GORDON COLLEGE

INSTITUTE OF GRADUATE STUDIES

OLONGAPO CITY

TITLE

A Research
Presented to the Faculty of the
College of Education, Arts and Sciences
Gordon College
Olongapo City

In Partial Fulfillment of the

Requirements for the Degree
Bachelor of Secondary Education - Mathematics

NAME OF RESEARCHER

DATE
 APPROVAL SHEET

This Research entitled “Strategic Intervention Materials in Teaching Mathematics

for First Year Students” prepared and submitted by Reynaldo C. Cortez, Jr.,
and Renalin C. Maaghop in partial fulfillment of the requirements for the degree
of Bachelor of Secondary Education – Mathematics has been examined and
is recommended for acceptance for approval for ORAL EXAMINATION.

Darwin P. Paguio, PhD

Adviser

PANEL OF EXAMINERS
Approved by the Committee on Oral Examination with a grade of ____.

______________
Chairman

__________________ ________________________
Member Member

___________________
Member

Accepted and approved in partial fulfillment of the requirements for the

degree of Bachelor of Secondary Education – Mathematics.

_____________________ Ediric D. Gadia, LPT, PhD

Date of Oral Examination Dean,College of Education, Arts and
Sciences

2|Page
 Title : Strategic Intervention Materials in Teaching Mathematics
for First Year Students

Researcher /s : Reynaldo C. Cortez, Jr.

Renalin C. Maaghop

Adviser : Darwin P. Paguio, PhD

School Gordon College- College of Education, Arts and
Sciences
:
Degree : Bachelor of Secondary Education - Mathematics
Date of Completion : July 2020
ABSTRACT
The purpose of this study was to ascertain the adversity quotient and its
relationship to the 8problem-solving skills of 70 grade 9 students in trigonometry.
Specifically, the study intended to determine the student’s adversity profile in
terms of the dimensions of adversity quotient and level of problem solving skills
in terms of cognitive processes and to ascertain which adversity quotient
dimension would best predict the problem-solving skills. The researchers
employed a descriptive-correlation method, utilized a questionnaire adapted from
Stoltz’s Adversity Response Profile and a constructed problem-solving test in
Trigonometry, and used mean and Pearson r in the analysis of data. The findings
revealed that the adversity quotient profile of the students is moderately low and
the problem-solving skill of the students is poor. The level of adversity quotient
and problem-solving skills of the respondents were found to be insignificantly
related, and reach is the most efficient predictor of one’s problem-solving skills.
The study recommends the following: an enhancement program for problem-
solving skills and an adversity quotient workshop.

Keywords: Adversity quotient, problem-solving skills, trigonometry, descriptive-

correlation design

ACKNOWLEDGEMENT

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TABLE OF CONTENTS

Page

4|Page
TITLE PAGE i

APPROVAL SHEET ii

ABSTRACT iii

ACKNOWLEDGEMENT iv

DEDICATION vi

TABLE OF CONTENTS vii

Chapter 1 - THE PROBLEM AND ITS BACKGROUND

Introduction 1

Conceptual Framework 3

Statement of the Problem 7

Hypothesis 8

Scope and Delimitation of the Study 8

Significance of the Study 8

Definition of Terms 10

Chapter 2 - RESEARCH METHODOLOGY

Research Design 13

Locale of the Study 13

Respondents 15

Research Instrument 15

Validation of the Instrument 16

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 Data Gathering Procedure 17

Statistical Treatment of Data 17

Chapter 3 - PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Chapter 4 - SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

Findings 31

Conclusions 32

Recommendations 33

BIBLIOGRAPHY 35

APPENDICES

CURRICULUM VITAE

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

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 Considering that most learners find Mathematics as one of the most difficult

subjects specially in the tertiary level. National Center for Education Statistics revealed

that in Mathematics, only minority of students reached the proficient level and at least

one third of students did not reach the basic level in each grade level. Concerns on the

Mathematics performance were intensified due the recently “gone-viral” results of the

2018 PISA reflected the Philippines as 78th place in Mathematics among the seventy-nine

countries who participated. Nevertheless, its results will help educational reforms that

will point to the improvement of the current curriculum implementation. With this in

mind, recent education reforms have sought to boost enrollment levels, graduation rates

and mean years of schooling in elementary and secondary education, and to improve the

quality of higher education.

