ACADEMIC PERFORMANCE OF SENIOR HIGH
WORKING STUDENTS IN TOLEDO CITY
PUBLIC SCHOOL
ACADEMIC YEAR 2017-2018
_____________________________________
A Research
Presented to Senior High Department
Luray II National High School
Luray II, Toledo City
_____________________________________
In Partial Fulfillment of
The Course Requirement in
Inquiries Investigations and Immersion
By:
Jay L. Bubuli
Mercedita Davis
Mae Descartin
Emilie Golez
Lee Jean Ferrer
Monneva Salvador
April Love Librea
Juniel Rosalita
October 2017
ENDORSEMENT
This research entitled "LURAY II NATIONAL HIGH SCHOOL SENIOR HIGH WORKING STUDENTS LEVELS OF COMPETENCY TOWARDS ACADEMIC PERFORMANCES" prepared and submitted by JAY L. BUBULI, MERCEDITA DAVIS, MAE DESCARTIN, EMILIE GOLEZ, LEE JEAN FERRER, MONNEVA SALVADOR, APRIL LOVE LIBREA, and JUNIEL ROSALITA in partial fulfillment of the course requirement in Practical Research 1 and 2, is hereby accepted and recommended for Oral Examination.
RESEARCH COMMITTEE
LEANDRO BAROMAN JR., Ed.D.
Chairman
MARIEPET A. CRISTUTA, Ma.Ed. Math JI-AN M. CATIBIG, Ma.Ed. Math
Adviser Adviser
JAYPEE BAYLOSIS, Ma.Ed. Science RICHIE LABAJO, Ma.Ed. English
Member Member
ACCEPTED in partial fulfillment of the course requirement in Practical Research 1 and 2, is hereby accepted and recommended for Oral Examination.
TRINIDAD P. EVANGELISTA
School Principal, Luray II NHS
APPROVAL
APPROVED by the Tribunal at the Oral Examination with the grade of PASSED.
LEANDRO BAROMAN JR., Ed.D.
Chairman
MARIEPET A. CRISTUTA, Ma.Ed. Math JI-AN M. CATIBIG, Ma.Ed. Math
Adviser Adviser
JAYPEE BAYLOSIS, Ma.Ed. Science RICHIE LABAJO, Ma.Ed. English Member Member
DESIGN HEARING : PASSED
ORAL EXAMINATION : October ____, 2017
TRINIDAD P. EVANGELISTA
School Principal, Luray II NHS
ACKNOWLEDGEMENT
It is always a pleasure to acknowledge individuals who played a role in the development of this thesis. The writing of such has been a painstaking effort that would have been impossible without the stimulus of many truthful counselors and collaborators. The researchers sincerely wish to express their heartfelt thanks and gratitude to all those who rendered their assistance which made this study a success. Especially to the following:
First and foremost, to God Almighty for His constant guidance and enlightenment all throughout the conduct of the study;
Ms. CristutaMariepet, Practical Research 1 teacher, for the professional advice, invaluable ideas, suggestions, sincere support and encouragement;
Mrs. Ji-an Catibig, Practical Research 2 teacher, for the professional advice, shared helpful ideas, heartfelt concern, sincere support and encouragement;
Mrs. Trinidad Evangelista, principal of Luray II National High School, for the administrative support and cooperation in allowing the researchers to conduct their study inside the school premises;
Senior High working students, of Luray II National High School for sincerely answering the survey questionnaires;
Senior High teachers, for the support and allowing the researchers gather the data needed in their study during class hours.
The library staff of Toledo City Public Library for providing the researchers the information and reading materials ;
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The families, friends and loved ones of the researchers, the researchers' inspirations, for giving them their undying moral and financial support;
And to all the people who in one way or another have given their full support when it was most needed.
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Table of Contents
Endorsement/Approval Sheet i
Acknowledgment ii
Chapter I: The Problem and Its Scope 1-5
Introduction 1-2
Statement of the Problem 3
Significance of the Study 3-4
Scope and Delimitations of the Study 4-5
Definition of Terms 5
Chapter II: Review of Related Literature 6-15
Chapter III: Research Methodology 16-20
Research Design 16
Research Respondents 16
Research Instruments 17
Research Procedure 17-18
Data Collection Technique 18
Data Treatment 18-20
Chapter IV: Presentation, Interpretation and Analysis 18-19
of Data
Proposed Action/Solution
Chapter V: Summary, Findings, Conclusion and 20-22
Recommendations
Summary 20
Findings 21
Conclusion 21
Recommendations 22
References
Appendices 23-25
Appendix A: Letter to the Principal 23
Appendix B: Letter to the Respondents 24
Appendix C: Likert Scale 25
Curriculum Vitae 26-30
CHAPTER I
THE PROBLEM AND ITS SCOPE
Introduction
Individuals want to have a good job and would like to feel satisfaction; then one must attain and need education, to accomplish your both external and internal needs. To involve one's self academically, there's no hindrance for that, there's always a way of everything, you just need enough ability and capability to accept a challenge and a new life chapter.
