Chapter 1

THE PROBLEM AND ITS SETTING

Introduction
People who live in a community often have common interests and values.
This is why schools need to have adequate information about the community
they serve. Understanding the school community enables school planners to
identify educational needs and gaps as well as potentials and opportunities. It is
also a way wherein they could extend their help not only in nurturing good values
of school age children but also to all the members of the community. This could
be done by letting them engage to any activity that geared towards community
development.
Community development as

describe by Hill (2000) is the best way

wherein family elders recognize their key role in the family, recognize their
personal capabilities and strengths, appreciate their responsibilities in relation to
their varied social role, and enhance their skills in promoting maternal and child
health. Seminars, trainings, lectures conducted are also a form of education
which enhances the social responsibility and self-image of men and women.
Parents education has been found to have dramatic effects on their health and
their families health as well. But we could not deny the fact that there are still
parents or community exists without any background on education, worst some
had never undergone training for proper child rearing as well as family
development.

The school is the important part of the community. The quality of the
relationship between the school and the community depends heavily upon the
ability of the teacher and the administrators of the school system. As such the
more integrated it is in the life of the community, the more effective it will be.
When the community members see that the children in their community are
receiving quality education through the school they will be more enthusiastic
about supporting the school (Sarason, 1982). School even today, turn to the
other members of the community aside from the parents of the children enrolled
in the school to support the school by providing additional and necessary
resources. They serve as valuable school allies in promoting literacy within the
community.
Moreover, community serves as school partner in promoting quality
education. BESRA Primer (2009) defines community partnership as any
relationship established between and among educators, students, families, and
the community at large to work together in bringing about better and improved
school performance; or any collaboration within the community that formally
blends together all the resources of at least one school, and any collaboration
involving a group of entire school district with existing resources within a given
neighborhood or in a larger community with the purpose of sustaining the
partnership. In other words it requires the weaving of school and community
resources together in ways that can only be achieved through formalized and
institutionalized linkages. Groups and stakeholders may be formally represented
in a governance structure in the school system.

However, beyond providing material and financial resources as a form of

support for the school, community members can also be involved as resource
persons who can help enrich the curriculum by opening their places of to the
children to expand their understanding of the life of the community, particularly
the people and their work. Community members are valuable resources that can
help concretize important concepts and enrich the curriculum significantly. The
teacher can mobilize community involvement in the life of the pupils by
interacting with the community members. Holt (1980) emphasized that much of
the success of efforts involve the community depends upon the networking
efforts of the teacher within the community.
The quality of education not only depends on the teachers as reflected in
the performance of their duties, but also in the effective coordination of the
school environment (Ajao, 2001). According to Akande (1995), learning can
occur through ones interaction with ones environment. Environment here refers
to facilities that are available to facilitate students learning outcome. Tsavga
(2011) maintains that the learning environment plays a vital role in determining
how students perform or respond to circumstances and situations around them.
This implies that no society is void of environmental influences. The learning
environment determines to a large extent how a student behaves and interacts,
that is to say that the environment in which we find ourselves tend to mould our
behavior so as to meet the demands of life whether negatively or positively. The
author opined that the desire for both qualitative and quantitative education has
multiplied the problem of providing an effective and conducive learning
environment for teaching and learning. Freiberg, Driscoll and Knights (1999)
3

observed that some of the notable factors that may influence students academic
achievement in secondary schools are; school climate, instructional materials,
discipline, physical facilities, teacher quality, type of location of school and class
size. This is because; schools with a good and conducive environment that has
the best type of teachers, instructional materials and physical facilities will
produce better school leavers with high achievement.
Adzemba (2006) defines learning as a relatively permanent change in
behavior due to practice and experience. This definition is a confirmation of Akoja
(2006), who views learning as a relatively permanent change in behavior as a
result of insight, practice, experience or stimuli in the environment. For learning
to be meaningful and effective, Learning environment according to Zaria in Aliade
(2008) is a place where teachers impact knowledge of the various subjects to
students thereby bringing them up morally and guide them as regards to career
choice. Awule cited in Aliade (2008) stated that learning environment should have
good infrastructural development, adequate trained teachers, good leadership
and adequate instructional materials among others. All these characteristics
according to the author have positive impact on academic achievement of
students. In the same vein Abenga (1995), opined that an improved
environmental condition leads to higher intelligence scores while poor
environmental conditions reduce these scores. Academic achievement in this
context simply means the scores students have obtained in either examination or
test which has led to their performance.

