The document presents a research project on the communication barrier of hearing impaired students at Centro Fidei School. It includes an abstract, table of contents, introduction on hearing loss and deaf identity, background of the study site, statement of the problem, significance of the study, research methodology using descriptive research, results on how hearing and deaf people communicate and how teachers convey lessons, and conclusions. The overall purpose is to examine communication between hearing and deaf communities at the school.

1. Communication Barrier of Hearing
Impaired Students
A Research Project
Presented to NEU-SHS Faculty
2nd
Semester, S.Y. 2017-2018
By:
HumSS 12 Students
February 15, 2018

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APPROVAL SHEET
This Research Project entitled:
Communication Barrier of Hearing
Impaired Students
Has been approved and accepted as partial requirement
on the subject Research Project for the 2nd Semester, School Year 2017-2018.
Emmanuelle Christian C. Ocampo
Gyan Rafael P. Ramos
Carmela D. Yabut
Prof. ROD C. RAGUINE, Ph. D.
Research Instructor
____________________
Date

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ACKNOWLEDGEMENT
First and foremost, we would like to express our sincere gratitude to
Prof. Rod C. Raguine for the support, patience, motivation, and immerse
knowledge.
To our parents, who supported us and giving us what we need to finish
this research project.
To our classmates, who help us a lot in finalizing this project within the
limited time frame.
To the deaf community, who inspired us to do such research.
To our H.I. Department Supervisor and faculty, Mr. Jeryll Aim Carollino,
Ms. Elenita Cano, and Ms. Laurice Canlas, for helping us to accomplish our
work immersion and produce such research like this.
To our Almighty God, for giving us the knowledge and strength that we
need to finish this paper.
The Researchers

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ABSTRACT
The researchers were deployed for work immersion in the deaf section
at Centro Fidei School (CFS) and the researchers tried to have known if there
is a communication barrier among its students dealing with communicating
with hearing people. With this experience, the researchers have decided to
examine different types of communication in the deaf community of the said
school. Relevant data for the study were gathered through observation and
research.
The study has pointed that there is a communication barrier at Centro
Fidei School (CFS) between both deaf and hearing communities.

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TABLE OF CONTENTS
Title Page 1
Approval Sheet 2
Acknowledgement 3
Research Abstract 4
Table of Contents 5
Chapter I – The Problem and It’s Setting 6
Introduction 6
Background of the Study 8
Statement of the Problem 9
Significance of the Study 10
Scope & Limitation 11
Definition of Terms 12
Chapter II – Research Methodology 13
Research Design 13
Research Instrument & Techniques 15
Chapter III – Result, Analysis, and Discussion 16
Chapter IV – Summary, Conclusion, and Recommendation 22
Summary 22
Conclusion 23
Recommendation 24
Appendices 25
Bibliography 25
Documentation 27
Curriculum Vitae 30

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Chapter I
The Problem and It’s Setting
Introduction
The definition of hearing loss is not the same for everybody and the
different degrees of hearing loss are divided into categories. The most
common categories of hearing loss classifications are mild hearing loss,
moderate hearing loss, severe hearing loss and profound hearing loss
(Martini, 1996). Hearing loss refers to a diminished ability to hear sounds like
other people do (Nordqvist, 2017).
According to Baumeister (1997), identity is the representation of the
self. The self is a social construction because we develop a sense of who and
what we are by observing and interpreting the responses of others (Crocker &
Quinn, 2000). Therefore, the development of one's identity is a socially
constructed process, which emerges through present and past experiences
and interactions between oneself and the surrounding social environment
(Baumeister, 1997; Grotevant, 1992; Harter, 1997; Kent & Smith, in
press; Stinson & Whitmire, 2000).
In particular, if deaf children are raised within a family and educated in a
school environment where they interact with Deaf adults and deaf peers and
communicate in sign language, they are likely to get immersed in the Deaf
culture. If deaf children are raised within a family and educated in a school
environment where they interact with hearing adults and peers via oral means
of communication, they are likely to get conditioned by a hearing culture.
Sometimes, deaf persons may develop a bicultural identity and feel
comfortable and competent within both the Deaf and the hearing worlds. Other
times, though, deaf persons may develop a marginal identity, namely, when
they do not feel particularly strong about a particular culture or feel
uncomfortable and not well accepted within the deaf or the hearing world
(Andrews, Leigh, & Weiner, 2004; Bat-Chava, 2000; Foster & Kinuthia,
2003; Glickman, 1996; Israelite, Ower, & Goldstein, 2002; Leigh,

