SHS-FD-BUDGET-CONSTRAINTS-OF-SENIOR-HIGH-SCHOOL-IN-CONNECTION-WITH-GACHA-GAMES-OF-PRIVATE-SCHOOL-IN-CAVITE-CITY A.docx

San Sebastian College – Recoletos de Cavite i
BUDGET CONSTRAINTS OF SENIOR HIGH SCHOOL
STUDENTS IN CONNECTION WITH GACHA GAMES
OF PRIVATE SCHOOLS IN CAVITE CITY
Presented to the
Senior High School Department
San Sebastian College – Recoletos de Cavite, Cavite City
In Partial Fulfilment of the
requirements for the strand of
Accountancy, Business and Management
Daphnie S. Montano
Elyssa Gwen L. Inocentes
Lana Janelle C. De Guia
Nerilyn E. Handog
January 2023

San Sebastian College – Recoletos de Cavite ii
ENDORSEMENT SHEET
In partial fulfilment of the requirements for the strand in Accountancy, Business
and Management, this thesis entitled Budget Constraints of Senior High School
students in connection with Gacha Games in Cavite City, has been prepared and
submitted by Daphnie S. Montano, Elyssa Gwen L. Inocentes, Lana Janelle C. De
Guia, and Nerilyn E. Handog the acceptance of which is hereby endorsed.
Jean S. Bellaflor, LPT
Research Adviser

San Sebastian College – Recoletos de Cavite iii
APPROVAL SHEET
The thesis entitled Budget Constraints of Senior High School students in
connection with Gacha Games of Private Schools in Cavite City has been prepared
and submitted by DAPHNIE S. MONTANO, LANA JANELLE C. DE GUIA,
NERILYN E. HANDOG, and ELYSSA GWEN L. INOCENTES has examined
and was approved by the Committee on Oral Defense with a grade of _________ on
____________.
P A N E L M E M B E R S
MARIA SOLEDAD TUBAY, MBA
Chairperson
JOAN S. PANGILINAN, LPT
Member
CEDRIC CALUMPONG
Member
Accepted as a partial fulfilment of the requirements for the strand of
Accountancy, Business and Management.
OLIVIA DEL ROSARIO, LPT JOAN S. PANGILINAN, LPT
Research Coordinator Senior High School Principal

San Sebastian College – Recoletos de Cavite iv
ACKNOWLEDGEMENT
The researchers would like to express their sincere gratitude to the following
individuals for their outstanding assistance in making this study a success.
To our family and friends who inspired us, encouraged us, and fully supported us,
as well as in providing us with moral and spiritual assistance.
To the students of senior high school at SSCR-DC and SJCCI, who
wholeheartedly gave their cooperation to us.
To the professors, panelists, research advisers, and validators who honestly
devoted their time as our supervisor, especially during difficult moments, for their
unwavering support and endless pieces of advice to make this study possible and better.
And lastly, to God, our Father, who gave us the strength and wisdom to complete
this study, as well as the will to overcome the obstacles that we encountered while
completing this study.
Thank you very much.

San Sebastian College – Recoletos de Cavite v
DEDICATION
This work is a result of countless and arduous sacrifices. Through the researcher’s
effort, this work is wholeheartedly and proudly dedicated to the people who serve as an
inspiration, who extend their help in the midst of proles while doing this study and
provide their moral, spiritual, emotional and financial support.
To our respective families, relatives, friends, classmates, and mentors who shared
their words of advice and encouragement to finish this study.
And lastly, we dedicated this work to the Almighty God, thank you for the
guidance, strength, skills, power of mind, proper time management, protection, and
blessings. All of these, we offer to you.

San Sebastian College – Recoletos de Cavite vi
ABSTRACT
Gacha games is a particular type of game that is popular with today’s youth,
influencing respondents to spend their money on gacha games. The purpose of this
research study is to determine the budget constraints that senior high school students of
Cavite City are currently experiencing. There’s a set of questions that is stated in the
statement of the problem that the researchers prepared and successfully answered at the
results of the survey. The researchers conducted a survey that was distributed to the
Senior High School students from the two private schools in Cavite City which are SJC
and SSC-RdC. This study used descriptive in the form of a survey to investigate the
perception of the participants. This study discusses how much money do the senior high
school students spend on gacha games. The significance of this study is to have a deeper
understanding about the budget constraints that affects the students to spend money on
gacha games rather than to spend their money on other valuable goods. Most of the
research about online games has focused on the time spent by the players on playing. To
provide more knowledge about gacha games the researchers give importance about the
difference between Free-to-play players and Pay-to-win players on gacha games The
findings of the study shows that the Senior High School students of two private schools
in Cavite City don't experience any budget constraints in connection with gacha games.
Keywords: Gacha games, Budget constraints, Valuable goods, Free-to-play players and Pay-to-
win players.

San Sebastian College – Recoletos de Cavite vii
TABLE OF CONTENTS
Preliminary Page
i. Title Page
ii. Endorsement Sheet
iii. Approval Sheet
iv. Acknowledgement
v. Dedication
vi. Abstract
vii. Table of Contents
ix. List of Tables
x List of Figures
xi List of Abbreviation
xii List of Appendices
Background of the Study 1
Statement of the Problem 4
Theoretical Framework of the Study 5
Conceptual Framework of the Study 6
Significance of the Study 7
Scope and Limitations of the Study 8
Definition of Terms 8
Research Design 10
Research Locale 11
Participants 11
Instrumentation 12
Data Gathering Procedure 13
Data Analysis 13
CHAPTER III. RESULTS AND DISCUSSION 16

San Sebastian College – Recoletos de Cavite viii
REFERENCES
APPENDICES
Research Instrument 51
Endorsement Letter 52
Student Population of SJC 53
Consent Letter 54
Student Population of SSC-RdC 55
Validation Certificate 56
Questionnaire 57
Survey Picture 58
Statistical Result 59
Curriculum Vitae 65

