CHAPTER 1 THE PROBLEM AND ITS SETTING INTRODUCTION

These days the social networking sites have become extremely popular among the youth as well as the professional people. Keeping in mind, the growing popularity of these sites and the effect it has and the benefits that it brings along, it can be easily predicted that its popularity is sure to grow much more. Some of the sites such as Friendster and MySpace are the two most popular sites that aim to build special niche for people who share common interests and passions. Whereas social networking sites such as Twitter and LinkedIn are more professionally related and help the business men promote their businesses. (Watkins, 2010)

The social networking websites are more like the virtual meeting places where people can just chill and hang out with friends. They can discuss on different topics, share information, and exchange files and pictures. There are some people who use these sites as a platform to meet long lost friend and batch mates, whereas there are others for whom it becomes a bridge to meet their future love. You can either reconnect with your friends and family members or search a dating partner. Some people also use these websites to promote their blogs and services. The professional people uses this as a medium to raise their visibility, get noticed, tell about their company, service, and get more clients. (Watkins, 2010)

By joining different communities, now people can easily know about the latest news related to that community. You can easily get the experts advice on any challenge you may face related to their topic of interest. And the best part of this is that the advice is free. You dont need to pay single money for it. Experts are always ready to give their advice and share information with you. These are just some of the several positive things that have contributed to

make social networking really popular among people and spread smiles. It has made world a small pace and everyone can stay connected. (Watkins, 2010)

However, some studies says that children who spend much of their time online find it harder to concentrate in class, are permanently distracted and have shorter attention spans. (Andy Bloxham, 2010)

Many teachers are also unhappy at the increase in the number of students who are using text-speak or social networking chat - such as 2mor, msg, lol and bk - in place of English grammar. Rather than relying on life experiences, educational travel and face to face interaction with others, students are becoming obsessed with social networking and this is shaping their attitudes instead. And as the teachers spell out, it is this obsession which has a direct impact on the future of the students - affecting their grades because they fail to complete their homework on time or to the standard required, and being unable to concentrate in class. (JCA, 2010)

Also according to some researchers, children with the poorest grades at school are the ones who spent most time on social networking. Seven in 10 British teachers believe children are becoming more and more obsessed with websites such as Facebook, Twitter and MySpace. Half of the 500 teachers polled believe this fixation is affecting the children's ability to concentrate in class. And two thirds say the quality of children's homework is poor as they rush to finish it so they can communicate with others online. (JCA, 2010)

With these information gathered comes the enthusiasm of the researchers to seek for further understanding about the aforementioned condition. Particularly, their impetus to do such are directed by the following: (1) they wanted to know whether social networking is a possible threat to nursing education; (2) they are also avid users of social networking sites; and lastly, (3)

they sought after the verification to know if social networking practices affects the cognitive, physical and affective aspects of the senior nursing students in UPHSL.

THEORETICAL FRAMEWORK This study utilized the social learning theory of Albert Bandura (1977). The theory of social learning states that learning would be exceedingly laborious, not to mention
hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action. (Bandura, 1977) Social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, an environmental influences. Because it encompasses attention, memory and motivation, social learning theory spans both cognitive and behavioral frameworks. (http://tip.psychology.org/bandura.html) The theory of social learning is significantly related to the study. Based on the above theory, it is conclusive that an individual, who is grouped to other people with different characteristics and behavior, would most likely acquire the characteristic and behavior of those other people, who belong to that particular group. Hence this study wanted to know if the factors like being a heavy user or a light user of these social networks could affect the cognitive, physical and affective aspect of an individual.

CONCEPTUAL FRAMEWORK Independent Variable Intensity of usage: Dependent Variable Effects to the Students:

Heavy Users Physical Light Users Cognitive

The Effects of Social Networking Practices Among Selected Senior Nursing Students of UPHSL, A.Y. 2011-2012

Figure 1 Conceptual Paradigm

Figure 1 shows the conceptual framework of the study. The first box contains independent variables and represents the students social networking practices in terms of intensity and if it can affect on the students physical, cognitive and affective aspects. The box in the left represents the list of possible networking practices intensity of the students; they are categorized as heavy users and light users. The diagram shows that the effect on the student is dependent in their intensity of usage of social networking sites, while the intensity of their usage is independent on the effects to the students physical, cognitive and affective aspects.

