Chapter I

INTRODUCTION

Background of the Study

Writing is considered an imperative skill for successful language development.

Its importance increases when it comes to writing in English language which is

widely used for international communication and comprehension of required

knowledge. English writing has a great impact on the entire system of education,

because it is the primary source of world knowledge. According to Deane (2018),

writing is the most significant development in human history. It is a way of

exchanging knowledge, information, thoughts and opinions with other countries of the

world from one generation to another. English is taught as a compulsory subject in

educational institutions. The role of English is very crucial in promoting quality

education, it has played a significant role in increasing the status of the economic

zone, and even it has brightened the lives of the people. With respect to English

writing there are some of the students who are still facing complexities in this

particular domain. Majority of the students at high school level are unable to

comprehend this writing skills properly.

They are still facing numerous challenges in English language subjects

particularly in writing skills (Shabbir, 2017). The need and significance of English

writing skills in the modern era cannot be denied. The basic motive of teaching

English writing skills in the school is to make the learner’s capable to correspond in

English language to cope up with the challenges regarding English writing at national

and international level. As the demand to communicate and correspond in English

writing efficiently has enhanced, therefore, the need for effective English language

teaching has also got more attention (Ahmad, 2016).

1
 Writing is an incredibly complex cognitive task that demands it’s learners to

have mastery of the different factors, and these factors differ from the learner’s

academic history and personal interest to particular linguistic, psychological and

cognitive phenomenon (Mitchell (2018). According to said (2018), writing is

generally seen as an important skill in acquisition of English language, because

through effective writing English vocabulary and grammar can be strengthened and it

assists the learner’s in the practice of learning English writing skills respectively.

Writing difficulties occur because of poor command of English tenses and grammar,

lack of inventive ideas, teacher’s unproductive method, inadequate vocabulary, weak

sentence structure, inexperienced teachers, inappropriate use of vocabulary and

rhetorical convention. However, further research is needed to investigate and explore

the various factors that affect the ability of writing skills. This study particularly

disclosed to different factors that affecting writing skills of senior high school

students.

Writing is very important in our daily lives (more so in academics). However,

writing can be difficult and time consuming for many students. Studying writing skills

of students is quite insightful as it gives a clear understanding of their creativity,

comprehension, and analysis of issues (Baba, 2018). Despite such importance of

writing skills, the universal nature means that the less academically gifted students

find it very hard to excel. Such students have struggled and failed. The problem has

been one compounded by the fact that what is studied keeps changing with time.

However, writing skills of many students in senior high school need improvement

while students’ poor performance in English language and other fields has been

blamed on their abysmally low proficiency in writing (Ibe, 2009).

2
 Writing English are the most significant problems that affect most students

learning English as a second or a foreign language. While students may be effective

speakers of English, they need guidance to become effective writers. They need to

learn how to transfer their knowledge of grammatical concepts from oral language to

written language. By connecting their knowledge of oral language to written

language, teacher can demystify abstract grammatical terminology so that the students

can write and read with greater competence and confidence. A written composition

may not be quite so simple. For success in writing, one should apply the golden rule

of writing whereby you imagine that the person you are writing to is with you and that

you write the words as you would have spoken them (Ibid). It is along this

background that this study had to investigate the English writing proficiency of the

students in San Brendan.

Statement of the Problem

The general aim of this is to determine the factors affecting the writing

proficiency of the respondents. Specially, it sought to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

a. Age;

b. Gender;

c. Religion;

d. Marital tatus;

e. Grade level and Strand;

f. Parent’s Educational attainment; and

g. Parent’s monthly income?

2. What are the factors affecting the English writing proficiency of the

respondents at San Brendan College Inc.?

3
 3. What is the level of English writing proficiency of the respondents at San

Brendan College Inc.?

4. Is there any significant relationship between the demographic profile of the

respondents and their English writing proficiency?

5. Is there any significant relationship between the factors and the level of

English writing proficiency of the respondents?

Objectives of the Study

The general objective of the study is to determine the factors that affect the

writing proficiency of the respondents. Specifically, it aims:

1. To know the demographic profile of the respondents in terms of:

a. Age;

b. Gender;

c. Religion;

d. Marital status;

e. Grade level and Strand;

f. Parent’s Educational attainment; and

g. Parent’s monthly income.

2. To identify the factors affecting the English writing proficiency of the

respondents at San Brendan College Inc.

3. To know the level of English writing proficiency of the respondents at San

Brendan College Inc.

4. To know if there is any significant relationship between the demographic

profile of the respondents and their English writing proficiency.

5. To know if there is any significant relationship between the factors and the

level of English writing proficiency of the respondents.

4
 Conceptual Paradigm

INDEPENDENT VARIABLE DEPENDENT VARIABLE

1. Demographic profile of senior high

school student at San Brendan College
Inc. In Terms Of:
Age;
Gender;
Religion;
Marital status;
Grade level and Strand;

Parent’s Educational attainment; and

Parent’s monthly income. Level of English writing

Proficiency
2. Factors
a. Personal interest
b. learning style
c. Technology exposure
d. Positive Student Teacher Relation
e. Classroom Environment
f. Vocabulary
g. Writing Anxiety
h. Linguistic

5
 Figure 1. Conceptual Paradigm of the Study

Conceptual Framework

The independent variable of the study includes the demographic profile of the

respondents and the factors affecting their writing proficiency while the independent

variable includes the level of English writing proficiency of the respondents.

Hypotheses

1. There is no significant relationship between the demographic profile of the

respondents and their level of English writing proficiency.?

2. There is no significant relationship between the factors and the level of

English writing proficiency of the respondents.?

Significance of the Study

This study will provide useful information about the factors affecting the level

of English writing proficiency of senior high school students at San Brendan College

Inc. and will be benefit the following:

School Head- data gathered will inform the school head about the topic. The result

will enable him/her to strengthen the curriculum teaching strategies of the teachers for

better interaction with the students.

Teachers – The result of the study will help the teacher to provide rational activities

that will help the students to improve their writing skills, and enable him/her to

improve their teaching strategies for better performance of the students.

Parents – This study will help the parents for guiding their children by identifying the

factors affecting their level of English writing proficiency.

6
Students - This research will help the students in terms of improving their writing

skills and identifying the factors affecting their level of English writing proficiency,

for them to correct it.

Researchers – this study will help the researcher to enhance their skills in research

field

Future researchers- this research will help the future researcher for their study to

gather more information. Data gathered satisfy the answer needed to finish the study.

Scope and Limitation of the Study

Problem: Factors affecting the level of English writing proficiency among senior

high school students at San Brendan College Inc.

