The document discusses a study conducted on learning styles among students in Bancasi Integrated School amidst the pandemic. It examines factors that cause academic stress among students such as grades, exams, workload, and class discussions. Various definitions of learning style are provided from different scholars. The methodology used a scale to measure academic stress and learning style through a survey. Results found students experienced most stress from contributing to class discussions and least stress from understanding academic material. Definitions of learning style converged on it being a student's natural way of processing information.

1. LEARNING STYLE AMONG STUDENTS IN
BANCASI INTEGRATED SCHOOL AMIDS
PANDEMIC
MAED 201 MINI RESEARCH OF POLCY AND
SCHOOL LAWS
S.Y. 2021-2022
Submitted by: Group 1
AILYN BUNGCAG
ALOZO ROLANDO Jr.
LOURDES AGUELO
MECIL CLERIGO
ROSALIE BAYOT
Submitted to:
MARIVIC M. CUIZON, PhD.
Professor
Mh. Del Pilar Street, Butuan City

2. Chapter 1
LEARNING STYLE AMONG STUDENTS IN BANCASI INTEGRATED SCHOOL
AMIDS PANDEMIC
Introduction
The level of learning style by a learner is one of the most important
factors which indicate the success of a learning environment. In order to ensure
the effectiveness of teaching environments, it is important to take account of
stress of individuals or as a group when beginning to plan a learning environment
( Yilmaz,& Ak koyunlu,2009 ).
Keefe (1979) defines learning styles as the cognitive, affective and
physiological behaviors that serve as relatively stable indicators of how learners
perceive, interact with, and respond to the learning environment (Cited by Eliss,
1994). Reid (1995) holds the view that learning styles are an individual's natural,
habitual, and preferred way(s) of absorbing, processing, and retaining new
information and skills. It is difficult to find an overall and comprehensive definition
of learning styles.
Learning style and learning academic stress refers to the pressure to
perform well in final school examinations and competitive college entrance
examinations that is experienced by 12th standard students. For some students,
the experience of academic stress leads to a sense of distress, which is
generally manifested in a variety of psychological and behavioral problems.
( Rao, (2008).

3. An apparent increase in seriously disturbed students consulting student
health services in the UK has led to concern that increasing financial difficulties
and other outside pressures may affect student mental health and academic
performance. The current research investigated whether student anxiety and
depression increases after college entry, the extent to which adverse life
experiences contribute to any increases, and the impact of adversity, anxiety and
depression on exam performance. B Andrews. et.al.,( 2004 )-British Journal of
Psychology.
This study compared academic stressors and reactions to stressors
between American and international students using Gadzella's Life Stress
Inventory (B. M. Gadzella, 1991). Five categories of academic stressors (i.e.,
frustrations, conflicts, pressures, changes, and self-imposed) and four categories
describing reactions to these stressors (i.e., physiological, emotional, behavioral,
and cognitive) were examined. . The findings emphasize the need to recognize
cultural differences in stress management.
There are various stress types encountered by a learner in Odiong
Elementary School, namely: Academic load stress, Time/Balance stress,
Environmental stress, Language stress, Interpersonal stress and Intrapersonal
stress. Most of these problems were being observed or experienced by a learner
thus, the performance of a learner was very low and incapable of standard
outcomes.
Odiong Elementary School is one of the schools in District II of
Esperanza to provide learning spaces and learning environments for the teaching

4. of students under the direction of teachers. Thus, the researcher will conduct a
study to determine the students’ stress and its learning style among students in
this school. This would be designed to verify how the students perform with
respect to there learning style when they are stress.
Chapter 2
LITERATURE REVIEW
The Wall Street Journal recently carried a report about a study that found
that students are often affected by the stress that adults working with them are
experiencing. In a time when education "reform" and budget cuts often seem to
be making schools more stressful, this seems like a very significant issue. (Cody
A. 2011).
A fight or flight reaction may be useful in some situations, but it is highly
detrimental in the classroom. Whether anxiety stems from test taking or from an
unstable home environment, the brains of students experiencing high levels of
stress look different than those who are not — and those brains behave
differently, too. In this article, we’ll take a look at the neural and hormonal
responses that underpin a student’s stress response, and make a few
suggestions for continuing to teach through the challenges it presents (Levy L.
2014).
McKean et al. (2000) argue that students experience higher stress at
predictable times each year because of the academic commitments, financial
pressures, and lack of time management skills. This can affect health, emotional