For the forgoing reason, the researcher would like to find out and
determine how community awareness and learning environment affects the
academic performance of the pupils.

Statement of the Problem

The purpose of this study is to determine the community awareness,

learning environment, and academic environment in order to design a community
development program.
5

Specifically, it aims to answer the following questions:

1. What is the level of community awareness relative to:
1.1 Family Income
1.2 Educational Attainment
1.3 Hygiene and Sanitation
1.4 Literacy
1.5 School Participation
1.6 Family Involvement
2. What is the extent of learning environment relative to:
2.1 Students Management
2.2 Classroom Atmosphere
2.3 Family Support
2.4 Instruction
2.5 Discipline

3. What is the extent of correlation relative to:

3.1 Community Awareness and Academic Performance
3.2 Learning Environment and Academic Performance

4. Is there significant relationship between community awareness and

learning environment to the academic performance of Grade VII Blaan
Students?

Hypothesis

There is no significant relationship between community awareness and

learning environment to academic performance of Blaan Grade VII students.

Scope and Delimitation

6

This research is delimited to community awareness, learning environment

and academic performance of Grade VII Blaan Students of Maligaya High
School. The students respondents will be the 50 or 50% randomly selected out
from the total population for the school year 2015 2016.

Significance of the Study

Schools provide an avenue for children to learn. It caters the needs of

every student mentally, socially, spiritually, as well as emotionally. The result of
this study will enlighten the mind of readers that community awareness and
learning environment will be of great help in the academic performance of the
students. It is very essential to the life of the learners experiencing difficulties in
learning as being the center of the educative process.

Specifically, the result of this study will be of great help to the following:
To the DepEd General Santos City Superintendent and Supervisors.
This study will serve as benchmark particularly in conducting trainings and
seminars for the benefit of both teachers and school children in the Division of
General Santos City.
To the principals and teachers. The findings of this study will help and
motivate them to work hard together as one to increase the level of performance
of their pupils in school. It will help them improve their teaching competence,

performance and commitment in the attainment of the instructional goals and

objectives of the school.
To the parents. The result of this study may help them discover and
develop the potentials possessed by their children.
To the students. This study will offers opportunities to discover, explore,
experience and learn more in order to uplift their academic performances.
To the community. This study will be conducted and being the recipients
and beneficiaries of the future result, this study would be of help them see that
the children in their community is receiving quality education through the school.
They will be more enthusiastic about supporting and providing additional and
necessary resources to the school for the academic improvements of their
children.
To the researcher. This will be of great help to her for the betterment of
her teaching profession.

Theoretical and Conceptual Framework

Intervening
Variables

Independent Variables

Dependent
Variables

A. Community
Age,

Awareness

Gender,

1. Family Income
2. Parents

Civil Status,

Involvement
3. Partnership
4. Hygiene and

Experiences,
Values,

Sanitation
5. Literacy

Attitude,
Livelihood,

B. Learning
Environment

Socio
Economic
Status

1. Students
Management
2. Classroom
Atmosphere
3. Family Support
4. Instruction
5. Discipline

Grade VII Blaan

Students

Figure1. Conceptual Framework

Academic
Performance

Definition of Terms
To have a better understanding of this research the terms use is conceptually
and operationally define as follows:
Blaan. Operationally this pertains to a tribe and one of the eighteen nonMuslim/Lumad tribes in Mindanao.
Blaan students. Operationally this refers to students whose parents
belong to a Blaan tribe currently enrolled in Maligaya High School.
Community Awareness.