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1999; Maxwell-McCaw, 2001; Maxwell-McCaw, Leigh, & Marcus,
2000; Padden, 1998).
That is why SPED (Special Education) centers are being established for
the sake of the students with special needs, particularly, the deaf community.
Background of the Study
The philosophy of Centro Fidei School is “A Christian faith-centered
community committed to academic excellence and genuine service to
humanity.” It envisions to educate and nurture diverse young children to
become excellent in academics and exemplary in character with sense of
responsibility to their fellowmen, to our country and to the Christian faith. It
commits that they will provide relevant lifelong educational opportunities
designed towards the holistic development of all stakeholders through quality
teaching and a responsive learning environment.
“Our SPED Center is named after the Venerable Antonietta
Meo, affectionately called ‘Nennolina’, who was born in Rome on December
15th of the year 1930. At six years old, osteosarcoma forces her left leg to be
amputated. Already at that age, she had a concept of the value of suffering
that was incomprehensible without the grace of God. In her short life, she
exemplified the Christian virtues of Faith, Hope and Charity, offering her
suffering to Christ. These same virtues that all of us aspire for lead us to
dedicate our center to her and all of God's children who enter our doors.”
(Narciso, 2015).
The Nennolina SPED Center at Centro Fidei School caters multi-grade
H.I., multi-H.I. 6&7, and grades 11 & 12 Technical-Vocational-Livelihood
Track.

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Statement of the Problem
The communication barrier between hearing impaired students and
hearing people at Centro Fidei School – Nennolina SPED Cenrter.
To divide and decrease the broadness of the research problem, the
researchers have conducted extraction of the following sub-problems:
1. How should the hearing people communicate with the hearing
impaired students and vice versa?
2. How should the teachers convey the lesson to the hearing impaired
students?
3. What are ways to communicate effectively with the hearing impaired
students?
4. How do the hearing impaired students socialize with the regular
hearing students?
Significance of the Study
Hearing impairment is a partial or total inability to hear, hearing loss
may occur in one or both ears it can be categorize as mild, moderate,
moderate- severe, severe, or profound. Studying the lives of deaf individuals
and learn how to communicate to them using sign language. Knowing how
they deal with people around them. Deaf or hearing impaired people have a
very rich and diverse background to share with you. Learning American Sign
Language (ASL) or Filipino Sign Language (FSL) powers up your executive
functions the processes you undertake for solving problems, planning, and
other mentally demanding tasks in addition to having a heightened ability to
monitor your environment and it is useful in any situation.
This is also a very good skill in business setting because you never
know who you’ll come across. It’s always nice to meet new people. To be able
to connect with someone through their language is a wonderful thing. You can
also use sign language as a way to communicate with someone in a loud
room. Instead of shouting your lungs out, you can sign. You can use it

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whenever you go. It’s a benefit of learning the beautiful language of ASL or
FSL.
To the students and teachers as readers, this study is most likely to
open and let them discover how diverse the world of deaf community is. It also
will influence the readers to learn sign language and be able to converse with
deaf people around them.
To the deaf people, this study will be a tool on which their world of
communication may be discovered by the regular people and will help them to
build up their confidence when in comes to regular settings.
To the future researchers, this study will help them understand more
and make the topic more complex.
Scope & Limitation
The research was conducted to determine if there is a communication
barrier between hearing impaired students and hearing people at Centro Fidei
School – Nennolina SPED Center based from the observations from the work
immersion activity.
The persons being observed in the study are the hearing impaired
students and the hearing people of Centro Fidei School on the time scale of
January to February 2018.
Definition of Terms
 American Sign Language (ASL) - is a natural language that serves as
the predominant sign language of Deaf communities in the United
States and most of Anglophone Canada.
 deaf - lacking or deficient in the sense of hearing.