''Education is the most powerful weapon which you can use to change the world'' a famous education quote from Nelson Medina, this quote would let us know how you can change the world by making yourself a well-educated person. We all need education for education is our ticket to a better future. Nowadays people used their initiatives just to be an educated person, especially to the children whose parents are in cash-strapped situation and in this generation there are students whom we called working students, students who are working while studying.
Studying while working is quite challenging for a senior high student, it needs energy and strong power in physical, mental, spiritual and emotional towards school and work performance. Studying while working is never been an easy way, you were trying your best to do everything just to live with your dream.
Within this study it allows us to know how working students live a life while keeping their selves educated. The WH questions will surely be used in this study. You will know how working students' academic performance works and this study will answer particular questions indicated in the statement of the problem.
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"Due to financial crisis that's why they need an extra income," one of those reasons of why students prefer working while studying, quoted above has been saidby lawyer JulitoVitriolo, officer-in-charge at CHED's office of the executive director.
Working students are students who have been saluted by most teachers nowadays for the initiative way they are taking in just to attend education in life. Is it enough to know the good side of a working student? How about digging it up and finding struggles encountered by working students and how they cope with hardships in life and balance working student life as well, this research will answer such thing.
This study won't have selected respondents; it includes all senior high working students instead. The researcher aims to gather all facts and information from respondents within the year indicated, 2016-2017.
The researcher of this study will identify competencies of working students toward academic performance. The senior high working students of Luray II National High School will be the main respondents as expected.
Working while studying is quite challenging as it said, within this study the researcher tries to let readers know why still working student competes along with classmates regardless of their work and problems and has the level of competency that is passing and sometimes much better to the expected outcome of different vision of others.
The components of research has the latest information and facts within, the answers of questions are will be discussed well and will be elaborated if ever.
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Statement of the problem
This study aims to identify the levels of competency of Luray II National High School Senior High working student towards academic performance.
Specifically, it seeks to answer the following inquiries:
What is the profile of the student in terms of the following
Strand
Midterm Average
What is the student's level of competency towards academic performances?
Based on finding, what suitable proposal should be forwarded to students with low academic performances?
Significance of the study
The findings of this study would give some enlightenment to all students, the respondent working students, teachers and working students' parents and guardians.This study allows us to know what is the life of a working student and how can people help them.
Some students engaged in this study specifically neither classmate nor batch mates of the working student can be a help of a working student by motivating and inspiring them even just in a simple way of helping. Working students are likely to bond with their co-youngster; in that way their friend the closest ones can be someone who can understand them.
3 This will be benefited to teachers for them to know things about having a working student in a class and how are they going to have an effective way of learning and how teachers will help working students or motivate each school day this is also an advantage to teachers, for them not to consider things for working students but to treat equally instead.
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This study also will be benefited to students specifically to the respondent working students, this is a help to them to know why they are considered as competent along with their classmates and will be more competent. This study will let them understand that working while studying is not a hindrance to compete to regular students and to excel along the way.
Parents of working students are engaged in this study because they are the ones who will be proud the most that no matter their children are working, they still have time to excel in class. This is an advantage to parents as well as the guardian of the working students or the one whom they worked in, to let them support more of their working student son/daughter and to understand such situations encountered by the working students.
Scope and delimitation of the study
4The locale of the study was the Luray II National High School. The respondents of this study are the Senior High students, specifically to the working students. The study was only limited to grades 11 and 12 working students of the said school.It only studies the life of working student and identify levels of competency towards academic performance. However, further researches can also change the venue to confirm the consistency of results.
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The research only assessed the level of competency of these working students towards their academic performances regardless of the nature of the work they are in. The researcher will not take into consideration the other aspects that would affect the academic performance of the students. However, this may be included into the recommendation.
The academic year considered in the study was S.Y. 2017-2018. This is only limited to the midterm average of the respondents of the said school year.
Definition of Terms
Working students – this refers to senior high students who worked while studying. The nature of the work is not given consideration as long as they are currently studying while doing part time jobs to finance themselves, or have extra income.
Competency- this refers to the skills or ability and capability of a student towards academicperformances excellently.
Levels of Competency – the score or outcome of the research questionnaire answered by the respondents which will be interpreted by the researchers
Academic performance – this refers to the performance of a student possessed or acted in school specifically inside the class and along with the subjects.
Proposal- this refers to the suitable project or assessments that will be forwarded to students who has a low academic performance
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CHAPTER II
Review of related Literature
The review of related literature for this study focuses on different previous studies about working students locally and outside the country. These studies identify models and several case study of a working student including the reasons why students are force to work are also enumerated.