STATEMENT OF THE PROBLEM The purpose of this study is to determine if there is a significant relationship between the social networking practices of the 4th year UPHSL nursing students under the special program in terms of intensity of usage to their academic performances. The purpose of the study is also to answer the following questions:
1. What is the profile of the respondents in using social networking sites in terms of

number of hours per day: A.) Heavy Users B.) Light Users

2. What are the effects to the students in terms of:

A.) Physical needs B.) Cognitive needs C.) Affective needs

3. Is there a significant relationship between the social networking practices of the

4th year UPHSL Nursing students under the special program in terms of intensity of usage to their academic performances?

STATEMENT OF THE HYPOTHESIS The researchers tested for the following hypothesis; that social networking practice has no effect to the senior nursing students of UPHSL in terms of physical, cognitive and affective aspects. ASSUMPTIONS OF THE STUDY These statements are assumed by the researchers to be true all throughout the study:

1. Social networking is a great source of entertainment

2. Social networking provides tons of information

3. Social networking sites are created by web developers for the society to have another way of communication. 4. Massive collections of information are can be gathered through the internet. 5. Individuals with common interests can use social networking sites to form groups.
6. There are chances that an individual acquires the behavior and attitude of

another individual if they will be group together for a certain span of time. 7. Different persons with different behavior and attitudes are can be found in different social networking sites. SCOPE AND DELIMITATION The study attempted to determine the effect of social networking practices to the senior nursing students of UPHSL, A.Y 2011-2012, in terms of physical, cognitive and affective aspect. The total population used in this study was sixty-six (66) selected senior nursing students in UPHSL of academic year 2011-2012. This was limited to the analyzing the effects of social networking practices to the selected senior nursing students, that would be taken by using a constructed questionnaire.

SIGNIFICANCE OF THE STUDY To the Nursing Students- the study will help them to know the advantage and disadvantage of using social networking sites and how their practices do affect to their attitude and behavior. To the Clinical Instructors- the study will help the clinical instructors to gain insight on the possible reasons on why their students are experiencing the phenomena and also for them to be able to give appropriate advice/intervention that will help the students to maintain their good school performance. To the College of Nursing- the study will serve as guide to the nursing department to maintain the good quality of nursing care/practice to be rendered by the future nurses of our institution. Definition of Terms
The following terms were used on the context of the study

Social Networking Practices. This pertains to the students duration of usage in using web-based social network services. Effects to the students. This pertains to the profile of the students in NCM 105 and categorized into: (a) Physical, (b) Cognitive, and (c) Affective. Internet. This refers to the network of networks that consists of millions of private, public, academic, business, and government networks, of local to global scope, that are liked by a broad array of electronic and optical networking technologies.

Website. It refers to the collection of related web pages, images, videos, or other digital assets that are addressed relative to a common Uniform Resource Locator (URL), often consisting of only the domain name, or the IP address, and the root path (/) in an internet protocol. Selected senior students. This refers to the irregular senior students who are taking NCM 105 as their major subject in the first semester of the academic year 20112012. Heavy users. This pertains to the student who uses social networking sites whose log in hours is more than 60 minutes per day. (Adopted from the definition of University of Hampshire, 2010) Light users. This refers to the student who uses social networking sites whose average log in hours per day does not exceed 30 minutes.. Physical needs. This pertains to the effects of social networking practices to the body needs of the users. Cognitive needs. This refers to the effects of social networking practices to the mental process of the users including perception, intuition and knowledge. Affective needs. This refers to the emotional, pleasurable, or aesthetic effect of social networking sites to their users.

Chapter 2 Review of Related literature This chapter contains information gathered from books, journals, other periodicals, online sources and varied unpublished materials that provided the researchers with the extensive review of the topic and the necessary background knowledge to pursue the study. The conceptual literature contains topics on effects of social networking practices to the students in terms of a) cognitive; b) physical; and c) affective; whereas the research literature came from various research papers and theses which were conducted previously and were seen relevant to the researchers topic. Conceptual Literature Cognitive
According to Eisenberg (2011), authors and scientists have recently observed the effect of the Internet and social networking on our brains. They also have raised questions about

