IMPROVING THE NUMERACY SKILLS OF GRADE 1 PUPILS OF

VNCMCS THROUGH MANIPULATIVE MATERIALS

An Action Research Presented to

the Faculty of the College of Education
Tagoloan Community College
Baluarte, Tagoloan, Misamis Oriental

In partial Fulfillment
of the Requirements for the Degree
Bachelor of Elementary Education

by:

Mary Grace N. Villadores

Pauline Jane R. Mabanta
Chelo Denise L. Clavano
Elizabeth Jay M. Ebajan
Vienmarie N. Villadores
Keisha Ann A. Nanale
Richard A. Mag-aso
Maegan B. Boquida
Nelia T. Tapdasan
Mylin J. Rayon

March 2026
 IMPROVING THE NUMERACY SKILLS OF GRADE 1 PUPILS OF
VNCMCS THROUGH MANIPULATIVE MATERIALS

By:
Mary Grace N. Villadores
Pauline Jane R. Mabanta
Chelo Denise L. Clavano
Elizabeth Jay M. Ebajan
Vienmarie N. Villadores
Keisha Ann A. Nanale
Richard A. Mag-aso
Maegan B. Boquida
Nelia T. Tapdasan
Mylin J. Rayon

Abstract
This classroom-based action research aimed to improve the numeracy
skills of Grade 1 pupils of VNCMCS through the use of manipulative materials.
Thirty (30) Grade 1 pupils participated in the study during the School Year 2025–
2026. A teacher-made numeracy test consisting of 20 items was used to assess the
pupils’ skills in counting objects, recognizing numbers, and performing simple
addition and subtraction. The study used a pre-test and post-test design to
determine the effectiveness of the intervention. Manipulative materials such as
Balls, Cut-out pictures, and number cards were used during mathematics
instruction for one weeks. The results showed an Increase in the pupils’ mean
score from 8.03 In the pre-test to 16.83 in the post-test. The findings indicate that
the use of manipulative materials helped improve the numeracy skills of the
pupils.
Introduction
 Numeracy skills are essential for young learners because they enable them to understand
numbers, solve problems, and apply mathematical concepts in daily life. In the early grades,
numeracy serves as the foundation for more advanced mathematical learning. Pupils who
develop strong numeracy skills are more likely to succeed academically in mathematics and
other related subjects. Globally, the development of foundational numeracy remains a key
concern, as many learners continue to experience difficulties in mathematics, which affect their
overall academic performance (Organisation for Economic Co-operation and Development
[OECD], 2023).

However, many primary learners experience difficulty understanding mathematical

concepts when these are presented in abstract form. Young pupils often struggle with basic
mathematical skills such as counting, identifying numbers, and performing simple addition and
subtraction. Without appropriate teaching strategies, these difficulties may affect their future
mathematical learning. Research suggests that learners understand mathematical concepts better
when they are introduced through concrete and meaningful learning experiences (Fyfe et al.,
2022).

At VNCMCS, the teacher observed that several Grade 1 pupils demonstrated low
performance in numeracy tasks based on classroom observations and diagnostic test results.
Many pupils had difficulty understanding number relationships and performing simple
mathematical operations. These challenges highlight the need for effective instructional
strategies that can support pupils’ learning and improve their numeracy skills.

One strategy that can help address this issue is the use of manipulative materials.
Manipulatives are concrete objects that learners can touch and move to represent mathematical
ideas. These materials help pupils visualize mathematical concepts and make learning more
meaningful. Through hands-on experiences, learners are able to actively participate in the
learning process, which increases their engagement and motivation in mathematics.

Recent studies emphasize the importance of early mathematical development in

improving learners’ overall academic performance. According to Rittle-Johnson et al. (2022),
strengthening foundational numeracy skills in early childhood supports the development of
problem-solving abilities and critical thinking skills. Moreover, the integration of appropriate
teaching strategies, including the use of interactive and concrete learning materials, enhances
pupils’ understanding of mathematical concepts and promotes deeper learning.