According to the Commission on Higher Education (CHED) about 216,000 students in the country are currently juggling school and work, this figure is about 8% of the total number of college students in the country. CHED said working students today are mostly into food service, entertainment and sales, apart from their usual stints as library and research assistants.
"Due to financial crisis that's why they need a extra income," said lawyer Julito Vitriolo, officer-in-charge at CHED's office of the executive director. He also added that these students are forced to work because of higher commodity prices and tuition fees. The CHED said that only 50% of working students get to finish college, as many cannot cope and cannot concentrate on their studies, while some have poor health, while others give up because of insufficient funds. CHED advised working students to get jobs that are not that demanding, and that are more closely related to their courses.
Reasons for Working
6The question of what prompts students to take on a part-time job while they are still at school has been investigated in a number of previous research studies, and these have revealed various overlapping reasons. The wish to earn money was the most widely cited reason (Bentley & O'Neil, 1984; Coventry et al, 1984; Hobbs & Grant, 1991; Latty, 1989; Munro, 1989; Nolan & Hagen, 1989). A second and related reason was the desire for independence - this could be seen as financial independence, although it could also mean, from a student's perspective, increased personal autonomy, gained as a result of spending time away from the normal constraints of family and school. A third reason for working that was endorsed by students was the longer-term one of acquiring experience that would help them in the future, particularly in getting a job (Nolan & Hagen, 1989). Such experience only rarely involved specific technical skills pertaining to the job, but more commonly it was used as a broad term which encompassed many aspects of working - things that in themselves were of benefit to the student, regardless of their efficacy in leading to future employment. That is, students believed that a parttime job provided them with the opportunity to develop a range of social and personal skills, such as communication skills and self-confidence through working and dealing with other people, and a sense of competence and responsibility that came from turning up to work on time and carrying out designated tasks (Coventry et al, 1984; Munro, 1989; Wilson et al, 1987). Other reasons for working that were canvassed by researchers, although not supported to any extent by students, were the notion of a job as an activity to avoid boredom, or as a useful contribution to the community, and the influence of peers on the decision to work (Bentley & O'Neil, 1984; Dalziel, 1989; Hobbs & Grant, 1991). The emphasis in these previous studies was on the perceived benefits of having a job - any job – and not on the job itself. Many researchers were fairly dismissive about what students' jobs might teach them, arguing that the generally low level of skill required, and the repetitive nature of the tasks, would lead to greatly improved job proficiency among students.
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7Other reasons why students take on part-time jobs were also canvassed in 1992. As Table 2 shows, a majority (61 per cent) believed that their part-time work would help them get a job when they finished studying. Again, this overall figure masked a gender difference, with females (64 per cent) considerably more likely than males (56 per cent) to agree that they worked because it would help them to get a job later2 . The view that their part-time work would help them get a job later was held more frequently by white collar workers (once more reflecting the gender difference) than blue collar workers. It was also significantly more likely to be held by lower and middle achieving students (two thirds of whom agreed with the statement) than by higher achievers (of whom just over a half agreed). There was also a variation, although not significant, in responses according to type of school attended - government school students were more likely than those who went to independent schools to think that their part-time work would help them to get a job later on. While very many students were working because they believed it would improve their future job prospects, most were not actually employed in jobs that they hoped to pursue as careers. Only 12 per cent of the student-workers indicated that their job was the kind of work they wanted to do as a career.
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8This accords with earlier interview data reported by Munro (1989) and Coventry et al (1984:97) - in the words of one student quoted in the latter study, "McDonalds is just a phase in life". Such figures support the view that students perceive the main value of a part-time job to be in enhancing their employability by providing a more general experience of working, rather than in developing job-specific skills. Nevertheless, there were some groups of students who were more likely to be working in a job that was similar to that which they believed they might be employed in the future – boys rather than girls, lower achieving students rather than higher achievers, and also students from wealthier families. About 9 per cent of this last group also agreed that they were working because they were expected to help in the family business, while overall only 5 per cent of other students indicated such a response. (research.acer.edu.au)
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Employment among college students has been increasing rapidly. Its effect on the academic performance of students has been questioned by many researchers (Green, 1987). Some of the issues raised in the literature concern matters such as the number of hours worked, whether the students' jobs pertain to their majors, and the students' workloads. As more students are employed, they face having to balance their academic requirements, extracurricular activities, and employment responsibilities to maintain their lifestyles (Furr&Elling, 2000). The literature reviewed below examines how employment has affected academic achievement. Much of the research indicating that employment negatively affects students' academic achievement stated that an increase in the amount of hours worked was the most influential factor. In one study, more hours worked decreased the likelihood of being an "A" student (Pritchard, 1996).