5. state and academic performance, once stress has become perceived negatively
or has become excessive. Hence, it is important that students develop effective
strategies in order to manage stressful situations.
Academic stress among students has become a topic of interest for few
researchers today. Academic commitments, financial pressures and the lack of
time management skills have resulted in many students experiencing intense
stress at predictable times during each year. Students’ health and academic
performance can be negatively affected because of higher degree of stress
(Campbell & Svenson, 2007).
From a behavioral perspective, rushing around at the last minute to complete
important and necessary tasks can be stressful as can the consequences of not
meeting deadlines on time. Yet, there is emerging evidence that the stress
associated with procrastination may also arise from the intra-personal processes
linked to the negative self-judgments that procrastinators inflict upon themselves
when dealing with difficult tasks as well as during the aftermath of unnecessary
delay (Flett, et al. 2012).
Life in the urban settings is an interface between the adverse physical
settings (which include pollution, high population, extreme temperature,
crowding, degraded landscape, over accumulation of solid waste, etc.) and
individual characteristic arising by the time spent in the exposure to such
aversive situation like time spent in commuting, time spend in crowd, exposure to
polluted air and smokes, exposure to high level of noise, and so forth. If these
situations are beyond the tolerance level, the person is said to be under stress.

6. Urban environment stress is the situation that represents the level of anxiety of
the urban inhabitants, facing the daily humdrum that are incompatible with their
life . Commuting as stressors, leads to consequences in the way it interferes with
family and leisure activities and increased absenteeism from work. Costa, et al.,
shows that commuters generally experienced a more stressful life style, with
increased psychological and physical health problems. Cities are the greater
source of noise leading to greater level of annoyance, irritation, and insomnia.
Several surveys have focused on residents’ annoyance with traffic noise,
sometimes so aversive as to discourage any type of social activity, including
aggressive acts. Rishi, P.,et.al. (2012.
However, in this study, in the contrary of urban settings as mentioned above
statement that rural areas specifically in Tandang Sora Elementary School, is not
totally experiencing such environmental stress as mentioned above except
financial problem to every student due to poverty exposure.
Auditory processing can be described simply as “what the brain does with
what the ear hears” (Florida Department of Education, 2001, pg. 2). As sound
travels through the ear it causes structures inside the ear to vibrate. These
vibrations are then changed into electrical energy. The electrical energy travels
through nerves in the central auditory nervous system to the brain. In the central
auditory nervous system sound is interpreted, recognised and processed; this is
called Central Auditory Processing (La Trobe University, 2010)
Auditory processing disorder (APD) is a sensory processing deficit found to
occur in approximately 5% of school-aged children (Kids Health, 2010). To learn

7. one needs to listen to, attend to, and identify the important auditory signals over
all other competing noises at school and at home. Evidence suggests that
underlying deficits in auditory processing may cause children with APD to
experience hearing difficulties in spite of normal hearing sensitivity. Children with
APD are often distracted by, or may not hear clearly when background © Listen
And Learn Centre 2010 www.listenandlearn.com.au Page 3 of 11 noise is
present; they may find it difficult to follow spoken instructions and often
misinterpret what is said; they may have trouble understanding degraded speech
and or identifying and discriminating between speech sounds (Sharma, et al.,
2009). These difficulties make learning more difficult and as a result children with
APD often find school challenging (Kraus & Banai, 2007).
It has been suggested that auditory processing deficits adversely affect
one’s ability to detect and process speech patterns, resulting in impaired or
“fuzzy” phonological representations, specifically required for speech perception.
Unclear phonological representations are likely to lead to impaired phonological
awareness which in turn may result in the development of reading
problems/disorders (Ouimet & Balaban, 2009).
Prosser and Grosvenor (2007) examine how the visual culture of the school
is produced in ways that are significant for the positioning of learners and
teachers. They claim that through the interaction between the visual-spatial
design of school – such as through visual materials, the school uniform, displays
in corridors and classrooms, or the arrangement of furniture - particular
configurations of ‘the learner’ are created or ‘come into being’. The visual turn
thus draws attention to both how an institutional gaze (such as that of the school)

