Bauan Technical Integrated High School

SENIR
ACADEMIC WORKLOAD AND MENTAL WELLNESS MECHANISMS
OF HUMANITIES AND SOCIAL SCIENCES STUDENTS

A Research
Presented to the
Faculty of Senior High School
BAUAN TECHNICAL INTEGRATED HIGH SCHOOL
Senior High School

In Partial Fulfillment
of the Requirements of the Subject
Practical Research 2: Quantitative

MEMBERS
RAVIDA, AMEERAH DASHA M.
CATIBOG, RJ D.
DALAWAMPU, RENNIEL U.
ENCINARES, JEFREN

January 2025
Bauan Technical Integrated High School
I. INTRODUCTION SENIR
In the rapidly changing landscape of higher education, student well-being

has emerged as a major concern. Academic workload is defined as the

student's major, course work, and future graduate school and/or career plans.

Extracurricular activities can range from intramural sports to being the president

of a student club. The academic workload and its impact on mental wellness

have become crucial areas of study, particularly for students in demanding

fields such as the Humanities and Social Sciences. Academic workload refers

to the total amount of effort required by students to fulfill the academic

requirements of their courses and programs. For Humanities and Social

Sciences students, this often includes substantial reading, the completion of

extensive writing assignments, and the application of theoretical frameworks to

diverse real-world issues. These tasks are intellectually demanding and require

deep engagement with both primary and secondary sources.

On the other hand, mental wellness refers to the emotional,

psychological, and social well-being of an individual. This study involves the

ability to cope with stress, manage emotions, and maintain mental health while

navigating the challenges of academic life. The mental wellness of students in

the Humanities and Social Sciences is influenced by several factors, most

notably the nature of their academic workload.

Bauan Technical Integrated High School
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This research will also tackle the different varieties of coping mechanisms

of the student in both terms of academic workload challenges and towards

mental wellness management of the students.

Due to the fact that student success is so dependent on both mental and

physical health, the connection between stress and these aspects of health is

key when looking at academic and extracurricular workload. The academic

environment has become increasingly demanding, posing significant

challenges to students' mental health and wellbeing (Smith, 2019). Excessive

academic workload is a substantial predictor of stress, anxiety, and decreased

wellbeing among students (Yang et al. 2021).

How students handle workload varies; some cope better than others if

they have support. Baik, Larcombe, and Brooker (2019) argue that universities

can ease workload stress by offering resources for mental wellness. Similarly,

Balkis and Duru (2017) found that students with more support are more resilient

and better at managing high expectations. Research suggests that individual

differences, such as coping mechanisms, social support, and personality traits,

play a crucial role in understanding the relationship between academic

workload and mental health (Hassan et al., 2023). A recent study of 1,294

students found significant associations between perceptions of workload, time

stress, and health consequences, including life strain, fatigue, and

tension/depression (Smith, 2019).

Bauan Technical Integrated High School
SENIRon workload show that the term is a
This issue is highlighted as studies

complicated construct that includes not only time commitment, but also the

quality and variety of work, as well as student traits and motivations.

Furthermore, studies reveal that if students think they are overburdened, they

may complete their studies and resort to surface learning approaches, which

might eventually lead to failure to achieve the learning outcomes. Research

suggests that individual differences, such as coping mechanisms, social

support, and personality traits, play a crucial role in understanding the

relationship between academic workload and mental health.

As a result, it is critical to grasp the complex interplay between academic

workload mechanism and student mental wellness mechanism at Bauan

Technical Integrated High School. The study attempts to shed light on how

these expectations influence students' aspirations and visions while taking into

account learners' cultural and personal preferences. Through these dynamics,

the research aims to demonstrate the student's different perception and

understanding of the importance of academic workload mechanism in this

specific educational context. By evaluating data from a large sample of

Humanities and Social Sciences students, the study will give useful insights into

how academic workload mechanism affects students' mental wellness

mechanism and the adaptations they make to meet those expectations. The

findings emphasize the significance of knowing the complexities. This study

aims to examine the effect of academic workload mechanism and mental

Bauan Technical Integrated High School
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wellness mechanism of Humanities and Social Sciences students. This is to

explore relationships between a student's academic workload mechanism and

the influence of it on student mental wellness mechanism, as well as if there is

a relationship between student learning and the amount of workload that is

being given to pupils. The findings of this research can have practical

implications that will benefit the students, teachers, school and researchers in

various ways.