Our study will contradict to these following researches we found:
9According to Furr and Elling (2000), 29% of the students working 30-39 hours per week and 39% of those students working full time indicated that work had a negative and frequent impact on their academic progress. Those who take on part-time jobs are less engaged in school before they enter the labor force, and part-time employment, "especially for more than 20 hours weekly, further exacerbates this problem"(Steinberg et al., 1993, p. 175). Furr and Elling (2000) also found that upperclassmen worked more hours than freshmen, indicating that the older students would be more likely to suffer in their academics. Therefore, working full time has an even greater impact on academics because, often times, working 40 or more hours further decreases a student's college grade point average (GPA) and is negatively related to completion of a bachelor's degree (Astin, 1993).
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The act of balancing school work with the labor market may also lead students to put forth less effort into both because they are spreading themselves "too thin" (Astin, 1993). According to these researchers, it is not the job itself that causes the problems, but the overload on the amount of time worked because "students who work more hours each week spend less time on homework, [and] pay attention in class less often" (Steinberg &Dornbusch, 1991, p. 307).
Not all of the research shows negative GPA effects from the amount of hours a student is employed. Some findings indicated that employment had either a positive effect or none at all. A number of researchers, for example, found that hard work built stronger academic character because it taught the students time-management skills, gave them experience outside of the classroom, and provided them with more satisfaction in college (Pennington, Zvonkovic, & Wilson, 1989).
10Dallam and Hoyt (1981) suggested that a good balance between students' credit hours and working hours forced students to be more organized and to have better time management. They also found that students who worked between 1 and 15 hours per week showed a slightly higher GPA than those whose workloads were heavier and those who were not working at all (Dallam & Hoyt, 1981; Li-Chen & Wooster, 1979). Not only were higher GPAs found in students who maintained jobs, but Green (2001) also stated "that they had gained job skills, experience, knowledge of a variety of jobs, a sense of accomplishment, a feeling of responsibility, and money for personal and school expenses" (p. 329).
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Other researchers, when comparing high and low academic performance and the amount of hours students worked, found that the amount of hours employed did not have an adverse effect on their academics (Pinto, Parente, & Palmer, 2001). Similarly, Watts' (2002) analysis of 19 students at the University of Brighton found that 4 of 12 working undergraduates said that working did not affect their academics and 5 said that it actually had a positive impact. Although some of the previously mentioned studies used samples of high-school students rather than undergraduates, their results were consistent. The fact that some contained samples of less than 50 students, however, may have accounted for some of the differences between the positive and negative academic results. Not accounting for the amount of time actually put into the job, researchers have found that the type of employment a student holds has an impact on academics. Dead-end jobs such as a cashier or fast food worker tend to have a negative effect (Li-Chen & Wooster, 1979)
11Effects of Employment on Student Academic Success Compiled December 2006 BYU Employment Services The average yearly costs of education continue to increase around the country. According to the College Board's "Trends in College Pricing", the 20062007 average total costs (including tuition, fees, room and board, books and supplies, transportation, and other expenses) are $16,357 for fouryear public colleges and universities; and $33,301 for fouryear private colleges and universities. These costs represent nearly a 6 percent tuition increase from 20052006. Inflation during that same period was approximately 4 percent. As anxiety rises concerning the escalating costs of schooling, students are left with the decision of how to fund their education. Some take out loans, or qualify for grants or scholarships. Others, however, are left to pay their own way by means of fulltime or
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parttime employment. Approximately 80 percent of all college students are employed while completing their undergraduate education (Riggert).
Many studies have been conducted to determine the effects of fulltime and parttime employment on the academic success of college students. The purpose of this paper is to summarize some of the general findings and implications of these studies, and to provide suggestions regarding how university studentemployment offices may utilize these data. Effects on GPA A major factor in determining the positive or negative effects of employment on the academic performance of students is their GPA. One would intuitively conclude that, because time and energy are finite resources, jobs would detract from studying and be harmful to a student's GPA. Most studies conclude that this is only the case when the student's number of hours worked per week exceeds 20 hours. In fact, students who work fewer than 1520 hours often report higher GPAs than those who do not work at all (Dundes).
The National Center for Education Statistics (NCES), which is run by the U.S. Department of Education, found that students working 115 hours weekly have a significantly higher GPA than both students working 16 or more hours and students who don't work at all. The NCES is the primary federal entity for collecting and analyzing data related to education. Dundes and Marx (2006) reported that 74 percent of studentworkers believed that employment forced them to become more efficient. However, 64 percent reported that employment also increased their level of stress.
12Many sources concluded that working had little or no effect on GPA. Following an indepth study of the topic, included in the Journal of Human Resources, Ehrenberg and Sherman (1987) stated, "We do not find any strong evidence…that hours of work during the academic year in the range that students worked significantly reduced grade point averages." Other studies concluded that only oncampus employment had a positive influence on academic performance. Astin (1975) reported that the effects of oncampus employment were characterized as positive in nature, while offcampus student employment is associated with lower GPA. The positive effects of oncampus employment are due to enhanced integration with the institution, including involvement with other students and with faculty (Furr). In addition, oncampus jobs often include responsibilities with academic components.
