Sjdm Cornerstone College inc.

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The Correlation of Social Anxiety Towards the Behaviour of Grade 12 Students in

Sjdm Cornerstone College Inc.

A Subject Requirement for

Practical Research 2

by

Teope, Kristina Cassandra M.

Flores, Michael James S.

Mejos, Alyssa Danielle R.

Ga-ano, Lance S.

Bondoc, Ma. Ysabela Victoria A.

Balagasay, Mark Agaphe M.

For

Ms. Jane A. Lubigan

Project Research Teacher

School Year 2022-2023

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 ABSTRACT

In this study, The researchers used the correlational research design to determine the

correlation of social anxiety towards the behaviour of Grade 12 students in Sjdm

Cornerstone College Inc. A total of 70 Grade 12 students participated in the study as the

respondents of the researchers. Likert scale were used as a statistical tool to interpret the

data that has been gathered. They also used the WAM or Weighted Arithmetic Mean to

determine the average mean of the data. Findings reveal that social anxiety and the

behaviour of the Grade 12 students correlates to each other and there are also possible

factors to identify social anxiety, and lastly, there is usual behaviour when they are around

their friends.

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 ACKNOWLEDGEMENT

This research becomes a reality with the kind support and help of many individuals.

We would like to extend our sincere thanks to all of them.

First and foremost, we want to offer or endeavour thanks to the God Almighty for

the wisdom, the strength, and peace of our mind He bestowed upon us.

We would like to express our deep and sincere gratitude to our research adviser, Ms.

Jane A. Lubigan, for giving us the opportunity to do this research and providing invaluable

guidance throughout this research.She taught us every bit of this research, on how to do the

chapters and what to put in those. It was a great privilege and honor to study under her

guidance.

We were extremely grateful to our friends and family for their love, care, and their

time for educating and helping us during our research. I am very thankful to the grade 12

students for participating in our research that made our research successful.

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 TABLE OF CONTENTS

Title Page …………………………………………………………………………………….i

Abstract……………….………………………………………………………………..……ii

Acknowledgement……...…………………………………………………………………..iii

Chapter I: The Problem and its Background

Background of the study…………………………………………………………….1

Statement of the problem……………………………………………………………4

Objective of the study……………………………………………………………….5

Hypothesis…………………………………………………………………………..5

Significance of the study……………………………………………………………5

Scope and Delimitation……………………………………………………………..6

Chapter II: Review of Related Literature and Studies

Theory………………………………………………………………………………8

Local Literature…………………………………………………………………….10

Foreign Literature…………………………………………………………………..12

Local Studies……………………………………………………………………….13

Foreign Studies……………………………………………………………………..16

Conceptual Framework…………………………………………………………….18

Definition of Terms………………...………………………………………………18

Chapter III: Research Methodology

Research Design……………………………………………………………………20

Population of Sample………………………………………………………………20

Research Instrument………………………………………………………………..21

Data Collection……………………………………………………………………..21
 Statistical Tool………………...……………………………………………………22

Ethical Consideration………………………………………………………………22

Chapter IV: Interpretation of Data

Interpretation of Data………………………………………………………………24

Discussion………………………………………………………………………….28

Chapter V: Summary of Findings, Conclusion, and Recommendations

Summary of Findings………………………………………………………………29

Conclusion………………………………………………………………………….30

Recommendation………………………………………………………………..….30
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This research talks about how there is a relation of social anxiety towards the

behaviour of the students. This chapter comprises the background of the research, statement

of the research problems, objectives of the research, significance of the research, and scope

and limitation of the research.

Background of The Study

Social anxiety has been a common issue that the society has been facing

throughout the years. It has brought many people an overwhelming concern because of the

effects that this matter brings. Oftentimes it is much more common to have a generalized

form of this condition. A generalized form of social anxiety is at work when most life

conditions include anticipatory anxiety, worry, indecision, depression, guilt, feelings of

inferiority, and self-blame.

There are some instances that certain individuals are confused whether they are

just shy or they have social anxiety. Social anxiety is more than shyness, it affects everyday

activities, self confidence, relationships and work or school life and it does not go away.

The behavior and emotions of a person is a complex proposition to properly

understand, so much so that there is a branch of science dedicated to it; Behavioral Science,

which encompasses psychology, anthropology, sociology among many more. The

Behavioral Sciences seek to explain why a person behaves a certain way and to understand

the inner workings of the mind.

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 Humans are social individuals. Public and private interactions with different people is

inevitable in one's everyday life. One of the basic and closely universal principles present in

the aspects of physical, emotional, and social conditions is social interaction. It may be with

friends, relatives, or individuals who are normally just around the corner. Depending on the

situation in which the event of contact takes place, various actions are seen for the different

individuals one encounters each day. The attitudes and behaviors that are exhibited give

people an idea of their personality.

Humans have a deep desire for others to like, respect, and approve of them.

Consequently, people develop advanced social structures and hierarchies that decide the

importance of the individual. Several health-related factors, including one's self-esteem and

sense of belonging, have a negative effect on social group beliefs. Human beings

instinctively fear negative judgment by their peers because of the value of social

relationships. (Baumeister & Leary, 1995)

Depending on the situation in which they are standing in, social anxiety is shown in

various ways by the person who experiences it. It can be triggered by several causes that

generate various effects that cause social anxiety. The objective of the study is to be able to

recognize the different factors that attribute to what humans’ experience and call social

anxiety and how the factors influence the individual's actions within oneself and around

other people.

Social anxiety has modulated the subjective stress response. Studies show that social

and physical stress have interacted to modulate confidence, trustworthiness, and

action-related sharing. Since numerous and related variables are involved in social anxiety,

then changes in behavior can be exhibited at the time of affliction. This behavior is most

prevalent among teens, which is why the chosen demographic is the grade 12 students of

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Sjdm Cornerstone College Inc. Thus, the researchers assume that there is no direct

correlation between social anxiety to the behavior of grade 12 students.