San Sebastian College – Recoletos de Cavite ix
LIST OF TABLES
Table
1 Five-point Likert Scale Interpretation 14
2 Age Bracket of the Respondents 17
3 Gender of the Respondents 17
4 Grade level of the Respondents 18
5 School Enrolled of the Respondents 18
6 Average Allowance of the Respondents 19
7
Spendings of the Respondents in Gacha Games for the
past year
20
8
Weighted mean and standard deviation of the respondents
when grouped according to gender
21
9
Significant Difference when group according to grade
level
22
10
Weighted Mean and Standard Deviation of the
respondents according to the school they enrolled in
23
11
respondents according to their weekly allowance
24
12
respondents according to their last year spendings
25
13
Cross Tabulation of the respondents’ weekly allowance
and past-year spendings
26
14
Chi-square Test used to determine the correlation of the
respondents according to their weekly allowance and past-
year spendings
27
15
Significant Difference of the respondents when grouped
according to age
28
16
according to gender
29
17
according to their grade level
30
18
according to the school they enrolled in
31
19
according to their weekly allowance
32
20
Post-hoc Analysis as there was a significant difference
found when respondents are grouped according to their
weekly allowance
33
21
according to their past-year spendings
36

San Sebastian College – Recoletos de Cavite x
22
Post-hoc Analysis as there was a significant difference
found when respondents are grouped according to their
past-year spendings
37
23
according to their demographics
41

San Sebastian College – Recoletos de Cavite xi
LIST OF FIGURES
Figure
1 Theoretical Framework 5
2 Conceptual Framework 6

San Sebastian College – Recoletos de Cavite xii
LIST OF ABBREVIATION
Abbreviation
F2P Free-to-play
SSC-RdC San Sebastian College Recoletos de Cavite
SJC Saint Joseph College of Cavite City
P2W Pay-to-win

San Sebastian College – Recoletos de Cavite xiii
LIST OF APPENDICES
Appendix
A Research Instrument 51
B Endorsement Letter 52
C Student Population of SJC 53
D Consent Letter 54
E Student Population of SSC-RdC 55
F Validation Certificate 56
G Questionnaire 57
I Survey Picture 58
J Statistical Result 59
Q Curriculum Vitae 65

San Sebastian College – Recoletos de Cavite 1
Chapter I
INTRODUCTION
Background of the Study
In the present, where video games have permeated every aspect of our lives
among children, teenagers, and adults, where it is gaining greater popularity thousands of
people perceive video games to be a business because they are so well-liked. The global
industry for mobile games has been expanding quickly all over the world, particularly in
Japan. Gacha games are video games that entice players to use real money to purchase in-
game things as they advance for the players to pull, spin, or roll using in-game currency
to get a random item, such as cards or characters, through a mechanism like a vending
machine (Lawrenson, 2022). In gacha games, players receive the chance to acquire goods
that are awarded randomly, and as a result, players will have many reasons to play Gachas.
Well-known gacha games include Genshin Impact, Bang Dream: Girls Band, Azur Lane,
Party, Arknights, Honkai Impact 3rd, etc. are performed all over the world. Only two of
the top 10 mobile game apps reported by App Annie by consumer spending in 2018 were
not Gacha games, including Fate/Grand Order, Honor of Kings, Monster Strike, Lineage
M, Fantasy Westward Journey, Dragon Ball Z Dokkan Battle, Clash of Clans, and Clash
Royale. App Annie is a company that sets standards for the app industry (Sydow, 2018).
Gacha games are a particular type of game that is popular with today’s youth.
According to some estimates, there are more than 200 million Gacha game players
worldwide (Elsa, 2022). According to Statista (2022), nearly 85% of online gamers are in

the 16–24 age bracket in the Philippines. Thirty-two percent (32%) of the most popular
genres for online gaming in the Philippines are role-playing games (Statista, 2022). Four-
fifths of all paying gamers spent money on in-game items or items in the past six months,
with 42% of women and 35% of men spending money on power-ups (Newzoo, 2018).
Although individuals are not required to pay money for a free-to-play game, this paper's
paradox demonstrates that gamers continue to pay a lot because they are motivated by
the virtual incentives in the loot box system (Nieborg, 2016). Because free-to-play is a
common business strategy for mobile apps, some monetary and event mechanics in
mobile games, as well as additional in-game purchases, have caused debate in Japan
(Simulation & Gaming 2019, Vol. 50(1) 76–92 Guidelines for The Author(s) 2019 Article
Reuse). It is evident that the F2P business model is extremely profitable for developers
that can gather a sizable user base (Nieborg, 2016).
Gacha games came from gashapon, a type of capsule toy created from the
gashapon game. Customers of the Japanese Bandai Corporation can select one at random
from a selection of supplies in a treasure box of toys (Toto, 2012). Gacha performs
comparable duties to toy vending. Gacha games can be compared to gambling in real life.
They frequently have an addictive quality, and because the in-game currency differs from
the real-world currency used to buy it, people typically spend a ton of money without
realising it (Lawrenson, 2022). In spite of the fact that loot boxes are not technically
deemed gambling in many countries, Drummond and Sauer (2018) believed that they
were psychologically similar to gambling since they share a number of striking
characteristics with real-world gambling. Young individuals in particular are dependent

on receiving random goodies from these gacha game’s loot boxes (Drummond & Sauer,
2018).
It is very alarming for individuals, particularly senior high School students in
Cavite City to be spending massive amounts of money on these kinds of games. Elliot
(2020) stated that gamers living in the Philippines had spent over five hundred seventy-
two million dollars for the last year. Players have developed the term whales to address
players who spend excessively. Whales are players who spend far more money than the
typical player on games containing microtransactions, making them an important source
of cash for the game's creators. (Hogeweg, 2021). This not only adds to their expenses
but also has a direct correlation with their academic performance and mental health.
It is clear that individuals spend money on these items every day and do it
routinely. However, there are drawbacks to playing gacha games. Some students typically
use their devices for hours. According to the data published by Statista (2018), 31.1
percent of survey participants in 2018 reported playing video games for 1-3 hours per
week in the Philippines. 3.59% of the survey participants reported playing for 16-20
hours. Excessive gaming, lack of sleep, and certain game events and mechanics might
contribute to them spending even more money.
This research shows that some of the game mechanics in Gacha games may result
in the overinvestment of time and money of players. Gacha games are so popular that
most students willingly spend more money on virtual goods than real necessities. The
purpose of this study is to discover the budgetary constraints each respondent is currently

facing and aim to determine the reasons causing students to continuously spend money
on Gacha games despite their restrictions.
Statement of the Problem
The study intends to determine the budget constraints that the private senior high
school students of Cavite City are currently facing.
Thus, the researchers have generated a specific set of questions that need to be answered:
1. What is the profile of the respondent in terms of:
1.1 Age
1.2 Gender
1.3 Grade Level
1.4 School Enrolled In
1.5 Average Weekly Allowance
2. How much is the estimated amount spent on gacha games by the respondents in
the past year?
3. Is there any significant difference in terms of budget constraints of the
respondents when they are group according to:
3.1 Age;
3.2 Gender;
3.3 Grade Level;
3.4 School Enrolled In; and
3.5 Average Weekly Allowance.