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Effects on Time to Graduation Again, given that time and energy are finite resources, one might assume that in order for a student's GPA to not be negatively affected, time to graduation would have to be increased. Ehrenberg and Sherman (1987) agreed with this. They concluded that this is caused by the perception that students would need to reduce the number of credit hours they carry each term in order to make time for employment. Working more than 20 hours a week off campus contributes to a higher likelihood that students will drop out of school before receiving a degree. Fulltime workers are 10 percent less likely to eventually receive a degree than parttime workers or those who do not work at all (Orszag).
13However, working 20 hours or less per week on campus did not seem to have an effect on dropout rates compared to nonworkers. In fact, Astin concludes that having a parttime, oncampus job strongly increases the student's chances of finishing college. Effects on Future Earnings Recent estimates reveal that academic success in school has a smaller effect on post school wages than older models indicate. Student employment, however, has an additional, positive effect (Light). Other studies indicate that although working in college does not appear to have a direct effect on postcollege earnings, there is an indirect effect on persistence (completing a degree) and GPA.
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In addition, working on campus was associated with a higher probability of enrolling in postgraduate education (Ehrenberg). This, in turn, results in higher future earnings. As mentioned earlier, oncampus jobs often include responsibilities with academic components. These opportunities will improve their academic experience and enhance their résumé through meaningful, applicable work, resulting in improved marketability to higherpaying jobs. Conclusions Although working a large number of hours (20+) can be detrimental to students' academic success, parttime (specifically oncampus) jobs can be very beneficial in many ways. Working a moderate number of hours often correlates with higher GPA. These jobs help students be more effective and organized and provide important skills. Oncampus jobs often lead to greater integration into the university and provide applicable work experience.
Students should be very conscious of the number of hours they work. Although the line at which working becomes detrimental is ambiguous, overworking may decrease GPA and increase time to graduation and dropout rates. A suggestion for University Student Employment Offices Much of this data, especially regarding the effects of parttime employment on students' GPA, is counterintuitive. Without knowing these facts, students will naturally assume that working will be detrimental to their academic success. They don't understand that working in moderation may increase efficiency and organization, and teach important skills that will augment their postcollege marketability. Brigham Young University has a limit of twenty hours that students can work on campus each week. A limit like this is highly suggested.
14Between fifteen and twenty hours a week appears to be the point at which working starts to become more detrimental than beneficial for students. University studentemployment offices should encourage students looking for financial aid to consider parttime, oncampus job opportunities. Student employment offices should also provide students with resources to learn time management. Student employees who learn time management are most likely to excel in both school and work, which will benefit them in their postcollege endeavors. (Shawn Hammond)
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CHAPTER III
RESEARCH METHODOLOGY
Research Design
In this research, a combination of Descriptive Normative and Survey Research was used. The study requires survey to ask who are these respondents fitted for the study. A student profile was also needed to check educational information of these students. Their level of competency was also assessed and their general average was also asked for supporting details.
Research Respondents
The respondents in this research will all be coming from one institution. Luray II National High School's Senior High Working students will represents as respondents in this research.Respondents will be asked by the researcher for consent and approval to answer the questionnaire until the desired number of respondents which is the total number of working students is reached.
There will be a letter consent sending to the guardian of a working student in case if the interview falls on weekend and approved letter from the Practical research and Principal if gathering data falls during class hours. The respondent's response, identity, and other thing about the research will be check and will be kept in private and remains confidential.
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Research Instruments
The questionnaire requires information about how the academic performance of the student. It contains questions with regards on how working students cope with two responsibilities.
Researchers used Likert scale as an instrument in gathering the data needed for the study. Within the Likert Scale are 20 questions that identifies on what extent would working students would agree and would indicate the appropriate number to each statement.
. Questions were made through the researchers experienced as a working student and an observation about working student's competencies and nature as a working student. A response from the respondents will always be respected.
Research Procedure
First day of conducting the research, the letter for gathering the data should be signed by the Practical research teachers together with school principal's approval before proceeding to the next step. After having the approval of the letter, the researchers can start the survey and get the data needed in the study.
The researchers will conduct a survey as to identify who are their perspective respondents and how many are they, after identifying the researchers will ask permission from these students to be their respondents, if they agreed, then the researchers will distribute survey questionnaires to these working students
Researchers choose Likert scale survey questionnaire. In this instrument, the respondents will indicate what extent they would agree or disagree and will circle the appropriate number along with the 20 statements. 17
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During the conduct of the study, every event or situation should be explained by the researchers; if possible, they could also translate this in vernacular. Then, as soon as they are done, the researchers will collect the questionnaire. The researchers will give an assurance to the respondents that their result or answers will be kept confidential. The name of the student may or may not be revealed if the respondents wished to maintain anonymity.