Social systems and societies are focused on relationships that are social. People

create the rules, institutions, and frameworks that they try to live by when interacting with

one another. Symbols, either children or outsiders, are used to express the desires of a given

culture to those new to it. One sees how social interaction lies at its heart across this broad

scheme of social growth. Peers, family, and personal problems have a big influence on

social anxiety in adolescents and teenagers. Nowadays, especially in the ongoing pandemic,

it created a great impact to this generation that many are highly affected and are qualified

respondents for the study. (Fransworth, 2019)

This research aims to further improve upon the studies that have been previously done

by our predecessors. The goal of this study is to identify if there is a direct correlation

between social anxiety and the behavior exhibited by a person. Moreover, this can be used

as a future reference for those who intend to further the understanding about social anxiety

that can help future academics and researchers. By surveying and calculating the collected

data, the researchers aim is to properly infer if the behavior one person shows is directly

related to the social anxiety an individual experiences.

This study, which serves to deepen our understanding of the mind, can be classified

under behavioral psychology, meaning that the goal of this study is to understand the

connection between our mind and our behavior. Showing the interrelationship between

social anxiety and behavior, the researchers have conducted a study to serve as an eye

opener in terms of how factors of social anxiety can affect one’s behavior in day-to-day

events.

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 All collected data are summed up in this study: (Schneier et.al, 2002) state that Social

anxiety is the anxiety and fear specifically linked to being in social settings (i.e., interacting

with others). Some classes of disorders associated with social anxiety include anxiety

disorders, mood disorders, autistic spectrum disorders, eating disorders, and substance use

disorders. That is one of the reasons why social anxiety leads to stress or depression in a

person, especially in Grade 12 students. It can cause bad health which is because of social

anxiety.

(Ruscio et.al, 2008) explain that half of the individuals with any social fears meet the

criteria for social anxiety disorder. Hofmann et.al (2010) state an age, culture, and gender

impact the severity of this disorder. The goal of this study is to be able to provide adequate

and organized information that will be able to supply an extraneous amount of knowledge

regarding social anxiety and behavior of an individual and its relation to one another.

Statement of the Problem

The researchers want to know more about the gaps that the other researchers didn’t

explain enough in their research before, so here’s the proposed issues or problems in the

research: The Correlation of Social Anxiety Towards the Behaviour of Grade 12 Students

in Sjdm Cornerstone College Inc. SY. 2022-2023

1.) What is the target demographic of the respondents in terms of;

1.2 Age

1.3 Gender

1.4 Strand

2.) What are the factors in identifying social anxiety?

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3.) What is the usual behavior of the students whilst among their peers?

4.) What is the relationship between social anxiety to the behavior of the students?

Objective of the Study

Based on the research problem above, our objective for conducting this research is

to identify what factors social anxiety has. To know what are the patterns or the usual

behaviour of a student whilst among their peers, also to recognize if there is a relationship

between social anxiety to the student’s behaviour. By achieving the results of this research,

the researchers will be able to understand the issues that this research has.

Hypothesis

The following hypothesis are to be verified by the study:

Ho: There is no direct correlation between social anxiety to the behavior of the

students. There are also no factors to identify social anxiety. Therefore, no behavioral

patterns are seen from students who are around their friends.

Ha: There is a direct correlation between social anxiety to the behaviour of the

students. There are factors to identify social anxiety. Therefore, there are patterns that are

seen from the students who are around their friends.

Significance of the Study

This research is conducted to have a grasp and better understanding on how a

human may or may not behave while experiencing social anxiety. After doing this study,

the researchers hope that the results can give contributions especially to the students, the

community, and the future researchers.

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 Students. The result of this study is expected to help the student’s to minimize one’s

invalidation against the feelings of their own and other people as one of the most affected

persons in terms of the matter.

Community. The result of this study is expected to raise awareness for the affected

individuals. Individuals who are part of the community are expected to be more sensitive

and understanding to the people who show signs of social anxiety.

Teacher. The result of this research is expected to inform the teachers on how to

make the affected individuals in their class not to be afraid to participate and help them to

be brave and confident when they are trying to participate in their class.

Administration. The result of this research is expected to inform the administration

to understand the affected individuals which can help them to be more comfortable inside

the institution.

Parents. The result of this research is expected to help the parents identify if their

child has social anxiety, so that they can understand the behaviour of their child. They can

also help them motivate their child to do things and help them to be brave and be confident.

Future Researchers. The result of this research aims to help future researchers and

the research itself, to have a more specific and deep understanding about this topic.

Researchers are part of the room of improvement when it comes to research. It is important

to have good research so the researchers can help others to understand it and help them with

their topic that may be connected to social anxiety.

Scope and Delimitation

This study covers the grade 12 students of Sjdm Cornerstone College Inc. It focuses

on the learners of SY 2022-2023. Social anxiety is an anxiety condition marked by

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overwhelming anxiety and intense self-consciousness. The researchers intend to investigate

to further identify the coverage of the scope and delimitation of social anxiety to our

behaviour. Social anxiety can be limited to only one type of situation wherein social

interactions take place. Therefore, the study will be conducted with grade 12 students in

Sjdm Cornerstone College Inc.

During public speaking, or in situations where worry or agitation takes place, this can

be encountered because of what people may or may not think of the person who is

experiencing social anxiety. If they are introduced to multiple individuals and left untreated

or overlooked, social anxiety, also known as phobia, can have serious consequences that

can have a direct effect on one's thought and actions. It can hinder people from participating

or prevent them from doing their best. However, in a nutshell, the mental aspect (how one

would think) is known to be dealing with the human brain whereas the emotional aspect

(how one would feel) is considered to be dealing with the heart. It is the main difference

between mental and emotional. Therefore, the data the researchers gathered are just for

mental and emotional, not the reaction or action of a person experiencing it. Nevertheless,

the research is quite limited to behavioral data because one person's degree of sensitivity

varies depending on the person, making it difficult to assess it generally. People seem to

have varying responses when it comes to how they are going to face the problem or what

they will do if they are in the middle of experiencing it.

