Chapter II of ROTC

OUR LADY OF LOURDES COLLEGE
5031 GEN T. DE LEON, VALENZUELA CITY
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
The Editors Handbook was created to present the history of
teaching and learning mathematics in an easy way. Students will
develop their prior knowledge in mathematics and pursue the use of
handbooks as a tool to help them expand their ideas in analyzing
mathematical problems. The handbook will provide information that
will contribute new knowledge for each students who will read it. It will
also let the students see their strengths and weaknesses in a certain
topic and know the capability of the students on the subject matter.
The handbook is designed easily for gathering knowledge and
quick answering from the students. It is useful for students who prefer
short and summarized text from a long topic that can save plenty of
time. The Handbook guides readers through the field's rich history. It
also has an entertaining appearance so that student will enjoy and
appreciate reading it (Springer Science & Business Media, 2012).
Therefore students will motivate their selves and help them to achieve
to be more innovative every time they use an Editors Handbook.
1
The achievement of students has been a great concern to
educators, parents, and government. Academic performance concerns
how the student accomplishing his or her studies, duties, and
responsibilities in their school. Students’ academic performance is the
outcome of education, it is measured by examinations or continuous
assessment. It involves how the students deal with their studies and
how they cope and achieve different tasks given by the educators.
Student have the ability to study, remember facts, and being able to
communicate the students’ knowledge verbally or in writing. Each
learner has the privilege to apprehend the lessons in an efficient and
effective way to excel in class and academic performance.
The effects of the Editor's handbook is very crucial in the
decision of implementing the handbook as a learner's material.
Summing up all the aspects of how the handbook could reach out to
students and give them the ability to improve their academic
performance will be put on to the test. The effects of the Editor's
Handbook and the students' academic performance are the two
variables that are closely related to one another. In mathematical
terms, these two are directly proportional. When the handbook affects
the students positively, there are higher chances that they can get
2
good academic performance. But when the handbook affects them
negatively, the handbook didn't help the students achieve the
academic performance they were wishing for.
Within the help of the Editor’s handbook, it could help students
to maintain a good academic performance. In this study, the
researchers would determine the effectivity of the handbook towards
the work of students. Therefore, the study points out the useful factors
of the Editor’s handbook. It could be a help to teachers and
administrators of schools to start practicing giving handbook to
students to enhance their performance and acquire a great
achievement. Overall, Editor’s handbook focuses on giving students a
better performance.
CONCEPTUAL FRAMEWORK OF THE STUDY
The Editor's Handbook will affect the students and their
academic performance positively and negatively. Whether good or bad,
we need to assess all the effects that comes with this handbook. As
seen in the diagram, the Editor's Handbook has positive and negative
effects that will directly affect the students first before their academic
performance. Means that the attitude of the students will be a main
3
factor on how the handbook will affect them and their academic
performance in the subject.
EDITOR’S
HANDBOOK
EFFECTS
NEGATIVE POSITIVE
STUDENTS
ACADEMIC
PERFORMANCE
Fig.1 Paradigm of the study
THEORETICAL FRAMEWORK OF THE STUDY

4
This research study is based on certain theories on how editor’s
handbook affects the academic performance of Grade 7 students.
These theories may include any of the following: GOVERNANCE
THEORY, ENTITY THEORY and IMPLICIT THEORY. Each theory has its
proponents and may support the entire research study itself.
Governance Theory
According to Trondal (2017), he said that the Handbook
advances a deeper theoretical understanding of governance processes
while illuminating the interdisciplinary foundations of the field. By
reviewing key theoretical concepts, the Handbook provides a basic
conceptual toolkit for analyzing contemporary governance and offers
important insights into how governance research contributes to social
science theory development. By canvassing the different forms of
governance, the chapters also reveal the diversity of contemporary
governing practices. An epilogue identifies common themes across the
chapters and points to opportunities for future research.
Entity Theory
5
According to Dweck (1999), Individuals can typically perceive
intelligence as more of a fixed unchanging characteristic while others
consider it as something that is malleable and prone to development.