Data Collection Technique
Researchers had made 41 Survey Questionnaires to be given to the target respondents for smooth collection of the data these 41 respondents will be divided into five and will be assigned to these 5 researchers.
Simply give the Letter of approval to the teacher in charge during the conduction of survey or distributing of sheets used for the study. There should be friendly and formal approach.
Upon answering the questionnaires researchers have to make sure they have understood each event or situation. When the respondents are done it is the task of the researcher to collect the survey questionnaire.
Data Treatment
The responses of the respondents in the survey questionnaire were collected, tallied and tabulated. The weighted mean was computed to determine the level of competency of these working students in relation to academic performances.
WM= fx
n
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where:
WM - weighted mean
- summation symbol
f - Frequency of the responses under each scale
x - Weight assigned to each scale
n - Number of respondents
For more precise interpretation of the computed weighted mean, the researchers assigned a hypothetical mean range. This Mean Range will define the level of competency of the working students. The researchers assumed that if the respondents will agree to every situation presented by researchers, then they are highly competent otherwise they are with very low level of competency
Table I
Researchers-made Hypothesis Mean Range
Weight
Hypothetical mean range
Interpretation
1
1.00-1.80
Very high level of competency
2
1.81-2.60
High level of competency
3
2.61-3.40
Moderate level of competency
4
3.41-4.20
Low level of competency
5
4.21-5.00
Very low level of competency
19
19
Average
Interpretation
90 above
Advanced
85-89
Proficient
80-84
Approaching Proficiency
75-79
Developing
74 below
Beginning
In relation to level of competency, the researchers also wish to present the academic performance of the working students in table II as the hypothetic range and scale.
The academic performance as defined refers to the students midterm average of this semester as of school year 2017-2018
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CHAPTER 1V
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
This chapter shows how the data being analyzed, presented and interpreted gathered from different view of the students. The answers by the students of the different questionnaires are being tabulated, interpreted and calculated using Weighted Mean.
Table I.
The number of the respondents per Strand
Strand
n
Percentage
Academic
27
65.85 %
TVL
14
34.15 %
Total
41
100 %
Table II
Levels of competency of working students
STRAND
1-1.80 (1)STRONGLY AGREE
1.81-2.60 (2)
AGREE
2.61-3.40 (3)
NEUTRAL
3.41-4.20 (4) DISAGREE
4.21-5.00 (5)
STRONGLY DISAGREE
TOTAL
WEIGHTED
MEAN
INTERPRETATION
ACADEMIC
STRAND
3
19
3
2
0
58
2.15
High level of
competency
TVL STRAND
3
8
2
1
0
29
2.07
High Level of
Competency
21n=41
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Table II exhibits the level of competency of working students. The respondents were segregated according to their strand. The responses of the respondents were tallied and tabulated. Working students under academic strand had 3 responses who strongly agree, 19 students agreed, 3 students were undecided, 2 disagreed and none strongly disagreed. The weighted mean was 2.15 with an interpretation of high level of competency.
Working students under TVL strand had 3 responses of strongly agreed, 8 students agreed, 2 students were undecided, 1 student disagreed and none strongly disagreed. The weighted mean was 2.07 with an interpretation of high level of competency.
These results revealed the level of competency of these students whether under academic strand or TVL strand, they still maintained high level of competency despite of being a working student.
Table III
The Academic Performance of working students
Strand
A
(Advanced)
P
(Proficient)
AP
(Approaching Proficiency)
D
(Developing)
B
(Beginning)
Academic strand
10
12
4
1
0
TVL strand
5
5
3
0
1
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Table III presents the academic performance of the working students. It shows that under Academic Strand there were 10 who got an average of 90 and above, there were 13 who got an average of 85-85, 4 got an average of 80-84, 1 exhibited an average of 75-79 and none had an average of 74 below.
Under TVL strand, there were 5 who got an average of 90 and above, 5 got an average of 85-89, 3 got 80-84 average , none got an average of 75-79 and 1 got 74 and below.
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Proposed Action / Solution
24 Counseling
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Twice a month – Friday
3:00 – 5:00 PM
Counselor – Mr. BaldomeroJumawan
Senior High Building
Section Bhadz
Meeting
First meeting
October __ , 2017
8:00-10:00 AM
Friday
Development Meeting with Senior High Working Students
Election of Officers
President – The one who will be approachable for students if ever they seek help. It is also the one who will serve as a speaker or emcee during meeting
Vice-President- Who will be the student who will be there when the President is not around
Secretary- The one who will take notes about the minutes of meeting
Agenda:
Sharing Problems met by the working students
Assessed by School Counselor Ms. Melna Mae Camoro
Ways on how to cope with problems
Assessed by Senior High Counselor Mr. Baldomero Jumawan
Introducing professionals who were once a working student to share inspirational message
Feedback
Closing remarks by the President
CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary, findings, conclusion of the study and recommendations for further research are also presented.