Stimulating and maintaining the interest of today’s learners are two of the most

challenging tasks of being a teacher, considering the difficulty of teaching and learning

mathematics, which is perceived by many as the most thought-provoking course.

Nevertheless, teachers tend to innovate instructional materials that will capture the

interests and engage the students (Mercado and Tandog, 2016). Instructional materials

are learning tools that helps the learners to learn faster and better. Barlis (2015) added

that instructional materials play a vital role in improving students’ mathematics

achievement.

Selecting the most appropriate and effective instructional material is very critical

in preparing the lesson considering that it plays a vital role in the teaching-learning

process. Mercado and Tandog (2016) cited the study of Adebanjo in 2007 which

affirmed that the utilization of instructional materials in teaching and learning of

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Mathematics helps students to learn more and retain better what they have been taught

and that it also promotes and sustains students’ interest. It also allows the learners to

discover themselves and their abilities. Every educator believes that availability and

adequacy of a wide diversity of instructional resources will help stimulate the interest and

actively engage learners in mathematics.

In this particular research, the use of Strategic Intervention Materials in learning

mathematics will be highlighted. Strategic intervention material (SIM) has been known

to enhance the performance level of students in various schools and learning areas.

Gultiano (2012) iterated that the SIM is effective in helping learners to master the

competency-based skills and concluded that intervention materials contributed to better

learning of concepts among students. Gatdula (2015) developed and validated a SIM on

rational algebraic expressions. Her study attested that the SIM is effective in improving

the performance of students at Castillejos National High School, San Roque Castillejos

Zambales. A study revealed that when students are exposed to Tri-in-1 SIM, their

Mathematics achievements are better and higher (Diaz and Dio, 2016).

Hererra and Soriano’s (2016) study revealed that the utilization of the SIMs were

effective in improving the least-learned competence of the learners in Physics as

evidenced by its significant increase in their posttest scores. Bunagan (2012) referred to

Strategic Intervention Material (SIM) as a means to reteach the concepts and least

mastered skills. It is a material given to students to help them master competency-based

skills which they were not able to develop during a regular classroom teaching. It consists

of both learning strategies (for students) and content enhancement (for educators) and is

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considered as multifaceted approach to help students to become independent and

successful learners (Saclao, 2016).

The use of SIM in this study aims to investigate how it will aide students in

learning mathematical concepts and skills in higher math or math subjects offered in

Grade ___. Hence it is offered to ensure that by the time the students enroll into college

they will be ready. The fact that there are very many theories and models developed

from psychologists and education researches to describe the mechanisms of learning, the

understanding of the nature of this process has proved to be complicated (Voskoglou,

2010). Intervention for students with learning difficulties in Mathematics is commonly

based on a behaviorist framework of learning. As a result, these students might acquire

procedural knowledge but are weak in process skills and without sufficient conceptual

understanding.

The use of Strategic Intervention Plan started as stipulated in DepEd Order No. 9,

s. 2005 (see Appendix __, p. __) which is used to improve learners’ performance. The

ultimate posits of the Problem-solving is to equip learners with skills in pointing out daily

life challenges they face, planning on how to solve them, and making intelligent

decisions that will make their lives easier. Wilson et. al (2011), emphasized the

importance of Problem-solving in mathematics. According to them mathematics main

goal of teaching problem-solving skills is to develop a generic ability in solving real-life

problems and apply math in real life situations.

Other critical theorists also include Adorno, Fromm, Habermas, Horkheimer,

Marcuse and others developed their philosophy on the Critical theory drawing on the

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ideas of Marx and Freud, based on a commitment to egalitarian social justice values

(Ernest, 2010). Through its attack on instrumental reason, critical theory Ernest argued

further a strong critique of the way mathematics is used in society, and this critique can

be taken so far as to question the basic assumptions upon which mathematics education

rests (Ernest, 2010). The most pressing issue for mathematics education is to contribute

to the improvement of the human condition through addressing the universal problem

facing humankind, namely “survival with dignity” (D’Ambrosio, 2003, p. 235). The

posits mentioned were the same reasons why MMW is taught to freshmen college.

Hence, the researcher deemed it necessary to design a strategic intervention plan

(SIM) to enhance the performance of the 49 students in Bachelor of Culture and Arts

Education and Bachelor of Physical Education and the difficulties they encounter in

Mathematics in the Modern World or MMW.