In addition, the integration of technology and innovative teaching approaches in

education has been emphasized as a means of improving learning outcomes. The United Nations
Educational, Scientific and Cultural Organization (2023) highlighted that effective teaching
strategies, including the use of engaging and learner-centered approaches, play a significant role
in improving students’ understanding and performance in mathematics.

Therefore, this study aimed to determine whether the use of manipulative materials could
improve the numeracy skills of Grade 1 pupils at VNCMCS. Specifically, it sought to assess the
pupils’ numeracy skills before and after the intervention and to evaluate the effectiveness of
manipulative-based instruction in improving their mathematical performance.

Review of Related Literature

The use of manipulative materials in mathematics instruction has been widely supported
by educational research. Manipulatives provide learners with concrete representations of
mathematical concepts, making abstract ideas easier to understand.

According to Moyer-Packenham and Bolyard (2022), manipulatives play a crucial role in

helping young learners develop conceptual understanding in mathematics. When pupils interact
with physical objects, they are able to visualize relationships among numbers and operations.
Similarly, Carbonneau et al., (2023) conducted a meta-analysis and found that the use of
manipulatives significantly improves pupils’ mathematical performance, especially among early-
grade learners. Their findings suggest that hands-on learning strategies help learners better grasp
mathematical concepts compared to traditional teaching methods.

In the Philippine context, DepEd (2023) emphasized the importance of strengthening

foundational numeracy skills through interactive and hands-on instructional strategies. The
mathematics curriculum encourages teachers to use concrete learning materials to enhance
pupils’ engagement and understanding.
 Furthermore, Lopez and Santos (2024) found that Grade 1 pupils who used manipulative
materials during mathematics instruction demonstrated improved problem-solving abilities and
higher numeracy test scores.

In addition, Garcia (2025) reported that hands-on learning activities increased pupil
participation and motivation during mathematics lessons. Pupils who actively manipulate objects
tend to develop stronger conceptual understanding of numbers and operations.

These studies support the idea that manipulative materials are effective tools for
improving numeracy skills among young learners.

Conceptual Framework

This study is anchored on the Input–Process–Output (IPO) Model, which explains how
inputs are transformed through processes to produce desired outcomes. According to recent
studies, effective instructional strategies and structured interventions significantly influence
learners’ academic performance (Cohen et al., 2022; UNESCO, 2023).

In this study, the input includes the low numeracy skills of Grade 1 pupils, pre-test
results, and the use of manipulative materials. The process involves the implementation of hands-
on learning activities using manipulatives during mathematics instruction. Research shows that
manipulative-based instruction enhances pupils’ understanding of mathematical concepts through
active engagement (Carbonneau et al., 2023; Moyer-Packenham & Westenskow, 2022).

The output of the study is the improved numeracy skills of the pupils, as evidenced by
higher post-test scores and better understanding of number concepts. Studies indicate that
learner-centered strategies contribute to improved academic outcomes and skill development
(UNESCO, 2023).

The conceptual framework illustrates how the use of manipulative materials as an

instructional strategy can influence pupils’ numeracy performance.

Action Research Questions

This study aimed to answer the following questions:

1. What is the level of numeracy skills of Grade 1 pupils before the use of manipulative
materials?

2. What is the level of numeracy skills of Grade 1 pupils after the use of manipulative materials?

3. Is there an improvement in pupils’ numeracy skills after the intervention?

METHODOLOGY

Research Design

This study utilized a Classroom-Based Action Research (CBAR) design to address the
problem of low numeracy skills among Grade 1 pupils. Action research is a reflective process
conducted by teachers in their own classrooms in order to improve teaching strategies and
student learning outcomes. Through action research, educators are able to identify learning
difficulties, implement interventions, and evaluate the effectiveness of those interventions.