Theoretical Framework
Figure 1.
Theoretical Framework
This framework above illustrates the Theory of Consumption Model by Sheth et
al. (1991). This study is supported by this theory. This will be used as the theoretical
framework of the study and will be used to know the reasons for the purchase of
individual's digital content on gacha games. This framework will serve as a guide to the
theory of consumption when it comes to player purchases. This theory has been used for
different kinds of applications and it provides predictions and assumptions on consumer
purchase behaviors in online games. Therefore, this theory can be applied to gacha games
as well as to other kinds of online games. According to Sheth, Newman, and Gross (1991),
those who introduced this theory of consumption to explain the purchase behaviors of

players, it is identified that there are five (5) different consumption values and these are
the Functional value, Social Value, Emotional value, Epistemic value, and Conditional
value, which influences a consumer’s choice when purchasing. With their conducted
study, they have concluded that when a consumer chooses to purchase, it is influenced
by one or more values in the theory of consumption.
Conceptual Framework
Figure 2.
Conceptual Framework
The framework above illustrates the input, process, and output of the study that the
researchers will conduct. Firstly, the input displays the main goal of the study which is to
identify the respondent’s profile that will be used in the data and measuring the amount

of money of the players in terms of their purchases in Gacha games. The middle box
shows the Process of this study wherein we can get and analyze more of this problem and
study through the help of surveys and questionnaires. Lastly, it contains the Output of
this research wherein we will see the outcome of study: Determine the budget constraints
that the high school students of Cavite City are currently facing as well as the reasons why
students opt in buying virtual rewards rather than real commodities.
Significance of the Study
Each research study has value for the people it examines as well as for society, the
nation, and the entire world. The large collection of information related to a student's in-
game purchase awareness would greatly benefit from this present generation. This study
brings substantial effort in promoting ways of reflective and practical application
concerning the spending habits that are not only good for the players participating but
highly sufficient and valuable to the parents of each player as well, given the growing
popularity of Gacha games. Thus, the recipients would greatly benefit from the study's
conclusions and values. The following, in particular, could benefit greatly from the
findings of this study:
Students. It allows them to have more information on how impactful their
expenses to the game affect their budget.
Parents. To help the parents to guide their sons and daughters manage their
budgets on their own and to have a deeper understanding about the topic on how much
their children are spending money on gacha games.

Gamers. To let them know the boundaries of the game world and to have a
proper understanding of them spending in gacha games.
Game Developer. To let them inform and have an idea about the conditions of
the gamers when they are spending money on gacha games.
Future Researchers. To help them gain additional knowledge and have a
broader idea about this topic if they are planning to conduct a similar topic in the near
future.
Scope and Limitations of the Study
The main concern of the given topic is to determine the budget constraints of
senior high school students in connection with gacha games. With nearly 85% of mobile
gamers in the 16-24 age group, this research focuses on senior high school students, which
typically consists of an age of 15–19-year-old students. This study discusses how much
money do the senior high school students spend on gacha games, what are their income
sources, constraints that allow or prevent the respondents to spend, and does the
respondent either spend money on gacha games or not. This research is only limited to
two (2) private schools of Cavite City namely: San Sebastian College Recoletos De Cavite
and Saint Joseph College of Cavite city.
Definition of Terms
To understand the unfamiliar terms in this study, the following terms is defined
to help you understand more about it:

Budget Constraints. Refers to the restrictions of an individual in accordance
with money.
Freemium. Refers to the sales strategy in which a company offers a limited item
or features at no cost or free of charge but it will have a charge if the players avail
additional features and services.
Gacha games. Refers to a digital game where the players use money to get a
character, skins of a weapon. It is typically the same with gambling in real life.

Chapter II
RESEARCH METHODOLOGY
This chapter introduces the methods implemented in this study. This chapter relied
on quantitative techniques to address the identification of the primary element that drives
students to buy virtual items in gacha games despite their budget restrictions. This chapter
includes Research Design, Research Locale, Sampling Design, Instrumentation, Data
Gathering Procedure, and Data Analysis. In this study, methodologies were used to
calculate the budget constraints of Senior High School students in Cavite City.
Research Design
The researchers used the Quantitative research design for this study. Quantitative
research is defined as a systematic investigation of phenomena by gathering quantifiable
data and performing statistical, mathematical, or computational techniques. It collects
information by using sampling methods and sending out online surveys, online polls,
questionnaires, and others. The results of which can be depicted in the form of numerical.
Descriptive Research design is a statistical method that describes and summarizes the
dataset found or given in a study. This method will be used to find the budget constraints
of the study. The researchers also used the Inferential statistics after the data was gathered
this allows the researchers to measure the relationship of one or more variables with
accuracy and validity. This is used by the researchers for this would be beneficial for
analyzing and developing facts and an in-depth understanding of the research problem.

Research Locale
The study was conducted at two selected schools in Cavite City which includes:
San Sebastian College of Cavite City and Saint Joseph College of Cavite City. A private
school where the students are known for playing gacha games. Data collection was
conducted during the Second Semester of the Academic Year 2022-2023.
Participants
The target respondents of this research study are Senior High School students who
spent money on gacha games. San Sebastian College Recoletos De Cavite has 469 Senior
High Schools students while Saint Joseph College of Cavite City has 335 Senior High
School students. The researchers added the overall total of Senior High School students
from the two private schools, which resulted in 804 students as the population size. To
get the sample size, the researchers used the Raosoft sample size calculator, which was
computed with a 95% confidence level and a 5% margin of error, and calculated 261
Senior High School students as the respondents. It will be divided into two (2) different
private schools within Cavite City which includes (1) San Sebastian College Recoletos De
Cavite, and (2) Saint Joseph College of Cavite City. Respondents are carefully selected
with the use of Probability Sampling as the sampling design and Stratified Sampling as
the sampling technique of the study. The researchers decided to choose Probability
Sampling as the sampling design as this is the most suitable for this study. Probability
sampling is suitable for this study because the target respondents of this study are
randomly selected Senior High School students in the two (2) different private schools

here in Cavite City. This study used Stratified Sampling as the sampling technique as the
respondents were divided into 2 subgroups based on their school.
Instrumentation
Considering the literature review and the conceptual framework study of
budgetary restrictions of students, the questionnaires were designed to align with the
framework. As indicated below, the questionnaire comprises of four (4) sections:
Section 1: Screening Section: The researchers determined the proper respondents
for the research by posing an inquiry such as, “Do you play gacha games.”
Section 2: Demographic Questions: This segment required the personal
information of the respondent such as age, gender, school, grade level, and monthly
allowance.
Section 3: General Question: This section inquired a general question about the
money each respondent spent on gacha games within the past year.
Section 4: Specific Questions: Budgetary restriction factors and purchase
intentions that affect the spending of respondents. The questions were developed to
determine the elements that are significant to the spending habits, motivations, and
purchasing intentions of each respondent.
To measure the questionnaires, the researchers used a 5-point Likert Scale
Interpretation to evaluate the answers from 1 to 5 to describe how factors of the
conceptual framework affect individual respondents. The Likert Scale Interpretation was
utilized in Section 4.