Conceptual Framework

In support to the mandate of RA 10533 or the implementation of the K to 12

curriculum of the country’s basic education, CHED proposed the new General Education

Curriculum through CMO No. 20, s. 2013 (see appendix __ on page__) ensuring on

DEPED’s mission and objectives. CMO No. 2, s. 2013 iterates that in pursuit of the

ongoing educational reforms that include the enhanced basic education curriculum

through K to 12 which in its consideration of the College Readiness Standards has

integrated GE courses of higher education programs in the senior high school core

courses thus, has created a window for the revision of the current GE curriculum.

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 It has been very evident that there are students who find certain topics and skills

quite difficult to learn and master. And these concepts and skills are prerequisites to

higher Math.

In this light, the researcher would like to investigate deeply the least learned

concepts and skills regarding the topic on Mathematics in the Modern World during the

midterm period of second semester to address the difficulties a SIM will be utilized.

Participants Pretest SIM Posttest

Implementation
Figure 1

Conceptual Framework of the Study

Figure 1 is the paradigm showing the conceptual framework of the study. The

researcher employed One-Group Experimental Design, Shuttleworth (2009) explains that

this design is one of the simplest, a group of participants will be chosen, in this research

purposive sampling will be employed because the participants will be chosen according

to their performance. The selected group will take a pretest regarding the proposed

Strategic Intervention Material (SIM) before they are going to use the SIM. The SIM is

intended to be used within a span of three to four weeks. After using the SIM, a posttest

will be administered. The results of the posttest will be the determinant if the SIM is

effective or not.

Theoretical Background

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 Although theories help us to analyze, or explain they do not provide recipes for

action; rarely do they provide direct guidance for practice (Voskoglou, 2010). Let us

look into the varied theories respectively. One of the most significant topics today in the

field of educational research specifically in the basic education is the learning approach

adopted by the students in learning a particular task. For educators, this approach should

be considered and applied most of the time in teaching (Lublin, 2010). One of the major

concepts that emerged from this research was the idea that students can take different

approaches to learning.

Among the theories responsible for the teaching and learning is the Inquiry-based

learning theory. Although inquiry-based learning is a pedagogical mindset that can

pervade school and classroom life (Natural Curiosity, p. 7, 2011), and can be seen across

a variety of contexts, according to the article in the Capacity Building Series (2013) an

inquiry stance does not stand in the way of other forms of effective teaching and learning.

Inquiry-based learning concerns itself with the creative approach of combining the best

approaches to instruction, including explicit instruction and small-group and guided

learning, in an attempt to build on students’ interests and ideas, ultimately moving

students forward in their paths of intellectual curiosity and understanding.

Walking through the theories only proves that the main goal of DepEd is to

produced not only life-long learners but also prolific citizens who will contribute to

building the nation through their knowledge and skills in Mathematical applications.

Statement of the Problem

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 This study aims to explore the student’s capability to learn concepts and problem
solving using Strategic Intervention Materials (SIM) in teaching mathematics among
students of Gordon College 1st semester A.Y 2020-2021.

Specifically, it sought to answer the following questions:

1. What is the level of mathematics performance of the respondents in Mathematics

______ (subject/course) during the ______ (semester/quarter/ term)?

2. What is the Mean Percentage Scores (MPS) of the respondents?

3. What particular topics garnered the least number of correct responses?

4. Is there significant difference between the mathematics performance of the

respondents to the level of difficulties they have encountered?

5. Is the Strategic Intervention Plan (SIM) employed effective?

Hypothesis

There is no significant difference between the mathematics performance of the

respondents to the level of difficulties they have encountered in Mathematics in the

Modern World.

Scope and Limitation

The study will focus on crafting a SIM as intervention program after finding out

the difficulties of the learners in their Math subjects through the results of the Midterm

Exams. After this, a Strategic Intervention Material will be developed by the researcher.

Pretest will be given to the selected learners who have difficulties in the identified topics.

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Then, the SIMs will be given to them, a posttest will follow to find out whether the SIM

was effective.

Significance of the Study

The findings of this study will be beneficial to the following:

The Learners. The result of the study would help struggling learners in Mathematics to

cope up with the knowledge and skills they find difficult in Mathematics 1.

The Teachers. The findings of this study will equip the teachers with the knowledge and

skills with varied strategies in teaching through the use of Strategic Intervention materials

or SIM.