It is also limited to the population; the survey would only include 70 grade 12

students, indicating that during the current occurrence of social anxiety, not everybody will

be able to participate in the survey about their approach regarding the matter. Because of

that, there may be a minor effect on the outcome of the research.

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 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Presented in this chapter are the various studies and literature of foreign or local

origin that are related to the study. Included in this chapter are the ideas, hypotheses, and

conclusions that have a significance to the study. All information stated in this chapter

serves to familiarize most data that are relevant to the study.

The Cognitive Theory

One of the primary theories about social anxiety claims that it is related to

overestimating the negative and underestimating the good aspects of social interactions.

People who struggle with social anxiety frequently exaggerate the threat that social

interactions pose, the likelihood that unpleasant events will occur, and the repercussions of

those occurrences. People who struggle with social anxiety frequently underestimate their

capacity for handling social situations. In addition to encouraging people with social

anxiety to practice social interaction, one common treatment for social anxiety attacks these

thought processes.

Cognitive theories of social phobia have been inspired from the

information-processing models of anxiety. They proposed that cognitive biases can explain

the etiology and maintenance of this disorder. A specific bias, conceived as a tendency to

partially process socially-threatening information, has been proposed. This bias is thought

to interfere in cognitive processes such as attention, memory and interpretation. Social

anxiety disorder (SAD) is a common psychiatric disorder characterized by a persistent,

excessive fear and avoidance of social performances and gatherings.

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 Research on cognitive biases show that individuals with SAD may lack an accurate

view of how they are looked by others, especially in social situations when they are granted

important attentional resources to monitoring their own actions as well as external threats.

In the present study, we explored whether socially anxious individuals also have issues in

theory of mind. Another popular theory is the formation of the brain, in which part of the

brain known as the amygdala is involved in controlling fear response. Individuals with

SAD can have an overactive amygdala. Also, premature babies could have an increased

chance of developing SAD, because they could have an premature brain which would cause

amygdala to increase fear response to create things which would cause SAD.

Anxiety arises from an ‘appraisal’ of a situation. A synopsis of neurobiological

theories of anxiety and the advances in neuroimaging point out Joseph LeDoux's work in

identifying the amygdala region of the brain's limbic system, which is responsible for fear

reactions.

According to cognitive theory, individuals who are experiencing social anxiety tend

to overestimate the threat level in the social gatherings they are in, underestimate their

ability to handle any social situations, and expect negative outcomes from interactions in a

social environment.

This theory focuses on one’s own performance that can be very distracting and can

get in the way of having a positive interaction with someone. Because of this, the affected

individuals can only focus on the negative aspects of how they are interacting with other

individuals.

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Cognitive Behavioral Treatment for Social Anxiety

One of the most popular and well-researched treatments for social anxiety is

cognitive-behavioural therapy (CBT). Cognitive behavioral therapy (CBT) is a kind of

psychological treatment that has been shown to be effective for a wide variety of issues

including depression, anxiety disorders, alcohol and drug use problems, marital problems,

and many more issues that may come up with psychological issues. CBT helps the

individuals to evaluate and change their own negative beliefs and expectations about social

interactions.

Avoiding social interactions is a strong characteristic of social anxiety, because of

this, A CBT therapist supports individuals to take part in any social interactions that the

affected individuals may have avoided.

Local Literature

Social anxiety disorder is a disease in which a person has an unhealthy fear of being

noticed, judged, and criticized by others in social settings. This person is afraid of making

errors, looking bad, or being embarrassed in public. A lack of social skills or experience in

social situations can intensify the fear. A panic attack or serious depression can occur,

causing the person to avoid social interactions. Many times, the individual is conscious that

their fear is irrational, but they are unable to resolve it. Disturbed thought, like false

assumptions about social situations, are another symptom of this condition. They are afraid

of eating, drinking, working in front of people, dating, asking questions or giving reports,

using public bathrooms, and talking on the phone. When they are subjected to the

conditions mentioned above, they can experience extreme anxiety, confusion, a racing

heart, sweating, trembling, muscle tension, an upset stomach, and even diarrhea. Women

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are more likely than men to develop this condition during puberty, early adulthood, or early

childhood. (Carmona, 2014, Anti-social or suffering from social anxiety disorder?)

When you’re feeling a lot of anxiety when you are in any social gatherings, you

should probably seek medical help. People have been isolated for nearly two years, certain

individuals have been experiencing social anxiety as they return to any social gatherings.

Before the pandemic happened, we could always manage to have small talks to any

colleagues, carpooling, or introducing ourselves when meeting someone new, but now, any

small talk with someone, people will feel very anxious (Abad, 2022).

(Requilman, 2022) shared that individuals will worry about blushing, stuttering,

sweating, and trembling when in social situations. On many occasions, they force

themselves to interact with one another even though they experience distress and

sometimes they also have panic attacks. People should always be prepared for experiencing

a panic attack while in the middle of a social function. “Panic attacks may come without

warning, so if you have been battling with anxiety lately or have experienced having panic

attacks in the past, it is best to prepare ahead in case a panic attack happens,” (Requilman,

2022). Here are some of the tips that have been said; Make sure you eat well and limit your

caffeine intake, since it can make you feel more anxious. (Abad, 2022, Awkward! How to

deal with social anxiety now that face-to-face interactions are back)

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Foreign Literature

Social anxiety disorder (SAD) is a draining and chronic illness characterized by “a

marked and persistent fear of one or more social or performance situations involving

exposure to unfamiliar people or possible scrutiny by others” (Furmark 2002, p 84;

Schneier 2006, p 1030).

Over the past 20 years, research on SAD has increased. Unfortunately, the

vocabulary has not remained static over time, a problem worsened by accompanying

definition changes in the DSM (Diagnostic and Statistical Manual of Mental Disorders)

between 1980 and 2000. Papers that are written over the years have included a variety of

similar and related form including avoidant disorder, fear, shyness, neuroticism, worry,

social anxiety, social phobia, passive anxious, fearful social inhibition, self-consciousness,

social isolation, audience sensitivity, peer neglect, anxiety sensitivity, etc.(Hudson and

Rapee 2000).