The research can contribute valuable insights for teachers. By gaining a

deeper understanding of the influence of academic workloads mechanism on

the mental wellness mechanism of students, revealing challenges such as

negative emotional and mental adjustment. This awareness can help them

anticipate and address any challenges that may arise, teachers can feel more

empowered and confident in their learning methods. Moreover, this study

would help children become more self-aware. As they children can learn to

navigate social situations and overcome obstacles, which is a valuable life skill.

In addition, children who have a hard time handling their academic workload

will be more open about the topic, this can help reduce stigma and

misconceptions among their peers.

They can share their experiences and foster understanding within their

social circles. This can lead to more inclusive and supportive relationships. By

identifying the specific challenges and difficulties that students face, teachers

can develop interventions that address these issues directly. Teachers can use
Bauan Technical Integrated High School
this understanding to communicateSENIR
more effectively with their pupils. They can

provide relevant advice and feedback and collaborate with students to support

the child’s social development. With this knowledge, teachers can foster a more

inclusive classroom environment that respects. This can help all students feel

accepted and understood. Furthermore, this study would help future

researchers to expand the existing body of knowledge and understanding of

the relationship of academic workload and mental wellness of the student. By

conducting rigorous research and disseminating their findings, researchers can

make valuable contributions to the field and ultimately improve the lives of

children and families in single-parent households. This can foster

interdisciplinary approaches and generate innovative solutions. Lastly, this study

could help schools by understanding the relationship and impacts of academic

workload on students' mental wellness can contribute to creating more equitable and

inclusive educational environments. That can help identify and address any

disparities or barriers that these children may face, ensuring that they have

equal opportunities to thrive socially and academically

This study will focus only on the various elements between academic

workload mechanisms and mental wellness mechanisms of Humanities and

Social Sciences students. This study will be carried out by the researchers to

find out how academic workload mechanism affects the chosen participants,

the entire Humanities and Social Sciences Students enrolled in this school year

2024-2025 at Bauan Technical Integrated High School. The responses that will
Bauan Technical Integrated High School
be given by the participants and SENIR
the experiences of these students will be

discussed.

The researchers limit includes the generalizability of the findings to other

schools or educational settings, the potential impact of a limited sample size on

the study’s results, time constraints that may limit the depth and breadth of the

research, ethical considerations related to research involving children, and the

influence of external factors on a child’s mental wellness within the school

setting. By acknowledging these limitations, researchers can provide

transparency and ensure that readers understand the potential constraints and

implications of the study’s findings within the specific context of a school setting.

This study is delimited only for the select Humanities and Social Sciences

Students from Grade 12 of Bauan Technical Integrated High School. The main

purpose of our study is to point out the relationship of academic workload on

students' mental well-being and aims to determine the factors it might cause.

Objectives of the Study

These objectives aim to provide a comprehensive understanding of how

academic workload mechanism influences the mental wellness mechanism of

students in the Humanities and Social Sciences fields, as well as to identify

practical solutions to improve their overall well-being. This study aims to

accomplish the following objectives; to identify the academic workload

mechanism of Humanities and Social Sciences student; to determine the

mental wellness mechanism of Humanities and Social Sciences student; to

Bauan Technical Integrated High School
SENIRacademic workload mechanism and
assess the significant relationship between

mental wellness mechanism of Humanities and Social Sciences students.

Lastly is to propose plan of action on the result of the study.

Hypothesis:

There is no significant relationship between Academic Workload Mechanisms

and mental health wellness mechanisms of Humanities and Social Sciences

students

II. LITERATURE REVIEW

Academic Workload Mechanism

The workload of a student is an essential aspect of their academic

experience, which can influence their learning outcomes, academic

achievement, and well-being. While there is no universal definition of what

constitutes a heavy workload, it can be generally defined as the amount of

academic work a student is expected to complete within a given time frame,

such as a week or a semester. Overflowing workload can have positive and

negative impacts on students.

A pile of workloads can be a challenge but also a motivation as well

to students to do good in their study. The study conducted by Conley and

French (2014) found that moderate academic demands lead to higher levels

of motivation and academic achievement among high school students.

However, when the workload becomes too heavy, it can have a detrimental
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effect on academic performance. Moreover, the findings shows that

performance of the students to do better in their workload varies on what type

of workloads they are being given with. As an instance, a heavy workload

made up of reading assignments may not have the same impact as a

substantial workload that requires students to complete challenging projects

or tasks.