The Department Head. The findings of this study will furnish relevant information and

knowledge on the various challenges’ learners face with regards to the course

mathematics, this will enable him/her to make conversant decisions regarding the

curriculum delivery of mathematics in the modern world.

Future Researchers. Because of the scarcity of the studies on mathematics in the

modern world, the findings of this study will provide additional knowledge and concepts

on teaching and learning mathematics in the modern world..

Definition of Terms

The operational definitions of the following terms were given to enable the

readers understand study:

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Intervention, in the field of education, is a process to which a certain strategy is

employed to see its effects on the teaching and learning process.

Mathematics Achievement is the competency of the learners with regards to

mathematics measured by their test scores.

Strategic Intervention Material (SIM) is a learner’s material developed by the teacher

to help struggling learners cope up with the lessons in their own phase.

Theories is a generally acceptable body of knowledge or set of principles based on

scientific research.

Chapter 2

RESEARCH METHODOLOGY

Research Method

In this study, will make use of the Quasi-experimental design, which is similar to

experimental research according to Abraham and MacDonald (2011) in such that there is

a manipulation of an independent variable. He explains further that from experimental

research because either there is no control group, no random selection, and/or no active

manipulation. This design is done in educational settings to avoid affecting the

classroom students are in or the teacher they have. Various applied studies that examine

realistic behaviors make use of the quasi-experiment due to the difficulty of random

assignment or unethical effects on the participants.

Specifically, this study will employ the pretest-posttest design, the dependent

variable will be measured once before the treatment is implemented and once after it is

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implemented. The control group will be subjected to the same pretest and posttest but

without the implementation of the treatment.

Locale of the Study

Figure 2 Local of the Study

This study will be conducted at Gordon College, Olongapo City Sports Complex,

Donor St., Olongapo City. The institution was founded in 1999, by virtue of Honorable

Mayor Kate Gordon. The college started offering Senior High School with the following

tracks in STEM, ABM, GAS, HUMMS, and TVL. It is CHED recognized and also

known as one of the performing institutions in the city.

Participants

The respondents of this study will be 49 first year learners from BPED and

BCAED of Gordon College during the school year 2020-2021.

Research Instrument

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 The instrument that will be used in this study is a pretest and posttest on the SIM

designed by the researchers (See appendix __ pp.__). The pretest and posttest are parallel

exams that will be subjected to validity and reliability testing. Cronbach Alpha will be

used to measure the reliability test of the pretest and posttest. While the validity of the

tests will be tested through face and content validity.

Data Gathering Procedure

In preparation for this study, as a standard procedure, the researcher will request

the permission of the College President for the conduct of the study. Once the permission

is granted, the researcher will write a consent letter to the parents of the learner

-participant and the teachers of the class that will be used for this study.

Once the parents conformed, the participants will be given the pretest on Problem

solving. After the administration of the questionnaire the experimental group will be

using m-learning as intervention in their instruction. While the control group will be

taught as is. Administration of the questionnaire will then follow. Both groups will be

given posttest and their achievement will be compared. This will determine whether m-

learning is effective or not.

Statistical Treatment of Data

The data that will be gathered will be tabulated, analyzed and interpreted by

means of the following statistical measures:

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Frequency Distribution is a list which displays the frequency of varying outcomes

containing the count of the rates of values in a particular group. In this study frequency

will be used to tally the number of responses regarding the participant demographics.

Mean is the average calculated by taking into account not only the frequencies of

the values of a variable but also some other factors such as their variance. In this study

the mean scores on pretest and posttest for comparison.

T-test is used to answer whether there is significant difference the pretest and

posttest of the two groups compared.

BIBLIOGRAPHY

Barlis, M. M. (2015). Effectiveness of Using Instructional Matrerials in Teaching

Mathematics. Mariveles National High School-Cabcaben. Mariveles, Bataan.

http://udyong.net/. Date last accessed March 28, 20120.

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Bluman, A. (2014). Elementary Statistics a Step-by-Step Approach 9th Edition. McGraw-

Hill Education. New York. ISBN 9878-0-07-353498-5.

Bunagan F. (2012), Strategic intervention learning and teaching guide deep and surface

approaches learning. Retrieved from

http://Www.Slideshare.Net/Felixbunagan/Strategicintervention on April 2, 2020.