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 Deaf - refers to the people who have been deaf all their lives, or since
before they started to learn to talk. They are pre-lingual deaf.
 Filipino Sign Language (FSL) - the national deaf sign language of the
Philippines.
 Hard of Hearing - refers to an individual who has a mild-to-moderate
hearing loss who may communicate through sign language, spoken
language, or both.
 Hearing loss - also known as hearing impairment, is a partial or total
inability to hear.
 Hearing Impaired (HI) - is used to describe an individual with any
degree of hearing loss, is a term offensive to many deaf and hard-of-
hearing individuals.
 Sign Language - are languages that use manual communication to
convey meaning. This can include simultaneously employing hand
gestures, movement, orientation of the fingers, arms or body, and facial
expressions to convey a speaker's ideas.

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Chapter II
Research Methodology
Research Design
The researchers used the descriptive research method for this study.
Descriptive Research Method stated that it is involves gathering data that
describe events and then organizes, tabulates, depicts, and describes the
data collection (Glass & Hopkins 1984) while Borg & Gall (1989) found that
descriptive studies are aimed at finding out “what is”, so observational and
survey methods are frequently used to collect descriptive data. In addition,
There are three main purposes of research are to describe, explain, and
validate exploration, and serves to organize the findings in order to fit them
with explanations, and then test or validate those explanations (Krathwohl ,
1993). According to Trochim (2005), research design “provides the glue that
holds the research project together. A design is used to structure the research,
to show how all of the major parts of the research project work together to try
to address the central research questions.”
Bes and Kahn (2007) have explained that the term “descriptive
research” has often been used incorrectly to describe the three types of
investigation that are different. Perhaps their superficial similarities have
obscured their difference. Each of them employs the process of disciplined
inquiry through the gathering and analysis of empirical data and each attempts
to develop knowledge. To be done competently, each requires the expertise of
the careful and systematic investigator. A brief explanation may serve to put
each in proper perspective.
Dr. Y.P Aggarwal (2008) descriptive research is devoted to the
gathering of information about prevailing conditions or situations for the
purpose of description and interpretation. This type of research method is not
simply amassing and tabulating facts but includes proper analyses,
interpretation, comparisons, identification of trends and relationships (Dr. Y.P
Aggarwal 2008). Descriptive research often illustrates a relevant but not

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quantified topic involving well-focused research question. Once the research
topic is identified, the research design is determined, the protocol is fully
developed, and a pilot study is undertaken. Testing instruments and making
adjustment before instigating a major study helps to ensure that data collection
is efficient and successful (Monsen and Horn, p. 5).
Descriptive research is fact-finding with adequate interpretation. The
descriptive method is something more and beyond just data-gathering; the
later is not reflective thinking nor research. The true meaning of the data
collected should be reported from the point of view of the objectives and the
basic assumption of the project under way. This follows logically after careful
classification of data. Fats obtained may be accurate expressions of central
tendency, or deviation, or of correlation; but the report is not research unless
discussion of those data is not carried up to level of adequate interpretation.
Data must be subjected to the thinking process in terms of ordered reasoning
(Aquino pp.7-8).
According to Manuel and Mendel (p.25) Descriptive research describes
what is. It involves the description, recording, analysis, and interpretation of
the present nature, composition or processes of phenomena. The focus is on
prevailing conditions, or how a person, group, or thing behaves or functions in
the present. It often involves some type of comparison or contrast. Calderon
(2008) said, as cited by Alberto et al (2011), descriptive method is also known
as statistical research, it describes data and characteristics about the
population or phenomenon being studied. This research method is used for
frequencies, averages and other statistical calculations. Often the best
approach prior to writing descriptive research is conducting a survey
investigation.

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Research Instrument and Techniques
The researchers observed the environment and searched for possible
phenomena to be solved. They also used the insights of the hearing teachers
regarding the deaf students’ performance.

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Chapter III
Result, Analysis, and Discussion
1. How should the hearing people communicate with the hearing
impaired students and vice versa?
The daily basis and means of communication of both deaf and hearing
communities rely on the use of sign language. Some of the deaf students are
able to lip read and are patient when it comes to explaining what they want to
convey. If one is not familiar of a sign, they will spell it out for the sake of
understanding. Otherwise, both gain benefits from each other, as the hearing
people are being familiarized with sign language and vice versa, the
vocabulary of deaf expands.
Socrates suggested, during the 5th century BC, “if we hadn’t a voice of a
tongue, and wanted to express things to one another, wouldn’t we try to make
signs by moving our hands, head, and the rest of our body, just as dumb
people do at present?” What Socrates suggested expressed that sign
language existed even in the historic times.
Sign language according to Perlmutter, “During most of the 20th
century, no one really knew. Not even Deaf people who used sign language in
their daily lives knew what it was. Those who noticed that many thoughts are
expressed differently in sign and in English assumed that sign was an
ungrammatical form of English. Most Americans thought it was a way to
express English words with signs—a substitute for speech. As the truth came
to light in the second half of the 20th century, it surprised everyone.”
It doesn’t mean that if one can’t sign means he cannot communicate
with the deaf people, as well. Allan (2017) suggested that one should at least
get the attention of the deaf. In this case, a hearing person can be able to
express what he wanted to say. One must let them lead the conversation, for
his own adjustment on how the deaf people are comfortable. Always be