Locale: This study was conducted at San Brendan College, Inc. Montevista,

Poblacion, Taytay, Palawan.

Timeframe: This study was conducted from October 2022 to January 2023.

The study focused on the writing skills of the senior high school students and

conducted at San Brendan College, Inc. Montevista, Poblacion, Taytay, and Palawan.

The data were collected using questionnaire for primary data and documentation

analysis for secondary data.

Operational Definition

For better understanding of the terminologies used in this study, terms are

defined operationally:

Factors - This refers to what generally affects the level of English writing proficiency

of the respondents.

Foreign language – This refers to a language where the respondents are usually

unfamiliar that can affect their English writing proficiency.

7
Grammar - This is one of the criteria writing test where Sentence construction,
subject verb agreement, person, and tense in writing are checked under grammar.
Language - This refers to the words used in a structured way and conveyed by

writing of the respondents in the writing test provided by the researchers.

Mother tongue – This is the language which a respondent has grown up speaking that

might affect their level of English writing proficiency.

Proficiency - This refers to how the respondents can write well in the writing test that

they are going to answer.

Vocabulary – This is also one of the criteria in writing test where idioms are checked

under this part. Errors or mistakes in use and selection of the vocabulary are mainly

checked under it.

Writing- This refers to the process of answering the writing test provided by the

researchers to know their level of English writing proficiency.

Writing anxiety - This is a psychological factor that might affect the English writing

skills of the respondents while answering the writing test.

Writing skills – This refers to the respondent’s skills who have attain very good level

of English writing proficiency test provided by the researchers.

8
 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature both local and international after an

in- depth search by the researchers. This aims to find the factors affecting the level of

English writing proficiency of the students and to know how these factors affects the

writing skills of the students.

Factors Affecting English Writing Proficiency

Writing in a foreign language is one of the most crucial yet challenging tasks

for students. However, In Ahmed's study, he investigated the challenges that EFL

learners face in essay writing skills and the common errors they make in their English

writing. And the results obtained from students' questionnaires indicated that major

difficulties that student' encounter are in grammar, organizing ideas, punctuations, and

vocabulary. The challenges that students face in writing essay include: incorrect use

of grammar, first language interference, limited vocabulary, punctuation marks, and

word order. Many students have common mistakes in grammar especially in

punctuation and this is very alarming because students tend to ignore it. Chico (2022)

also concluded in his study An analysis of factors influencing EFL learners’ writing

skills, " Because of the significance of learning a foreign language, the student’s

writing skills need reinforcement with a practice. While the students practice the

writing skills, there are possibilities of having problems and obstacles like anxiety, not

being able to connect the ides, sentences, and words".

9
 Maryana also stated that There are 2 factors that affect students’ English

writing skill in English Study Program of IAIN Curup. There are Personality factors;

these factors come from the students themselves that consist of physiological aspect

such the affective domain, motivation, the neurobiology of affect and measuring

affective factors and Social cultural factors, these factors consist of social and

environmental aspects such as attitudes, second culture acquisition, social distance,

and culture in the classroom.

Foreign Language Writing Anxiety

According to Ekmekçi (2018) 60% of the participants of his study have moderate

anxiety about writing in English. More than half of the participants in these studies

conducted in Turkey have moderate or higher anxiety levels. As for the types of

anxiety, the participants of the study mainly have somatic anxiety, which means that

the participants show physiological symptoms in the course of a writing task such as

nervousness, sweat, and tension. Writing anxiety negatively affects the performance

of the students inside the classroom while doing written task, this study has a closer

result to Yayli and Elif (2019), the results stated that the participants in this study had

high to moderate level of writing anxiety. The participants reported that they feel

more \writing anxiety during exams than writing in class or at home.

Topic selection, finding supporting ideas, time limitation, and lack of effective

feedback were found to be the most anxiety-provoking factors for the participants,

which were followed by grammar for writing, brainstorming, and idea organization.

Role of Media in Writing Proficiency

According to Abuhamda (2021) study which aims to at investigating the

impact of using social media on the 10th graders' progress in writing skills and their

attitudes towards writing at schools, he concluded that the Palestinian tenth graders’

10
have positive attitudes towards utilizing social media as a tool of writing in English

Language. In the light of the results of the study recommended that teachers be asked

to use the social media technology in teaching writing skills in order to develop their

students' ability in writing skills. Abdullah (2020) also concluded that the role of

social media in increasing students' vocabularies knowledge, practicing grammar

points and enhancing communication skills. The overall outcomes confirmed the

potential of Social Media to support students' language improvement through

involving them in practicing their language skills via a number of social

programs namely, Facebook, Twitter, Instagram, YouTube, etc.. Their positive

affects exceed the negative ones.

Writing proficiency

Writing is a medium of communication that involves the depiction of a

language with written symbols. It is assumed to be a very productive skill; different

writers put their creative ideas and thoughts in writing forms. Writing provides

learners with numerous opportunities to seek modern ways to compose their different

ideas and thoughts in a foreign language (Rao, 2017). English language skills have

equal importance and are interconnected in the environment of language learning.

Although all the four language skills have their own significance, but writing skill is

the most vital skill among them because it plays a significant role in all facets of life.

Writing is the process of human interconnection. Writing is considered an imperative

skill for good language production. It is thought of as a significant skill mainly in the

content of English as a second language and the majority of the learners face

numerous challenges while writing. Learners, especially students of elementary level,

get confused in English writing due to a lack of strong vocabulary and suitable

reading comprehension of the English language passages. This skill demands very

11
close attention for its effective learning and teaching from the very initial stage of

imparting education at school level (Fareed, Ashraf, & Bilal, 2016a). According to

PUSPA ANINDHITA (2016), usually elementary learners of English language

encounter more difficulties to cope with writing skills than the rest of the three skills.

Writing is only considered a part of learning and teaching syntactic and

grammatical components, poor command over this skill underestimates the worth and

importance of students’ creativity. Writing gives proper shape and structure to the

ideas and thinking of men. Not only it is valuable for the people to write down their

thoughts, facts, creative ideas and experiences on the paper, but it also assists to

maintain the past of every country in written form. Writing is perceived as a blend of

the process and product, and this writing process produces a collection of different

thoughts and ideas in learners’ minds. Setiawan, Rohayati, Sari, and KUSUMA

(2014), argue that writing is a perception of the abilities that involve the rules of

grammar, vocabulary and different concepts of sentence formation. Successful writing

demands the writers to explore and classify previous knowledge. Writing brings the

individual from ignorance to the luminosity of knowledge. It explains the essence of

writing as a man who doesn't know how to read and write is called illiterate and

ignorant (Khan & Khan, 2020). According to Andrew (2019), students face a number

of writing difficulties at different levels of their study, these challenges can usually be

categorized into cognitive, psychological, linguistic and pedagogical problems.