Commission on Higher Education. (2013, June 28). General education curriculum:

Holistic understandings, intellectual and civic competencies. Retrieved March 31,

2017, from http://www.ched.gov.ph/wp-content/uploads/2013/07/CMO-No.20-

s2013.pdf (CMO no. 20, s. 2013) on March 8, 2020.

Commission on Higher Education. (2016, October 3). Sample or suggested syllabi for the

new general education (GEC) core courses. Retrieved March 31, 2017, from

http://api.ched.ph/api/v1/download/3481 (Memorandum from the Chairperson) on

March 8, 2020.

D’Ambrosio, U. (2003) The role of mathematics in building a democratic society. In

Madison, B. L. & Steen, L. A. (Eds.) Quantitative Literacy: Why Numeracy

Matters for Schools and Colleges, pp. 235-238. Princeton, NJ: National Council

on Education and the Disciplines.

De La Salle University (2015). Teaching Mathematics in the modern world. DLSU,

Manila, Philippines. Retrieved from https://www.dlsuppp2015.weebly.com on

March 7, 2020.

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Diaz, E. D. and Dio, R. V. (2017). ―Effectiveness of TriIn-1 Strategic Intervention

Materials For Grade 9 Students Through Solomon Four-Group Design‖, Asia

Pacific Journal of Education, Arts and Sciences, Vol. 4 No. 1. Retrieved from

https://www.researchgate.net on April 2, 2020.

Ernest, P. (2010) The scope and limits of critical mathematics education. In Alrø, H.,

Ravn, O. & Valero, P. (Eds.) Critical Mathematics Education: Past, Present and

Future, pp. 65-88. Rotterdam, The Netherlands: Sense Publishers. Retrieved from

https://www.researchgate.net on March 2, 2020.

Gatdula, M. A. (2015). Strategic Intervention Material on Simplifying Rational Algebraic

Expressions. Castillejos National High School, San Roque, Castillejos, Zambales.

Retrieved from https://www.simplifyingrationalalgebraicinterventions on March

28, 2020.

Gultiano, A. (2012). Effects of strategic intervention material (SIM) on the academic

achievements in Chemistry of public high school students.

https://www.slideshare.net/neoyen/strategic-interventionmaterial date last

accessed April 1, 2020.

Gurat, M.G. (2018). Mathematical problem-solving strategies among student teachers”,

Journal on Efficiency and Responsibility in Education and Science, Vol. 11, No.

3, pp. 53-64, online ISSN 1803-1617, printed ISSN 2336-2375, doi:

10.7160/eriesj.2018.110302. Retrieve from https://www.eriesjournal.net on

March 11, 2020

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Herrera, F. and Soriano, A. (2016). The efficacy of the strategic intervention materials

(SIM) to the achievement in Physics of a selected group of public schools’

students in Las Nieves, Agusan Del Norte. Retrieved from

https://www.theconversation.com on march 7, 2020.

Mercado, k. and Tandog V. (2016). Integrating MALMATH and DESMOS in

conversational Strategic Intervention Material (CSIM) to enhance students’

achievement in mathematics. University of Science and Technology of Southern

Philippines, Cagayan de Oro City, Philippines. Retrieved from

https://www.researchgate.com on march 7, 2020.

Saclao, J. (2016). Development and impact of SIM-MOD (strategic intervention

materials and module combined) on students’ academic achievement in

mathematics at the 8th grade level. Retrieved from

https://www.analyticsvidhya.com on March 11, 2020.

Shuttleworth, M. (2009). Pretest-Posttest Designs. Retrieved from Explorable.com:

https://explorable.com/pretest-posttest-desig.

The Capacity Building Series (2013). Inquiry-based learning. Secretariat Edition #32 s.

2013. Retrieved from https://www.fresnounified.org on March 2, 2020.

Voskoglou, M. (2010). The mathematics teacher in the modern society. Department of

Mathematics, University of Palermo, Italy. Retrieved from

https://www.researchgate.net on March 9, 2020.

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Wilson, r. (1998). Introduction to the Graph theory 4th Edition. Addison Wesley

Longman Limited Edinburgh Gate, Harlow, Essex CM20 2JE, England.