Academic workload is the amount of work to be done by the students

by the teacher, but giving them heavy workload it’s one of the major cause of

students having mental health problems. According to Affum-Oseir et. al

(2014) “Heavy academic workload was identified to be the powerful source

of stress”. When students are given many tasks and has given the same

working hours, then that students will feel stress, specifically the negative

stress. Student are always stress when student is given a task by the

teachers especially if all of the teachers gave student a simultaneous work.

The research examined the relationship between academic workload and

stress levels among university students in various disciplines, including

Humanities and Social Sciences. The study found that high academic

demands, such as long reading lists, frequent assignments, and research

projects, were significantly associated with heightened stress levels.

Humanities and Social Sciences students, who are often tasked with

extensive reading and writing assignments, reported higher levels of stress

compared to students in other disciplines, such as the natural sciences.

Bauan Technical Integrated High School
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Bourdeau et al. (2018) similarly highlighted that the cognitive load

required for critical thinking, analytical reading, and writing in Humanities and

Social Sciences subjects can increase students’ vulnerability to stress. The

findings showed that these academic demands, combined with the pressure

of meeting deadlines, contribute to poor mental wellness outcomes such as

anxiety and burnout.

Additionally, a study by Koch (2018) revealed that students with higher

perceived workload stress were more likely to experience sleep disturbances

and reduced emotional well-being. The study emphasized that balancing

academic tasks with personal time is crucial in maintaining mental wellness.

High academic workload in Humanities and Social Sciences strand

has been strongly linked to anxiety and emotional distress. In a study by

Salazar et al. (2023), Humanities and Social Sciences students reported

significantly higher levels of anxiety compared to their peers in other fields.

The study also found anxiety stemmed not only from the volume of work but

also from the perceived pressure to perform well in areas like critical analysis,

research, and long-form writing.

In a study conducted by Baker et al. (2021) found that students in

Humanities disciplines tend to internalize academic pressure more deeply,

contributing to self-doubt and increased feelings of inadequacy, which in turn

exacerbates mental health challenges. Their research emphasizes the

importance of addressing the psychological burden imposed by these

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demanding academic environments, particularly for Humanities and Social

Sciences students, who often lack the structured, technical framework that

might buffer stress in other disciplines.

Academic workload also influences academic performance. Depaynos

et al. (2021) showed that students with higher workload demands often

experience diminishing returns in their performance, as they struggle to

maintain quality in assignments and research due to time constraints and

stress. As a result, students may experience lower grades despite putting in

significant effort, further contributing to a sense of academic inadequacy and

burnout.

In response to these challenges, several strategies have been

proposed to help Humanities and Social Sciences students manage their

academic workload more effectively. Time management and organizational

skills are often highlighted as essential tools for managing academic

demands. Magulod (2019) found that students who engaged in systematic

planning, such as using planners or time-blocking techniques, reported

feeling more in control of their workload and experiencing less stress.

Incorporating active learning methods, such as collaborative learning

and peer-reviewed feedback, has also been suggested as a way to reduce

the burden of independent work. Whitelock (2015) argue that fostering a

more community-based learning environment, where students can share

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resources, discuss ideas, and provide mutual support, can reduce feelings of

isolation and help students manage their workload more effectively.

Lastly some scholars also advocate for curricular adjustments, such

as more flexible deadlines and reduced course loads during particularly

heavy periods, such as midterms or finals. According to research by Lee et

al. (2022) suggested that an approach based on course design that accounts

for the cognitive load and workload peaks could help to alleviate stress

without compromising academic rigor.

This study stated that academic workload in the Humanities and Social

Sciences can significantly impact students' mental well-being, with varying

outcomes depending on the volume of tasks and working hours. Previous

research stated that academic demand can motivate students and enhance

achievement, this also revealed that excessive tasks within limited time can

lead to stress. The coping mechanisms for students are shaped by the

workload, while some finding motivation and others facing negative stress.

It was revealed that Humanities and Social Sciences students often

experience higher levels of stress due to the demanding nature of their

coursework, including critical thinking, analytical reading, and writing

assignments. Studies indicate that heavy academic demands can lead to

poor mental health outcomes, such as anxiety, burnout, and sleep

disturbances. Humanities and Social Sciences Students also tend to

internalize academic pressures more deeply, leading to self-doubt and

Bauan Technical Integrated High School
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feelings of inadequacy. These factors can affect their academic success and

overall well-being.

