The secondary freshmen as student entrants of Minglanilla National Science towering School will tho ameliorate their savvy based on the structured lessons and differ mentally according to the departmentalized lessons, groundbreaking lessons presented, and frequent learning performance based also on their intellectual aspects of learning. It will enable the students in general to grasp at the innovative teaching-learning approaches shared with them not only by the teachers but also by the freshmen pilot classes in te rms of the four (4) areas of English language teaching, to wit, listening, speaking, reading and writing as sequenced in the lessons. Finally, the learning institution should initiate and institute a re-training program for the students as the training ground for them to go for the next higher level.REVIEW OF RELATED LITERATUREThe learning of mathematics is affected by the confidence of learners in their mathematical abilitiesand the attitudes, beliefs, and feelings they control towards mathematics (Coben, 2003 as cited by Kerlinger 2004). Their conceptions of the subject and their perceptions of themselves and of their relationship to mathematics lie at the heart of their mathematics learning behaviour (Philippou & Christou, 1998). For fear of embarrassment, many adults go to great lengths to avoid admitting that they experience reading difficulties, yet it appears to be normal, even acceptable, in modern life to readily admit to a dislike and misunderstanding of mathematics. Sew ell (1981) suggested that at least half the population, including many with high mathematical qualifications, had negative attitudes to mathematics, ranging from lack of confidence to disturbance and even fear. jibe to Banduras sociocognitive theory, students motivation is a construct that is reinforced out of individual learning activities and experiences, and it varies from one situation or context to another as cited by Pantzaira & Philippou, 2007. Schereiber (2000) said that those who have positive attitudes towards math have better performance in Mathematics.Latterell (2008) writes in her give-and-take about the Math Wars that Japanese people believe in gambae. Gambae means that one is successful if one works hard enough to be successful. unitarys attitude and behavior must match the belief that hard work leads to success (p. 126). Considering the results of the TIMSS, American students are no competition for Japanese students in mathematics. Japanese and other Asian studen ts consistently outperform American students in mathematics (Latterell, 2008) and innumeracy. Those with low mathematical abilities are likely to have more negative attitudes toward the subject and less inclination to make the effort to improve their mathematical abilities (p. 212). Hammerman and Goldberg (2003) also state that to become successful in mathematics requires a positive attitude and belief in ones ability to succeed.The factors affecting mathematics anxiety were mathematics achievement,attitude toward mathematics, trait anxiety, and debilitating anxiety. Mathematics attitude, mathematics achievement, field indepedence, and the anxiety measures were found to be significant predictors of level of mathematics anxiety. Math anxiety is a real problem facing students, teachers, and parents. teachers and parents that are afraid of mathematics see that on to their students and children (Furner & Duffy, 2002). Students who have math anxiety face real and perdurable consequence s. Ashcraft and Kirk (2001) describe the common belief that because of long-term avoidance of math, and their lesser mastery of the math that couldnt be avoided, high-math-anxiety individuals are simply less fitting at doing math (p. 224).Extensive literature demonstrates that anxiety, stress, lack of confidence, and phobic reactions in the face of mathematical problems are exhibited in most modern cultures (Macrae, 2003), and math- anxiety is commonly characterized by feelings of tension, apprehension, or fear that impacts on mathematical performance (Ashcraft, 2002). It is associated with loss of self-esteem in confronting a mathematical situation (Acelajado, 2004), negative reactions to mathematical concepts and evaluation procedures, and with many constructs including working memory, age, gender, self-efficacy, and mathematics attitudes (Cates & Rhymer, 2003).Students faced with the dual burdens of intractable content and math-anxiety a posteriori tend to have weak or negative mathematics self-efficacy beliefs. Bandura (1986) defined self-efficacy beliefs as peoples judgements of their capabilities to gussy up and execute courses of action required to attain designated types of performances as cited by Chiu 2009. Self-efficacy beliefs are a better predictor of success than an inventory of skills or front achievements, and relationships have been found between self-efficacy for solving mathematics problems and mathanxiety, mathematics attitudes, general mental ability, mathematics self-concept, and mathematics experience (Finney & Schraw, 2003).Yksel-ahin (2008) said that Mathematics anxiety has to do with a sense of discomfort while required to work on mathematical problems (Hadfield &Trujillo, 1999 Ma, 2003). Low grades or failure in mathematics could also lead to mathematics anxiety or anger students existing levels of anxiety for mathematics (Ma & Xu, 2004 Norwood, 1994 Reynolds, 2001 Satake & Amato, 1995 Townsend, Moore, Tuck, & Wilton, 1998). Fail ure in mathematics, fear and anxiety about it could cause extreme feelings of dislike about mathematics. Indeed, Hopko et.al. (2003) observed that persons with mathematics anxiety make more mistakes in dealing with mathematics problems. paltry performance in mathematics has