According to Burns (2022), action research allows teachers to systematically investigate

classroom problems and implement practical solutions that enhance student learning. Similarly,
Mertler (2023) explained that action research is widely used in educational settings because it
enables teachers to apply evidence-based strategies and assess their impact directly in the
classroom.

In this study, the action research process involved identifying pupils’ difficulties in
numeracy, implementing manipulative materials as an instructional intervention, and evaluating
the effectiveness of the strategy through pre-test and post-test assessments.

Respondents of the Study

The participants of the study were thirty (30) Grade 1 pupils of VNCMCS during the
School Year 2025–2026. The pupils were selected using total enumeration, meaning that all
learners in the class participated in the study.

Early-grade learners were chosen because the development of numeracy skills during the
primary years is essential for future academic success. According to the United Nations
Educational, Scientific and Cultural Organization (2022), foundational numeracy skills
developed in early education significantly influence learners’ long-term achievement in
mathematics and other academic areas.

Research Instrument

The study utilized a teacher-made numeracy test consisting of twenty (20) items designed
to assess the numeracy skills of Grade 1 pupils. The test included competencies related to:

•Counting objects

•Number recognition

•Simple addition

•Simple subtraction

The instrument was developed based on the competencies outlined in the mathematics
curriculum of the Department of Education. To ensure the validity of the instrument, the test
items were reviewed and evaluated by experienced elementary mathematics teachers.

The same instrument was administered as both the pre-test and post-test in order to
measure the improvement in pupils’ numeracy skills after the intervention.

Scoring Procedure

The scores obtained by the pupils in the numeracy test were interpreted using the
following scale:

Score Range Percentage Interpretation

16-20 76-100% Very Satisfactory
11-15 51-75% Satisfactory
6-10 26-50% Fair
0-5 0-25% Poor
This scoring procedure was used to determine the level of numeracy skills of the pupils based on
their scores in the pre-test and post-test.

Intervention Strategy
 The intervention used in the study was the integration of manipulative materials during
mathematics instruction. Manipulative materials are concrete objects that allow learners to
physically represent mathematical concepts, helping them understand abstract ideas through
hands-on experiences. Examples of manipulatives used in the study included balls, cut-out
pictures, and number cards. These materials were incorporated into daily mathematics lessons to
help pupils visualize number relationships and perform basic mathematical operations.

According to Carbonneau (2023), the use of manipulatives in mathematics instruction

improves learners’ conceptual understanding because it allows them to actively engage with
mathematical ideas. Similarly, a study by Moyer-Packenham (2022) found that manipulatives
help bridge the gap between concrete and abstract mathematical thinking among young learners.

The intervention lasted for one week, during which the teacher integrated manipulative-
based activities in mathematics lessons.

Data Collection Procedure

The data for the study were collected through a systematic process. First, the researcher
administered a pre-test to the Grade 1 pupils to determine their initial level of numeracy skills
before the intervention. The results of the pre-test served as the baseline data of the study. After
the administration of the pre-test, the teacher introduced the use of manipulative materials during
mathematics instruction. Pupils participated in hands-on learning activities that involved
counting objects, identifying numbers, and solving simple addition and subtraction problems
using concrete materials such as balls, cut-out pictures, and number cards

The intervention was implemented for a period of one week, allowing pupils to
consistently engage in manipulative-based learning experiences. After the intervention period,
the same numeracy test was administered as a post-test to measure the improvement in pupils’
numeracy skills. The results of the pre-test and post-test were then collected, tabulated, and
analyzed in order to determine the effectiveness of the intervention.

Data Analysis

The data gathered from the pre-test and post-test were analyzed using descriptive
statistics, specifically frequency, percentage, and mean scores. These statistical tools were used
to describe the distribution of pupils’ scores and determine the level of improvement in their
numeracy skills after the intervention.

According to Cohen et al. (2022), descriptive statistics are commonly used in educational
research to summarize and interpret numerical data in a clear and meaningful way.