whether the fast pace and indirect social contact of online life may change our real-life, real time social skills, ability to focus, and our multitasking skills. The most likely cognitive effects of social media are for our attentional skills (Eisenberg, 2011) our ability to concentrate and focus on a task. Eisenberg (2011) also said that interruptions become like tasty bird seed for our increasingly birdy brains, to the point where we can become distracted even thinking about the possibility of an interruption. This constant distraction could also affect our ability to perform more demanding intellectual tasks like inferential and deductive reasoning or critical analysis. (http://www.healthelp.net/is-social-media-affecting-our-brains/) While there have been studies that show how the environment rewires brain development, its still uncertain if social media is actually making us into bird brains. (Eisenberg, 2011) Just make sure to declare some periods of your day to be free of social media. Just a couple of hours a day to let your mind think about things. (http://www.healthelp.net/is-social-media-affecting-our-brains/)

ScienceDaily (Apr. 14, 2009) College students who use Facebook spend less time studying and have lower grade point averages than students who have not signed up for the social networking website, according to a pilot study at one university. However, more than three-quarters of Facebook users claimed that their use of the social networking site didnt interfere with their studies. (ScienceDaily, 2009) According to Karpinski (2009), we cant say that use of Facebook leads to lower grades and less studying but there is a relationship between the factors. Theres a disconnect between students claim that Facebook use doesnt impact their studies, and

their finding showing the students had lower grades and spent less time studying. (ScienceDaily, 2009) Typically, Facebook users in the study had GPAs between 3.0 and 3.5, while non-users had GPAs between 3.5 and 4.0. In addition, users said they averaged one to five hours a week studying, while non-users studied 11 to 15 hours per week. (Karpinski and Duberstein, 2009) According to Karpinski (2009) and Duberstein (2009), 85 percent of undergraduates were Facebook users, while only 52 percent of graduate students had accounts. Findings showed that 79 percent of Facebook users claimed it did not have an impact on their academic performance. In open-ended questions on the survey, users claimed they didnt use Facebook frequently enough to notice an impact, and emphasized that academics were a priority for them. (Karpinski and Duberstein, 2009) According to Karpinski (2009), the results of their study didnt necessarily show that facebook use leads to decrease in grades but there are other factors that maybe present that is related to facebook use and lowering of grades. According to Karpinski (2009), it may be that if it wasnt for Facebook, some students would still find other ways to avoid studying, and would still get lower grades. But perhaps the lower GPAs could actually be because students are spending too much time socializing online. (Karpinski, 2009) Karpinski said it was significant that the link between lower grades and Facebook use was found even in graduate students. According to Karpinski (2009), the popularity of Facebook is evident in college lecture halls. Faculty members who allow students to use laptops in class have told her

they often see students on the Facebook site during class. Facebook is a huge distraction. (Karpinski, 2009) (http://www.sciencedaily.com/releases/2009/04/090413180538.htm) Social networking websites are causing alarming changes in the brains of young users, an eminent scientist has warned. (M.G Saldivar, 2010)

According to Saldivar (2010), sites such as Facebook, Twitter and Bebo are said to shorten attention spans, encourage instant gratification and make young people more self-centred.

The claims from neuroscientist Susan Greenfield will make disturbing reading for the millions whose social lives depend on logging on to their favourite websites each day. But they will strike a chord with parents and teachers who complain that many youngsters lack the ability to communicate or concentrate away from their screens. (http://cogsciblog.wordpress.com/2010/07/27/social-networking-sites-harm-childrensbrains-scientist-claims-2/)

According to Ayel (2011), because students prefer to spend their time online, teachers can use the internet to deliver enrichment lessons or to provide learning enhancement activities to students. In her case, she connect with her students via a social networking site and give them access to learning materials they could use to enhance learning. Given the right conditions, studies on online learning show that its results are not significantly different from face-to-face instruction. (Ayel, 2011) Social networking has become so powerful and influential the challenge is how to make it

more of a friend rather than an enemy. (The Teachers Notebook, 2011) (http://ariellalisan.com/2011/01/12/issues-and-opportunities-for-learning-in-socialnetworking-sites/)