Groundbreaking research has paved the way for new theories on writing.

Although still partially a mystery, writing has been defined as a complicated process

that requires several activities simultaneously. In other words, the writer has to

generate, organize and review ideas using the correct grammar, vocabulary and rules

of the written language. Thus, the experience of writing is a cognitive task in which

12
writers draw on ‘…information stored in long-term memory.... as [they juggle] a

number of simultaneous

If writing in your mother tongue is not easy, writing in a foreign language

does not make it any easier. A central component in writing seems to be the working

memory. Research shows that the better working memory we have the better we can

write due to a greater capacity to carry out several tasks simultaneously. Assessment

of writing proficiency in English as a foreign language (EFL) has long been a subject

of discussion and research. The concept “proficiency” is, to begin with, not easy to

define. What is proficiency? The predominant view until the late 70’s was that

proficiency was mainly equal to grammatical and lexical competence and that these

two elements alone were enough to enable communication. Nevertheless, in the USA

Spanish speaking pupils coming out of English programs into all-English instruction

kept experiencing linguistic difficulties despite having no problems with grammar or

vocabulary, which strongly suggests that proficiency is something else than just those

two elements. What are the elements that linguistic proficiency consists of? This issue

has been approached from very different perspectives.

13
 Chapter III

RESEARCH METHODOLOGY

This chapter presents the research methodology of this study. This includes the

locale of the study, respondents of the study, sampling procedure, research design,

instrumentation, data collection procedure, and treatment of data.

Locale of the Study

This study was conducted at San Brendan college Inc. in front of Montevista

Elementary School at Sitio Monte Vista, Barangay Poblacion, Taytay, Palawan. It is

located 100 meters away from highway behind the lighthouse bible Baptist church.

Figure 2. Location Map of the Study

Respondents of the Study

14
 The respondents of this study were the students at San Brendan College, Inc.

from grade 11 and 12 Senior High School (S. Y 2022-2023).

Sampling Procedure

This research study used Slovin’s formula to identify the number of

respondents. To get the specific number of respondents in grades 11 and 12, stratified

random sampling was employed. It is a method of sampling procedure that involves

the subdivision of population into smaller groups known as strata where the total

population number of grades 11 and 12 per strand will be divided by the population

size and will be divided to the sample population size.

Simple random sampling was also employed to know the specific names of

the respondents. It is a probability sampling procedure where the names of all possible

respondents are written in a piece of paper and it will be shuffled in a bowl, the names

of the respondents will be randomly picked based on the number of the sample size.

Research Design

This research study used descriptive quantitative research. It is a quantitative

research method that attempts to collect quantifiable information for statistical

analysis of the population sample. This involves survey and evaluation research

method, and help to provide answer to the questions who, what, when, and where.

Thus, the present study described and quantified the English Writing Proficiency of

the respondents.

Instrumentation

The researchers gathered data by asking the respondents to fill-up the survey

questionnaire. An English writing Proficiency Test as the main tool in gathering data
15
was used. In measuring the level of English writing Proficiency of the students,

researchers asked the students to write a formal letter with rubrics. Part I includes the

demographic profile of the respondents, Part II was the factors affecting their English

writing proficiency, and the last part was about their level of writing English

proficiency.

Data Collection Procedure

The researchers sent a letter to the admin office as well as to the students for

the approval. The researchers used survey questionnaires and in gathering and

analyzing the data information. The questionnaires used contains essential questions

that are required to address the problem of the research paper.

There are three parts of questions that were given by the researchers. First is

the demographic profile of the respondents. Second is the factors affecting English

writing proficiency of the students, and third is the level of English writing

proficiency of the respondents.

Treatment of Data

In this study the data gathered by the researchers were tabulated, analyzed, and

interpreted using the descriptive marking like percentage, frequency and weighted

mean which facilitated the interpretation of the data gathered. Frequency is the

number of rates of a repeating event per unit time while percentage is a rate, number,

or amount in each hundred. Correlation was also used by the researchers to see if

there were relationship between the demographic profile of the respondents and the

factors to the level of English writing proficiency of the respondents at San Brendan

College Inc.

16
 Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter present the result and discussion of the study.

Table 1. Demographic Profile of the Respondents

Profile F %

Age 16-17 53 75.71

18-19 20 20

20-23 2 2.86

24-30 1 1.43

Gender Male 32 45.71

Female 38 54.29

Religion Catholic 50 71.43

Seventh Day Adventist 6 8.57

Baptist 6 8.57

INC 4 5.71

Pentecost 2 2.86

Overcomer 1 1.43

Apostolic 1 1.43

Distance of School from Home 1km 19 27.14

17
 2km 27 38.57

3km 9 12.86

4km 4 5.71

5km 9 12.86

6km 1 1.43

10km 1 1.43

Marital Status Single 68 97.14

Married 1 1.43

Widowed 1 1.43

Strand ICT 16 22.86

GAS 14 20

HUMMS 14 20

EIM 11 15.71

HE 8 11.43

ABM 7 10

Parents Educational Attainment Elementary Level 11 15.71

Elementary Graduate 6 8.57

High School Level 20 28.57

High School Graduate 23 32.86

College Level 10 14.29

College Graduate 0 0

Parent’s Monthly Income 3,001-5,000 40 57.14

5,001—8,000 11 15.71

8,001-10,000 7 10

10,001-15,000 3 4.29

18
 15,001-20,000 6 8.57

20,001-25,000 3 4.29

The table 1 shows the demographic profile of the respondents. It can be

gleaned from the table that out of 70 respondents, 53 or 75.71% of the respondents

were between the age bracket of 16-17 years old, 20 or 20% registered between the

age bracket of 18-19 years old, and 2 or 2.86% were between the age of 20-23 years

old and 1or 1.43% placed under the age of 24 and above.

However, it also revealed the distribution of the respondents in terms of

gender, which shows 32 or 45.71% of the respondents were Male and 38 or 54.29%

were female. The extent of data obtained reveals that majority of the respondents were

female.

Nevertheless, 68 or 97.14% of the respondents are single, 1 or 1.43% was

married, the same with widowed with 1 or 1.43%. Data revealed that majority of

status of the respondents were single. Moreover, out of 70 respondents, 16 or 22.86%

were in Information Communication Technology, 14 or 20% of the respondents were

in General Academic strand, same with the Humanities and Social Sciences with 14

or 20%, 11 or 15.71% of the respondents were in Electrical Installation and

Maintenance, 8 or 11.43% of the respondents were in Home Economics, and 7 or

10% were in Accountancy and Business Management strand.