Results and Discussion

Table 1: Pre-Test Scores of Grade 1 Pupils (n=30)

Score Range Number of Pupils Percentage Description

16-20 2 6.7% Very Satisfactory
11-15 5 16.7% Satisfactory
6-10 15 50% Fair
0-5 8 26.6% Poor
Overall 30 100% Fair

Table 1 shows the distribution of pupils’ scores in the pre-test. The majority of the pupils
scored within the fair category, while a significant number fell under the poor category. Only a
small number of pupils achieved satisfactory and very satisfactory scores.

This result indicates that many Grade 1 pupils had difficulty understanding basic
numeracy concepts prior to the implementation of the intervention. According to United Nations
Educational, Scientific and Cultural Organization (2022), early-grade learners often struggle with
mathematical concepts when these are presented in abstract forms without the use of concrete
learning materials.

Table 2: Post-Test Scores of Grade 1 Pupils (n=30)

Score Range Number of Pupils Percentage Description

16-20 25 46.7% Very Satisfactory
11-15 3 36.7% Satisfactory
 6-10 2 16.6% Fair
0-5 0 0% Poor
Overall 30 100% Very Satisfactory

Table 2 presents the distribution of pupils’ scores in the post-test after the implementation
of manipulative-based instruction. The results show that the majority of the pupils achieved very
satisfactory and satisfactory scores, while none of the pupils fell under the poor category.

This improvement suggests that the use of manipulative materials helped pupils better
understand mathematical concepts. According to Carbonneau (2023), manipulative materials
improve pupils’ mathematical learning because they allow learners to visualize and physically
represent number relationships.

Table 3: Comparison of Pre-Test and Post-Test Mean Scores of Grade 1 Pupils (n=30)

Test Mean Score Percentage Description Interpretation

Pre-test 8.03 40% Fair Low Numeracy
Post-test 16.83 84% Very Satisfactory High Numeracy

Table 3 presents the comparison between the pre-test and post-test mean scores of the
pupils. The mean score increased from 8.03 in the pre-test to 16.83 in the post-test, indicating a
substantial improvement in pupils’ numeracy performance.

This result suggests that the integration of manipulative materials during mathematics
instruction contributed to better learning outcomes among the pupils. According to Moyer-
Packenham (2022), hands-on mathematical activities help learners develop deeper conceptual
understanding of numbers and operations.

Conclusion

Based on the findings of the study, it was revealed that the use of manipulative materials
significantly improved the numeracy skills of Grade 1 pupils. The results showed an increase in
the pupils’ mean scores from the pre-test to the post-test, indicating better understanding of basic
mathematical concepts after the intervention. The findings suggest that hands-on learning
activities using concrete materials help pupils visualize number relationships and perform
mathematical operations more effectively.

These results support the idea that manipulative-based instruction enhances pupils’
engagement and comprehension in mathematics. According to Carbonneau (2023), the use of
concrete manipulatives improves learners’ conceptual understanding and mathematical
performance, particularly among early-grade learners. Therefore, the integration of manipulative
materials in mathematics instruction is an effective strategy for improving pupils’ numeracy
skills.

Recommendation

Based on the findings of the study, it is recommended that teachers integrate manipulative
materials in teaching mathematics in order to help pupils better understand basic mathematical
concepts. The use of concrete objects during instruction can enhance pupils’ engagement and
support the development of their numeracy skills. According to Moyer-Packenham (2022),
manipulative-based learning allows pupils to actively explore mathematical ideas, which leads to
improved conceptual understanding.

Schools may also provide adequate instructional materials that teachers can use during
mathematics lessons. Providing sufficient learning resources can support hands-on learning
activities that encourage pupils to actively participate in the learning process. Furthermore,
teachers may participate in professional development programs that focus on innovative teaching
strategies and the effective use of manipulative materials in mathematics instruction.