It pertains to how knowledgeable and well

informed a group of people with common background and interest about the
latest development, policies and issues in the entire school-community premises
where they belong.
Partnership. It refers to as any relationship established between and
among educators, students, families, and the community at large to work
together in bringing about better and improved school performance.
Hygiene. It describes the personal hygiene among pupils applied as the
principle of maintaining cleanliness and grooming of the external body. It can be
controlled by sustaining high standards of personal care which will promote self
esteem as well as self-confidence.
Sanitation. It refers as the hygienic means of promoting health through
prevention of human contact with the hazards of wastes. Hazards which can be
physical, microbiological, biological or chemical agents of disease; such as
wastes that can cause health problems like human and animal feces, solid
wastes, domestic wastewater (sewage, sullage, greywater), industrial wastes,
and agricultural wastes.
10

Literacy. In this study, it refers to parent educational background as

necessary in shaping or molding the lives of every child in improving homeschool relationship where in family is the main ingredient.
Students Management. The core responsibility of teachers in imposing
routinary manners inside the classroom. Activities that will be included in routine
activity are: seating arrangement, checking of attendance, distributing and
collecting papers and materials, and proper entrance and exit from the
classroom, and engaging in individual and group activities.
Classroom Atmosphere. This refers to classroom overall appearance,
physical looks and condition, which involves lighting and ventilation, learning
materials, furniture and equipment.
Instruction. It is a process of facilitating learning to students which
develop clear class rules and procedures, study habits and practices new
concept or skill through activity.
Discipline. It involves setting and defining clear expectations about
student behavior and setting limits (e.g. rules, guidelines, instructions) that
enable them to behave appropriately. It helps children achieve ideally internalized
discipline and develop self- discipline. It helps maintains peace and order
situation as well as discipline that would help pupils learn better.

School Academic Performance. This refers to the achievement of the

students in an educational institution. As used in this study, it pertains to the
school progress gain by the students in subject areas.
11

Chapter 2
RELATED LITERATURE AND STUDIES
Review of Related Literature and Studies
This chapter presents related literature and studies relevant in the
development of the study. Following the presentation of related literature and
studies as follows;
Related Literature and Studies
The Blaan Community
Eventually, parents comprise a significant portion of the community. They
are the most influential person in childs life. In fact, some of them are already
involved actively in community affairs, making them critical to connecting the
classroom with the community. They will be important links between the
classroom and the community, the teacher and the other community members. It
is therefore noted that parent educational background is necessary in shaping or
molding the lives of every child in improving home-school relationship with family
as the main ingredient.
12

In Mindanao alone, there are about eighteen (18) out forty (40) different
ethnic groups throughout the country. They remain in their ancient practices,
ways of living, and beliefs comparable with how the ancestors lived centuries
ago. Worshipping anito, is one among their belief that it will bring prosperity for
the future, secured the well-being of the spirits of the dead, an obligation of the
living descendants. (http://en.wikipedia.org/wiki/Lumad#B.27laan).
They have their own unique patterns of behavior that often seen alien to
people of other cultural backgrounds. These are the reasons why most of the
pupils found difficulty in embracing the new culture once they entered in school
especially in elementary grade level. Some were experiencing culture shock
going along with the new transition in school because they are hooked to what
they usually practice, believe and do at their family and community. As a result,
they are not performing well inside their classroom. Thus, academic performance
is place unsecured.
On the other hand, understanding specific practices and beliefs is
impossible unless we take into account the wider cultures of which they are part
(Hostede, 1991). Therefore, it is now the responsibility of the school to refine the
uniqueness of each pupil in light of the diverse minority cultures hat influence
their identity and perspective. Teachers need to be aware of pupils ethnic and
worldviews when selecting discussion and topics (Stuart, 2004). They must be
sensitive enough to these alternative beliefs and perspective.
Refining and transforming ones cultural practices and values upbringing
does not need finding another abundance curriculum material. It does not mean
13

necessarily dropping the existing designed and required material but it requires
inclusive education. It calls for teachers to modify the curriculum that will best
suits pupils ethnicity needs. Curriculum modification and ethnicity inclusive
education is a progressive approach for transforming education that holistically
critiques and address shortcomings, failings, and discriminatory practices that
historically entrenched in the institution (Gorski, 2004).
Parents Educational Background
In every culture, family is the primary carrier of values, behaviors and
attitudes.