8. is materially shaped and, perhaps more importantly, how these might be re-
designed to support alternative identities and learner positions.
Everyday life in the 21st century is saturated with image, visual technologies
and visual practices. A wide range of production and distribution technologies
circulate a variety of visual materials - photographs, video and diverse media
through blogs, online photo albums, YouTube, MySpace and so on. Still images
stare out across the everyday communicational landscape and moving images
try to grab attention through a multiplicity of devices, enabling people to easily
share their digital stories across global networks. The visual turn can be
understood as a response to this newly configured global and networked
landscape marked by the social, cultural and economic trajectories of late (post)
modernity: fluidity, speed, saturation, frenzied pixilation, and immediacy. Jewitt,
C. (2008).
Despite the numerous advantages of active learning, some instructors are
reluctant to adapt this teaching method for several reasons. For example, how an
instructor decides to manage their time has a major influence of the whole
learning process and its outcome. An instructor must account for the preparation
and execution time, as well as students’ responses to such new learning
strategy. Some instructors think that they do not have enough time to cover all
the topics they have assigned for a certain quarter, and active learning can
reduce the amount of available time. As a result, an instructor may conclude that
lecturing is more convenient for delivering the information. However, a scenario
where an instructor explains and students listen does not guarantee that students
will be able to absorb the knowledge. Students may leave their classroom with

9. some bits and pieces of a lecture in their notebooks and with nothing in their
heads. Also, there is a big chance that a number of students may stop the
instructor to ask questions, and the instructor might end up not covering every
topic that needs to be covered. In addition, in a traditional lecture, the teacher
has more control of the class where in an active learning session; students are
more involved with how the course is run. With this in mind, an instructor may be
ambivalent to use KLA as new problems with classroom management may arise.
Lai, M. et al. (2015).
Nowadays, technology is everywhere and in the hands of everyone.
Although the benefits of technology in the learning process are immeasurable,
technology itself has many drawbacks. One of these drawbacks is the increase in
distraction among students. In most classroom settings, students just sit and
listen to an instructor. It is easy for them to lose focus by checking social media
or chatting with their friends. In addition, several studies suggest that students’
attention during a lecture may last only up to fifteen minutes. Therefore, it is
challenging for some students to maintain concentration in a standard lecture.
Active learning or kinesthetic learning approach is a solution for those who have
trouble paying attention for a long period of time because it requires students to
be physically active during the lecture. Since computer science topics are
theoretical and intangible, grasping the concepts may be challenging for the
students. Therefore, kinesthetic learning activities can be helpful and efficient.
Alraddady, S., et. al. (2014).
Learning styles have received considerable attention in recent years.
There are more than 20 style dimensions that have been identified so far. It has

10. come out of the more general research on cognitive styles, particularly from the
field of psychology. The earliest and frequently discussed dimension of learning
styles is the concept of field dependence and field independence that is
advocated by psychologist Herman Witkin.
Reid (1995) divides the learning-style researches into three major
categories: cognitive learning styles, sensory learning styles, and personality
styles. Cognitive learning styles, according to her introduction, include field-
independent and field-dependent learning styles, analytic. and global learning
styles, reflective and impulsive styles, and Kolb's Experiential Model. Sensory
learning styles consist of perceptual learning styles and environmental learning
styles. Personality learning styles are made up of Myers-Briggs Temperament
styles, tolerance of ambiguity styles, right and left hemisphere styles.
Riding & Rayner (1998) just discuss and describe the two basic
dimensions of cognitive styles, including wholist-analytic and verbal-imagery
styles. The wholist-analytic style learners tend to organize information into
wholes or parts, while verbal-imagery style learners are inclined to represent
information during thinking verbally or in mental pictures.
Like Howard Gardner ,Reid's (1984) measures six types of perceptual
learning styles, including visual, auditory, tactile, kinesthetic, individual, and
group learning styles. Each of the learning styles possesses unique learning
characteristics. Visual-style learners like to learn through eyes. Students of
auditory learning styles rely heavily on listening or talking; they remember what
you say. Tactile-style and kinesthetic-style learners like to learn through touching