To mitigate these issues, it is essential for institutions to recognize the

mental health challenges Humanities and Social Sciences students face and

provide support. Depaynos et al. (2021) emphasize the importance of

balancing academic tasks with personal time to avoid lowering grades

despite significant effort. Time management and organizational skills, as

highlighted by Magulod (2019), are vital in managing academic demands,

while fostering a community-based learning environment, as suggested by

Whitelock (2015) can reduce feelings of isolation and provide mutual support.

Similarly, our study highlights the mechanisms that can help students

in handling their require academic workload without affecting their mental

wellness Incorporating active learning strategies, such as collaborative

learning and peer-review feedback, could help alleviate the burden on

students and make academic tasks more manageable.

By adopting effective coping mechanisms and seeking support,

Humanities and Social Sciences students can reduce stress, prevent

burnout, and maintain both their academic performance and mental well-

being.
Bauan Technical Integrated High School
Mental Wellness Mechanisms SENIR
Students pursuing Humanities and Social Sciences often face unique

challenges that can impact their mental wellness. The nature of these

disciplines, which involve critical thinking, complex analysis, and exposure to

diverse perspectives, can sometimes lead to stress, anxiety, and other

mental health issues. One of the primary challenges for humanities and

social sciences students is the heavy workload and high academic

expectations. Mental wellness has a significant impact on academic

performance. Wei et al. (2015) argue that mental health issues such as

anxiety, depression, and stress can negatively affect concentration, memory,

and cognitive function, leading to poorer academic outcomes. In the context

of Humanities and Social Sciences students, this is particularly pertinent, as

these students often engage in complex and abstract thinking that requires

mental clarity and focus. The strain of academic workload may thus directly

interfere with students’ ability to perform well in their coursework.

These disciplines often require extensive reading, research, and

writing, which can be time-consuming and demanding. Students may find

themselves juggling multiple assignments, projects, and exams, leading to

feelings of overwhelm and stress. Additionally, the pressure to achieve high

grades and meet the expectations of professors and peers can further

exacerbate these feelings. Ahn et al. (2017) explored the importance of

emotional regulation and mindfulness practices as protective factors against

Bauan Technical Integrated High School
academic burnout. They found thatSENIR
students who incorporated mindfulness

techniques into their study routines reported lower levels of stress and better

emotional resilience. These findings are particularly relevant for Humanities

and Social Sciences students, whose workloads demand intense cognitive

effort and often lead to mental exhaustion.

Furthermore, the students’ ability to balance academic demands with

self-care and leisure time is a crucial determinant of mental wellness.

Humanities and Social Sciences students, who are often tasked with

independent research projects, lengthy essays, and group work, may

struggle to maintain this balance, leading to diminished well-being.

Several studies have emphasized the role of coping strategies in

mitigating the negative effects of academic workload on mental wellness.

According to Aduke et al. (2015), effective time management, social support,

and problem-solving skills were found to be essential coping mechanisms for

students facing high academic demands. The study revealed that Humanities

and Social Sciences students, who frequently engage in long, independent

work hours, often struggle with managing stress without the external

structures that help students in more structured disciplines.

Another relevant study by Tus (2020) examined students' perceptions

of workload and academic stress. The researchers identified that students'

self-reported mental wellness was inversely related to the number of hours

spent on assignments. Humanities and Social Sciences students reported

Bauan Technical Integrated High School
SENIRtheir workload as unmanageable,
feeling more stressed when they perceived

which impacted their overall well-being.

In response to the growing concerns about mental health among students,

universities have implemented a variety of mental wellness interventions.

The effectiveness of mental health programs aimed at reducing stress among

university students, including those in Humanities and Social Sciences

strand. Their study found that comprehensive wellness programs that

incorporated mindfulness, cognitive-behavioral strategies, and peer support

groups were effective in reducing academic stress and improving mental

wellness outcomes for students facing heavy workloads.

Over the past decade, some studies have shifted focus to identify

coping mechanisms among students dealing with academic pressure. For

instance, Del Rosario and Mariano (2017) found that Humanities and Social

Sciences students employed a mix of adaptive and maladaptive coping

strategies to manage stress. While some students turned to relaxation

techniques or sought academic help, others resorted to avoidance behaviors

or substance use to cope with workload pressure. The study suggests that

schools should provide better support systems to help students manage

stress effectively.

Furthermore, Bauer et al. (2020) examined the impact of time

management workshops and academic coaching on students' ability to cope

with workload-related stress. They found that students who participated in

Bauan Technical Integrated High School
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such interventions showed significant improvements in their ability to manage

academic tasks without compromising their mental health. These findings

underscore the importance of proactive support systems tailored to the

unique academic demands of Humanities and Social Sciences students.