It can be gleaned from the table that out of 70 respondents, 23 or 32.86%

answered high school graduate as their parents educational attainment, 20 or 28.57%

of the respondents answered high school level as their parents educational attainment,
19
11 or 15.71%, of the respondents answered elementary level as their parents

educational attainment, 10 or 14.29% of the respondents answered college level as

their parents educational attainment, 6 or 8.57% of the respondents answered

elementary graduate as their parents educational attainment.

Therefore, the majority parents’ educational attainment of the respondents is

high school graduate. Furthermore, table presents the parents monthly income of the

respondents and revealed that the majority of the respondents answered 3,001-5,000

per month with 10 or 57.14%, while 11 or 15.71% of the respondents answered 5,001-

8,000 per month, 7 or 10% of the respondents answered 8,001-10,000 per month, 6 or

8.57 of the respondents answered 15,001-20,000 per month Meanwhile, 3 or 4.29% of

the respondents answered 10, 001-25,000 above per month.

20
Table 2. Factors Affecting English Writing Proficiency

Factors Mean Description

A. Personal Interest

1. I personally like writing 4.01 Agree

2. Writing is my favorite leisure time 3.60 Agree

3. I always write in my diary 3.06 Neutral

4. I enjoy writing fictional story. 3.60 Agree

Overall mean 3.57 Agree

B. Learning Style

1. I prefer listening to a lecture or a recording rather than writing notes. 3.71 Agree

2. I like to use pictures, diagrams, and written direction to access information. 4 Agree

3. I express myself well through writing. 3.91 Agree

4. I like to use my hands and bodies as learning instrument. 3.74 Agree

Overall mean 3.83 Agree

C. Technology Exposure

1. I prefer to use gadgets to take notes rather than writing it manually. 3.79 Agree

2. I produce quality projects, assignments or performance with the help of 4.03 Agree

technology.

3. I find technology helpful to improve my writing skills. 4.04 Agree

4. I always check proper punctuation and spelling when chatting with my 4.10 Agree

friend.

Overall mean 4 Agree

D. Positive Student Teacher Relation

1.. My teacher always asks to write the information and check it later on. 4.14 Agree

2. My teacher encourages the students by giving positive feedback. 4.16 Agree

3. My teacher uses various activities in the lesson like experimentation, 4.29 Agree

reasoning, live examples.

4. My teacher presents information in a way that is easy to understand. 4.27 Agree

21
Overall mean 4.22 Agree

E. Classroom Environment
 Table 2 presents the factors affecting English writing proficiency. The table

reveals that the first factor which is Personal Interest shows that majority of the

respondents personally like writing with the mean of 4.01 that falls under the

description of Agree, which indicates the characteristics is often manifested.

However, least of the respondents always, Write in Diary, got the least mean of 3.06

that falls under the description of Neutral which indicates that the characteristic is

sometimes manifested.

The overall mean for the factor of Personal Interest is 3.57 that falls under the

description of Agree which indicates that the characteristics are often manifested. The

table also reflects that most of the respondents like to use pictures, diagrams, and

written direction to access information with the mean of 4 that falls under the

description of agree which indicates that the characteristic is often manifested.

On the other hand, least of the respondents prefer listening to a lecture or a

recording rather than writing notes with the mean of 3.71, still under the description

of Agree which indicates that the characteristic is often manifested. The overall mean

for the factor of Learning Style is 3.83, that falls under the description of Agree which

indicates that the characteristics are often manifested.

On the other hand, Technology Exposure shows that majority of the

respondents answered that their teacher uses various activities in the lesson like

experimentation, reasoning, live examples. With the mean of 4.10 that falls under the

description of Agree which indicates that the characteristic is often manifested,

however, least of the respondents prefer to use gadgets to take notes rather than

writing it manually with the mean of 3.79 that falls under the description of Agree

which indicates the characteristic is often manifested. The overall mean for the factor

22
of Technology Exposure is 4 that falls under the description of agree which indicates

that the characteristics are often manifested.

Nevertheless, the factor for Positive Student Teacher Relation reveals that

majority of the respondents always check proper punctuations and spelling when

chatting with their friends with the mean of 4.29 that falls under the description of

Agree which indicates that the characteristic is often manifested, even so, least of the

respondents preferred that their teacher always asks to write the information and

check it later with the mean of 4.14 that falls under the description of agree which

indicates that the characteristic is often manifested. The overall mean for the factor of

Positive Student Teacher Relation is 4.22 that falls under the description of agree

which indicates that the characteristics are often manifested.

Moreover, the factor in terms of Classroom Environment shows that majority

of the respondents feel comfortable asking their teacher and classmates whenever they

have questions, with the mean of 4.10, that falls under the description of Agree which

indicates that the characteristic is often manifested, however, least of the respondents

feel comfortable in the setting arrangement, with the mean of 3.81, that falls under the

description of agree which indicates that the characteristic is often manifested. The

overall mean, for the factor in terms of Classroom Environment, is 3.98, that falls

under the description of Agree which indicates that the characteristics are often

manifested.

Also, the data gathered reflects the factor relating to Vocabulary that majority

of the respondents answered that Right use of tenses is the most recurrent problem

they encounter while writing English Essays and Stories with the mean of 3.81, that

falls under the description of agree which indicates that the characteristic is often

manifested, on the other hand, least of the respondents usually feel difficulty while

23
using Conjunction and Preposition in English Writing with the mean of 3.67, that falls

under the description of agree which indicates that the characteristic is often

manifested.

Hence, the overall mean for the vocabulary factor is 3.72, that falls under the

description of agree which indicates that the characteristics are often manifested.

Furthermore, in connection with Vocabulary, majority of the respondents feel

anxious in Writing English due to time pressure with the mean of 3.79 that falls under

the description of agree which indicates that the characteristic is often manifested,

however, least of the respondents feel anxious when writing poems and essay due to,

Insufficient Writing Practices, with the mean of 3.57, that falls under the description

of Agree which indicates that the characteristic is often manifested. The overall, mean

for the factor of Writing Anxiety is 3.65, that falls under the description of agree

which indicates that the characteristics are often manifested.

Additionally, the table also presents, the linguistic factor where majority of the

respondents use their Native Language in their daily lives’ interactions with the mean

of 3.76 that falls under the description of agree which indicates that the characteristic

is often manifested. On the other hand, least of the respondents find it difficult in

learning English Language with the mean of 3.41, that falls under the description of

Neutral which indicates that the characteristic is sometimes manifested. Moreover, the

overall mean for the linguistic factor is 3.63 that falls under the description of Agree

which indicates that the characteristics are often manifested.