Individuals who hold entity or fixed theories of intelligence tend to
believe that skills and abilities are relatively stable and that their
performance is a consequence of that stability. Accordingly, they are
likely to adopt performance goals focused at demonstrating their
abilities and achieve positive evaluations from others. Individuals who
hold an incremental or a growth mindset believe that these
characteristics can change with effort and through time are more likely
to adopt learning goals, choose challenging tasks, and employ
adaptive strategies to improve their abilities.
Implicit Theory
According to Ross (1989), he said that the schematic knowledge
structures that incorporate these beliefs function as “implicit theories”
since they are mostly unconscious to the individuals. In the academic
context, implicit theories about intelligence have been widely
examined with respect to the learning processes and outcome
variables. Implicit theories can frame a student's specific mindset,
along a continuum from an entity to an incremental belief, create
6
distinct meaning systems that can trigger different patterns of
response to challenging situations and setbacks and ultimately
influencing students' learning processes and achievement outcomes.
Although implicit theories of intelligence tend to be uncorrelated with
general cognitive ability, the literature has explored the effects that
entity or incremental beliefs can have on students' academic outcome.
STATEMENT OF THE PROBLEM
The purpose of this survey research is to determine the
capability of Grade 7 students in understanding and answering the
Editor’s handbook from Our Lady of Lourdes College to identify the
effects of it to their academic performance.
The said research study will seek to answer the following
research questions.
1. What is the profile of the respondents as to:

1.1 Age
1.2 Gender
1.3 Grade in Mathematics (2nd Quarter)
2. What are the effects of using Editor’s handbook to the
academic performance of Grade 7 students?

2.1 Positive
2.2 Negative
7
3. Is there a significant difference between Editor’s Handbook
and the academic performance of Grade 7 students?
HYPOTHESIS
: There is no significant difference between Editor’s
Handbook and the academic performance of Grade 7
students.
: There is a significant difference between Editor’s
Handbook and the academic performance of Grade 7
students.
SIGNIFICANCE OF THE STUDY
The study focusses on the effect of using Editor's handbook to
the Academic performance of Grade 7 students in Our Lady of Lourdes
College would prove useful to the following:
First, the students. This study can be their source of material
for researching the effect of using Editor’s handbook and how it affect
their academic performance. It would be essential to other student in
terms of knowing the easiest way to learn and understand
mathematics.
8
Second, the teachers. This study will serve as their basis on
how to create effective handbook and other learning materials that
student will surely like.
Third, the school. This study will help the school to know what
they need to provide. The learnings of the students through the use of
this materials may greatly reflect the success of the school itself.
Fourth, the Department of Education. This study will serve
as a basis to them, to add and develop learning strategies that can
help student to learn in easiest way.
And lastly, the Future Researchers. This study will provide as
background research and references to the future studies. Since there
are few studies related to this, it will help them to gain information
and to provide new level of knowledge in this particular matter.
SCOPE AND DELIMITATIONS OF THE STUDY
The study will focus on the effects of using editor’s handbook to
the academic performance of Grade 7 students at Our Lady of Lourdes
College, for the period covering from November 2018 to March 2019.
9
The study will investigate on the effects of using editor’s
handbook and how it will improve the academic performance of Grade
7 students.
The study is limited to 35 students of Grade 7-Benevolence. It
uses purposive sampling. The method of the data gathering that this
study included is researcher made questionnaire.
DEFINITION OF TERMS
For the purpose of understanding the research study, the
following terms are defined:
Academic Performance. It generally refers to how well a
student is accomplishing his or her tasks and studies. It is how a
person does his or her work with efficiency, effectivity, and
productivity.
Editor’s Handbook. This book may be used for self-instruction
or as a textbook in copyediting classes and the exercises are
accompanied by answer keys and detailed line-by-line explanations.
It is a written document that can be used as a manual or source of
information to perform something task to do.
10
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
In this chapter, researchers will introduce the collected
information about the effects of the editor's handbook to the academic
performance of students. This literature analysis includes articles,
11
journals and thesis that explain how the editor's handbook will affect
the student's academic performance. It also gives the relation of other
printed text learning materials to the academic performance of
students.
REVIEW OF RELATED LITERATURE
The quality of students’ performance remains at top priority for
educator, trainers, and researchers who have long been interested in
exploring variables contributing effectively for quality of performance
of learners. These variables are inside and outside school that affect
students’ quality of academic achievement. These factors may be
termed as student factors, family factors, school factors and teacher
factors (Crosnoe et. al, 2004).