Physical According to Rebecca Gilbert (2011), there is a difference between staying up late to finish a task or to check a social network one last time before bed and neglecting sleep so you don't miss anything new or to keep chatting online. Connecting with others is a great way to catch up with others or to increase your career network, but allowing it to take over time you need to rest negatively affects your energy levels. Staying up late, or forcing yourself to stay up all night to socialize online, also hurts your mood and may make you short-tempered or easily angered. If the effect of social networking means you lose time while sitting in front of the computer, you may have an addiction to social media. (Gilbert, 2011) Spending more than an hour on a social networking site, other than for work purposes, and realizing you don't know how much time has passed is a problem. If you forget to pick up your kids from school or miss appointments because of social media, it is negatively affecting your life. Using a timer helps keep you from spending too much time online. Using Facebook at work could lead to job loss if you miss deadlines and meetings. For someone who telecommutes, spending too much time on social networking sites means incomplete projects and less money made at work. (Gilbert, 2011)

According to Mark Norris (2007), a specialist in adolescent health and eating disorders at the Children's Hospital of Eastern Ontario, historically, anorexia nervosa and other eating disorders were identified by secrecy and isolation. Norris said that ten years ago, there were virtually no open discussions among anorexics about the fact that they were even battling the disease, let alone sharing extreme weight-loss strategies. That changed with the advent of the Internet. (Norris, 2007) Pro-anorexia websites that promote unhealthy behaviours and philosophies have been around for some time. But the past year or so has seen a boom in interactive social networks like Facebook, MySpace and LiveJournal that have given new life to these groups. (Melissa Arseniuk of CanWest News Service, 2007) There seems to be a Facebook group for every sub-section of disordered eater: Ana/Mia Anonymous ("mia" is the "cute" short-form of bulimia, adopted by those who vomit after meals in effort to stay slim); I'm Not Anorexic, I Just Only Eat on Tuesdays; and Christians with Eating Disorders. MySpace also has a large pro-anorexia population. One page, Pro Ana Nation, has more than 1,150 members. "No people trying to recover," the group's rules demand. "It ruins our motivation." Among pro-anorexia groups, extreme dieting is lauded as a way of life, as in the Facebook group Stay Strong, Starve On and Get Thin or Die Trying. And that, according to the director of Ottawa's Regional Centre for the Treatment of Eating Disorders, is a major cause for concern. According to Dr. Hany Bissada (2007), these groups are trying to portray anorexia as a lifestyle and as a culture. Instead of saying that they are struggling from

eating disorder and they want to get over it they are saying that they belong to the eating disorder culture. This is their identity, and don't dare touch it. (http://www2.canada.com/topics/lifestyle/beauty/story.html?id=e63f0b6c-eafd-49718d59-f8b777c31e0f&p=1) A new study reveals that the amount of time spent on Facebook or other social media doesnt affect how much sleep college students get each night. (University of Hampshire, 2010) The research led by University of Hampshire shows no correlations between the times spend on social networking and amount of sleep. The study indicates that surfing social media is barely keeps students up at night. (Professor Chuck Martin of University of Hampshire, 2010) During the study, researchers defined light users of social media as those who use social media for 31 or fewer minutes. Heavy usage was defined as usage exceeding 60 minutes. Light sleepers were defined as those who sleep seven hours or fewer. Students who were heavy sleepers were defined as those sleeping nine or more hours. Social networks taken as tools in the research were defined as Facebook, YouTube, blogs, Twitter, MySpace and LinkedIn. They found that of heavy users of social media, 60 percent get a light amount of sleep per night. Of light users of social media, 60 percent also get a light amount of sleep per night. Slightly more than one out of 10 (12 percent) of both heavy and light users of social media sleep nine or more hours per night. (http://living.oneindia.in/pregnancy-parenting/kids/2010/social-media-surfing-sleep180110.html)
Affective

According to ScienceDaily (2010), the popularity of social networking websites has grown dramatically in recent years. One of the most popular sites,Facebook.com, now boasts more than 350 million users worldwide. With so many people interacting with each other online daily, an MU researcher is interested in the cognitive and emotional implications of social browsing versus social searching. According to Kevin Wise, Kevin Wise, an assistant professor of strategic communication at the University of Missouri School of Journalism, studied people's habits when they navigate Facebook. Wise says previous studies on social networking sites involved merely surveying study participants. Wise conducted his study differently. Rather than asking people to report their uses of Facebook, we wanted to see them in action," Wise said. "We wanted to see if there is a way to categorize Facebook use, not based on what people say about it, but what they actually do when they are using it. Wise said. "We wanted to see if there is a way to categorize Facebook use, not based on what people say about it, but what they actually do when they are using it." During the study, participants were seated at a computer and told to navigate Facebook for a determined amount of time. Participants could view anything they wished during that time, as long as they stayed on the Facebook website. Using screencapturing software, Wise was able to view every action that each participant made while on the site. Wise categorized participants' actions into two different groups: social browsing and social searching. He defines social browsing as navigating the site without a targeted goal in mind. Wise says people use social browsing when they survey the general landscape, such as their newsfeed or wall, without looking for specific