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reminded of keeping in the vision of a deaf because their eyes speak for their
thoughts. Other deaf people are able to lip read so it is fine for one to speak
while conversing with them. The use of gestures and body movements gives a
conversation life and in this case, even if one is not able to sign fluently, a deaf
person can be able to pick up the idea of what the hearing person is trying to
deliver.
2. How should the teachers convey the lesson to the hearing
impaired students?
Most of the faculty members on the H.I. department are hearing
impaired volunteer teachers. Since most teachers are deaf, as well, the means
of transmission of knowledge is well delivered. Both teachers and students
understand what the lessons mean and what to express.
Using power point presentations, the students are able to catch up on
the lessons they are studying. Although there are hearing teachers, they still
are able to deliver what they wanted the students need to learn by the help of
the use of the said power point presentations.
A lack or loss of hearing can affect a child’s learning progress,
particularly in the understanding and production of spoken language. While
many theories have emerged over the years as to which approach is most
effective, experts agree that the teaching method should adhere to the
individual student’s capabilities, needs and personality. The most common
educational approaches include: (1) Bilingual-Bicultural: In this
approach, American Sign Language is the only method used in the classroom.
Traditional English is taught through exposure to printed words on paper; (2)
Auditory/Oral: This teaching approach does not use sign language, but instead
teaches the English Language through residual hearing and speech; and (3)

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Total Communication: This method combines auditory and visual
communication for instruction. A combination of sign systems can be used,
including American Sign Language, signed English, speech and sign language
used simultaneously, cued speech and/or other communication methods.
The classroom environment itself can also determine the success of a
deaf student’s learning abilities, and some options for deaf education include:
(1) Day schools; (2) Early intervention and preschool programs; (3) Residential
schools for the deaf; (4) Self-contained classrooms; (5) Mainstreaming and
inclusion in general education settings; and (6) Home school environment.
The environment and basic methods selected for students with a
hearing loss should be chosen based on the student’s personality and
individual needs, but each factor should incorporate the student’s capabilities
to reach the highest level of success. Modern techniques for students with a
hearing loss include: (1) Proper Classroom Considerations – students with
hearing loss require a modified classroom, which should incorporate well-
designed acoustics (for maximum sound production), little distractive noise,
and proper lighting for visuals. Each student should have a clear view of all
visuals as well as the instructor; (2) Use of an Interpreter – many classrooms
with deaf students who sign incorporate an interpreter for easier translation of
material. Deaf students, who have grown up with sign language, should have
sign language included in their daily educational life; (3) Assistive Technical
Capabilities – years of research and development have provided educators
with wonderful tools for maximizing auditory abilities for those students with
some degree of hearing including: FM Systems which can project sound from
an instructor’s microphone; C-Print which is a speech-to-text computer
system; A speech synthesizer which converts a typed word into speech
format; and Personal amplification systems.

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Many opportunities exist for deaf education training and certification,
and an educator’s responsibility is to be prepared for his or her students’
individual needs. For teachers of students with hearing loss, the right
adjustments to the classroom environment coupled with advanced teaching
methods can mean the difference between a student’s success and
failure(cited: https://online.sju.edu/graduate/masters-special-
education/resources/articles/modern-teaching-techniques-for-deaf-students).
3. What are ways to communicate effectively with the H.I students?
Although writing on white board or papers as a medium of
communication is effective, the use of sign language is highly encouraged by
the researchers because the deaf can express themselves even more by the
use of sign language.
The easiest way is to known and be familiarize the alphabets of the
American sign language (ASL) so that you can be able to express your
thoughts. The students themselves will sign a particular word you finger
spelled.
According to Bronski (2015), Helen Keller once said, “Blindness
separates us from things, but deafness separates us from people.” Perkins
provides services to many people who have both vision and hearing loss, and
our educators and experts know that having an effective conversation with any
individual is easier when you are genuinely engaged and show respect. By
following these tips, you too can more effectively and gracefully communicate
with people who are deaf.
Secure the person’s attention. Make sure you have the person’s full
attention before you start to speak, otherwise they may miss part of what
you’re saying. You can do this with a wave or a light touch on the shoulder.