SAD places individuals, both children and adults, at risk for chronic distress and

issues and varies from shyness and performance anxiety by its greater intensity and general

(Beidel et al 1999; Schneier 2006). Often people who are diagnosed with SAD will avoid

important activities, such as school and work, or if they attend, they will not participate.

This end results in lower achievements in vital parts of their daily lives that end in

decreased occupational, academic and family function. People who are diagnosed with

SAD are also less likely to marry than those who do not have this disorder. Overall, there is

a depleting in quality of life, an increase in alcohol and drug misuse and a risk of suicide

(Baldwin and Buis 2004).

Using examples from college, workplace environments, and other social or political

communications, this book aims to make the study of public speaking relevant,

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contemporary, and exciting. Orality, internet technology, and critical thinking are

emphasized in the book as it encourages readers to build communities in this world through

public speaking, within a framework that emphasizes speaker responsibility, listening, and

cultural awareness. (German, 2017, Principles of Public Speaking in New York)

When a person’s ability to function has been interfered with social anxiety and

avoidance (e.g., as a student, worker, friend), the condition is called social anxiety disorder

(SAD), It is also known as social phobia, a long-term fear of social situations. (American

Psychiatric Association, 2013). In the United States, approximately 12.1% of people in

their lifetimes have been affected by SAD and 7.1% of adults in a given year (Ruscio et al.,

2008). Out of 4 people, 1 person reports at least one significant social fear in their

lifetime—most commonly, public speaking. If a person wants to be diagnosed if they have

SAD, they must report an impairing fear of multiple social situations that happened for at

least six months. Most people that have SAD fear eight or more detailed social situations

such as initiating a conversation with a stranger, maintaining conversations, going on a first

date, going to a work party, talking with an authority figure, talking in front of a group of

people, and eating in front of other individuals (Ruscio et al., 2008).

Local Studies

In both the medical and political fields, the problem of mental health has always

been a stumbling block. Anxiety disorder is more than just a feeling of worry or fear.

Researchers discovered that anxiety disorder is caused by a combination of genetic and

environmental factors that often interfere with one another. It causes serious symptoms that

affect how you feel, think, and cope with everyday tasks like sleeping, eating, and working.

Parents and faculty will be able to better promote learning by identifying the factors that

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contribute to the prevalence of anxiety and depression among students. The students will

profit from the outcome because it will assist them in recognizing their stressor. In

collaboration with the support system, it may build a sense of well-being and in turn

alleviate anxiety and depression. (Amparado et al., 2016, Prevalence of Depression and

Anxiety and the Relationship with Perceived Stress among Medical Students of a Private

Medical Institute in Cebu City).

The researchers looked at the respondents' demographics, their level of social

anxiety disorder, and whether there were any major variations in their level of social

anxiety disorder when they were grouped by their profile. The research included 306

college freshmen out of a total population of 1290. Most of the respondents were pursuing a

Bachelor of Industrial Technology, attended public high schools, and lived with their

parents. They have a marked social anxiety disorder (SAD) as a group, with males having

mild SAD and females having a marked SAD. Moderate social anxiety disorder is present

in Bachelor of Science in Architecture and Engineering and Bachelor of Industrial

Technology courses, whereas marked social anxiety disorder is present in Education and

Business courses. Public secondary school respondents had extreme social anxiety disorder,

while private school respondents had mild social anxiety disorder. Social anxiety disorder is

present in all respondents, regardless of their living circumstances. (Reyes, 2014, Social

Anxiety Disorder of First Year University Students).

Human fears may lead to anxiety and students’ extreme fear to socialize may

be leading to social anxiety disorder (SAD). The main goal of this study is to

identify and explain the proposed socio-phobic experiences of students in Baruya High

School, Lubao, Pampanga during the School Year 2013-2014. The researcher utilized the

mixed method of research, quota sampling technique, standardized inventory test,

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survey-questionnaire, documentary analysis, structured interview, and observation to

gather all the needed data to complete the study. The data gathered were processed

using the PASW Statistics 18 and interpreted using weighted mean, percentage,

frequency counts, ANOVA, Independent Samples T-test, and Pearson. The researcher

gathered that there is no significant relationship on the profile of the students, their type of

social phobia and socio-phobic experiences, except on the significant relationship existed

between particular type of social phobia and the profiles of sex and GPA and between

social phobia experienced and the definite type of social phobia. Moreover, there is no

particular relationship on the insights of the students and teachers in relation to

socio-phobic experiences and types of social phobia experienced, except on the

significant relationship existed on the generalized type of social phobia.(Pecson, 2017,

Socio-phobic Experiences of High School Students: Basis for Intervention Programs)

Individuals with higher levels of social anxiety experience distress. There is a need

to examine ways to overcome social anxiety, especially among university adolescents who

are obliged by their obligations to communicate with people on a regular basis. The current

study investigated the relationship between social anxiety and its dimensions to perceived

social support (general, family, friends, significant others) among highly anxious

undergraduate students using a predictive-associative design. According to statistical

research, social anxiety when communicating with strangers is significantly predicted by

perceived social support. On the other hand, family support was discovered to be a major

indicator of general social anxiety and social anxiety in encounters with strangers. The

importance of social support, especially family support, is addressed, as well as possible

research and intervention directions. (Paccarangan et al., 2018, Perceived Family Support

Predicts Anxiety Level among Highly Anxious University Students)

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Foreign Studies

Social anxiety happens when individuals fear social situations in which they foresee

negative judgement by others or think that their presence will make others feel

uncomfortable. From an evolutionary point of view, social anxiety is adaptive at the right

levels because it makes us focus more on how we portray ourselves and consider our

conduct. This sensitivity ensures we accommodate those around us to maintain or improve

social eligibility and avoid ostracism. However, when out of proportion to threats posed by

a normative social situation and when impairing functioning to a significant degree, it may

be classified as a disorder. In western countries, a severe and enduring fear of humiliation

and embarrassment is a symptom of social anxiety. In other cultures, particularly in Asian

ones, social anxiety can also seem as others' embarrassment. Social anxiety frequently

involves worries about trembling, blushing, sweating, and coming off as tense,

uninterested, or inept. Social interactions are challenging for those with social anxiety.