11. or moving and prefer to obtain information from audio tapes, lectures, class
discussions, field trips, and role-plays. Individual-style learners learn best when
they work alone, which contrasts strongly to group-style learners who learn
effectively when work with other students or peers. It is evident that all learners
have individual attributes relating to their own learning process and learn
differently because of their biological and psychological differences.
Therefore, Keefe (1979) defines learning styles as the cognitive,
affective and physiological behaviors that serve as relatively stable indicators of
how learners perceive, interact with, and respond to the learning environment
(Cited by Eliss, 1994). Reid (1995) holds the view that learning styles are an
individual's natural, habitual, and preferred way(s) of absorbing, processing, and
retaining new information and skills. It is difficult to find an overall and
comprehensive definition of learning styles, but similarities can be concluded
from these definitions that the characteristics of consistency and perseverance
are the core of all the learning style definitions.
Chapter 3
RESEARCH METHODOLOGY
The researcher finds ways to formulate this research methodology an
accurate and reliable to the respondents to justify the correctness of each data
gathered from the beginning up to the end of this chapter.
Quantification of Data
The following variables are quantified for statistical analysis purposes.

12. A. Academic Stress
Scale Level Verbal Description
4.21-5.0 5 Very Much Stress
3.41-4.2 4 Very stress
2.61-3.4 3 Somewhat stress
1.81-2.6 2 Fairly Stress
1.0-1.8 1 Not at all stress
B. Learning Style
Scale Level Verbal
Description
Interpretation
4.21-5.0 5 Strongly Agree Very much agree with the
statement
3.41-4.2 4 Agree Much agree with the statement
2.61-3.4 3 Neutral Agree with the statement
1.81-2.6 2 Disagree Fairly agree with the statement
1.0-1.8 1 Strongly Disagree Never agree with the statement

13. CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
TABLE 2
The Level of Perception of Respondents on Sources of Stress
Academic Stress Weighted
Mean
Verbal
Description
1. Getting good enough grades.
3.5 Very stress
2. Study for test and exams. 3.2 Somewhat
stress
3. Amount of material to study. 3.3 Somewhat
stress
4. Achieving my academic goals. 3.1 Somewhat
stress
5. Handling academic workload. 2.6 Fairly Stress
6. Meeting deadlines for academic assessment. 3.0 Somewhat
stress
7. Sitting test and exams. 3.3 Somewhat
stress
8. Lack of clarity about assessment task requirements. 3.4 Somewhat
stress
9. Understanding academic material. 2.5 Fairley stress
10. Contributing to class discussions. 3.7 Very stress
Time/Balance Stress
1. Managing all my different responsibilities.
3.7 Very Stress
2. Being too tired to study properly. 2.9 Somewhat
stress

14. 3. Finding time for both school and leisure activities. 3.0 Somewhat
stress
4. Not being able to manage my time effectively. 3.1 Somewhat
stress
5. Inconvenient personal timetabling. 3.4 Somewhat
stress
Environmental Stress
1. Getting access to computers and the internet.
3.7 Very stress
2. Lack of school facilities. 2.9 Somewhat
stress
3. Lack of recreational activities on campus. 3.0 Somewhat
stress
4. Dealing with school administration. 3.1 Somewhat
stress
5. Lack of helpfulness of administrative staff. 3.4 Somewhat
stress
6. Lack of communication from the students.. 3.3 Somewhat
stress
7. Quality of school buildings and equipment. 3.2 Somewhat
stress
8. Having to hang around in-between classes. 3.0 Somewhat
stress
9. Reputation of the TSES. 3.3 Somewhat
stress
10. Adjusting to the school environment.
3.6 Very Stress
The data reveal that on working conditions, item 1 and 10 were rated as
“Very stress” in which item 8 obtained to highest weighted mean of 3.7 which

15. means that the respondents were highly satisfied that the teachers have feeling
of self-worth and accomplishments while working in school. Item 1 obtained a
highest mean of 3.5 which means that the respondents were very stress in
Contributing to class discussions.
Items 2 to 4 and 6 to 8, were rated “somewhat stress” in which item 8
obtained a highest weighted mean of 3.4 which means that the respondents
Lack of clarity about assessment task requirements. Item 6 obtained a highest
weighted mean of 3.3 which means that the respondents were somewhat stress
on Lack of communication from the students. Items 5 and 9 were rated as
“Fairley stress” in which item 5 obtained a lowest weighted mean of 2.6 which
means that the respondents were fairly stress in Handling academic workload.
In time/balance stress, item 1 was rated as “very stress” with a weighted
mean of 3.7 which means that the respondents were very stress in managing
different responsibilities . Items 2 to 5 were rated as “somewhat stress” in which
item 5 obtained a highest weighted mean of 3.4 which means that the
respondents were somewhat stress in Inconvenient personal timetabling. Item 2
obtained a lowest weighted mean of 2.9 which means that the respondents were
somewhat stress being tired to study properly.
On environmental stress, item 1 and 10 were rated as “very stress” in
which item 1 obtained a highest weighted mean of 3.7 which means that the
respondents were very stress in getting access to computers and the internet.
Item 2 to 9 were rated as “Somewhat stress ” in which item 5 obtained a