SUMMARY
This study aimed to identify the levels of competency of Luray II National High School Senior High working student towards academic performance.
Specifically, it sought to answer the following inquiries:
What is the profile of the student in terms of the following
Age
Gender
Strand
General Average
What is the student's level of competency towards academic performances?
Based on finding, what suitable proposal should be forwarded to students with low academic performances?
FINDINGS
Based on findings, with the respondents averages there is only 2 who got 80 below average. One respondent checked the box with an average of 75-79 and the other respondent checked the box with an average of 74 below average.
25In this case the researchers had provided a suitable proposal that suitable for the two respondents.
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First, they have to undergo counseling with the senior high department counselor it is helpful to both of them to really cope with problems as a working student.
Second, attend the proposed meeting for working students that will happen anytime of the month at least once a month. A seminar with school counselors and selected successful working student knew by the researchers.
Third, the researchers will invite professionals who were once a working student that finance their own studies. The purpose of the seminar is to boost one's self confidence, encourage them to work hard and develop their level of competency towards academic performances.
CONCLUSION
As stated in the significance of the study this study would be a benefit to Teachers , parents and the students it is because by identifying what levels of competency the respondent belong to might need some help or keeping it up.
Based on the gathered data researchers hypothesis was really answered because the data gathered has supported the researchers hypothesis that is any working student can level other regular student regardless on the work they have.
Therefore the researchers conclude that even if working students has a lot of things to do and responsibilities too they are still competent and can level up.
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RECOMMENDATIONS
Based upon the experience of the researcher while having this study and how the study should be done if ever this study will be adapted by another researchersthe following are the recommendations:
Include the nature of the work of the working student
Consider the other factors that would affect the academic performance of the working student
Consider the parental involvement of the parents of these working students
Include the teachers consideration in relation to the student a
The following researches are also recommended by the researchers:
An evaluation on implementation action/solution in Luray II National High School is to be under taken.
A comparative study on the academic performances of different strand of different grade level is to be pursued.
A study in the level of competency of college working students in Toledo City is to be made.
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References
BOOK
Journal of Human Resources, Ehrenberg and Sherman (1987)
Under Graduate Research Journal, Lauren E Watanabe and Jana Jasinski (2005)
Mrs. Trinidad P. Evangelista
School Principal
Luray II National High School
Luray II, Toledo City
Ma'am:
Good day!
We are conducting a research entitled ''Luray II National High School Senior High Working Student Levels of Competency Towards Academic Performances'' and in connection with this, we would like to ask your permission to have a room to room survey in senior high students, to gather the information needed in our study.
We were only asking 5-10 minutes in every class. This will happen on September 5 and September 7, 2017 at 2:20-4:20 P.M. Thank you!
Sincerely yours
Jay L. Bubuli
Mercedita Davis
Johannah Marie Balansag
Michelle Ningge
Jhane Fernandez
Noted by:
JI-AN CATIBIG
Practical Research 1 Teacher
MARIEPET A. CRISTUTA
Practical Research 2 Teacher
Approved by:
TRINIDAD EVANGELISTA
School Principal
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Appendix B
August 31, 2017
Mrs. Trinidad P. Evangelista
School Principal
Luray II National High School
Luray II, Toledo City
Dear Respondents:
Good day!
We are conducting a research entitled ''Luray II National High School Senior High Working Student Levels of Competency towards Academic Performances'' and in connection with this we would humbly ask a portion of your precious time for you to answer our survey questionnaire for us to gather data the needed in our study.
Thank you and have a nice day ahead!
Sincerely Yours
Jay L. Bubuli
Mercedita Davis
Johannah Marie Balansag
Michelle Ningge
Jhane Fernandez
Noted by:
JI-AN CATIBIG
Practical Research 1 Teacher
MARIEPET A. CRISTUTA
Practical Research 2 Teacher
Approved by:
TRINIDAD EVANGELISTA
School Principal
3030
3030
90-100
85-89
80-84
75-79
Below 75
Appendix CLIKERT SCALEName: ______________________ Strand/track/major: ____________________General Average (midterm):
Appendix C
LIKERT SCALE
Male: __ Female: __ Age: _______________
Please circle the most appropriate number of each statement which corresponds most closely to your response.