They show less facial expression, avert their gaze more frequently, and have significant

problems initiating and maintaining discussions as compared to those who do not

experience social anxiety. Recognizing issues may make ordinary actions like making

phone calls or approaching others frightening.. In turn, this may cause people to have fewer

encounters or to avoid social interaction completely. Effects of social anxiety affects the

functioning in various domains of life. For instance, individuals experiencing social anxiety

are more likely to be victims of bullying and are at greater risk of leaving school early and

with poorer qualifications. They also tend to have fewer friends, are less likely to marry,

more likely to divorce, and less likely to have children. In their workplace, they report more

off days from work and performance is getting bad. (Jefferies & Ungar, 2020, Social

Anxiety in Young People: A Prevalence Study in Seven Countries).

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 Previous research investigating the connection between social anxiety and social

behavior have made inconsistent results. It has been suggested that this inconsistency could

be partially due to differences across studies in the dimension of social behavior assessed,

with social anxiety potentially impairing only some behavioral dimensions; although no

logical pattern of which elements of social behavior may be affected has emerged

(Schneider BW, Turk CL,2014. p. 366–87). The current results suggest that, at the

non-clinical level at least, social anxiety may expand the visible signs of anxiety but have

little impact on other social behavior dimensions that were assessed here. These results are

broadly consistent with (Bögels et al., 2002;26(4):461–72) who compared performance

ratings for undergraduates low and high in social anxiety. They found that socially anxious

respondents received significantly more negative ratings on a “showing anxiety symptoms''

factor, but not on a “skilled behavior” factor. Similarly, (Cartwright-Hatton et al.,

2003;44(5):737–42) found that social anxiety scores were significantly connected with

observer ratings of nervousness in school. It is difficult to know from these previous

studies if this is indicative of genuine selective effects on visible anxiety signs or simply

chance variation, as no statistical comparison across dimensions was made. To our

knowledge, the present study is the first to give a statistical evaluation of these differences.

The fact that social anxiety was remarkably more strongly associated with behavioral

discomfort than the vast majority of all other dimensions suggests that social anxiety in the

non-clinical range is reliably associated with particular behavioral issues and that this is

limited to observable signs of discomfort. (Thompson et al., 2019, Social anxiety increases

visible anxiety signs during social encounters but does not impair performance)

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Conceptual Framework

Fig. 1.0 - The Paradigm of the “The Correlation of Social Anxiety Towards the

Behaviour of Grade 12 Students in SJDM Cornerstone College Inc. A.Y 2022-2023”

Definition of Terms

This introduces the words that have been used in making this study. All of the words

that have been included here have a definition to help the readers who aren't familiar with

the words that are related to the topic.

Correlation. This refers to the mutual connection or relationship between two or

more objects. It can be the process of establishing a connection between interventions or a

relationship between them that can be reciprocated.

Anxiety. This refers to an emotion defined as a feeling of worry, nervousness, or

uneasiness about an imminent event or something with an uncertain outcome. This can be

felt during the time of operational activities that are followed by an uncomfortable feeling.

Behaviour. The way in which one acts or conducts oneself, especially toward

others. This can refer to an observable and measurable action, activity, or process.

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 Social Anxiety. A type of anxiety triggered by social circumstances in which there

may be embarrassment or negative judgment by others. It can be very distressing and have

a big impact on your life.

Social. It refers to the accordance with society or its organization. It is someone or

something who involves being with others or has to do with individuals in communities

that live or gather.

Society. A group of individuals living in a single country or region with similar

customs, laws, and organizations. This can be an environment in which a group of

individuals interact with each other.

Disorder. It is a disturbance of the functions of a mind or body. It can also be

defined as a set of problems which result in causing some difficulty, impairment, distress

and/or suffering in a person's daily life.

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 CHAPTER III

RESEARCH METHODOLOGY

This chapter consists of research design, population and sample, research

instrument, data collection, and statistical tools that have been used in the study.

Research Design

This study used a correlational research design to achieve the objective of the study,

which is to determine if there is a direct correlation between social anxiety and the

behaviour of the students, and to know if there are factors to identify social anxiety, and if

there is a pattern when the affected individual is with its peers.

The researchers used their survey questionnaires as their instrument. The results of

the survey that has been conducted, they are able to determine the details of this study.

Tables and figures were used to provide a better understanding of the data that has been

collected as the answer of the study.

Population and Sample

The respondents of this study were the Grade 12 students of Sjdm Cornerstone

College Inc. The researchers have 70 respondents, they believe that the amount of their

respondents will somehow be enough to provide adequate data for their study.

Stratified sampling was used by the researchers since Grade 12 has 7 strands, and

will take 10 random grade 12 students from each of every strand there is in Sjdm

Cornerstone College Inc. The study involved 70 students from Grade 12.

20
Research Instrument

The researchers prepared a survey questionnaire as their research instruments to

determine the correlation of Social Anxiety towards the behaviour of Grade 12 students in

Sjdm Cornerstone College Inc. This can be determined based on indicators such as the

demographic profile.

Data Collection

Specifically, the researchers have to follow certain procedures outlined below, and

therefore, the study should be conducted easily.

1. Choose a specific title. Selecting or choosing interesting specific title is

necessarily needs to be credible, to make sure that we could handle it and

defend to the panelists until it was approved.

2. Content Validation. Initially, we make sure that every content of its study is

undergone through validation to ensure validity and reliability.

3. Administering the questionnaire. Questionnaire is a principle tool for

gathering data. The researchers conduct questionnaires to digitally

administer to the respondents. A consent letter was first given to the

principal and subject teacher requesting permission to administer the

questionnaires to the respondents.

4. Validating the instrument. After the distribution of questionnaires, the

questionnaires are validated. It is analyzed and interpreted through the data

gathered. The conclusions are formulated and then, make the

recommendations of the study.

21
Statistical Tool

Likert Scale was used as a statistical tool in the research study to interpret the items

in the questionnaire and its interpretation as follows.