been linked to an increase in mathematics anxiety (Furner & Duffy, 2002 Hopko et.al., 2003). Megan R. Smith (2004) said that Math anxiety is a real problem facing students and teachers today. The mathematics teacher especially ask to understand the causes and effects of math anxiety as well as ship canal to help students overcome it. There are many symptoms of math anxiety including an unwillingness to attempt mathematics problems, a fear of taking advanced mathematics classes, and being unusually nervous when in mathematics class. Math anxiety hinders students working memory (Perina, 2002). It occurs at antithetical ages in divergent people for different reasons. The main cause of math anxiety is the teacher himself It has been shown that students tend to internalize their instructors interest in and transport for teaching math (Jackson and Leffingwell, 1999).It is imperative when teaching mathematics that the teacher progresses from primary problems to complex ones (Schwartz, 2000). The students also need to have support systems in mathematics, whether this comes from their parents at home or with other students at school (Schwartz, 2000). The greatest saloon of math anxiety is the teacher himself. As stated before, the teacher needs to have a positive attitude when in class and needs to be willing to help students. The teacher must believe in the students even when they do not believe in themselves.Math anxiety is a real problem facing students, teachers, and parents. instructors and parents that are afraid of mathematics pass that on to their students and children (Furner & Duffy, 2002). Students who have math anxietyface real and long-lasting consequences. Ashcraft and Kirk (200 1) describe the common belief that because of long-term avoidance of math, and their lesser mastery of the math that couldnt be avoided, high-math-anxiety individuals are simply less competent at doing math (p. 224).Indeed, Hopko et.al. (2003) observed that persons with mathematics anxiety make more mistakes in dealing with mathematics problems. Such mistakes lead to lower grades in mathematics which in turn increases anxiety about math. computing machine-assisted instruction (CAI) computer Aided direction (CAI) is a narrower term and most practically refers to drill-and-practice, tutorial, or simulation activities. Computer based tools and applications are used to assist the teacher or school administrator in the management of the learner and instructional process. Computer Assisted Instruction (CAI) A self-learning technique, usually offline/online, involving interaction of the student with programmed instructional materials. Computer-assisted instruction (CAI) is an interactive instructional technique whereby a computer is used to present the instructional material and monitor the learning that takes place.Computer based instruction is a remediation or instruction presented on a computer according to the American found of Research, 2004. Johnson (2000) said that the computer opens a wide range of resources. When correctly used, they give learners a different level of experience and bring new style and tip of analysis in the classroom. In the Philippines, the Department of educational activity is in the lowest stage of completing the five year Information and Communication engineering science for development Strategies Plan as Lapus (2008) puts it. Computer based instruction is a remediation or instruction presented on a computer, the American Institute of Research (2004) reiterated.CAI is also known as Computer Assisted Instruction. Examples of CAI applications implicate guided drill and practice exercises, computer visualization of complex obje cts, and computer-facilitated communication between learners and teachers. CAI can dramatically increase a learnersaccess to information. The program can adapt to the abilities and preferences of the individual student and increase the amount of personalized instruction a student receives. Many students benefit from the immediate responsiveness of computer interactions and appreciate the self-paced and private learning environment. Moreover, computer-learning experiences ofttimes engage the interest of students motivate them to learn and increase independence and personal responsibility for education (Microsoft Encarta, 2008 as cited by Vibar et. Al, 2010).As mentioned by Hergenhahn and Olson (1997) Computer Aided Instruction (CAI) motivates students to learn in ways that traditional instruction may not by providing immediate feedback, personal attention, exciting visual displays, and a game-like atmosphere. In fact, students are often so motivated by CAI that depriving them of thei r turn with the computer acts as punishment, and giving them additional time with the computer that acts as re-enforcement.Research MethodologyResearch DesignThis study will employ quantitative approach of data analysis and presentation. It utilizes descriptive correlation coefficient method of deriving data from 4 different Asian countries namely Malaysia, Indonesia, Singapore and Philippines.Research RespondentsThe respondents of the study will be selected using data mining technique. The 4 southeastern Asian countries including Philippines are among the many that coupled the Trends In Mathematics and Science Survey and based on the records, among the Southeast Asian countries, only four joined namely, Malaysia, Indonesia, Singapore and Philippines based on the 2003 TIMSS records.Research EnvironmentThe research will be conducted within the iv Southeast Asian Countries namely Malaysia, Indonesia, Singapore and Philippines.Research InstrumentFor the a posteriori phase of the st udy, the researchers will make use of the record sheet based from the Trends In Mathematics