I can manage my time as a working student
Strongly Agree 1 2 3 4 5 Strongly Disagree
Working while studying is not hard
Strongly Agree 1 2 3 4 5 Strongly Disagree
I can submit my school works on time
Strongly Agree 1 2 3 4 5 Strongly Disagree
I am able to participate during class hours
Strongly Agree 1 2 3 4 5 Strongly Disagree
I can perform the tasks given by my teachers
Strongly Agree 1 2 3 4 5 Strongly Disagree
I can do all my tasks or my daily works
Strongly Agree 1 2 3 4 5 Strongly Disagree
I still have time to rest
Strongly Agree 1 2 3 4 5 Strongly Disagree
I can go to school early
Strongly Agree 1 2 3 4 5 Strongly Disagree
I enjoy being a working student
Strongly Agree 1 2 3 4 5 Strongly Disagree
I don't feel so much stress in school
Strongly Agree 1 2 3 4 5 Strongly Disagree
I don't feel so stressed in my work
Strongly Agree 1 2 3 4 5 Strongly Disagree
I am able to discuss my lesson to my classmates
Strongly Agree 1 2 3 4 5 Strongly Disagree
I have enough time to sleep
Strongly Agree 1 2 3 4 5 Strongly Disagree
I can concentrate answering my assignments
Strongly Agree 1 2 3 4 5 Strongly Disagree
I can bond with my classmates anywhere and anytime during weekend
Strongly Agree 1 2 3 4 5 Strongly Disagree
I am a responsible student
Strongly Agree 1 2 3 4 5 Strongly Disagree
I study and prepare for the test and quizzes
Strongly Agree 1 2 3 4 5 Strongly Disagree
I do my assignments regularly
Strongly Agree 1 2 3 4 5 Strongly Disagree
I volunteer to be the leader of our group
Strongly Agree 1 2 3 4 5 Strongly Disagree
I consider myself as a competent working student
Strongly Agree 1 2 3 4 5 Strongly Disagree
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CURRICULUM VITAE
CURRICULUM VITAE
PERSONAL
Name : JAY L. BUBULI
Home Address : Lo-oc II Bato, Toledo City
City Address : Toledo City
Date of Birth : August 31, 1999
Religion : Roman Catholic
Nationality : Filipino
Gender : Male
Civil Status : Single
Language Spoken: Cebuano, Tagalog, English
EDUCATIONAL BACKGROUND
Senior High School : Luray II National High School
Luray II, Toledo City
April 2018
Junior High School : Bato National High School
Bato Toledo City
April 2016
Elementary School :Bato National High School
Bato Toledo City
April 2012
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PERSONAL
Name : JHANE FERNANDEZ
Home Address : Poloyapoy Ext'n St. Toledo City
City Address : Toledo City
Date of Birth : October 17, 1997
Religion : Roman Catholic
Nationality : Filipino
Gender : Female
Civil Status : Single
Language Spoken: Cebuano, Tagalog, English
EDUCATIONAL BACKGROUND
Senior High School : Luray II National High School
Luray II, Toledo City
April 2018
Junior High School : Luray II National High School (Night)
Luray II Toledo City
April 2016
Elementary School : North City Central Elementary School
Luray II Toledo City
April 2012
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PERSONAL
Name : MERCEDITA DAVIS
Home Address : Magsaysay Hills, Toledo City
City Address : Toledo City
Date of Birth : September 2, 1998
Religion : Roman Catholic
Nationality : Filipino
Gender : Female
Civil Status : Single
Language Spoken: Cebuano, Tagalog, English
EDUCATIONAL BACKGROUND
Senior High School : Luray II National High School
Luray II, Toledo City
April 2018
Junior High School : Luray II National High School (Night)
Luray II, Toledo City
April 2016
Elementary School : Rizal Elementary School
Rizal Pinamungajan, Cebu
April 2011
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PERSONAL
Name : JOHANNAH MARIE BALANSAG
Home Address : Tubod, Toledo City
City Address : Toledo City
Date of Birth : January 25, 1998
Religion : Roman Catholic
Nationality : Filipino
Gender : Female
Civil Status : Single
Language Spoken: Cebuano, Tagalog, English
EDUCATIONAL BACKGROUND
Senior High School : Luray II National High School
Luray II, Toledo City
April 2018
Junior High School : Luray II National High School
Luray II, Toledo City
April 2016
Elementary School : Lower Tubod National High School
Tubod, Toledo City
April 2012
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PERSONAL
Name : MICHELLE NINGGE
Home Address : Talavera Toledo City
City Address : Toledo City
Date of Birth : April 6, 1999
Religion : Roman Catholic
Nationality : Filipino
Gender : Female
Civil Status : Single
Language Spoken: Cebuano, Tagalog, English
EDUCATIONAL BACKGROUND
Senior High School : Luray II National High School
Luray II, Toledo City
April 2018
Junior High School : Luray II National High School
Luray II, Toledo City
April 2016
Elementary School : Talavera Elementary School
Talavera Toledo City
April 2012
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