With 1 as Strongly Disagree and 5 as Strongly Agree.
Data Gathering Procedure
The researchers sequentially followed the process in conducting the research.
They made a formal letter to the Division Office, duly noted by their research coordinator
and research adviser, to get the overall total number of Senior High School students in
each respective school and to ask their permission for every school principal or admins
to conduct the study through online survey using google forms, after they have validated
their research questions. The researchers formed a questionnaire that was approved by
their respective validators. The researchers then wrote a formal letter to the principals of
San Sebastian College Recoletos de Cavite and Saint Joseph College of Cavite City to
formally commence the survey. After the letter had been approved, the researchers
proceeded. The researchers fully explained the instructions to enlighten each respondent
and were assured of confidentiality of their responses via google form. The questionnaires
were completed by the respondent's own time. The questionnaires took up to ten (10)
minutes. After collecting the respondents' answers, it was passed on to their statistician.
Finally, the results of the study were classified and interpreted.
Data Analysis
The researchers have precisely selected two hundred sixty-four (264) respondents
were determined after the answers and responses were tallied and calculated. The

respondents were split and divided into age, gender, grade level and their school enrolled
into, and average allowance.
This research study is guided by the following mode of scoring shown in Table 1.
Table 1.
Five-point Likert Scale Interpretation
The researchers used ANOVA test, the test statistics is a parametric analysis of
variance test, where the test can use large or small sample sizes. This allows the study to
maintain homogeneity of variance among all the different sets of data and generate it in
the simplest way to determine the difference of an overall mean between them as a result.
In order to perform the test, utilize a normal distribution that will give the data accurately
with its distribution. Then, Frequency and Percentage is used to analyze the profile of the
respondents. A frequency and percentage distribution are a display of data that specifies
the percentage of observation which exists for each data point or grouping of data points,
it is also to determine the significant difference on the demographic profile of the
respondents. The respondents’ level of budget constraint has been determined using the
Weighted Mean and Verbal Interpretation methods.
Scale Value Weighted Mean Verbal Interpretation
5 4.51-5.00 Strongly Agree
4 3.51-4.51 Agree
3 2.51-3.50 Neutral
2 1.51-2.50 Disagree
1 1.00-1.50 Strongly Disagree

CHAPTER III.
RESULTS AND DISCUSSION
This chapter presents the results and discussion of the survey conducted by the
researchers to their study entitled "Budget Constraints of Senior High School Students in
connection with Gacha Games of Private Schools of Cavite City.”
Upon researching, Gacha games are a particular type of game that is popular with
today’s youth. According to some estimates, there are more than 200 million Gacha game
players worldwide. The researchers conducted a study to know the budget constraints of
senior high school students in connection with gacha games.
The researchers have two hundred sixty-one (261) chosen senior high school
students from two private schools of Cavite City. The researchers executed the research
appropriately and chose their respondents randomly from the said school over online
platforms.
Thus, this chapter addresses the answers from the respondents and the answers
to the statement of the problem will be disclosed and revealed here.

Table 2.
Age bracket of the respondents
Age Frequency Percentage
15-17 year/old 145 54.9
18-19 year/old 119 45.1
Total 264 100.00
Table 2 summarizes the percentage of the age of the respondents in the research.
Based on the table, out of 264 respondents, 145 ranged from 15-17 year/old (54.90%)
and 119 ranged from 18-19 year/old (45.10%).
Table 3.
Sex of the respondents
Table 3 summarizes the percentage of the gender of the respondents. The results
of the survey shows that 117 respondents are male (44.30%) and 147 respondents are
female (55.70%).
Sex Frequency Percentage
Male 117 44.3
Female 147 55.7
Total 264 100.00

Table 4.
Grade levels of the respondents
Grade Level Frequency Percentage
Grade 11 85 32.2
Grade 12 179 67.8
Total 264 100.00
Table 4 summarizes the grade level of the respondents. Based on the table, out of
264 respondents, 85 respondents are grade 11 students (32.20%) and 179 respondents are
grade 12 students (67.80%).
Table 5.
School Enrolled in of the respondents
School Enrolled Frequency Percentage
SJC 111 42.0
SSC-RdC 153 58.0
Total 264 100.00
Table 5 summarizes the frequency and percentage of the school of which the
respondent is enrolled in. Out of 264 respondents, 111 respondents are from Saint Joseph
College of Cavite City (42.00%), and 153 students are from San Sebastian College -
Recoletos de Cavite (58.00%).

Table 6.
Average Allowance of the respondents
Average Allowance Frequency Percentage
0-200 19 7.2
201-400 30 11.4
401-600 51 19.3
601-800 46 17.4
801-1000 94 35.6
Total 264 100.00%
Table 6 summarizes the frequency and percentage of the respondent’s average
allowance. Out of 264 respondents, 94 respondents chose 801-1000 (35.60%), 51
respondents chose 401-600 (19.30%), 46 respondents chose 601-800 (17.40%), 30
respondents chose 201-400 (11.40%), 19 respondents chose 0-200 (7.20%), and 24
respondents selected others (9.10%).

Table 7.
Spendings of the respondents in Gacha Games for the past year
How much did you spend on Gacha Games in the
past year?
Frequency Percentage
0 2 .8
1-200 33 12.5
201-400 33 12.5
401-600 54 20.5
601-800 41 15.5
801-1000 78 29.5
others 23 8.7
Total 261 100.00%
Table 7 summarizes the frequency and percentage of the last year spendings of
the respondents in gacha games. Out of 264 respondents, 78 respondents chose 801-
1000 (29.50%), 54 respondents chose 401-600 (20.50%), 41 respondents chose 601-800
(15.50%), 33 respondents chose 1-200 and 201-400 (12.50%), 23 respondents chose
others (8.70%), and 2 respondents chose 0 (0.08%).