information. Wise defines social searching as searching the social networking site with the goal of finding certain information about a specific person, group, or event. Wise found that participants tended to spend much more time on social searching than social browsing. Not only did participants spend more time on social searching, but they seemed to enjoy it more as well.

"We found a more positive response from participants during social searching, or when they had homed in on a particular target," Wise said. "Ultimately, it appears that Facebook use is largely a series of transitions between browsing the environment, then focusing in on something interesting or relevant." Wise says that this was an exploratory study to move past how people say they use Facebook in favor of studying their actual behavior. He says that there are many more questions about how people use social networking sites that he hopes to study in the future.

Kevin Wise is an assistant professor of strategic communication and co-director of the Psychological Research on Information and Media Effects (PRIME) Lab in the University of Missouri School of Journalism. His research explores how different features of online media affect cognition and emotion. This most recent study was published in the

journalCyberpsychology, Behavior, and Social Networking. His research has been published in numerous peer-reviewed journals, including the Journal of Computer-Mediated Communication, Communication Research, and Media Psychology.

http://www.sciencedaily.com/releases/2010/04/100423113735.htm According to ScienceDaily (Mar. 2, 2011), A new study has found that Facebook can have a positive influence on the self-esteem of college students. This is probably

because Facebook allows them to put their best face forward, said Jeffrey Hancock, associate professor of communication at Cornell University and co-author of "Mirror, Mirror on my Facebook Wall: Effects of Exposure to Facebook on Self-Esteem" published Feb. 24 in the peer-reviewed journalCyberpsychology, Behavior and Social Networking.
According to Hancock users can choose what they reveal about themselves and filter anything that might reflect badly. Feedback from friends posted publicly on Facebook profiles also tends to be overwhelmingly positive, which can further boost self-esteem, he said. "Unlike a mirror, which reminds us of who we really are and may have a negative effect on self-esteem if that image does match with our ideal, Facebook can show a positive version of ourselves," Hancock said. "We're not saying that it's a deceptive version of self, but it's a positive one."

http://www.sciencedaily.com/releases/2011/03/110301202827.htm

Synthesis of the State of the Art

Chapter 3 Research Design and Methodology This chapter deals with the process that was used in conducting the whole study and will be presented in the following sections: (a) Research Design, (b) Respondents of the Study, (c) Research Instrument, (d) Validation of the instrument and Reliability testing, (e) Data Gathering Procedure and (f) Statistical Treatment of Data. Research Design The research design used in the study was the descriptive non-experimental method. The descriptive method includes the techniques which are concerned with summarizing and describing numerical data and it is used to present and analyze information in a convenient, usable and understandable form (Polit & Beck, 2004). This design is the most appropriate method for studies which seek evaluation on the effects of social networking practices to the students. Findings will be described based on natural setting, not by intervening/interfering with the respondents social practices to have more accurate results. The researchers determined the relationship between social networking practices and the academic performance among selected senior nursing students of UPHSL, A.Y.

2011-2012 by gathering data through survey. The researchers used random sampling technique in choosing their respondents.

Respondents of the Study Using Slovins formula, the researchers had come up with the sample size of sixty-six (66) senior nursing students who are active users of social networking sites to be involved in the study. The respondents of the study were senior nursing students of UPHSL A.Y. 20112012, male or female, can understand English and Filipino, mentally capable to answer the questions and willing to participate in the study. Research Instrument A questionnaire-checklist was used to gather the data from the respondents, this questionnaire is a closed-ended questionnaire, an option where in the questions are already provided by the researcher. The first part is about the independent variable or social networking practices related. The second part of the questionnaire is related to the academic performance in Nursing care Management 102 of the respondents. Data Gathering Procedure The researchers secure written permission from proper authorities so as to administer the instrument to the third year nursing students enrolled for AY: 2010-2011

of University of Perpetual Help System Laguna. Upon approval, the instrument was then personally-administered. After the respondents had finished answering the

questionnaire, the researchers had retrieved the entire questionnaire.