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Face the person. Look directly at the person you are talking to and
maintain eye contact, even if they have an interpreter who translates your
speech into sign language. You are having a conversation with them; the
interpreter is simply a facilitator. Also, don’t walk away or turn while you are
speaking.
If the person can read lips, keep the light in front of you. If you’re
standing in front of a sunny window, or if a bright light is behind you, your face
will be in shadow. That makes it harder for someone who is deaf to see your
lips, facial expressions and other conversational cues. If necessary, move so
you face the light.
If the person does not understand you, rephrase your message instead
of repeating it. Speaking loudly doesn’t necessarily help, as louder volume can
distort words. You can also use pen and paper to enhance understanding.
Use body language and facial expression to augment your
message. But don’t exaggerate or overemphasize lip movement.
Use your mouth only for talking. Gum chewing, smoking or even
nibbling on a pencil while talking makes it more difficult to see your lips and
therefore what you’re saying. Likewise, keep your hands away from your
mouth.
If the person has some hearing, try to eliminate background noises like
televisions or music. If you’re in a group, make sure only one person is talking
at a time. If there are multiple conversations going on it can be difficult for
someone who is hard of hearing to follow, so try to have one general
conversation instead of multiple conversations.
Do not assume the person knows sign language just because they are
Deaf. There are many ways for people who are hard of hearing to
communicate. Sign language is only one of them. You can ask what type of
communication method they prefer.
If the phone rings or there is some other interruption, let them
know. Someone who is completely deaf may not notice the interruption and
may be unaware of what distracted you. Keep them in the loop.

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Include them in conversations, even if it takes more effort. The joy of
humanity is connecting with other people. So even if it takes a little time or
extra effort, bring someone who is deaf into the conversation. You might learn
something interesting.
4. How do the hearing impaired students socialize with the regular
hearing students?
Deaf people do what the hearing people can do except hear. They are
chatting with the hearing students normally like how regular people talk to
each other on their everyday lives. They socialize with hearing students
actively and participate on the everyday setting of each other.
Members of the Deaf community tend to view deafness as a difference
in human experience rather than a disability or disease (Ladd & Paddy,
2003). Many members take pride in their Deaf identity (Lane, et.al, 2011).
Deaf people, in the sense of a community or culture, can then be seen as
a minority group, and therefore some who are a part of this community may
feel misunderstood by those who don't know sign language.
Deaf people keep each other informed of what is going on in one's
environment. It is common to provide detailed information when leaving early
or arriving late; withholding such information may be considered rude. They
may be more direct or blunt than their hearing counterparts. When giving
introductions, Deaf people typically try to find common ground; since their
community is relatively small, Deaf people usually know some other Deaf
people in common. "The search for connections is the search for
connectedness." (Mindess & Anna, 2006).

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Chapter IV
Summary, Conclusion, and Recommendation
Summary
This study was conducted to know if there is a communication barrier in
the Centro Fidei School (CFS). Descriptive Observation is used for the
detailed and further understanding it, the researcher conducted a observation
to all the facilities and workers of the said school, to sum up all the data
obtained, the school should employ education, that has the capability to teach
and through it can eradicate the communication barrier. The school still need
additional teachers that has the wok antiques that is needed.
And the inability to hire well-equip educators to set the standards
among the schools who are offering SPED curriculums among the minority
group.
Conclusion
The researchers therefore conclude that:
1) the means of communication of where both meaning and deaf is
mutualism where benefits are gained from each other;
2) the lessons are conveyed properly even if the teacher is either
hearing person or hearing impaired person, both give the same type of
service;
3) the best way to communicate effectively with Hearing Impaired
students is use of sign language in the American Sign Language (ASL) as it is
the worldwide used sign language, and for us to express our thoughts easily
and for them it is the easiest to understand it as well; and
4) the deaf people communicate and socialize with hearing students
actively and participate on the everyday setting with each other.