Table 8.
Weighted Mean and Standard Deviation of the respondents when grouped according to gender
Gender Mean Standard
Deviation
Interpretation
Male 2.52 1.00 Neutral
Female 2.98 1.04 Neutral
Total 2.77 1.05 Neutral
Table 8 shows the weighted mean and standard deviation of the respondents
according to gender. Out of 264 respondents, the total weighted mean for all respondents
is 2.77 and a standard deviation of 1.05, with the verbal interpretation of Neutral.
Table 9.
Significant Difference of the Budget Constraints of the respondents when group according to Demographic
Profile
Grade level Mean Standard
deviation
Interpretation
11 2.77 1.17 Neutral
12 2.77 0.99 Neutral
according to grade level. Out of 264 respondents, the total weighted mean for all
respondents is 2.77 and a standard deviation of 1.05, with the verbal interpretation of
Neutral.

Table 10.
Weighted Mean and Standard Deviation of the respondents according to the school they enrolled in.
School enrolled in Mean Standard
deviation
Interpretation
SSC-RdC 2.75 1.03 Neutral
SJC 2.81 1.09 Neutral
according to the school they enrolled in. Out of 264 respondents, the total weighted mean
for all respondents is 2.77 and a standard deviation of 1.05, with the verbal interpretation
of Neutral.
Table 11.
Weighted Mean and Standard Deviation of the respondents according to their weekly allowance
Weekly allowance Mean Standard
deviation
Interpretation
0 to 200 3.51 0.92 Agree
201 to 400 3.23 0.94 Agree
401 to 600 3.06 0.93 Neutral
601 t0 800 2.46 1.09 Disagree
801 to 1000 2.52 1.07 Disagree
according to their weekly allowance. Out of 264 respondents, the total weighted mean for
all respondents is 2.77 and a standard deviation of 1.05, with the verbal interpretation of

Neutral. Respondents that chose 0-200 and 201-400 had a verbal interpretation of Agree,
401-600 had a verbal interpretation of Neutral, and 601-800 and 801-1000 had a verbal
interpretation of Disagree.
Table 12.
Weighted Mean and Standard Deviation of the respondents according to their last year spendings.
Past-year
spendings
Mean Standard
deviation
Interpretation
0 4.60 0.57 Strongly agree
1 to 200 3.85 1.09 Agree
201 to 400 3.39 0.92 Neutral
401 to 600 3.10 0.76 Neutral
601 t0 800 2.67 0.72 Neutral
801 to 1000 2.11 0.76 Disagree
Others 1.85 0.71 Strongly disagree
according to their last year spendings. Out of 264 respondents, the total weighted mean
for all respondents is 2.77 and a standard deviation of 1.05, with the verbal
interpretation of Neutral. Respondents that chose 0-200 had a verbal interpretation of
Strongly Agree, 1-200 had a verbal interpretation of Agree, 201-400, 401-600, and 601-

800 had a verbal interpretation of Neutral, 801-1000 had a verbal interpretation of
Disagree, and others had a verbal interpretation of Strongly Disagree.
Table 13.
Cross Tabulation of the respondents' weekly allowance and past-year spendings
Allowance * Past-year Spendings Cross Tabulation
Count
Past-year Spendings Total
0 0 to
200
201
to
400
401
to
600
601
t0
800
801 to
1000
Others
Weekly
allowance
0 to 200 0 6 10 0 2 1 0 19
201 to
400
0 3 6 14 3 3 1 30
401 to
600
1 11 4 11 8 15 1 51
601 t0
800
0 3 4 8 14 16 1 46
801 to
1000
1 10 8 17 11 40 7 94
Others 0 0 1 4 3 3 13 24
Total 2 33 33 54 41 78 23 264

Table 13 shows the cross tabulation of the respondents' weekly allowance and
past-year spendings. 10 of the respondents that chose 0-200 as allowance chose 201-400
as their expense. 14 of the respondents that chose 201-400 as allowance chose 401-600
as their expense. 13 of the respondents that chose others as allowance chose others as
their expense.
Table 14.
Chi-square Test used to determine the correlation of the respondents according to their weekly allowance
and past-year spendings.
Chi-square tests
Value df Asymptotic Significance (2-sided)
Pearson chi-square 149.031a 30 .000
Likelihood ratio 116.555 30 .000
Linear-by-Linear Association 41.771 1 .000
N of Valid Cases 264
a. 22 cells (52.4%) have expected count less than 5. The minimum expected count is
.14.
Table 14 shows the Chi-square Test used to determine the correlation of the
respondents according to their weekly allowance and past-year spendings. With a p-value

of 0.000 and a minimum expected count of 0.14, a direct correlation was found in the
respondent’s weekly allowance and past-year spedings.
Table 15.
Significant Difference of the respondents when grouped according to age
Average
Sum of Squares df Mean square F Sig.
Between Groups 6.521 1 6.521 6.033 .015
Within Groups 283.174 262 1.081
Total 289.694 263
Table 15 summarizes the significant difference of the respondents when grouped
according to age. A significant difference was found using ANOVA with a p-value of
0.015 and a critical value of 0.05. This means that any difference in the responses is only
1.50% due to chance.
Table 16.
Significant Difference of the respondents when grouped according to gender
Average
Sum of Squares df Mean Square F Sig.
Between Groups 13.721 1 13.721 13.026 .000
Within Groups 275.974 262 1.053
Total 289.694 263

according to gender. A significant difference was found using ANOVA with a p-value of
0.000 and a critical value of 0.05. This means that any difference in the responses is 0%
due to chance.
Table 17.
Significant Difference of the respondents when grouped according to their grade level
Average
Between Groups .000 1 .000 .000 .995
Within Groups 289.694 262 1.106
Total 289.694 263
according to their grade level. There was no significant difference found using ANOVA
with a p-value of 0.995 and a critical value of 0.05. This means that any difference in the
responses is 99.50% due to chance.

Table 18.
Significant Difference of the respondents when grouped according to the school they enrolled in
Average
Between Groups .218 1 .218 .197 .657
Within Groups 289.477 262 1.105
Total 289.694 263
according to the school they enrolled in. There was no significant difference found using
ANOVA with a p-value of 0.657 and a critical value of 0.05. This means that any
difference in the responses is 65.70% likely due to chance.
Table 19.
Significant Difference of the respondents when grouped according to their weekly allowance
Average
Between Groups 31.719 5 6.344 6.344 .000
Within Groups 257.975 258 1.000
Total 289.694 263
according to their weekly allowance. A significant difference was found using ANOVA
responses is 0% due to chance.