Scale Range Verbal Interpretation

5 4.20-5.00 Agree (A)

4 3.40-4.19 Slightly Agree (SA)

3 2.60-3.39 Neutral (N)

2 1.80-2.59 Slightly Disagree (SD)

1 1.00-1.79 Disagree (D)

The Weighted Average Mean (WAM) was also used as the statistical tool to

interpret the average mean of the data gathered from the survey questionnaire.

The formula used:

Weighted mean= Σwx/Σw

Where:

Σ= Summation

w= the weights

x= the value

Ethical Consideration

In conducting a survey and distributing the questionnaires, the most common issue

is the respondents’ confidentiality. The researchers have the objective to keep every

information of the respondents private and secured. Their demographic profile, giving the

emphasis for their names and age, are only exclusive for the interpretation of this study.

22
Therefore, only members of researchers who conducted this study have the right to view or

have access to their private information. The researchers will be responsible if ever the data

of the respondents have been revealed to the public.

23
 CHAPTER IV

INTERPRETATION OF DATA

This chapter presents the data in a tabular form with corresponding analysis and

interpretation. These data were gathered from the instruments used.

AGE FREQUENCY PERCENTAGE

16 2 2.9%

17 23 32.9%

18 26 37.1%

19 9 12.9%

20 5 7.1%

21 3 4.3%

22 2 2.9%

Total 70 100%
Table 1.1

Table 1.1 shows that the age of the 70 respondents of Grade 12 students has a

frequency of 2 or 2.9% are 16 years old. In addition, the frequency of 23 or 32.9% are 17

years old. The frequency of 26 or 37.1% are 18 years old. The frequency of 9 or 12.9% are

19 years old. Frequency of 6 or 7.1% are 20 years old. The frequency of 3 or 4.3% are 21

years old. Frequency of 2 or 2.9% are 22 years old. The percentages are a total of 100%.

24
 GENDER Frequency Percentage

Female 32 45.7%

Male 38 54.3%

Total 70 100%
Table 1.2

Table 12 shows that the respondents when grouped according to gender. There is a

frequency of 32 female students or 45.7% and there’s a frequency of 38 male students or

54.3%. Therefore, the total frequency is 70 with a total of 100%.

STRAND Frequency Percentage

ABM 10 14.3%

GAS 10 14.3%

HE 10 14.3%

HUMSS 10 14.3%

ICT 10 14.3%

SPORTS 10 14.3%

STEM 10 14.3%

Total 70 100%
Table 1.3

Table 1.3 shows that the respondents when grouped according to their strand. There is a

frequency of 10 students or 14.3% per strand. Therefore, the total frequency is 70 with a

total of 100%.

25
 SLIGHTLY SLIGHTLY
DISAGREE DISAGREE NEUTRAL AGREE AGREE AVERA
(1) (2) (3) (4) (5) GE

1. I feel nervous
when I am alone 11 22 39 80 75 3.24
in a public
place.

2. I usually
panic when I am 6 16 81 64 65 3.31
in the middle of
a social
function.

3. I like to stay
at home and not 7 16 57 56 110 3.51
go to any social
gatherings.

4. I feel my
heart racing 6 8 57 84 100 3.64
whenever there
is a recitation.

5. I do not like
to participate in 25 24 75 20 15 2.27
any school
activities

6. I avoid any
social 3 26 54 64 100 3.53
interactions
when I feel
anxious.

7. I feel
uncomfortable
and anxious 25 32 33 28 55 2.47
even when I am
with my friends.

8. I feel anxious 18 14 75 44 45 2.8

when ordering
food.

26
 9. My hands are
cold and
trembling when 8 8 54 60 125 3.64
I speak in class
or any public
speaking.

10. I feel judged

when I am 3 12 54 88 105 3.74
surrounded by
many people.

11. I am afraid
to do things that 7 26 48 64 90 3.36
I like when I am
in a public
place.

12. I feel
anxious when I
cannot
understand the 7 20 45 76 95 3.47
lesson and need
to ask the
teacher for
clarification.

13. I avoid my
peers when I 6 24 84 56 50 3.14
feel anxious.

14. I feel tense

when I am 2 24 45 72 115 3.69
meeting
someone new.

15. I feel uneasy

when I am not 7 26 63 56 75 3.24
with my friends.
Table 1.4

Table 1.4 shows the data from the questionnaire answered by the respondents. It

shows that the highest average is 3.74 while the lowest average is 2.27. In addition, the

results have reached the range of 1.80-4.19 which are the range of Slightly Disagree (SD),

27
Neutral (N), and Slightly Agree (SA). But the range that got most of the average is the

Slightly Agree (SA).

*Item numbers 1, 2, 3, 4, 5, 6, 8, 9, 10, 11, 12, 14 addressed the possible factors in

identifying social anxiety.

*Item numbers 7, 13, 15 addressed the usual behaviour of the students while they are with

their peers.

These items are purposefully designed to know the correlation of social anxiety towards the

behaviour of grade 12 students.

Discussion

The data above shows that there are Grade 12 students that may or may not

experience social anxiety. The number collected determined that there are students that

experienced some possible factors of social anxiety, but it can also be their natural response

towards some of the situations mentioned in the questionnaire. Based on the results, some

of the Grade 12 student’s behaviour is just their natural response to some situations that

affected individuals may have experienced too. It shows that there is a correlation between

social anxiety and the behaviour of the students.

28
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter summarizes the findings in the study. It also drafts the conclusions and

recommendations based on the findings.

Summary of Findings

This research has been conducted to determine if there is a correlation between

social anxiety towards the behaviour of Grade 12 students in Sjdm Cornerstone College

Inc. since social anxiety is one of the most misunderstood and overlooked problems in

society and it is not visible like the other mental issues. It can affect people who are quiet

and shy, even the individuals who are outgoing and noisy can be affected by this disorder.

The researchers have used correlational research as their research design in their

study and the researchers also prepared a survey questionnaire as their research instrument.