and Science Survey (TIMSS 2003).Research ProceduresGathering of DataAcademic performance will be downloaded from Trends In Mathematics and Science Survey (TIMSS 2003). Through data mining technique, fou different South eastward Asian countries will be selected based on their performance in Math.Treatment of DataThe cluster sampling will be use to identify the four South East Asian Countries and Pearson r correlation coefficient will help determine the relationship between Math anxiety and Math Attitude.DEFINITION OF TERMSFor a better and clearer understanding of this study, the following terms are operationally defined in the context of this investigation.Computer Assisted Instruction (CAI) refers to the method of teaching that uses computers to interact with students in the teaching-learning process.Math concern refers to the feeling of tension or fear in Math.Math Attitude refers to the behavior towards MathTRENDS IN INTERNATIONAL MATHEMATICS AND scholarship STUDY (TIMSS) international assessment of the mathematics and science knowledge of students from different grade levels across countries.DATA MINING TECHNIQUE getting information from a data set and makes itunderstandable for further use.BIBLIOGRAPHYCrouch, C. H., & Mazur, E. (2001). Peer Instruction Ten years of experience and results. American Journal of Physics, 69(9), 970-977. (Peer Instruction and Inquiry)doi10.1119/1.1374249Daniels, H. (2007). Pedagogy. In H. Daniels, J. Wertsch, & M. Cole (Eds.), The Cambridge companion to Vygotsky. New York Cambridge University Press.Dilber, R., Karaman, I., & Duzgun, B. (2009). High school students understanding of garden rocket motion concepts. Educational Research and Evaluation, 15(3), 203-222.Ibrahim, B., Buffler, A., & Lubben, F. (2009). Profiles of Freshman Physics Students Views on the personality of Science. Journal of Research in Science Teaching, 46(3), 24 8264. Mason, A., & Singh, C. (2010). Helping students learn effective problem solving strategies by reflecting with peers. American Journal of Physics, 78(7), 748-754.Rogoff, B., Moore, L., Najafi, B., Dexter, A., Correa-Chavez, M., & Solis J. (2007). Childrens development of culture repertoires through participation in everyday routines and practices. In J. E. Grusec & P. D. battle of Hastings (Eds.), Handbook of socialization. New York Guilford.Pachler, Norbert, Center of Excellence for Work-based Learning for Education Professionals, Dept. of learning, political program & Communication, Institute of Education, University of London. 2004.Using fuzzy statistics to determine Mathematics Attitude and Anxiety, Necla Turanli (2013), shopping center East Journal of Scientific Research 13 (4) 568-572, IDOSCI Publications.Megan R. Smith. (2004). Math Anxiety Causes, Effects, and PreventativeMeasures.Internet Sourcesglwhitcomb.iweb.bsu.eduTago et al, Mobile Learning, Challenges and Poten tials. www.inderscience.comfilter.phphttp//www.edpubs.org. PatrickGonzales (2004). Highlights from the Trends in International Mathematics and Science study (TIMSS) 2003.Chris.klingerflinders.edu.auhttp//www.icmeorganizers.dk/tsg15/APPENDIX EBUDGET SUMMARY1. SuppliesDrawing book P 46.00 Clear FolderP 16.00Cost of Servicesa. Print out P 30.00Total P 76.00Prepared byARMESTIDES M. BARGAYO VIRESEARCH group TREASURERCurriculum VitaePERSONAL DATA call offOdessa M. Bonjoc Avenido utterLuyang, Carmen, Cebunatal dayNovember 15, 1983Civil StatusMarriedSex effeminate suppurate29SpouseAriel B. Avenidoeducational BACKGROUND elementary Luyang unproblematic School social class have 1996Secondary Cebu Academy form gradatory 2000Tertiary University of the Visayas important CampusYear graduated 2004 caterpillar track Bachelor in Elementary Education Area in Mathematics Graduate Studies Cebu Normal UniversityGraduated chip inCourse mortify of Arts in Education Major in ELT commerce RecordP osition Teacher 2DesignationICT TeacherSchool Luyang Elementary School DepEd ProvincePERSONAL DATAName Armestides M. Bargayo VIAddress Lower Pakigne, Minglanilla, CebuBirthday October 22, 1981Civil Status wizSex MaleAge 31 years oldEDUCATIONAL BACKGROUNDElementary Minglanilla Central SchoolYear Graduated 1994High School Immaculate Heart of Mary AcademyYear Graduated 1998College University of San CarlosYear Graduated 2002Course Bachelor in Secondary Education study in MathGraduate Studies Cebu Normal UniversityYear Graduated PresentCourse Master of Arts in Education major in MathEmployment RecordPosition Math TeacherSchool University of Cebu Main CampusPERSONAL DATAName Jun Antoinette Z. NavajaAddress 4- E Gorordo Avenue, Kamputhaw,Cebu CityBirthday January 27, 1988Civil Status SingleSex FemaleAge 25 years oldEDUCATIONAL BACKGROUNDElementary Colegio de la Inmaculada ConcepcionYear Graduated 2001High School Colegio de la Inmaculada ConcepcionYear Graduated 2005College University of San CarlosYear Graduated 2009Course Bachelor of Education major in Special EducationGraduate Studies Cebu Normal UniversityYear Graduated PresentCourse Master of Arts in Education major Special Education- MentalRetardationEmployment RecordPosition substitute TeacherSchool Barrio Luz Elementary School, DepEd CebuPERSONAL DATAName Angelie Lopez SenarosaAddress Catmaran, Basak, Compostela, CebuBirthday April 25, 1982Civil StatusSingleSex FemaleAge 31 years oldEDUCATIONAL BACKGROUNDElementary Panangban Elementary SchoolYear Graduated 2000High School Compostela National High SchoolYear Graduated 2003College Cebu Normal UniversityYear Graduated 2007Course Bachelor in Secondary Education major in MathGraduate Studies Cebu Normal UniversityYear Graduated PresentCourse Master of Arts in Education major in MathEmployment RecordPosition Math TeacherSchool Mulao National High School, DepEd Cebu