Ideally,

the

family

provides

its

members

with

protection,

companionship, security, and socialization (Microsoft Encarta 2009. 19932008).

Family member, especially parents and elders bear the culture and values
of their society or community. What they act, behave, think and make decisions is
base according to their own value system. Growing children imitates every
actuation, speech, mannerism, disposition, expression, habit, and behavior to
those around them (Cole, 1989).
Moreover, (Andres, 1981) stressed that parental responsibility is
necessary in Filipino culture. It refers to the parents accountability for the proper
upbringing, rearing up, nurturing, training, disciplining and educating children.
This is the most important type of value in the hierarchy of human. If
responsibility fails, family fails, the society also fails.
It is therefore noted that parent educational background is necessary in
shaping or molding the lives of every child in improving home-school relationship

14

with family as the main ingredient. Parents can be involved in classroom life in
several ways like: 1.) As partners in education of their own children, by keeping in
close touch with them to keep them informed about their childrens progress in
school; 2.) As parents who are concerned about supporting classroom in many
ways. Both ways of involving parents will surely result in improvement of their
childrens performance in school and will contribute greatly to nurturing a positive
self - esteem and a childs academic achievement (Miller, 1988).
In addition to it, research and experience have both shown that the more
parents are involved in their childs education, the more likely that their children
will succeed. If parents understand more about the expectations of the school
and what kind of support their children will need, they will be in a better position
to support their children and will also want to get more involved.
Stevenson and Baker (1987) were able to demonstrate that family
involvement (ranging from attending meetings to attending parents and teachers
conferences) was related to success in school events.
Parents Involvement
Yell (2005) cited by Vaughn et al (2011) enumerated parents rights in the
educational decision-making process which include the following: a) Parents
should be notified and their permission should be obtained before identification,
evaluation, or educational placement of the child; b) parents may request
independent evaluation at public expense when they disagree with the
educational evaluation of the school; and c) parents should be informed about
their childs progress.
15

Moreover, parents can be involved in classroom life in several ways like:

1.) As partners in education of their own children, by keeping in close touch with
them to keep them informed about their childrens progress in school; 2.) As
parents who are concerned about supporting classroom in many ways. Both
ways of involving parents will surely result in improvement of their childrens
performance in school and will contribute greatly to nurturing a positive self esteem and a childs academic achievement (Miller, 1988). The rationale is that
parent involvement is related to their childs adjustment in the educational setting
as well as to the academic achievement. Epstein (2008) presented a model of
the parent involvement which includes the following: parenting, communicating,
volunteering, learning at home, decision making, and collaborating with the
community.
In addition to it, research and experience have both shown that the more
parents were involved in their childs education, the more likely that their children
will succeed. If parents understand more about the expectations of the school
and what kind of support their children will need, they will be in a better position
to support their children and will also want to get more involved.
Family Involvement
Gelfer (1991) reported that numerous studies have found that when
parents participate or are involved in their childrens learnings at school, children
have a greater chance of success. Parents who are involved in the school
program become aware of the school operate, of classroom procedures, school
experiences and how they can assist their childs learning. We could not deny the
16

fact that family assistance strongly influences students achievement. Efforts

have been made to increase involvement in school physical plant improvement
and the academic improvement of the child. Researchers have found that the
happiest and most successful teachers are those who regard parents as partners
and friends in the program of educating young children.
Stevenson and Baker (1987) were able to demonstrate that family
involvement (ranging from attending meetings to attending parents and teachers
conferences) was related to success in school events. Heward (2009) added that
as educators, fostering ongoing collaboration and communication with families is
extremely important. In order for us to facilitate this connection are constant
giving of homework, parent conferences and multiple forms of home school
communication.
School provides an avenue for children to learn as well as accountable for
providing and securing positive, learning environment which will be attain through
good classroom management provided by teachers and administrators.
Classroom management is one of the most challenging and difficult functions of
the teacher. Garcia (1994) posited that effective classroom management helps
children achieve discipline, ideally internalized discipline and develop selfdiscipline. Good classroom management maintains peace and order situation as
well as discipline that would help pupils learn better. A well-managed classroom
depends upon the mutual respect and cooperation between the teacher and the
pupils. This can be obtained through the practices being done by teachers inside
the classroom.