Table 3. Level of English Writing Proficiency of the Respondents

Rang Descriptive Mechanics Vocabulary Content Grammar

e of interpretatio
F % F % F % F %
score

24
 s n

9-10 Excellent 0 0 0 0 0 0 0 0

7-8 Very good 14 20% 23 32.86 23 32.86 12 17.14

% % %

5-6 Good 52 74.29 42 60% 42 60% 50 71.43

% %

3-4 Fair 4 5.71% 5 7.14 5 7.14% 8 11.43

2 and Poor 0 0 0 0 0 0 0 0

below

Overall mean 5.6 5.9 5.9 5.5

1 6 6 9

As indicated in the table, it shows that the Mechanics, where the score range

9-10 (Excellent), 7-8 (Very Good), 5-6 (Good), 3-4 (Fair), and 2 and below means

(poor). As Table 3 shows, none of the respondents got excellent, 14 or 20% of the

respondents are very good, 52 or 74.29 % of the respondents are good, 4 or 5.71% of

the respondents are fair, none of the respondents got poor. The overall mean in

mechanics is 5.61 which means |in “good” performance. Data reveal that majority of

the respondents are good in spelling, punctuation, capitalization, word usage, and

margining. However, Vocabulary, reveals that none of the respondents got excellent,

23 or 32.86% of the respondents are very good, 42, or 60% of the respondents are

good, 5 or 7.14% of the respondents are fair, none of the respondents got poor. The

25
overall mean in vocabulary is 5.96 which means in “good” performance. This shows

that most of the respondents are good in choosing appropriate words in writing

composition. Nevertheless, the content shows that, none of the respondents got

excellent, where 23 or 32.86% of the respondents are very good, 42, or 60% of the

respondents are good, 5 or 7.14% of the respondents are fair, none of the respondents

got poor. The overall mean in vocabulary is 5.96 which means in “good”

performance. The overall mean in vocabulary is 5.96 which means in “good”

performance. This implies that majority of the respondents are good in organizing

their ideas and using of ambiguous words, sentences, definition. Moreover, the

Grammar implies that, none of the respondents are in excellent performance, 12 or

17.14 of the respondents are very good, 50 or 71.43% of the respondents are good, 8

or 11.43% of the respondents are fair, none of the respondents got poor. The overall

mean is 5.59 which means in “good” performance. Most of the respondents are good

in Sentence construction and subject verb agreement.

Table 4. Significant Relationship between the level of English writing proficiency

and their demographic profile of the respondents.

Demographic Level of r value P value Remarks Decisions

Profile English
Writing

26
 Proficiency
Age Level of 0.102 0.402 Very low Failed to

English positive reject null

Writing correlation hypothesis

Proficiency

Gender Level of 0.-133 0.272 Very low Failed to

English negative reject null

Writing correlation hypothesis

Proficiency

Religion Level of 0.058 0.632 Very low Failed to

English positive reject null

Writing correlation hypothesis

Proficiency

Distance of Level of 0.049 0.690 Very low Failed to

school from English positive reject null

home Writing correlation hypothesis

Proficiency

Marital Level of 0.008 0.945 Very low Failed to

Status English positive reject null

Writing correlation hypothesis

Proficiency

Strand Level of 0.215 0.074 Very low Failed to

English positive reject null

Writing correlation hypothesis

Proficiency

Parents Level of 0.182 0.132 Very low Failed to

27
 Educational English positive reject null

Attainment Writing correlation hypothesis

Proficiency

Parents Level of 0.041 0.735 Very low Failed to

Monthly English positive reject null

Income Writing correlation hypothesis

Proficiency

P value < 0.05 Reject null hypothesis P value > 0.05 Accept null hypothesis

Legend: (r statistic)
Size of correlation Interpretation
0.90 to 1.00 (or -0.90 to -1.00) Very high positive (or negative) correlation
0.70 to 0.90 (or -0.70 to -0.90) High positive (or negative) correlation
0.50 to 0.70 (or -0.50 to -0.70) Moderate positive (or negative) correlation
0.30 to 0.50 (or -0.30 to -0.50) Low positive (or negative) correlation
0.00 to 0.30 (or 0.00 to -0.30) Very low positive (or negative) correlation
The table 4 presents the relationship among the categories of the profile

variables such as Age, Gender, Religion, Marital status, Strand, Parent’s Educational

attainment, and Parent’s monthly income. The size of correlation (the “r” statistics)

which has a range between positive or negative 0.90 to 1 interpreted as Very high

positive (or negative) correlation, positive or negative 0.70 to 0.90 interpreted as High

positive (or negative) correlation, positive or negative 0.50 to 0.70 interpreted as

Moderate positive (or negative) correlation, positive or negative 0.30 to 0.50

interpreted as Low positive (or negative) correlation, and positive or negative 0.00 to

0.30 interpreted as Very low positive (or negative) correlation. The test was

performed using 0.05 level of significant and the hypothesis was tested in null form.

Table 4 implies that the age of the respondents has a correlation value of 0.102

and the descriptive equivalent is very low positive, age was found to be not

statistically significant with the p value of 0.402 and has very low positive correlation
28
with the level of English writing proficiency. This means that the age of the

respondents does not affect their level of English writing proficiency Therefore, the

null hypothesis is accepted and we can say that there is no significant relationship

between the age and their level of English writing proficiency.

The data shows that the gender of the respondents has a correlation value of -

0.133 and the descriptive equivalent is very low negative, data revealed that gender of

the respondents was found to be not statistically significant with the p value of 0.272

and has a very low negative correlation with the level of English writing proficiency.

Therefore, the null hypothesis is accepted, and we can say that there is no

significant relationship between the gender and their level of English writing

proficiency.

As we gleaned from the table, the religion of the respondents has a correlation

value of 0.058 and the descriptive equivalent is very low positive. It shows that

religion of the respondents was found to be not statistically significant with the p

value of 0.632 and has a very low positive correlation with the level of English

writing proficiency. Therefore, the null hypothesis is accepted, and we can say that

there is no significant relationship between the religion and their level of English

writing proficiency.

The table revealed that the Distance of school from home of the respondents

has a correlation value of 0.049 and the descriptive equivalent is very low positive. It

shows that Distance of school from home was found to be not statistically significant

with the p value of 0.690 and has a very low positive correlation with the level of

English writing proficiency. Therefore, the null hypothesis is accepted we can say that

there is no significant relationship between the Distance of school from home and

their level of English writing proficiency.