APPENDIX A

Questionnaire for the Participants

Name or Student Number: ______________________________ Age: ____

Gender: ________ Course & Year: ________ Score during the Term: ______

Topics/Competencies least learned during the term: ___________________

________________________________________________________________________

_______________________________________________________________________

________________________________________________________________________

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REYNALDO C. CORTEZ JR.
353 E CORPUZ COMPOUND STA. RITA
OLONGAPO CITY

Contact No. 0929827161 

cortezrhey1990@gmail.com
SSS No. 02-3410236-3

PAG-IBIG No. 914071080369

TIN No. 429129826

PHILHEALTH No. 07-050689778-3

SUMMARY

3 years of experience working in diverse BPO settings.

Proficient in MS Word, Excel, and the Internet.

Quick learner who can easily adapt to new responsibilities.

Cooperative, flexible, and dependable, known for getting the job done efficiently.

OFFICE SUPPORT SKILLS AND EXPERIENCE

Position : CUSTOMER SERVICE COACH (Promoted)

Company : The Results Companies

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Address : Eastwood Libis, Quezon City
Employment Date : August 2015 – August 2016

JOB DESCRIPTION:

Responsible for the quality review of inbound and/or outbound telephone and email inquiry of
customer service representatives to ensure accurate information is provided professionally,
courteously and consistently.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Conducts quality review of telephone representatives' performance within functionally specific

units to ensure quality service goals and standards are met and/or identify areas where
improvement can be achieved.

Verifies that representatives are providing up-to-date information, following current processes,
and communicating effectively to callers.

Coordinates with department Team Leaders and Managers to ensure appropriate number of
audits is performed for each phone representative and to ensure representatives' availability
during audit periods.

Evaluates and records the quality and performance during each call.

Summarizes findings and recommendations and forwards to supervisor to use in performance

assessments and promotional decisions.

Provides feedback on uniform application of guidelines and procedures.

Provides critical data used to generate weekly or monthly reports on the performance of phone
or email representatives.

Identifies adverse performance trends and patterns.

Provides input and assists with the development of additional training or policy and procedure
changes that may be required to enhance service productivity.

Provides coaching, advice and guidance based on audit findings, and delivers performance
feedback to associates as outlined in business unit's policies and procedures.

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Mentors newly hired representatives to ensure a smooth transition from learning environment
to daily production environment and may participate in providing formal training.

In periods of excessive call volume, assists by taking inbound customer calls or handling IB
customer emails.

Participates in meetings and presentations or other designated special projects as assigned by

department management.

Maintains a comprehensive working knowledge of polices, procedure, and benefits across all
product lines.

Develops job aides and other tools to assist representatives in improving overall quality of
interactions.

Other duties as assigned by Management.

Position : CUSTOMER SERVICE REPRESENTATIVE

Company : The Results Companies
Address : Eastwood Libis, Quezon City
Employment Date : March 2014 – August 2015

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Obtains client information by answering telephone calls; interviewing clients; verifying

information.

Determines eligibility by comparing client information to requirements.

Establishes policies by entering client information; confirming pricing.

Informs clients by explaining procedures; answering questions; providing information.

Maintains communication equipment by reporting problems.

Maintains and improves quality results by adhering to standards and guidelines; recommending
improved procedures.

Updates job knowledge by studying new product descriptions; participating in educational

opportunities.

Accomplishes sales and organization mission by completing related results as needed.

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 EDUCATIONAL ATTAINMENT
Tertiary : Bachelor of Science in Secondary Education Major in
Mathematics
School : Gordon College
School Year : 2017 – to present

Secondary : New Cabalan National High School

School Year : 2006 - 2010
Address : Rizal Ave. Nat’l Highway, Olongapo City

Primary : Bangal Elementary School

School Year : 2000 - 2006
Address : Prk. 6, New Cabalan, Olongapo City

PERSONAL DATA
Age : 27
Civil Status : Single
Birth Date : October 05, 1992
Gender : Male
Height : 5’6 ½”
Weight : 155lbs.
Religion : Catholic
Name of Father : Reynaldo B. Cortez Sr.
Name of Mother : Florencia C. Cortez

CHARACTER REFERENCE

MARICHU G. APILADO
PROJECT COORDINATOR
FASTRACK MULTI-PURPOSE COOPERATIVE
09299600707

JANICE DE OCAMPO
CUSTOMER SALES/SERVICE REPRESENTATIVE

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 STARTEK, INC.
09291727142

I hereby certify that all the above information are true and legal and are all supported by
my attached documents.

Reynaldo Cuizon Cortez Jr.

Researcher

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