17

Hygiene and Sanitation

Personal hygiene may be described as the principle of maintaining
cleanliness and grooming of the external body.
Personal hygiene can be controlled by sustaining high standards of
personal care and humans have been aware of the importance of hygiene for
thousands of years. In fact, hygiene is actually a scientific study. Maintaining a
high level of personal hygiene will help to increase self-esteem and confidence
while minimizing the chances of developing imperfections. Failure to keep up a
standard of hygiene can have many implications. Not only is there an increased
risk of getting an infection or illness, but there are many social and psychological
aspects that can be affected. Poor personal hygiene, in relation to preventing the
spread of disease is paramount in preventing epidemic or even pandemic
outbreaks. To engage in some very basic measures could help prevent many
coughs and colds from being passed from person to person. Social aspects can
be affected, as many people would rather alienate themselves from someone
who has bad personal hygiene than to tell them how they could improve
(http://www. hygieneexpert.co.uk/WhatIsPersonalHygiene.html).
Children should be taught the importance of hygiene as early as possible,
with oral care, washing, and toilet hygiene and hair care being taught as part of
everyday routines. Singing songs or making a game out of the activities will help
to ensure that they enjoy looking after themselves. Bath time can provide an
ideal opportunity for spending quality time together, and for teaching about the
importance of cleanliness.

18

(http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/personal_hygien
e?opendocument)
.
Sanitation
Sanitation is the hygienic means of promoting health through prevention of
human contact with the hazards of wastes. Hazards can be physical,
microbiological, biological or chemical agents of disease. Wastes that can cause
health problems are human and animal feces, solid wastes, domestic wastewater
(sewage, sullage, greywater), industrial wastes, and agricultural wastes. Hygienic
means of prevention can be by using engineering solutions (e.g. sewerage and
wastewater treatment), simple technologies (e.g. latrines, septic tanks), or even
by personal hygiene practices (e.g. simple hand washing with soap).
The term "sanitation" can be applied to a specific aspect, concept,
location, or strategy, such as: 1) Basic sanitation refers to the management of
human feces at the household level. This terminology is the indicator used to
describe the target of the Millennium Development Goal on sanitation. 2) On-site
sanitation is the collection and treatment of waste is done where it is deposited.
Examples are the use of pit latrines, septic tanks, and in off tanks. 3) Food
sanitation refers to the hygienic measures for ensuring food safety. 4)
Environmental sanitation is the control of environmental factors that form links
in disease transmission. Subsets of this category are solid waste management,
water and wastewater treatment, industrial waste treatment and noise and
pollution control. 5) Ecological sanitation a concept and an approach of

19

recycling

to

nature

the

nutrients

from

human

and

animal

wastes

(http://en.wikipedia.org/wiki/Sanitation).

Classroom Atmosphere
Favorable classroom condition sets the mind of children in the teaching
and learning process. This was affirmed by Marsh (1989) when she emphasized
that organization of classroom management would add ability to a group for
varying instructional intervention as well as creating good atmosphere in the
classroom activities. A good classroom management practice requires a lot of
preparations and planning on the part of the teacher. The teacher is the primary
transmitter or the source of knowledge, and knows the content she or he must
pass on to pupils therefore there must be a rich and variety of activities available
to teach concepts and skills that are part of the curriculum, which are appropriate
to meet pupils needs and interests.
A teacher who sets and invests in setting-up an interesting classroom with
a lot of interesting activities before the children arrive can be more relaxed once
the children are in the classroom. Teacher will then be free to interact fully with
the children, observing them more closely, listen and answering their questions
and comments that will deepen and broaden their understanding of specifics
topics.
Furthermore, Gines (1998) claimed that teachers should adopt different
types of management practices and techniques. Considering individual
differences in combination classes, pupils possess certain characteristics entirely
20