29
 The table reflects that, the marital status of the respondents has a correlation

value of 0.008 and the descriptive equivalent is very low positive, it shows that the

marital status of the respondents was found to be not statistically significant with the p

value of 0.945 and has a very low positive correlation with the level of English

writing proficiency. Therefore, the null hypothesis is accepted we can say that there is

no significant relationship between the marital status and their level of English writing

proficiency.

The table also shows that, the strand of the respondents has a correlation value

of 0.215 and the descriptive equivalent is very low positive. It shows that the strand of

the respondents was found to be not statistically significant with the p value of 0.074

and has a very low positive correlation with the level of English writing proficiency.

Therefore, the null hypothesis is accepted, and we can say that there is no significant

relationship between the marital status and their level of English writing proficiency.

The table shows that, the Parents Educational Attainment of the respondents

has a correlation value of 0.182 and the descriptive equivalent is very low positive. It

shows that the Parents Educational Attainment of the respondents was found to be not

statistically significant with the p value of 0.132 and has a very low positive

correlation with the level of English writing proficiency. Therefore, the null

hypothesis is accepted we can say that there is no significant relationship between the

Parents Educational Attainment and their level of English writing proficiency.

The table shows that, the Parents Monthly Income of the respondents has a

correlation value of 0.041 and the descriptive equivalent is very low positive. It shows

that the Parents Monthly Income of the respondents was found to be not statistically

significant with the p value of 0.735 and has a very low positive correlation with the

level of English writing proficiency. Therefore, the null hypothesis is accepted, and

30
we can say that there is no significant relationship between Parents Monthly Income

and their level of English writing proficiency.

Table 5. Significant Relationship between the factors and level of English writing

proficiency.

Factors Level of r value P value Remarks Decisions

English

Writing

Proficiency

Personal Level of 0.454 0.001 Low Reject null

Interest English positive hypothesis

Writing correlation

Proficiency

Learning Level of 0.413 0.001 Low Reject null

Style English positive hypothesis

Writing correlation

Proficiency

Technology Level of 0.235 0.050 Very low Reject null

Exposure English positive hypothesis

Writing correlation

Proficiency

Positive Level of 0.431 0.001 Low Reject null

Student English positive hypothesis

Teacher Writing correlation

Relation Proficiency

Classroom Level of 0.352 0.003 Low Reject null

31
 Environment English positive hypothesis

Writing correlation

Proficiency

Vocabulary Level of 0.115 0.345 Very low Failed to

English positive reject null

Writing correlation hypothesis

Proficiency

Writing Level of 0.110 0.366 Very low Failed to

Anxiety English positive reject null

Writing correlation hypothesis

Proficiency

Linguistic Level of 0.094 0.439 Very low Failed to

English positive reject null

Writing correlation hypothesis

Proficiency

Table 5 presents the significant relationship between the Factors and the Level

of English Writing Proficiency of the respondents. Data revealed that the factor for

Personal Interest has a correlation value of 0.454 and the descriptive equivalent is low

positive. It shows that Personal Interest factor was found to be statistically significant

with the p value of 0.001. It implies that when the respondents Personal Interest in

writing went up, their Level of English Writing Proficiency also went up. Therefore,

the null hypothesis is rejected, and we can say that there is a significant relationship

between Personal Interest and the Level of English Writing Proficiency.

32
 As we gleaned from the table, it shows that learning style factor has a

correlation value of 0.413 and the descriptive equivalent is low positive, where

Learning Style Factor was found to be statistically significant with the p value of

0.001. It implies that the more the Learning Style of the respondents went up, their

Level of English Writing Proficiency also went up. Therefore, the null hypothesis is

rejected, and we can say that there is a significant relationship between Learning Style

and the Level of English Writing Proficiency.

It also presents the factor for technology exposure which has a correlation

value of 0.235 and the descriptive equivalent is low positive. It revealed that the

Technology Exposure Factor was found to be statistically significant with the p value

of 0.050. It indicates that the more the respondents use and exposed in technology,

their Level of English Writing Proficiency leveled up. Therefore, the null hypothesis

is rejected, and we can say that there is a significant relationship between technology

exposure and the level of English Writing Proficiency.

The table also reflects that factor technology exposure has a correlation value

of 0.431 and the descriptive equivalent is low positive, factor positive student teacher

relation was found to be statistically significant with the p value of 0.001. It indicates

that if there is a positive student teacher relation when it comes to writing, their level

of English writing proficiency leveled up. Therefore, the null hypothesis is rejected,

and we can say that there is a significant relationship between positive student teacher

relation and their level of English writing proficiency.

The table shows that factor classroom environment has a correlation value of

0.352 and the descriptive equivalent is low positive, factor classroom environment

was found to be statistically significant with the p value of 0.003. It indicates that the

better the classroom environment, the better the level of English writing proficiency.

33
Therefore, the null hypothesis is rejected, and we can say that there is a significant

relationship between classroom environment and their level of English writing

proficiency.

The table shows the factor vocabulary has a correlation value of 0.115 and the

descriptive equivalent is very low positive, factor vocabulary was found to be not

statistically significant with the p value of 0.345, it indicates that the better vocabulary

may increase the level of English writing proficiency. Therefore, the null hypothesis

is accepted, and we can say that there is no significant relationship between

vocabulary and their level of English writing proficiency.

The table also reflects the factor writing anxiety has a correlation value of

0.110 and descriptive equivalent is very low positive, factor writing anxiety was

found to be not statistically significant with the p value of 0.366 It implies that when

the respondents have writing anxiety, their level of English proficiency enhance.

Therefore, the null hypothesis is accepted, and we can say that there is no significant

relationship between writing anxiety and the level of English writing proficiency.

The data also shows the factor h. linguistic has a correlational value of 0.094

and the descriptive equivalent is very low positive, factor h. linguistic was found to be

not statistically significant with the value p 0.439. It implies that when the

respondents are more linguistic, their level of English proficiency went up. Therefore,

the null hypothesis is accepted, and we can say that there is no significant relationship

between linguistic and the level of English writing proficiency.

34
 Chapter V

SUMMARY, CONCLUSION AND RECOMMMENDATION

Summary

The study focused on the Factors Affecting the English Writing Proficiency of

Grade 11 Senior High School Students at San Brendan College, Inc. The researchers

conducted a survey to determine the Level of English Writing Proficiency. This study

was conducted at San Brendan College, Inc. located at Montevista, Poblacion, Taytay,

Palawan.