The respondents of this research are the Grade 12 students of Sjdm Cornerstone College

Inc. They are composed of 10 randomly selected students from the 7 strands and in total,

there are 70 Grade 12 students as the respondents of this research.

Social anxiety has been a common issue throughout the years, and it has become a

daily struggle for different people. Based on the results of the study, most of the student’s

behaviour is similar to the affected individual’s behaviour when they are in a situation that

will make them uneasy or anxious. It can also be their natural response to the situations that

they are in. It shows that there are factors when identifying social anxiety, such as avoiding

their peers or any social interactions when they are feeling anxious, or their hands

29
trembling when they are speaking in public. There is usual behaviour when they are around

their peers.

In the computation of the average mean of the results, it shows that the range that

got the most average is the Slightly Agree, which shows that there is a correlation of social

anxiety towards the behaviour of Grade 12 students.

Conclusions

Based on the findings, the study concludes that there is a correlation between social

anxiety and the behaviours of one’s student. Almost all of the Grade 12 students of Sjdm

Cornerstone College Inc. are slightly agree when it comes to the behaviour that they are

showing when there is a situation where they can be triggered to do certain actions when

feeling uneasy, anxious, or stressed. Further, there are possible factors that can identify if

someone has social anxiety such as trembling hands, avoiding their peers when feeling

anxious, or hands getting cold when speaking in public.

The study also concludes that most students like to stay home rather than going out.

Further, there are behavioural patterns seen from the students who are around their friends.

Likewise, the researchers can say that there is a direct correlation of social anxiety towards

the behaviour of Grade 12 students in Sjdm Cornerstone College Inc.

Recommendations

Other future researchers or enthusiasts are encouraged to conduct further research

somehow to determine and improve the relationship of social anxiety and behaviour of

Grade 12 students. Based on the analyzation of the study, the following recommendations

are made:

30
 1. The use of this thesis as basis for further study on the matter as social anxiety is a

complex disorder that plagues a large portion of the populace.

2. Society should be aware and more sensitive in accordance to the several factors and

symptoms that may affect the behaviour of individuals who are experiencing social

anxiety.

3. Conduct a broader study with a bigger sample size to further prove the hypothesis.

4. Deepen the understanding on the subject matter by finding and verifying other

factors that can affect a person's behaviour.

BIBLIOGRAPHY

Brook, C. S. & Schmidt, L. A., (2008). Social anxiety disorder: A review of environmental

risk factors. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2515922/

Baumeister, R. F. & Leary, M. R., (1995). The need to belong: desire for interpersonal

attachments as a fundamental human motivation. Psychological bulletin. Retrieved from:

https://pubmed.ncbi.nlm.nih.gov/7777651/

“The Cognitive Theory of Social Anxiety”, (n.d.). The Cognitive Theory of Social Anxiety.

Andrew kukes foundation for social anxiety. Retrieved from: https://akfsa.org/

research/the-cognitive-theory-of-social-anxiety/#:~:text=Search-,The,-Cognitive%20Theory%20of

Abad, Y., (2022), Awkward! How to deal with social anxiety now that face-to-face

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health-and-wellness/dealing-social-anxiety-new-normal-face-to-face-interactions/

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Carmona, M., (2014). Anti-social or suffering from social anxiety disorder?. The Philippine

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9781138233898

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Students. IAMURE International Journal of Multidisciplinary Research, 10(1). Retrieved

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Pecson, R. R., (2017). Socio-phobic Experiences of High School Students: Basis for

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335105485_Socio-phobic_Experiences_of_High_School_Students_Basis_for_Intervention

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Amparado, D., et al., (2016). Prevalence of depression and anxiety and the relationship

with perceived stress among medical students of a private medical institute in Cebu City.

Herdin Plus. Retrieved from: https://www.herdin.ph/index.php?view=research&cid=69833

Paccarangan, S. J., et al,. (2018). Perceived Family Support Predicts Anxiety Level among

Highly Anxious University Students. Retrieved from: https://www.semanticscholar.org/

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e0ee73fe5d9db0ac71ba3c85ef9f4

Jefferies, P. & Ungar, M., (2020). Social anxiety in young people: A prevalence study in

seven countries. Plos One. Retrieved from: https://journals.plos.org/plosone/article?

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biomedcentral.com/articles/10.1186/s40359-019-0300-5

33
 Sjdm Cornerstone College inc.
190 Libis 2 Muzon, City of San Jose del Monte, Bulacan, 3023
sjdmcornerstonecollege.inc@gmail.com | (+63) 917 700 475

January 20, 2023

Dear Ma’am,

We are the Grade 12 students, and we are the researchers from the Grade 12 STEM

A. We sincerely ask for your validation of questionnaires in our research entitled; “The

Correlation of Social Anxiety Towards the Behaviour of Grade 12 Students in Sjdm

Cornerstone College Inc.” As a subject requirement for a survey questionnaire in Practical

Research 2.

Its purpose is to determine the correlation between social anxiety and the behaviour

of one’s student at aforesaid school. Moreover, It will be conducted to contribute to the new

aspect of knowledge towards specialization.

We would like to ask for your approval for our questionnaire, please feel free to

evaluate our questionnaire.

We highly appreciate your response and support in this research questionnaire. We

are looking forward to your response about this matter.Thank you very much and God

Bless.

Sincerely yours,

Teope, Kristina Cassandra M.

Leader – Group 3

Grade 12 – STEM A

Noted by:

Ms. Jane A. Lubigan

i
Research Questionnaire

Direction: Check the box aligned with the indicators that correspond to your answer.

SLIGHTLY SLIGHTLY
QUESTIONS DISAGREE DISAGREE NEUTRAL AGREE AGREE
(1) (2) (3) (4) (5)

1. I feel nervous when

I am alone in a public
place.

2. I usually panic
when I am in the
middle of a social
function.

3. I like to stay at
home and not go to
any social gatherings.

4. I feel my heart
racing whenever there
is a recitation.

5. I do not like to
participate in any
school activities

6. I avoid any social

interactions when I
feel anxious.

7. I feel
uncomfortable and
anxious even when I
am with my friends.

8. I feel anxious when

ordering food.