16. highest weighted mean of 3.4 which means that the respondents were
somewhat stress due to Lack of helpfulness of administrative staff.
TABLE 4
The Level of Perception of Respondents on Learning Style
No. Learning Style Weighted Mean Verbal
Description
Visual-Spatial
1. Reading what the teacher writes on the chalkboard. 3.9 Agree
2. Reading out loud when reading the textbook. 4.0 Agree
3. Reading Instructions, I remember them better. 3.9 Agree
4. Learning a new skill, I will rather watch someone
demonstrate the skill than listen.
4.1 Agree
5. Reading textbook than by listening to someone. 3.8 Agree
Average Weighted Mean 3.9 Agree
Auditory
1. Remembering things I have heard in the class better
than the things I have read.
3.9 Agree
2. Understanding better, when I read instructions. 3.7 Agree
3. Learning in class when I listen to someone. 3.8 Agree
4. Listening to lecture than read the textbook. 4.1 Agree
5. Learning in the class when teacher gives a lecture. 4.0 Agree
Average Weighted Mean 3.9 Agree
Bodily-Kinaesthetic
1. Learning best in class when I can participate in related
activities.
4.0 Agree

17. 2. Doing things in class. 4.0 Agree
3. Understanding things in class when I participate in
role-playing
3.7 Agree
4. Learning by doing exercises and drills in the class. 4.1 Agree
5. Computer lab classes than lecture classes. 3.9 Agree
Average Weighted Mean 3.9 Agree
The data revealed On visual spatial items 1 to 5 were rated as “Agree” in which
item 4 obtained a highest weighted mean of 4.1 which means that the
respondents were more agreeable on Learning a new skill, rather than watch someone
demonstrated the skill than listen. Item 5 obtained a lowest weighted mean of 3.8
which means that the learners more on Reading textbook than by listening to
someone.
An average weighted mean of 3.9 or “Agree” means that the visual spatial
used as their learning style.
On auditory, items 1 to 5 were rated as “Agree” in which item 4 obtained
a highest weighted mean of 4.1 which means that the learners more on
Listening to lecture than read the textbook. . Item 2 obtained a lowest
weighted mean of 3.7 which means that the respondents were less agreeable
that Understanding is better, when they read instructions.
An average weighted mean of 3.9 or “Agree” means that the respondents
agree that auditory is used as learning style.
On the Bodily-Kinaesthetic , items 1 to 5 were rated as “Agree” in which
item 4 obtained a highest weighted mean of 4.1 which means that the

18. respondents were more agreeable that Learning by doing exercises and drills in
the class used as learning style.. Item 3 obtained a lowest weighted mean of 3.7
which means that the respondents were less agreeable that they Understand
things in class when participated in role-playing.
An average weighted mean of 3.9 or “Agree” means that the respondents
agree that bodily-kinaesthetic used as learning style .
Conclusions
Based on the findings, the following are the conclusions drawn:
1. Sources of Stress
Stress is an inevitable life confrontation commonly apparent among
students. It usually arises from various academic, time or balance , and
environmental aspects. To fight stress students always practice various positive
and negative mechanisms.
2. Learning Style
Visual spatial, auditory and Bodily-Kinaesthetic are very useful learning
style to help identify their own student’s strengths and weaknesses.
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24. APPENDICES
Letter of Permission
Republic of the Philippines
Department of Education
Caraga Administrative Region
Division of Agusan del Sur
TANDANG SORA ELEMENTARY SCHOOL
May 21, 2018
LEA A. SOLITARIO
Teacher In-Charge
Tandang Sora Elementary School
Tandang Sora Esperanza Agusan del Sur
Maam :
I the researcher of the study entitled “STRESS AND LEARNING
STYLES AMONG STUDENTS IN TANDANG SORA ELEMENTARY SCHOOL”
would like to ask permission from your good office to collect data about our study
that occur in your school.
The data that we gathered will be very useful and will be great help in
the accomplishment of our study.
I hope for your positive response on the said request.
Thank you and more power.
Respectfully yours,
JANITH B. RAMAL
Researcher
Noted:
NELIA S. RAGANAS
Adviser