35
 The researchers found out that the majority age of the respondents is 16-17

with 53 (75.71%), followed by 18-19 with 20 (20%), while 20-23 with 2 (2.86%), and

then 24 above with 1 (1.43%). The majority of the gender is female with 38 (54.29%)

while male is 32 (45.71%). However, the majority of religion is Catholic with 50

(71.43%), followed by Seventh Day Adventist and Baptist with 6 (8.57%), INC with

4 (5.71%), and Pentecost with 2 (2.86%), meanwhile, the Overcomer and Apostolic

has the same result with 1 (1.43%).

According to the results of distance of school from home most respondents

answered 2km with 27 (38.57%), 1km with 19 (27.14%), followed by 3km and 5km

which has the same result with (12.86%), 4km with 4 (5.71%), while 6km and 10km

has 1 with (1.43%). Most of the marital status is single with 68 (97.14%), married 1

with (1.43%), and widowed with 1.43%).

Most of the strand is ICT with 16 (22.86%), GAS and HUMMS has the same

result with 14 (20%), while EIM is 11 (15.71%), HE with 8 (11.43%), and ABM is 7

(10%). And most of the parent educational attainment is high school graduate with 23

(32.86%), High school level with 20 (28.57%), Elementary level with 11 (15.71%),

while College level is 10 (14.29%), and Elementary graduate is 6 (8.57%).

According to the results of Parent Monthly Income, the majority of the

respondents answered 3,001-5,000 per month with 7 (10%), then 10,001-15,000 per

month with 3 (4.29%), 15,001-20,000 per month with 6 (8.57%) and 20,001-25,000

per month with 3 (4.29%). The overall mean for the factor of personal interest is 3.57

that falls under the description of agree which indicates that the characteristics are

often manifested.

The overall mean for the factor of Learning style is 3.83, that falls under the

description of Agree which indicates that the characteristics are often manifested. The

36
overall mean for the factor of technology exposure is 4 that falls under description of

agree which indicates to that the characteristics are often manifested.

The overall mean for the positive student teacher relation is 4.22 that falls

under the description of agree which indicates that the characteristics are often

manifested. The overall mean, for the factor in terms of classroom environment, is

3.98, that falls under the description of Agree which indicates that the characteristics

are often manifested.

The overall mean for the factor Vocabulary is 3.72, that falls under the

description of agree which indicates that the characteristics is often manifested. The

overall mean for the factor writing anxiety is 3.65, that falls under the description of

agree which indicates that the characteristics are often manifested and the overall

mean for the factor linguistic is 3.63 that falls under the description of Agree which

indicates that the characteristics are often manifested.

CONCLUSION

Based on the results, the following conclusions are drawn:

1. Majority of the respondents were under the age bracket of 16 to 17, most were

female and least were male. Most of the respondents were Roman Catholic;

most of the distances of school from home of the respondents were under 1

kilometer. Majority of the respondents were single. Majority of the

respondents were ICT students, most of the respondents answered high school

graduate as their parent’s educational attainment, and most of the respondents

answered 3001 to 5000 as their parent’s monthly income.

2. The overall mean of factors is 3.83 that falls under the description of Agree,

which indicates that the characteristics are often manifested.

37
 3. The level of English writing proficiency of Grade 11 senior high school

students is in good performance.

4. The Demographic Profile of the respondents was found to be not significantly

related to their level of English writing proficiency.

5. Majority of the factors were found to be significantly related with their level

of English writing proficiency. Except writing anxiety and linguistic.

RECOMMENDATION

1. The teachers may give more emphasis on the use of subject verb agreement,

tenses, and sentence construction.

2. The students must focus on practicing Spelling, punctuation, capitalization,

and word usage to improve their level of English writing skills.

3. The students should be exposed to more meaningful activities or drill to

appreciate and eventually masters the uses of English words.

4. Read more to develop an eye for what effective writing looks like.

5. Join a workshop that can help to enhance English writing skills.

BIBLIOGRAPHY
Books
[Link]
id=lK1CDwAAQBAJ&printsec=frontcover&dq=inauthor:
%22Nazurah+Abdul+Rahman
%22&hl=en&newbks=1&newbks_redir=0&source=gb_mobile_search&sa=X&redir_
esc=y#v=onepage&q&f=false
[Link]
id=wrRFEAAAQBAJ&printsec=frontcover&dq=english+writing+proficiency&hl=en
&newbks=1&newbks_redir=0&source=gb_mobile_search&sa=X&redir_esc=y#v=on
epage&q=english%20writing%20proficiency&f=false

38
Websites
[Link]
328546821_The_Challenges_of_Writing_in_School_Conceptualizing_Writing_Devel
opment_Within_a_Sociocognitive_Framework (deane 2018)
[Link]
Teachers'_Beliefs_on_the_Use_of_L1_in_EFL_Classroom_A_Global_Perspective
( Shabbir 2017)
[Link] (Ahmed's 2019)
[Link] (chico 2022)
[Link]
324825129_Exploring_Turkish_EFL_Students'_Writing_Anxiety (Ekmekci 2018)
[Link]
330137377_The_Second_Language_Writing_Anxiety_The_Perceived_Sources_and_
Consequences (yayli and elif 2019)
[Link]
349427990_THE_IMPACTS_OF_SOCIAL_MEDIA_ON_PALESTINIAN_TENTH
_GRADERS'_ENGLISH_WRITING_PROFICIENCY ( Abuhamda 2021)
[Link]
321743674_A_Brief_Study_of_English_Language_Proficiency_Employability (rao
2017)
[Link] (puspa Aninditha
2016)
[Link] (khan and khan 2020)

39
 APPENDICES

APPENDIX A
LETTER OF REQUEST TO THE SCHOOL ADMINISTRATOR

SAN BRENDAN COLLEGE, INC.

MONTEVISTA, POBLACION, TAYTAY, PALAWAN

40
May 26, 2023

SIR JAYSON V. YARA

SBCI Administrator
Montevista, Poblacion, Taytay, Palawan

Dear Sir,
We are the researcher from Third Year-Bachelor of Technical Vocational Teacher
Education students here at San Brendan College who are currently working on our research in
Technology Research 2 subject entitled “Factors Affecting the English Writing Proficiency
of Grade 11 Students at San Brendan College, Inc. Poblacion, Taytay, Palawan’’.
In connection with this, we would like to ask your consent to allow us to conduct a
survey among the chosen respondents here at San Brendan College, Inc.

Truly Yours,
Agustino, Regine et al.

Noted by:
Rolando B. Belarmino Jr.
Research Adviser

Approved By:
Jayson V. Yara
SBCI Administrator

APPENDIX B
LETTER OF REQUEST TO THE RESPONDENTS

SAN BRENDAN COLLEGE, INC.