Table 20.
Post-hoc Analysis as there was a significant difference found when respondents are grouped according to
their weekly allowance
Multiple Comparisons
Dependent Variable:
Scheffe
(I) Weekly Allowance Mean
Difference (I-
J)
Std.
Error
Sig. 95% Confidence
Interval
Lower
Bound
Upper
Bound
0 to 200 201 to 400 .27860 .29318 .970 -.7046 1.2617
401 to 600 .44644 .26876 .737 -.4548 1.3477
601 to 800 1.04874* .27270 .013 .1343 1.9632
801 to
1000
.98611* .25152 .010 .1427 1.8296
Others .88026 .30707 .149 -.1494 1.9100
201 to
400
0 to 200 -.27860 .29318 .970 -1.2617 .7046
401 to 600 .16784 .23008 .991 -.6037 .9394
601 to 800 .77014 .23466 .060 -.0168 1.5571
801 to
1000
.70752* .20968 .047 .0044 1.4107
Others .60167 .27385 .439 -.3166 1.5200
401 to
600
0 to 200 -.44644 .26876 .737 -1.3477 .4548
201 to 400 -.16784 .23008 .991 -.9394 .6037

601 to 800 .60230 .20333 .123 -.0795 1.2841
801 to
1000
.53967 .17391 .090 -.0435 1.1228
Others .43382 .24753 .689 -.3962 1.2639
601 to
800
0 to 200 -1.04874* .27270 .013 -1.9632 -.1343
201 to 400 -.77014 .23466 .060 -1.5571 .0168
401 to 600 -.60230 .20333 .123 -1.2841 .0795
801 to
1000
-.06263 .17993 1.000 -.6660 .5407
Others -.16848 .25179 .994 -1.0128 .6759
801 to
1000
0 to 200 -.98611* .25152 .010 -1.8296 -.1427
201 to 400 -.70752* .20968 .047 -1.4107 -.0044
401 to 600 -.53967 .17391 .090 -1.1228 .0435
601 to 800 .06263 .17993 1.000 -.5407 .6660
Others -.10585 .22869 .999 -.8727 .6610
Others 0 to 200 -.88026 .30707 .149 -1.9100 .1494
201 to 400 -.60167 .27385 .439 -1.5200 .3166
401 to 600 -.43382 .24753 .689 -1.2639 .3962
601 to 800 .16848 .25179 .994 -.6759 1.0128
801 to
1000
.10585 .22869 .999 -.6610 .8727

Table 20 shows the post-hoc analysis as there was a significant difference found
when respondents are grouped according to their weekly allowance. A significant
difference was found when respondents that chose 0-200 are compared to respondents
that chose 601-800 and 801-1000. A significant difference was found when respondents
that chose 201-400 are compared to respondents that chose 801-1000.
Table 21.
Significant Difference of the respondents when grouped according to their past-year spendings.
Average
Between Groups 117.780 6 19.630 29.345 .000
Within Groups 171.914 257 .669
Total 289.694 263
according to their past-year spendings. A significant difference was found using ANOVA
responses is 0% due to chance.

Table 22.
Post-hoc Analysis as there was a significant difference found when respondents are grouped according to
their past-year spendings
Multiple Comparisons
Dependent Variable:
Scheffe
(I) Past-year
spendings
Mean Difference
(I-J)
Std.
Error
Sig. 95% Confidence
Interval
Lower
Bound
Upper
Bound
0 0 to 200 .75152 .59560 .953 -1.3797 2.8827
201 to
400
1.20606 .59560 .663 -.9251 3.3372
401 to
600
1.50000 .58894 .374 -.6074 3.6074
601 to
800
1.92683 .59227 .107 -.1924 4.0461
801 to
1000
2.49231* .58570 .007 .3966 4.5881
Others 2.74783* .60295 .003 .5903 4.9053
0 to 200 0 -.75152 .59560 .953 -2.8827 1.3797
201 to
400
.45455 .20135 .533 -.2659 1.1750
401 to
600
.74848* .18072 .010 .1018 1.3951
601 to
800
1.17531* .19127 .000 .4909 1.8597

801 to
1000
1.74079* .16984 .000 1.1331 2.3485
Others 1.99631* .22216 .000 1.2014 2.7912
201 to
400
0 -1.20606 .59560 .663 -3.3372 .9251
0 to 200 -.45455 .20135 .533 -1.1750 .2659
401 to
600
.29394 .18072 .851 -.3527 .9406
601 t0
800
.72077* .19127 .030 .0363 1.4052
801 to
1000
1.28625* .16984 .000 .6785 1.8940
Others 1.54177* .22216 .000 .7468 2.3367
401 to
600
0 -1.50000 .58894 .374 -3.6074 .6074
0 to 200 -.74848* .18072 .010 -1.3951 -.1018
201 to
400
-.29394 .18072 .851 -.9406 .3527
601 t0
800
.42683 .16942 .388 -.1794 1.0330
801 to
1000
.99231* .14479 .000 .4742 1.5104
Others 1.24783* .20365 .000 .5191 1.9765
601 t0
800
0 -1.92683 .59227 .107 -4.0461 .1924
0 to 200 -1.17531* .19127 .000 -1.8597 -.4909

201 to
400
-.72077* .19127 .030 -1.4052 -.0363
401 to
600
-.42683 .16942 .388 -1.0330 .1794
801 to
1000
.56548* .15777 .049 .0009 1.1300
Others .82100* .21307 .024 .0586 1.5834
801 to
1000
0 -2.49231* .58570 .007 -4.5881 -.3966
0 to 200 -1.74079* .16984 .000 -2.3485 -1.1331
201 to
400
-1.28625* .16984 .000 -1.8940 -.6785
401 to
600
-.99231* .14479 .000 -1.5104 -.4742
601 to
800
-.56548* .15777 .049 -1.1300 -.0009
Others .25552 .19406 .942 -.4389 .9499
Others 0 -2.74783* .60295 .003 -4.9053 -.5903
0 to 200 -1.99631* .22216 .000 -2.7912 -1.2014
201 to
400
-1.54177* .22216 .000 -2.3367 -.7468
401 to
600
-1.24783* .20365 .000 -1.9765 -.5191
601 to
800
-.82100* .21307 .024 -1.5834 -.0586
801 to
1000
-.25552 .19406 .942 -.9499 .4389