from those of others. She further stated that classroom management is a means
of establishing a routine that enables effective learning and prevent unnecessary
discipline among pupils.
In view of the above facts, the researcher will design a community
development program address the needs of parents especially those who
belongs to indigenous group of people to help them enhance their learning
experiences as school partner in the learning process of their own children.
School Performance
Performance shows how much the pupils learn in different subjects or
areas of concern. Usually, performance targets concern the outcomes of learning
activities in terms acquiring knowledge and skills, interest, values, appreciations,
and desirable habits, attitudes, practices and behaviors which maybe indicated
by grades or grade point average (Lardizabal, 1988).
School performance can be shown by scores particularly the mean of
scores on test, homework and projects that are administered and given to pupils
to gauge achievement.
Achievement test in whatever types when approximately administered can
tell how the pupils are learning and how they have learned and mastered skills
and abilities, so claimed (Gronlund, 1985). He also assumed that pupils
performance could be viewed in terms of performance scores in specific test in
discipline.
The above literature and studies gave significant ideas that help the
researchers in the development of this study.

21

Chapter 3

METHODOLOGY

22

This chapter will describe the research methodology that will be used in
conducting the study. It will present the research design, the respondents of the
study, the instruments and procedures used in gathering data and statistical
methods for data analysis.

Research Design

This study will employ the descriptive correlative method since it aims to
describe the community awareness and learning environment of Grade VII
students. Likewise the two variables will be correlated to students academic
performance.
Research Locale

This study is to be conducted at Maligaya High School at Barangay San

Jose General Santos City.

23

INPUT

A. Community
Awareness
Family Income
Parents

Involvement
Partnership
Hygiene and

Sanitation
Literacy

B. Learning Environment
Students

Management
Classroom

Atmosphere
Family

Support
Instruction
Discipline

Dependent Variables

Descriptive Evaluative Correlation Method

Independent Variables

PROCESS

Questionnairs

Documentary
Analysis

Analysis
interpretation

Presentation of
Data

Figure 2. Research Desig

Academic
Performance

Figure 2. Research Design

Respondents of the study

24

OUTPUT

To describe Blaan students

participation in community
awareness and Learning
Environment.

To determine the factors

influencing the participation of
Blaan students involvement
in Academic Performance

The respondents of this study are the Grade VII Blaan Students enrolled
in Maligaya High School located at San Jose General Santos City, School year
2016 2017.
Research Instrument

The instrument of this study consists of two parts. The first part is a
questionnaire on the community awareness which will be answered by teachers
and students respondents.

Each item in the questionnaire will be answered using 5-point scale

describes as follows:
5 Strongly Agree
4 Agree
3 Moderately Agree
2 Disagree
1 Strongly Disagree
The second part will deal on the learning environment of pupils wherein
each item will be answered using 5-point scale describes as follows:
5 Very Strongly Agree
4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree

Data Gathering Procedures

25

A letter of permission to conduct a research will be submitted first to the

GFI School Administration, The President for approval. Upon receiving the
approval, the researcher will coordinate to the school principal of the school
regarding the distribution of the questionnaire to the pupils and teachers
respondent.

The researcher will personally facilitate the distribution and retrieval of the
test papers. The gathered data will be treated and analyzed accordingly.

Statistical Treatment

To determine the level of community awareness the researcher will use

mean percentage score.

To determine the extent of learning environment the researcher will use

weighted mean analysis.
To determine the significant relationships between community awareness
and learning environment to the academic performance of Grade VII students the
researcher will use multiple regression analysis.

26

Bibliography
Andres, Tomas D. (1981). Understanding Filipino Values. Quezon City: New
Day publishers.
Basic Education Reform Agenda. (2009). A Primer on School-Community
Partnership.
DepEd: Philippines, January 2009
Cole, Michael L. cole, Sheila R. (1989) The Development of Children. New
York: Scientific
American Books Inc.
Epstein, J. L. (1996). Partnership-2000 School Manual. Baltimore, MD. Johns
Hopkins
University.