MONTEVISTA, POBLACION, TAYTAY, PALAWAN

41
May 26, 2023

Dear Respondents,

We, the students from Third Year-Bachelor of Technical Vocational Teacher

Education here at San Brendan College are conducting a research as part of our requirements
in Technology Research 2 subject entitled “Factors Affecting English Writing Proficiency
of Senior High School at San Brendan College, Inc. Poblacion, Taytay, Palawan’’

We are hoping for your active response regarding this matter.

Truly Yours,

The Researchers

Noted by:
Rolando B. Belarmino Jr.
Research Adviser

APPENDIX C
SUVEY QUESTIONNAIRE
Republic of the Philippines
San Brendan College Incorporated
Montevista Poblacion Taytay Palawan

42
I. Student-related Information
Name: (Optional)____________________ Grade/Strand: _________________
Age: _______ Gender: Male Female
Religion: ___________
Distance of school from home__________________
Marital status: Single Married Widowed
Parent’s Educational attainment:
Elementary level College level
Elementary graduate College graduate
High school level
High school graduate

Parent’s monthly income:

3001- 5000 15,001– 20,000

5001- 8000 20,001- 25,000
8001 – 10,000 25, 001 – 30,000
10,001 – 15,000 30,001 - 50,000
50,001 and above

II. Student-related Factors

DIRECTION: For each statement in the survey, please indicate how much you agree
or disagree with the statement by putting a check in the box on the right side of each
statement. There are no right or wrong answers. Your answers will be kept strictly
confidential and you will not be identified.
4.5- 5- Strongly Agree (indicates that the characteristics is always manifested)
3.5 – 4.4- Agree (indicates that the characteristics is often manifested)
2.5 – 3.4-Neutral (indicates that the characteristics is sometimes
manifested)
1.5 – 2.4- Disagree (indicates that the characteristics is seldom manifested)

0.1 -1.4.- Strongly Disagree (indicates that the characteristics is never manifested)
Part II. Factors affecting the English writing proficiency of the respondents

43
 a. Personal Interest 5 4 3 2 1
Strongly Agre Neutral Disagree Strongly
agree e disagree
1. I personally like writing
2. Writing is my favorite leisure time
3. I always write in my diary
4. I enjoy writing fictional story.
b. Learning Style
1. I prefer listening to a lecture or a recording rather
than writing notes.
2. I like to use pictures, diagrams, and written
direction to access information.
3. I express myself well through writing.
4. I like to use my hands and bodies as learning
instrument.
c. Technology Exposure
1. I prefer to use gadgets to take notes rather than
writing it manually.
2. I produce quality projects, assignments or
performance with the help of technology.
3. I find technology helpful to improve my writing
skills.
4. I always check proper punctuation and spelling
when chatting with my friend.
d. Positive Student Teacher Relation
1.. My teacher always asks to write the information
and check it later on.
2. My teacher encourages the students by giving
positive feedback.
3. My teacher uses various activities in the lesson
like experimentation, reasoning, live examples.
4. My teacher presents information in a way that is
easy to understand.

44
 e. Classroom Environment
1. I have enough desk space to take notes in the
class.
2. I feel comfortable in the setting arrangement.
3. My classmates are friendly approachable.
4. whenever I have question, I feel comfortable
asking my teacher and classmates
f. Vocabulary
1. I usually feel difficulty while using conjunction
and preposition in English writing.
2. Right use of tenses is the most recurrent problem I
encounter while writing English essays and stories.
3. I often get confused while using punctuation
marks in English writing.
4. frequent mistakes of grammar affect my effective
writing expression.
g. Writing Anxiety
1. I feel anxious in writing English due to my
grammar and spelling might be incorrect.

2. I feel anxious in writing English due to time

pressure.
3. I feel fear of my teacher’s negative comments
about my written works.
4. I feel anxious when writing poems and essay due
to insufficient writing practices.
H. linguistic
1. I find it easy expressing my thoughts in my native
language rather than in English language.
2. I use my native language in my daily life
interaction.
3. I find it difficult in learning English language.
4. I find it hard writing my written essay in English
language.

45
 CURRICULUM VITAE
YUMEL DAVE L. GONZAGA
Home Address: Barangay Banbanan, Taytay, Palawan
G-address: yumeldavegonzaga@[Link]
Mobile Number: 09168840136

46
 PERSONAL INFORMATION

Date of Birth October 23, 2001

Place of Birth Banbanan, Taytay,
Palawan
Sex Male
Civil Status Single
Citizenship Filipino
Language Tagalog
Religion Adventist
Father Yomelito Merioles Gonzaga
Mother Amelita Lacuarin Gonzaga

EDUCATIONAL BACKGROUND

Tertiary San Brendan College, Inc.

Secondary Sta. Monica High School
Primary Banbanan Elementary School

ANGIE M. NATURALES
Home Address: Barangay Abongan, Taytay, Palawan
G-address: angienaturales@[Link]
Mobile Number: 09928597441

PERSONAL INFORMATION
47
Date of Birth July 30, 1998
Place of Birth Brgy. Abongan, Taytay, Palawan
Sex Female
Civil Status Single
Citizenship Filipino
Language Ilonggo
Religion Catholic
Father Elynel Abadilla Naturales
Mother Alma Melancio Naturales

EDUCATIONAL BACKGROUND

Tertiary San Brendan College, Inc.

Secondary Bato National High School
Primary Abongan Elementary School

REGINE L. AGUSTINO
Home Address: Montevista, Poblacion, Taytay, Palawan
G-address: regineagustino08@[Link]
Mobile Number: 09500460698

PERSONAL INFORMATION

48
Date of Birth June 13, 2002
Place of Birth Sto. Malaya, Brgy. Banbanan, Taytay, Palawan
Sex Female
Civil Status Single
Citizenship Filipino
Language Tagalog
Religion Catholic
Father Roberto Florentino Agustino
Mother Jenelyn Lucio Agustino

EDUCATIONAL BACKGROUND

Tertiary San Brendan College, Inc.

Secondary Central Taytay National High School
Primary Kawakayan Elementary School

SUSETTE CADION MONTERO

Home Address:
G-address: Monterosusette19@[Link]
Mobile Number: 09305048125

PERSONAL INFORMATION

49
Date of Birth December 06, 2001
Place of Birth Faith Adventist Academy
Sex Female
Civil Status Single
Citizenship Filipino
Language Tagalog
Religion Seventh Day Adventist
Father Deceased
Mother Elsilita C. Montero

EDUCATIONAL BACKGROUND

Tertiary San Brendan College, Inc.

Secondary Borac National High School
Primary Marcilla Elementary School

50