Table 22 shows the post-hoc analysis as there was a significant difference found
when respondents are grouped according to their past-year spendings. A significant
difference was found when respondents that chose 0 are compared to respondents that
chose 801-1000 and others. A significant difference was found when respondents that
chose 0-200 are compared to respondents that chose 401-600, 601-800, 801-1000, and
others. A significant difference was found when respondents that chose 201-400 are
compared to respondents that chose 601-800, 801-1000, and others. A significant
difference was found when respondents that chose 401-600 are compared to respondents
that chose 801-1000 and others. A significant difference was found when respondents
that chose 601-800 are compared to respondents that chose 801-1000 and others.
Table 23.
Significant Difference of the respondents when they are grouped according to their demographics.
Factor F Sig. Interpretation Decision
Age 6.03 0.015 Significant Reject
Gender 13.026 0.000 Significant Reject
Grade Level 0.000 0.995 Not significant Accept
School Enrolled In 0.197 0.657 Not significant Accept
Weekly Allowance 6.334 0.0000 Significant Reject
Past-year Spendings 29.345 0.0000 Significant Reject
Table 23 shows the significance of the respondents when they are grouped
according to their demographics. The results reveal that the respondents Age, Gender,

Weekly Allowance, and Past-year spendings to be statistically significant which affects the
results of the budget constraints of the respondents. The respondents Grade Level and
the School they enrolled in is found to be not significant as the difference is statistically
too small for the results to be affected.
The collected data in gender is big enough to be statistically significant. In
supporting the data presented above, According to a recent study from analytics firm
Flurry, Females spend 35% more money and 35% more time on mobile games than
males. It was discovered that women make 31% more in-app purchases than men.
However, an article from Relaxnews (2011) also stated that Males spend 31% more than
women on average when they make an in-game purchase in a freemium game on their
mobile phone.
As a supporting data for the result of spending of the respondents, according to
the statistics collected by Finbold, consumers worldwide spent $10.32 billion on mobile
games in the first half of the year 2021.The amount shows an increase of 23.88% from
the same time period last 2020, when the total expenditure was $8.33 billion. Consumer
spending increased in February by $1.75 billion for the first half of 2021. January, on the
other hand, results in the lowest spending at $1.7 billion. Another, according to a poll
from April 2021, In-game content for cellphones and tablets cost Americans who spend
money on mobile gaming an average of 61 dollars over the course of the previous 12
months. First place went to console players, who yearly spent an average of 84 dollars on
extra in-game material.

The average age in the group is big enough to be statistically significant. To
support the data above. According to Khan et al. 2017, the internet usage has grown
passively with more than 3.5 billion users worldwide, for the reason video games are
positively admitted among teenagers and children (Zin et al. 2009). Especially in the
United States, the video games industry touches yearly earnings of 15 billion and the
majority of the age bracket is between 14-19 years old, according to Annetta & Cheng,
2008.
Average allowance is big enough to be statistically significant. As a supporting
data, Statistica (2019) states that out of 2.5 billion gamers around the world, Philippines
got 11.32 million users, and a rate of 25.2% were recorded for the players who are ranging
from 18-24 which are mostly male and have low income.

CHAPTER IV
SUMMARY, CONCLUSION, AND RECOMMENDATION
Chapter four (4) contains summary, conclusions, and recommendations of the
whole study. The findings of the study without so much detailed information were written
in the summary. Generalizations and other interferences are seen in the conclusion while
the recommendations of the researchers to the beneficiaries of this study is seen in this
chapter. Generally, this chapter aims to cover-up the end result of the study.
Summary
This research entitled, Budget Constraints of Senior High School Students in
connection with Gacha Games of private schools in Cavite City.
The study was conducted to determine the budget constraints that the senior high
school students of Cavite City are currently facing. This study used descriptive and
inferential research design in the form of a survey to investigate the perception of the
participants to the Budget Constraints of Senior High School Students in connection with
Gacha Games of private schools in Cavite City. The researchers used the acceptable
population of 261 senior high school students as respondents. The instruments that were
used by the researchers were survey form.
The result of data gathering revealed that out of 264 respondents 55.7% were
females and 44.30% were males. The majority of the age who answered the survey were
15-17 years old (54.9%). And the respondents are mostly from San Sebastian College

Recoletos de Cavite and were Grade 12 students. The majority of the weekly allowance
and the spending on gacha games for the past year who answered the survey is 801-1000
PHP.
Finally, the findings revealed that the respondents don't experience any budget
constraints in connection with gacha games.
Conclusion
In conclusion to the study, the researchers conducted a survey and determined
that Senior High School students from the two private schools in Cavite City have
different budget constraints in spending on gacha games. The findings of the study also
concluded that the demographic profile of the respondents is significant as it is stated on
the results of the data gathered through the survey. The significance of the study is to
have a deeper understanding about the budget constraints that affects the students to
spend money on gacha games rather than to spend their money on other valuable goods.
The advantage of this study is that only few researchers aim to study about gacha games.
That's why the awareness/information provided about gacha games are not enough to
people.
Hopefully, this research contributed to a better understanding of the budget
constraints of the Senior High School students in connection to gacha games in two
private schools of Cavite City and its findings and recommendations can serve as a basis
for future research purposes and projects.

Recommendations
Based on the findings and conclusions drawn, the researchers hereby put forward
the following recommendations suggested.
Researchers recommended this study to the parents to guide their children to
inspire and teach their budgeting decisions especially in games, in the future. Parents are
the ones that should observe, evaluate and take responsibility in helping their children to
maintain their allowance.
Researchers recommended this study to the students to acquire more information
and knowledge about the given topic. This also allow them to research more information
on how impactful their expenses to the game affect their budget.
Researchers recommended this study to the teachers to use the findings of this
study to provide their students with more detailed lessons and information, or to gain a
better understanding of the subject matter.
Researchers recommended this study to the game developer to use the gathered
data to determine the budget constraints of the players in spending on gacha games. It
can serve as a guide for them to have a better understanding what motivates the players
to spend on gacha games.
This research study may serve as a reference in addressing or conducting the
research. However, future researchers can make this deeper and further as time goes by,
also related studies can further enhance the idea of finding out the budget constraints of
senior high school students not just in the connection with gacha games but for all the

budgeting decisions of the people going through. Thus, this research from the student of
San Sebastian College Recoletos de Cavite has indicated those key findings and facts.