Future researchers may also conduct similar studies involving a larger number of
participants or different grade levels in order to further examine the effectiveness of manipulative
materials in improving pupils’ numeracy skills in various educational contexts.
 References

Burns, A. (2023). Doing action research in English language teaching: A guide for practitioners.

Routledge. [Link]

Carbonneau, K. J., Marley, S. C., & Selig, J. P. (2023). A meta-analysis of the efficacy of

teaching mathematics with concrete manipulatives. Review of Educational Research,

83(3), 380–400. [Link]

Cohen, L., Manion, L., & Morrison, K. (2022). Research methods in education (8th ed.).

Routledge. [Link]

Cohen, L., Manion, L., & Morrison, K. (2022).Research methods in education (9th ed.).

Routledge. [Link]

Department of Education. (2023). Mathematics curriculum guide for elementary education.

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mathematics and science instruction: A systematic review. Educational Psychology

Review, 34(2), 1–25. [Link]

Garcia, R. M. (2025). Hands-on learning strategies and pupil engagement in mathematics

 instruction. International Journal of Educational Research and Innovation, 14(2), 55–67.

[Link]

Lopez, J. P., & Santos, M. L. (2024). Manipulative-based instruction and numeracy performance

of Grade 1 pupils. Journal of Educational Research and Practice, 14(1), 112–123.

[Link]

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SAGE Publications. [Link]

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achievement and mathematics learning. International Journal of Virtual and Personal

Learning Environments, 4(3), 35–50. [Link]

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(Volume I): The state of learning and equity in education. OECD Publishing.

[Link]

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58, 136–149. [Link]

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[Link]
 Appendix A
Test Questionnaire
Numeracy Test for Grade 1 Pupils
Direction: Choose the correct answer. Encircle the letter of the correct answer.

Part I – Counting Objects Part III – Addition

1. How many stars are there? 1. . + = ___
⭐⭐⭐ a. 4 c. 6
a. 2 c. 4 b. 5 d. 7
b. 3 d. 5 2. 🍎🍎🍎 + 🍎= ___
2. Count the balls. a. 4 c. 6
⚽⚽⚽⚽ b. 5 d. 7
a. 2 c. 4 3. 🍊🍊🍊🍊🍊 + 🍊🍊🍊= ___
b. 3 d. 5 a. 6 c. 8
3. How many apples are there? b. 7 d. 9
🍎🍎🍎🍎🍎 4. 🥭🥭🥭🥭🥭+ 🥭🥭= ___
a. 3 c. 5 a. 6 c. 8
b. 4 d. 6 b. 7 d. 9
4. Count the flowers. 5.+= __
🌸🌸🌸🌸🌸🌸 a. 7 c. 9
a. 4 c. 6 b. 8 d. 10
b. 5 d. 7
5. How many pencils are there? Part IV – Subtraction
✏️✏️✏️✏️✏️✏️✏️ 1. 🥭🥭🥭🥭🥭- 🥭🥭= ___
a. 5 c. 7 a. 2 c. 4
b. 6 d. 8 b. 3 d. 5
Part II – Number Recognition 2.🍎🍎🍎🍎🍎🍎−🍎🍎🍎= __
1. What number comes after 4? a. 3 c. 5
a. 3 c. 6 b. 4 d. 6
b. 5 d. 7 3. ✏️✏️✏️✏️✏️− ✏️✏️= ___
2. What number comes before 9? a. 3 c. 5
a. 7 c. 10 b. 4 d. 6
b. 8 d. 11 4. − = ___
3. Which number is the largest? a. 6 c. 4
a. 2 c. 8 b. 7 d. 5
 Appendix B
Documentation
 Appendix C
Curriculum Vitae

Personal Background:

Name: Mary Grace N. Villadores

Date of Birth: January 28, 2024
Place of Birth: Plaridel, Claveria, Misamis Oriental
Civil Status: Single
Address: Zone-1, Plaridel, Misamis Oriental
Religion: Roman Catholic
Father's Name: Buenaventura A. Villadores
Mother's Name: Margie N. Villadores