25. Approved:
LEA A. SOLITARIO
Teacher In-Charge
STRESS AND LEARNING STYLES AMONG STUDENTS IN TANDANG SORA
ELEMENTARY SCHOOL
Name:__________________________________ Gender:_____________
Grade:_______________
Instructions: Read each item and then put a check (/) on the column that
(3) scale below to indicate how you rate the level of your stress under the
condition/ situations.
Level Verbal Description
5 Very Much Stress
4 Very stress
3 Somewhat stress
2 Fairly Stress
1 Not at all stress
No. Indicators 5 4 3 2 1
Academic Stress
I get stress when:
1. Getting good enough grades.
2. Study for test and exams.
3. Amount of material to study.
4. Achieving my academic goals.
5. Handling academic workload.

26. 6. Meeting deadlines for academic
assessment.
7. Sitting test and exams.
8. Lack of clarity about assessment task
requirements.
9. Understanding academic material.
10. Contributing to class discussions.
Time/Balance Stress
1. Managing all my different
responsibilities.
2. Being too tired to study properly.
3. Finding time for both school and leisure
activities.
4. Not being able to manage my time
effectively.
5. Inconvenient personal timetabling.
Environmental Stress
1. Getting access to computers and the
internet.
2. Lack of school facilities.
3. Lack of recreational activities on
campus.
4. Dealing with school administration.
5. Lack of helpfulness of administrative
staff.
6. Lack of communication from the
students..
7. Quality of school buildings and
equipment.

27. 8. Having to hang around in-between
classes.
9. Reputation of the TSES.
10. Adjusting to the school environment.
Name:_____________________________ Gender:______
Grade:_____________
Instructions: Read each item and then put a (/) on the column that
corresponds to your answer to the following questions. Use the five (5) scales
below.
5 - Strongly Agree
4 - Agree
3 - Undecided
2 - Disagree
1 - Strongly Disagree
No. Indicators 5 4 3 2 1
Visual-Spatial
I learn better by:
1. Reading what the teacher writes on the
chalkboard.
2. Reading out loud when reading the
textbook.
3. Reading Instructions, I remember them
better.

28. 4. Learning a new skill, I will rather watch
someone demonstrate the skill than
listen.
5. Reading textbook than by listening to
someone.
Auditory
1. Remembering things I have heard in the
class better than the things I have read.
2. Understanding better, when I read
instructions.
3. Learning in class when I listen to
someone.
4. Listening to lecture than read the
textbook.
5. Learning in the class when teacher gives
a lecture.
Bodily-Kinesthetic
1. Learning best in class when I can
participate in related activities.
2. Doing things in class.
3. Understanding things in class when I
participate in role-playing
4. Learning by doing exercises and drills in
the class.
5. Computer lab classes than lecture
classes.

29. CURRICULUM VITAE
Address: Purok-2 Tandang Sora , Esperanza,Agusan del Sur
Mobile No.: 09383128365
Email Add: ramaljanith25baclayon@gmail.com
Name : Janith B. Ramal
Nickname : Tata
Birthdate : September 28,1980
Birth Place : Cabadbaran Agusan del Norte
Age : 37
Height : 5’1
Weight : 62 kls.
Gender : Female
Civil Status : Married
Religion : Roman Catholic
Mother : Reconsida A. Baclayon
Father : Rafael B. Baclayon
College : Bachelor of Elementary Education ( BEED )
Philippine Normal University , Agusan Campus
( 1998-2002 )
Secondary : Agusan National High School – Butuan City
( 1993-1997 )
Elementary : Maon Elementary School – Maon, Butuan City
( 1987-1994 )
PERSONAL INFORMATION
EDUCATIONAL BACKGROUND
WORK EXPERIENCE

30. Volunteer Teacher : Tandang Sora Elementary School –(2004-2013)
Teacher 1 : Anolingan Elementary School- (June , 2014)
Teacher 1 : Tandang Sora Elementary School-(July 2014 up
to the Present).