REFERENCES
Alonzo, L. M. E. (2020). The Allowance Has Been Slain: Determining the Length Of
Mobile Games Engagement To The Budget Allocate Literacy Of The
Students. https://www.academia.edu/42220290/the_allowance_has_been_slai
n_determining_the_length_of_mobile_games_engagement_to_the_budget_allo
cate_literacy_of_the_students
Annetta, L.A. & Cheng, M.T. (2008). Why educational video games? Serious educational
games: from theory to practice, Sense Publishers, Rotterdam.
https://www.researchgate.net/publication/295098364_Behavioral_Outcome_E
ffects_of_Serious_Gaming_as_an_Adjunct_to_Treatment_for_Children_With_
Attention-DeficitHyperactivity_Disorder_A_Randomized_Controlled_Trial
Arriaga, X. B., Kumashiro, M., Frinkel, E.J., & Luchies, L. B. (2019). Filling the void:
Bolstering attachment security in committed relationship. Social Psychological
and Personality Science, 5(4), 398-405.
https://research.gold.ac.uk/id/eprint/27607/1/Arriaga%20Kumashiro%20CO
IP%202019%20Attachment%20Security%20Postprint.pdf
Baltrusaitis, J. (2021). Consumers globally spent $10 billion on mobile games in H1 2021.
https://finbold.com/consumers-globally-spent-10-billion-on-mobile-games-in-
h1-2021/
Dong, Y. (2020). Exploring motivations for virtual rewards in online F2P Gacha games:
Considering income level, consumption habits and game settings.
https://wkuwire.org/handle/20.500.12540/399
Khan M.A., Shabbir F. & Rajput T.A. (2017). Effect of Gender and Physical Activity on
Internet Addiction in Medical Students.
https://doi.org/10.12669/pjms.331.11222.
Lawrenson, E. (2022). What are gacha games? Why are they so popular? Drummond, A.
& Sauer, J. D. (2018). Video game loot boxes are psychologically akin to gambling.
https://www.qustodio.com/en/blog/what-are-gacha-games/

Neiborg, D. B. (2016). From Premium to Freemium: The Political Economy of the App.
https://www.researchgate.net/publication/296484419_From_Premium_to_Fre
emium_The_Political_Economy_of_the_App
Statista (2022). Most popular genres for online gaming in the Philippines as of April 2022.
https://www.statista.com/statistics/1117942/philippines-popular-genres-for-
online-gaming/
Statista (2022). Philippines: How many hours per week do you spend playing
video/computer games?
https://www.statista.com/statistics/917496/philippines-number-of-hours-
spent-playing-video-computer-games/
Statista (2022). Share of online gamers in the Philippines as of April 2022, by age group.
https://www.statista.com/statistics/1117251/philippines-online-gamers-by-
age/
Zin, N. A. M., Jaafar, A. & Yue, W. S. (2009). An investigation of the digital game
addiction between high school students.
https://files.eric.ed.gov/fulltext/ED585257.pdf

APPENDICES

Appendix A
Research Instrumentation

Appendix B
Endorsement Letter

Appendix C
Student Population

Appendix D
Consent Letter

Appendix E
Student Population

Appendix F
Validation Certificate

Appendix G
Questionnaire

Appendix H
Questionnaire

Appendix I
Survey Picture

Appendix J
Statistical Result
AGE
BUDGET
CONSTRAINT
15-17 year/old 18-19 year/old
15 - 17 145 54.9
18-19 119 45.1
TOTAL 264 100.0

Appendix K
Statistical Result
SEX
BUDGET
CONSTRAINT
MALE FEMALE
MALE 117 44.3
FEMALE 147 55.7
TOTAL 264 100.0

Appendix L
Statistical Result
GRADE LEVEL
BUDGET
CONSTRAINT
GRADE 11 GRADE 12
11 85 32.2
12 179 67.8
TOTAL 264 100.0

Appendix M
Statistical Result
SCHOOL ENROLLED
BUDGET
CONSTRAINT
SJC SSCR-dC
SSCR 153 58.0
SJC 111 42.0
TOTAL 264 100.0

Appendix N
Statistical Result
Allowance * Past-year Spendings Cross Tabulation
Count
Past-year Spendings Total
0 0
TO
200
201
TO
400
401
TO
600
601
T0
800
801
TO
1000
OTHERS
Weekly
Allowance
0 TO 200 0 6 10 0 2 1 0 19
201 TO
400
0 3 6 14 3 3 1 30
401 TO
600
1 11 4 11 8 15 1 51
601 T0
800
0 3 4 8 14 16 1 46
801 TO
1000
1 10 8 17 11 40 7 94
OTHERS 0 0 1 4 3 3 13 24
Total 2 33 33 54 41 78 23 264

Appendix O
Curriculum Vitae
ELYSSA GWEN L. INOCENTES
1101 Dra. Salamanca St. San Antonio Cavite City
eginocentes16@gmail.com
0995 597 2431
PERSONAL DATA/BACKGROUND
Age: 17
Sex: Female
Date of Birth: April 25, 2005
Citizenship: Filipino
Religion: Roman Catholic
EDUCATIONAL ATTAINMENT
ELEMENTARY JUNIOR HIGH SCHOOL
Saint Joseph College of Cavite City Saint Joseph College of Cavite City
2011-2017 2017-2021
SENIOR HIGH SCHOOL
San Sebastian College Recoletos de Cavite
2021-2023

NERILYN E. HANDOG
Block 13 Lot 4 Heart Foundation 1B
Bucal Tanza, Cavite
handognerilyn@gmail.com
0956 667 3393
Age: 17
Sex: Female
Date of Birth: September 19, 2005
Saint Augustine School Saint Augustine School
2011-2017 2017-2021
SENIOR HIGH SCHOOL
2021-2023

LANA JANELLE C. DE GUIA
Block 1 Lot 37 Villa Conception
Bagbag2 Rosario, Cavite
lanajanellecdg@gmail.com
0995 850 4508
Age: 18
Sex: Female
Date of Birth: September 15, 2004
Silangan Elementary School Rosario Institute
2010-2016 2016 - 2020
SENIOR HIGH SCHOOL
Bagbag National High School
2021-2022
2022-2023

DAPHNIE S. MONTANO
Em’s Barrio Tejeros Convetion Rosario, Cavite
daphniesosa26@gmail.com
0997 228 1628
Age: 17
Sex: Female
Date of Birth: August 26, 2005
Tejeros Convention Elementary School Galilee Academy
2010-2016 2017 - 2020
SENIOR HIGH SCHOOL
2021-2023

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