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Recommendation
To the students and teachers as readers, the researchers highly
recommend to learn sign language and try to communicate with the deaf
community. They might be the voice the deaf people wanted to have.
To the deaf people, the researchers recommend to continue teaching
the hearing people in using the sign language, in that scene, more will
understand your insights.
The researchers would like to recommend future researchers to
create another research about the same topic to fully understand that there is
no communication barrier between hearing people and hearing impaired
people.
The research followed the time frame of the second semester of S.Y.
2017-2018. Results would be more credible if the research followed a longer
time frame.

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Appendices
Bibliography
Deaf Children Australia (2012). Communication Methods.
Goldmann, W.R., Mallory, J.R. (1992). Overcoming Communication Barriers:
Communicating with Deaf People.
Hammarstrom, H., Forkel, R., Haspelmath, M. (2017). Philippine Sign
Language.
McCormick, S. (2002). Tips and Strategies to Promote Accessible
Communication.
McCrory, P. (2015). Communication Methods Used by Individuals Who are
Deaf or Hard of Hearing.National Deaf Children’s Society (2016). Deaf
Awareness Lesson Plans for Teachers.
Novodvorski, B.D. (2009). Effective Teaching Techniques and Tools for Deaf
and Hard of Hearing Aduld Immigrants in ASL and English Bilingual and
Bicultural College Programs.
U.S. Department of Justice (2003). Americans with Disabilities Act:
Communicating with People Who Are Deaf or Hard of Hearing in Hospital
Settings.
Wright-Howard, D. (2007). Teaching Strategies for the Deaf and Hearing
Impaired.
Web links
http://www.worldmime.org/en/about-mime/neighboring-theories/102-
neighboring-theories/286-sign-language
https://www.deaf-first.org.uk/comm-tips.html
https://online.sju.edu/graduate/masters-special-
education/resources/articles/modern-teaching-techniques-for-deaf-students
https://en.wikipedia.org/wiki/Deaf_culture

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http://www.perkins.org/stories/ten-ways-to-boost-your-communication-skills-
with-someone-who-is-deaf
https://en.wikipedia.org/wiki/Sign_language
https://en.wikipedia.org/wiki/American_Sign_Language
https://www.merriam-webster.com/dictionary/deaf
https://www.signhealth.org.uk/about-deafness/deaf-or-deaf/
https://en.wikipedia.org/wiki/Hearing_loss
https://www.deaftec.org/content/deaf-definitions

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Documentation

25. 25

26. 26

27. 27

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Curriculum Vitae

29. 29
Emmanuelle Christian C. Ocampo
359 B. Aquino st. Lourdes Sur East, Angeles City
09553225050
chanocampo2018@gmail.com
Birthdate: November 17, 1999
Birthplace: Angeles City
Age: 18 years old
Status: Single
Gender: Male
Religion: Iglesia Ni Cristo
Educational Background
Elementary
Dr. Clemente N. Dayrit Sr. Elementary School 2006-2012
Junior High School
Francisco G. Nepomuceno Memorial High School 2012-2014
New Era University – Pampanga Branch 2014-2016
Senior High School
New Era University – Pampanga Branch 2016-2018

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Gyan Rafael P. Ramos
314 Purok 7, Malino, City of San Fernando
09454659562
gyanrafael_23@icloud.com
Birthdate: March 23, 2000
Birthplace: Angeles City
Age: 17 years old
Status: Single
Gender: Male
Religion: Iglesia Ni Cristo
Educational Background
Elementary
School of Saint Brother Benilde 2006-2008
Pandacaqui Resettlement Elementary School 2008-2012
Junior High School
New Era University – Pampanga Branch 2012-2016
Senior High School
New Era University – Pampanga Branch 2016-2018

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Carmela D. Yabut
527 Prk 7 brgy Panipuan, City of San Fernando
09161073311
carmelayabut24@yahoo.com
Birthdate: April 24, 2000
Birthplace: City of San Fernando
Age: 17 years old
Status: Single
Gender: Female
Religion: Iglesia Ni Cristo
Educational Background
Elementary
Sto. Rosario Elementary School 2006-2008
Panipuan Integrated School 2008-2012
Junior High School
New Era University – Pampanga Branch 2012-2016
Senior High School
New Era University – Pampanga Branch 2016-2018