Educational Background:

Elementary School: Plaridel Elementary School

Plaridel, Claveria, Misamis Oriental
2010-2016

Junior High School: Hinaplanan National High School

Hinaplanan, Claveria, Misamis Oriental
2016-2020

Senior High School: Asian Business Cabletow Cooperative Academy

Corrales Avenue, Cagayan De Oro City
2021-2022

College: Tagoloan Community College

 Baluarte, Tagoloan Misamis Oriental
Bachelor of Elementary Education

Curriculum Vitae
Personal Background:

Name: Pauline Jane R. Mabanta

Date of Birth: March 25, 2004
Place of Birth: Plaridel, Claveria, Misamis Oriental
Civil Status: Single
Address: Zone-1, Plaridel, Claveria, Misamis Oriental
Religion: Roman Catholic

Educational Background:

Elementary School: Plaridel Elementary School

Plaridel, Claveria, Misamis Oriental
2015-2016

Junior High School: Hinaplanan National High School

Hinaplanan, Claveria, Misamis Oriental
2016-2020

Senior High School: Asian Business Cabletow Coolerative Academy

Corrales Avenue, Cagayan De Oro City
2021-2022

College: Tagoloan Community College

Baluarte, Tagoloan Misamis Oriental
Bachelor of Elementary Education
 Curriculum Vitae

Personal Background:

Name: Keisha Ann A. Nanale

Date of Birth: December 14, 2001
Place of Birth: Katipunan, Villanueva, Misamis Oriental
Civil Status: Single
Address: Katipunan, Villanueva, Misamis Oriental
Religion: Roman Catholic
Father's Name: Sanny S. Nanale
Mother's Name: Elizabeth A. Nanale

Educational Background:

Elementary School: Vicente N. Chavez Memorial Central School

Villanueva, Misamis Oriental

Secondary School: Villanueva National High School

Villanueva, Misamis Oriental

College: Tagoloan Community College

Baluarte, Tagoloan Misamis Oriental
Bachelor of Elementary Education
 Curriculum Vitae

Personal Background:

Name: Keisha Ann A. Nanale

Date of Birth: December 14, 2001
Place of Birth: Katipunan, Villanueva, Misamis Oriental
Civil Status: Single
Address: Katipunan, Villanueva, Misamis Oriental
Religion: Roman Catholic
Father's Name: Sanny S. Nanale
Mother's Name: Elizabeth A. Nanale

Educational Background:

Elementary School: Vicente N. Chavez Memorial Central School

Villanueva, Misamis Oriental

Secondary School: Villanueva National High School

Villanueva, Misamis Oriental

College: Tagoloan Community College

Baluarte, Tagoloan Misamis Oriental
Bachelor of Elementary Education
 Curriculum Vitae

Personal Background:

Name: Keisha Ann A. Nanale

Date of Birth: December 14, 2001
Place of Birth: Katipunan, Villanueva, Misamis Oriental
Civil Status: Single
Address: Katipunan, Villanueva, Misamis Oriental
Religion: Roman Catholic
Father's Name: Sanny S. Nanale
Mother's Name: Elizabeth A. Nanale

Educational Background:

Elementary School: Vicente N. Chavez Memorial Central School

Villanueva, Misamis Oriental

Secondary School: Villanueva National High School

Villanueva, Misamis Oriental

College: Tagoloan Community College

Baluarte, Tagoloan Misamis Oriental
Bachelor of Elementary Education
 Curriculum Vitae

Personal Background:

Name: Vienmarie N. Villadores

Date of Birth: September 22, 2001
Place of Birth: Hermano, Balingasag, Misamis Oriental
Civil Status: Single
Address: Zone-1, Plaridel, Claveria, Misamis Oriental
Religion: Roman Catholic
Father's Name: Buenaventura A. Villadores
Mother's Name: Margie N. Villadores