Research Instrument The researchers used a questionnaire. This tool was used to determine the relationship of social networking practices and the academic performances among selected senior nursing students in UPHSL. The tool is composed of two parts. The first part showed the profile of the respondents, such as respondents name (optional) and number of time spent. The second part tackled about the effects of social networking practices to the selected senior students which are subdivided into three sections: Cognitive-Related, Physical-Related, and Affective-Related Factors. A five-point rating scale was used for this section wherein 5 corresponds to strongly agree, 4 corresponds to agree, 3 corresponds to uncertain, 2 corresponds to disagree, and 1 corresponds to strongly disagree. The questionnaires were distributed to the target respondents for them to fill it up with the necessary information needed for the study. Data Gathering Procedure

The data gathering was divided into two phases: During the first phase of data gathering, the researchers made a letter of request to the Dean of the College of Nursing to be able to proceed to the conduction of the study after the statistician confirmed the validity of the items in the questionnaire as a result of the pre-testing, and after the thesis adviser and members of the panel had given the signal to continue to the data gathering process. After the permission to conduct the study has been granted, the researchers made letters of request for the researchers to be able to gather the necessary information from the respondents. During the second phase of data gathering, after the researchers obtained the permission from the Dean of College of Nursing and Level IV Coordinator, the researchers started to conduct the data gathering process. They prepared a letter to the respondents explaining the process of the study. Research instruments, together with the guidelines, were distributed to the respondents, and they were allotted 15-20 minutes to answer the questionnaire. After the respondents have answered, the questionnaires were retrieved at once and were subjected to statistical treatment of data. Statistical Treatment of Data The data gathered in this study were tabulated organized and interpreted to give answers to the questions under investigation. Statistical tools were employed in analyzing the data.

1. Chi-square. It was utilized to determine the significant relationship between the social networking practices of the junior nursing students to their academic performance. The formula for Chi-square: =(OE E Where = Chi-square = assumption symbol O = observed frequency E = expected frequency

2. Slovins Fromula it was used to utilized the sample size from the given population. The formula op Slovins Formula: n = N/ ( 1 + N )

Where n = sample size N = population of the respondents e= margin of error

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Hargittai, E. (2007). Whose space? Differences among users and non-users of social network sites. Journal of Computer-Mediated Communication, 13(1), 4-11. Retrieved July 10, 2010 from http://jcmc.indiana.edu/vol13/issue1/hargittai.html.

Katz, Elihu, Blumler, Jay G. & Gurevitch, Michael. 1973. Uses and gratifications research. The Public Opinion Quarterly, 37, (4): 509-523.

boyd, d. (2008). Why youth (heart) social network sites: The role of networked publics in teenage social life. Youth, Identity, and Digital Media (pp. 119-1442). Cambridge, MA: MIT Press.

Ellison, N. B., Steinfeld, C., & Lampe, C. (2007). The benefits of Facebook "Friends:" Social capital and college students' use of online social network sites. Journal of Computer-Mediated Communication, 12 (4), article 1. from http://jcmc.indiana.edu/vol12/issue4/ellison.html

Science News: Facebook Use Linked To Lower Grades In College ScienceDaily (Apr. 14, 2009),http://www.sciencedaily.com/releases/2009/04/090413180538.htm

The Daily Mail Reports: Social networking sites harm childrens brains, scientist claims M. G. Saldivar, July 27, 2010

Ayel, The Teachers Notebook: Issues and Opportunities for Learning in Social Networking Sites, January 12, 2011

The Effects of Social Networking Practices to the Selected Senior Nursing Students of UPHSL, A.Y. 2011-2012

A Thesis Presented to the College of Nursing University of Perpetual Help Dr. Jose G. Tamayo Medical University

In Partial Fulfillment of the BSN Requirements in Introduction to Research

Submitted by: Punongbayan, Cielo Mae Ramallosa, Erik P. Reyes, Florenda Bianca C. Romano, Daniel P. Sanchez, Ma. Kristine Ann G.

6-A