A more concerning finding from Aguirre et al. (2020) was the link

between heavy workloads and depressive symptoms among Humanities and

Social Sciences students. Their longitudinal study indicated that students

who reported consistently high levels of academic pressure were more likely

to show signs of depression, with the workload serving as a key predictor of

their mental health decline. The study urged educational institutions to

reconsider workload expectations, especially in the context of the mental

wellness of students. mental wellness is an important issue for humanities

and social sciences students. By understanding the specific challenge, they

face and implementing strategies for promoting their mental well-being,

students can improve their academic performance, enhance their overall

quality of life, and become more effective advocates for social justice and

equality.

Educational institutions are instrumental in mitigating the negative

effects of academic workload. An analysis by Lopez and Garcia (2017)

emphasized the importance of creating a supportive academic environment

for Humanities and Social Sciences students. Schools that offered

counseling services, mental health workshops, and flexible deadlines

Bauan Technical Integrated High School
SENIRstress levels and an increase in
observed a significant decline in student

overall well-being.

Moreover, institutional interventions have proven effective in

addressing academic stress. For instance, a program implemented by

Lassiter (2022) focused on reducing workload intensity and incorporating

wellness breaks, which led to a marked improvement in students’ mental

health and academic performance.

Mental wellness mechanisms play a crucial role in preventing mental

health issues, as anxiety, depression, and stress can negatively affect

students' concentration, leading to poorer academic outcomes. According to

previous research, humanities and social science students often report

feeling increased stress when they perceive their workload as

unmanageable, which negatively impacts their well-being. This highlights the

strong connection between academic workload and mental wellness, as

excessive academic stress can diminish both students' academic

performance and mental health. Research by Dik et al. (2017) emphasized

the importance of emotional regulation and mindfulness practices as

protective factors against academic burnout, while Aduke (2015) highlighted

those coping mechanisms like time management, social support, and

problem-solving are essential for students facing high academic demands.

These mechanisms not only assist students academically but also contribute

to maintaining their mental wellness. The studies by Del Rosario et al. (2017)
Bauan Technical Integrated High School
SENIR wellness programs that provide
pointed out the importance of comprehensive

better support systems for managing stress and improving students' mental

wellness outcomes. A supportive academic environment is vital for

Humanities and Social Sciences students to effectively manage their

workloads without compromising their mental health. Aguirre et al. (2020)

and Bauer et al. (2020) suggested that universities should reconsider their

workload expectations and offer management workshops and academic

coaching to improve students' ability to cope with academic stress. both of

our study highlighted the importance of improving and compromising

workload without making their mental wellness suffer.

Moreover, Lopez and Cabot (2022) and Tus (2020) stressed the need

for schools to create a supportive academic environment, offering services

such as counseling, mental health workshops, and flexible deadlines. These

measures, along with wellness breaks, could help reduce students' stress

levels and improve both their mental health and academic performance. In

sum, a supportive institution that recognizes students' mental wellness needs

plays a critical role in helping them manage academic workloads and

maintain overall well-being.

III. METHODS

Research Design

This research study aims to investigate the effect of academic

workloads mechanism towards the mental wellness mechanism of Grade

Bauan Technical Integrated High School
SENIR Students of Bauan Technical
12 Humanities and Social Sciences

Integrated High School. In order to complete this study quantitative

approach and correlation method is utilized. wherein this mainly focuses on

determining the relation of academic mechanisms of Grade 12 Senior High

School students to their mental wellness mechanism. In this research the

study will involve the collection and interpretation of data to uncover

patterns, create prediction and determine the strength and direction of the

correlation between these two variables.

Respondents / Subject of the Study

The purpose of this study is to investigate and explore the impact of

academic workload mechanisms and the mental wellness mechanisms to

students enrolled in the Humanities and Social Sciences programs. Specifically,

the research would seek to explore the varieties of mechanism in terms of

handling academic workload and mental wellness of students. Seniors in

Humanities and Social Sciences programs who are enrolled during the first

semester of the academic year 2022-2023 at the Bauan Technical Integrated

High School where this survey will be conducted were the respondents. The

study’s participants are grade 12 Humanities and Social Sciences students

from Bauan Technical Integrated High School. The sample size was

determined using the Raosoft Calculator, which provides an 5% margin of error

and a 95% confidence level which resulted to the number of individuals

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requested to complete the questionnaire are 229 students. To ensure that each

part is represented proportionally, stratified random sampling will be employed.