9. My hands are cold

and trembling when I
speak in class or any
public speaking.

35
 SLIGHTLY SLIGHTLY
QUESTIONS DISAGREE DISAGREE NEUTRAL AGREE AGREE
(1) (2) (3) (4) (5)

10. I feel judged when

I am surrounded by
many people.

11. I am afraid to do
things that I like when
I am in a public place.

12. I feel anxious

when I cannot
understand the lesson
and need to ask the
teacher for
clarification.

13. I avoid my peers

when I feel anxious.

14. I feel tense when I

am meeting someone
new.

15. I feel uneasy when

I am not with my
friends.

36
 CURRICULUM VITAE

Kristina Cassandra M Teope

Blk 23 Lot 31 Ph 2 La Poblacion, Brgy. Muzon,

San Jose Del Monte, Bulacan

Kcteope@gmail.com

PERSONAL BACKGROUND

AGE: 17 DATE OF BIRTH: December 19, 2005

HEIGHT: 5’5 PLACE OF BIRTH: Sta. Maria, Bulacan

WEIGHT: 75 kg STATUS: Single

CITIZENSHIP: Filipino RELIGION: Roman Catholic

OCCUPATION:

FATHER: Teope, Tito T Deceased

MOTHER: Mabuti, Rosemarie A OFW

EDUCATIONAL BACKGROUND

PRIMARY: Partida Elementary School 2011-2017

Morning Breeze Elementary School 2013-2014

SECONDARY: Sjdm Cornerstone College Inc. 2017-2023

37
 CURRICULUM VITAE

Michael James S Flores

635 Gen Lucban Street,

Bagong Silangan, Quezon City

Jamessantos0931@gmail.com

PERSONAL BACKGROUND

AGE: 18 DATE OF BIRTH: September 16. 2004

HEIGHT: 6’0 PLACE OF BIRTH: Quezon City

WEIGHT: 76 kg STATUS: Single

CITIZENSHIP: Filipino RELIGION: Roman Catholic

OCCUPATION:

FATHER: Flores, Ronald Bj Police Officer

MOTHER: Santos, Joan C Housewife

EDUCATIONAL BACKGROUND

PRIMARY: Capitol Hills Christian School Inc. 2011-2017

SECONDARY: Capitol Hills Christian School Inc. 2017-2021

Sjdm Cornerstone College Inc. 2021-2023

38
 CURRICULUM VITAE

Mark Agaphe M Balagasay

Blk 31 Lot 9 Sec 7 Ph 1, Pabahay 2000,

Brgy. Muzon, San Jose del Monte, Bulacan

balagasaymarktptr@gmail.com

PERSONAL BACKGROUND

AGE: 17 DATE OF BIRTH: December 8, 2005

HEIGHT: 6’2 PLACE OF BIRTH: Muntinlupa City

WEIGHT: 106 kg STATUS: Single

CITIZENSHIP: Filipino RELIGION:Protestant (Evangelical Protestant)

OCCUPATION:

FATHER: Balagasay, Jose Nicky G Carpenter

MOTHER: Balagasay, Maribel M Housewife

EDUCATIONAL BACKGROUND

PRIMARY: Angels Care Christian Academy of Bulacan Inc. 2011-2017

SECONDARY: Sjdm Cornerstone College Inc. 2017-2023

Muzon Harmony Hills High School 2018-2021

39
 CURRICULUM VITAE

Alyssa Danielle R Mejos

Blk 6 Lot 2 Sec 24 ph3 Pabahay 2000,

SJDM, Bulacan

reyesalyssadanielle@gmail.com

PERSONAL BACKGROUND

AGE: 18 DATE OF BIRTH: March 21,2004

HEIGHT: 5’1 PLACE OF BIRTH: Sta. Maria, Bulacan

WEIGHT: 41 kg STATUS: Single

CITIZENSHIP: Filipino RELIGION: Roman Catholic

OCCUPATION:

FATHER:

MOTHER: Reyes, Vilma Housewife

EDUCATIONAL BACKGROUND

PRIMARY: Muzon pabahay elementary school 2011-2017

SECONDARY: Muzon national high school 2017-2018

Mil-an national highschool 2018-2020

Sjdm cornerstone college inc. 2020-2023

40
 CURRICULUM VITAE

Ma Ysabela Victoria A Bondoc

Blk 9 Lot 34 Germany Street Harmony hills 1,

Muzon, Sjdm, Bulacan

bondocmaysabelavictoria@gmail.com

PERSONAL BACKGROUND

AGE: 18 DATE OF BIRTH: September 27. 2004

HEIGHT: 5’5 PLACE OF BIRTH: Sta. Maria, Bulacan

WEIGHT: 48 kg STATUS: Single

CITIZENSHIP: Filipino RELIGION: Roman Catholic

OCCUPATION:

FATHER: Bondoc, Joseph C Fish Vendor

MOTHER: Abril,Angeline R Fish Vendor

EDUCATIONAL BACKGROUND

PRIMARY: ABC Kiddie House 2007-2008

Benedictian School 2009-2012

RVS Achievers Academy inc. 2013-2019

SECONDARY: Sjdm Cornerstone College Inc. 2020-2023

41
 CURRICULUM VITAE

Lance S Ga-ano

Blk 64 Lot 14 Melody Plains Zone 6

Sangeraldo st., Sjdm, Bulacan

lhancegaano123@gmail.com

PERSONAL BACKGROUND

AGE: 18 DATE OF BIRTH: September 4, ,2004

HEIGHT: 5’7 PLACE OF BIRTH: CSJDM, Bulacan

WEIGHT: 46 kg STATUS: Single

CITIZENSHIP: Filipino RELIGION: Roman Catholic

OCCUPATION:

FATHER: Ga-ano, Florence A Government Employee

MOTHER: Salazar, Fe S Housewife

EDUCATIONAL BACKGROUND

PRIMARY: Muzon pabahay elementary school 2011-2017

SECONDARY: Muzon national high school 2017-2021

Sjdm cornerstone college inc. 2021-2023

42