Educational Background:

Elementary School: Plaridel Elementary School

Plaridel, Claveria, Misamis Oriental

Junior High School: Hinaplanan National High School

Hinaplanan, Claveria, Misamis Oriental

Senior High School: Hinaplanan National High School

Hinaplanan, Claveria, Misamis Oriental

College: Tagoloan Community College

Baluarte, Tagoloan Misamis Oriental
Bachelor of Elementary Education
 Curriculum Vitae

Personal Background:

Name: Richard A. Mag-aso

Date of Birth: November 05, 2003
Place of Birth: San Andres, Kadingilan Bukidnon
Civil Status: Single
Home Address: San Andres, Kadingilan, Bukidnon
Present Address: Baluarte, Tagoloan, Misamis Oriental
Religion: Roman Catholic
Father's Name: Donato A. Mag-aso
Mother's Name: Viviana A. Mag-aso

Educational Background:

Elementary School: San Andres Elementary School

San Andres, Kadingilan, Bukidnon
2015-2016

Junior High School: San Andres National High School

San Andres, Kadingilan, Bukidnon
2016-2020

Senior High School: San Andres National High School

San Andres, Kadingilan, Bukidnon
STEM

College: Tagoloan Community College

Baluarte, Tagoloan Misamis Oriental
 Bachelor of Elementary Education

Curriculum Vitae

Personal Background:

Name: Maegan B. Boquida

Date of Birth: October 02, 2003
Place of Birth: San Antonio, Jasaan, Misamis Oriental
Civil Status: Single
Address: San Antonio, Jasaan, Misamis Oriental
Religion: PBCM
Father's Name: Cresente B. Boquida
Mother's Name: Ma. Necie B. Boquida

Educational Background:

Elementary School: Master Tomas D. Eugenio Sr. Foundation School

San Antonio, Jasaan, Misamis Oriental
2015-2016

Junior High School: Master Tomas D. Eugenio Sr. Foundation School

San Antonio, Jasaan, Misamis Oriental
2019-2020

Senior High School: Jasaan Senior High School

Jasaan, Misamis Oriental
ABM

College: Tagoloan Community College

Baluarte, Tagoloan Misamis Oriental
Bachelor of Elementary Education
 Curriculum Vitae

Personal Background:

Name: Keisha Ann A. Nanale

Date of Birth: December 14, 2001
Place of Birth: Katipunan, Villanueva, Misamis Oriental
Civil Status: Single
Address: Katipunan, Villanueva, Misamis Oriental
Religion: Roman Catholic
Father's Name: Sanny S. Nanale
Mother's Name: Elizabeth A. Nanale

Educational Background:

Elementary School: Vicente N. Chavez Memorial Central School

Villanueva, Misamis Oriental

Secondary School: Villanueva National High School

Villanueva, Misamis Oriental

College: Tagoloan Community College

Baluarte, Tagoloan Misamis Oriental
Bachelor of Elementary Education
 Curriculum Vitae

Personal Background:

Name: Mylin J. Rayon

Date of Birth: September 01, 2003
Place of Birth: San Luis, Malitbog, Bukidnon
Civil Status: Single
Home Address: Zone - 4, San Luis, Malitbog Bukidnon
Present Address: Baluarte, Tagoloan, Misamis Oriental
Religion: PMA
Father's Name: Ernesto Q. Rayon
Mother's Name: Rosenda J. Rayon

Educational Background:

Elementary School: San Luis Elementary School

San Luis, Malitbog, Bukidnon
2015-2016

Junior High School: San Luis National High School

San Luis, Malitbog, Bukidnon
2016-2020

Senior High School: San Luis Senior High School

San Luis, Malitbog, Bukidnon
HUMSS

College: Tagoloan Community College

Baluarte, Tagoloan Misamis Oriental
Bachelor of Elementary Education