In establishing the proper sample size. With this, participants will give their own

experience by answering the questions asked. The researchers will analyze the

information gathered from the chosen respondents and arrived at a potential

solution to address the issue outlined in this research paper.

Data Gathering Instrument

This research will use modified survey questionnaires as data

gathering instruments, designed to explore the relationship between

academic workload mechanisms and mental wellness mechanisms among

in the Grade 12 students of Humanities and Social Sciences. The

questionnaire consists of two sections that gather information on various

aspects of the students’ academic and personal lives using Likert scales.

This is designed to provide a comprehensive understanding of the

relationship between academic workload mechanisms and mental wellness

mechanism. The researchers adapted the survey questionnaire from

Surveysparow by Jaby Kaoy

Data Gathering Procedures

The data gathering procedure for exploring the academic workload

and mental wellness mechanism of Grade 12 students of Humanities and

Social Sciences begins with obtaining the necessary ethical approvals.

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Once approved, the research team will design a comprehensive data

collection plan.

A survey questionnaire was adapted. The survey questionnaire will

be carefully constructed to include questions related to academic workload

mechanism, priority of students in terms of doing academic workload, and

techniques handling tasks and assignments. It will also incorporate

mechanism about mental wellness, including questions about coping

strategies of students. After that, the survey questionnaire will be

distributed. The sample of students will be selected randomly from the 229-

sample size from 539 enrolled this year 2024-2025. These groups will

consist of only Humanities and Social Sciences students of grade 12.

Throughout the data collection process, the research will ensure the

confidentiality and anonymity of the participants. All data will be stored

securely. Once the data has been collected, it will be cleaned and prepared

for analysis. Quantitative data from the surveys and institutional records will

be analyzed using statistical software to identify patterns and relationships

Statistical Treatment of Data

After responding to the survey, the researchers utilized the following

statistical methods to the appropriate measurement of the collected data,

which includes weighted mean rank. The researchers used Pearson's R to

test their hypothesis.

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Weighted Mean. The weighted mean is used to measure the responses of

students to assess level of participation in terms of their academic workload

mechanism and mental wellness mechanism.

Pearson's R. This is used to test if there is a significant relationship of the

academic workload towards the mental wellness if Humanities and Social

Sciences student in grade 12 of Bauan Technical Integrated High School

during distance and in-person learning.

Standard deviation. To measure the variability or spread scores around the

mean, this would show how the response of individuals would differ from the

average.
Bauan Technical Integrated High School
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IV. RESULTS AND DISCUSSION (ideal: 15 pages but not exceeding

20 pages)

Use appropriate data representation (tables, chart, or graph)

APA format

Conclusions and Recommendations (1 – 3 pages)

Conclusions – summary of the findings, answers the objectives of the

study.

Recommendations – anchored on the result of the study

BIBLIOGRAPHY

Follow the APA 7th edition citation style; hanging indent which means that
the line of the citation after the first line should be indented. Use bit.ly
to shorten lengthy URLs and internet links.
Bauan Technical Integrated High School
ARRANGEDSENIR
ALPHABETICALLY

APPENDICES

OVERALL FORMAT

FONT STYLE: ARIAL

FONT SIZE: 13

SPACING: DOUBLE

Sample:

Appendix A
Survey Questionnaire

SCANNED COPY
Bauan Technical Integrated High School
SENIR

CURRICULUM VITAE
Name JUAN A. DELA CRUZ
Address
LRN
E-mail Professional
Track Ex: Academic; Technical- Photo
Vocational-Livelihood (1.5” x 1.5”)
Strand STEM/HUMANITIES AND SOCIAL
SCIENCES/ABM/TVL-IA/TVL-
HE/TVL-ICT
Specialization Gas Tungsten Arc Welding (GTAW

ACADEMIC BACKGROUND
Level School Year
Graduated
Primary
Elementary
Junior High School
Senior High School

HONORS/AWARDS RECEIVED
Year Award Description Awarding
Awarded Institution /
Agency
2023 Grade 11 (First Semester) BTIHS
With Honors
Add a row if needed

SCHOOL ORGANIZATION INVOLVEMENT

Year Organization Role
2023 YES-O Member
2023 SSLG Auditor
Add a row if needed

CONTESTS / COMPETITIONS PARTICIPATED

Bauan Technical Integrated High School
Year ContestSENIR
Description Organizer
Add a row if needed
Add a row if needed