27

Epstein J. L. (2008). Reducing Behavior Problems in the Secondary

Classroom. Washington DC: Institute of Education Sciences National Center for
Education and
Evaluation and Regional Assistance
Gelfer, J.I. (1991) Teacher-Parent Partnership: Enhancing Communication,
Childhood Education.
Gorski, Petter (2004). Multicultural Education and the Internet. Retrieved
March 3, 2005,
from
http://www.
Mhhe.com/socscience/education/multi_new/
Heward, W. L. (2009). Exceptional Children: An introduction to special
Education (9th Ed.).
Upper Saddle River, New Jersey: Merill
Hill, Terrel M. (2000). Female Functional Literacy (A Learners Primer).
UNICEF:Philippines
Holt, John. (1980). How children learn. New York: Penguin Books
Lardizabal, Amparo (1988). Principles and Methods of Teaching. Quezon City.
Phoenix
Publishing House, Inc.
Miller, Bruce A. (1988). The Multigrade Classroom: A Resource handbook for
Small,
Rural Schools. Portland, Oregon. Northwest Regional Laboratory.
Sarason, Seymour B. (1982). The culture of the school and the Problem of
change (2nd Ed.). Boston, MA: Allyn and Bacon
Stevenson, D. and D. Baker (1987). The family-School Relationship and the
child Performance. Child Development.
Stevenson, D. and D. Baker (1987). The family-School Relationship and the
child Performance. Child Development.
Stuart, Raymund B. (2004). Twelve Practical Suggestions for Achieving
Multicultural
Compretence. Professional Psychology: Research and
Practice, 35 (1), 3-9.
Yell, M. L. (2005). The Law of Special Education. Upper Saddle River, New
Jersey: Merill
Vaughn, Sharon, Bos, Candace and Schumm, Jeanne Shay. (2011). Teaching
Students Who are Exceptional, Diverse, and at Risk in the General

28

Education Classroom (5th Ed.) . New

Incorporated.

Jersey:

Pearson

Educational,

Internet Sources
http://en.wikipilipinas.org/index.php?title=Blaan
http://www.skyscrapercity.com/showthread.php?t=248878&page=1045
http://www.everyculture.com/No-Sa/The-Philippines.html
http://www. hygieneexpert.co.uk/WhatIsPersonalHygiene.html
http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/personal_hygiene
http://en.wikipedia.org/wiki/Sanitation
http://www.termpapers.com/dbs/f1/sxg180.shtml
http://www.Atozteacherstuff.com/pages/226.shtml
http://www.qcda.gov.uk/1848.aspx//
http://www.nlm.mh.gov/childbehaviordisorders.html.2009

CURRICULUM VITAE

MICHAEL A. TENAJEROS
Malok, Labangal
General Santos City
+63946 224 - 5344
miketenajeros@yahoo.com
________________________________________________________________________________--

29

Objective: To obtain a challenging position that will utilize my skills and

experiences and which will also provide me with the opportunity for growth
and advancement.
Personal Information
N - Name

: Mike

Address

: Malok, Labangal, General Santos City

Date of Birth

: September 1, 1977

Place of Birth

: Bugak, Ma-a, Davao City

Age

: 38 yrs. Old

Citizenship

: Filipino

Status

: Married

Religion

: Roman Catholic

Language Spoken

: Filipino, English, Cebuano

Hobbies

: Surfing the net, texting,Singing

Talent

: Cooking

Educational Background
School

School Year

Elementary

Irineo Santiago Elementary School

1991-1992

Secondary

Mindanao State University CETD

1995-1996

Tertiary

Gensantos Foundation College, Inc.

2013 - Present

Course: Bachelor of Science in Secondary Education

Major: English
Motto in Life:
Do not compare yourself to others unless to the previous you.
Teaching Philosophy:
All students can learn when they are accepted for whom and where they
are in their educational journey.
Teaching belief:

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I believe learning takes place best in a positive safe environment filled

with laughter.

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