Unfortunately, defining and measuring the quality of education is
not a simple issue and the complexity of this process increases due to
the changing values of quality attributes associated with the different
stakeholders’ view point (Blevins, 2009; Parri, 2006). The Department
of Education (2002), is taking into consideration the basic concepts
and philosophies of learning vis-à-vis the need for the truly preparing
12
its students for the complex and global world of work. About the
factors that affect the learning and the performance. These factors
may be termed as student factors, family factors, school factors and
teacher factors (Crosnoe et. al, 2004).
Parental education and family socioeconomic status level have
positive correlations with the student’s quality of achievement (Jeynes,
2002). Home environment which affects the academic performance of
students is another factor. Educated parents can provide such an
environment that suits best for academic success of their children. The
academic performance of students greatly depends upon the parental
involvement in their academic activities to attain the higher level of
academic success (Barnard, 2004). According to Krashen (2005),
students whose parents are educated score higher on standardized
tests than those whose parents were not educated. Educated parents
can better communicate with their children regarding the school work,
activities and the information being taught at school (Cruz, 2015).
Teachers’ teaching experience also contributes to pupils’
performance. It is also a fact that older teachers are said to be more
dedicated and devoted to the service. By virtue of their length of time
and stay in the teaching service, they acquire more experiences.
13
Another contributor variable is the school related factors that could
give great influence in the academic performance of pupils like the
books and school’s facilities. Public schools often experience lack of
books, classrooms, and chairs which is one of the reasons, it is difficult
to promote more learning. The national allocation given to education
yearly is increasing; however, it appears insufficient or perhaps just
mismanaged.
According to Acosta (2002), she attempted to discover the
teachers profile, competencies and students’ academic achievement in
selected public schools in Bulacan. Based on her findings, she
concluded that the low academic achievement of students despite the
perceived high level of competency of their teachers implies that the
latter have not been effective in attaining their objectives. Bernardo’s
paper (2000), about the problem of learning, linked the problems of
student’s achievement, of teaching and poor teaching practices. He
believes that education in the Philippines is not designed in ways that
are suited to how students and teachers can best develop their skills.
He also presumed that poor quality of inputs to the learning process
yield poor quality outputs, which explains the poor achievement.
14
Additionally to Alexander and Singer (2017) from their review of
research done since 1992, they found that students were able to
better comprehend information in print for texts that were more than a
page in length. This appears to be related to the disruptive effect that
scrolling has on comprehension. They were also surprised to learn that
few researchers tested different levels of comprehension or
documented reading time in their studies of printed and digital texts.
To explore these patterns further, they conducted three studies that
explored college students' ability to comprehend information on paper
and from screens. Students first rated their medium preferences. After
reading two passages, one online and one in print, these students then
completed three tasks: Describe the main idea of the texts, list key
points covered in the readings and provide any other relevant content
they could recall. When they were done, we asked them to judge their
comprehension performance.
A study conducted by the Pew Research Center’s Internet &
American Life Library Services (2012), a survey of 2,252 people age
16 and older found that 81 percent of parents believe it is “very
important” that their child read print books, citing the importance of
print’s unique sensory and tactile experience.”. The tangibility of
15
traditional print also provides a stronger emotional impact, allowing
readers to interpret and internalize text through their own experiences
and beliefs. Jabr F. (2015) said that print text allows readers to
mentally map information they read in relation to other information or
‘landmarks’ (e.g., a chapter, the left or right page, near the top or
bottom of the page). Spatial maps have been shown to improve
learning, retention and comprehension overall.
A New Norwegian study of 10th graders (n.d), confirms that
reading texts in print versus on a computer screen is better for some
aspects of comprehension. They randomly divided 72 of their 10th
grade teens into two groups. Both were given two texts, a fiction piece
and a factual piece. One group was asked to read the two texts as PDF
files on standard computer screens, the other read the texts on paper.
The pupils’ individual reading skills and vocabularies had been charted
beforehand, to make allowances for these variations. The results
clearly demonstrated that those who had read on computer screens
had understood less than those who read on paper. Perhaps
surprisingly, this disparity was encountered with both the fiction and
the factual prose. (Christensen, 2013)
16
To Hilton and Laman (2012), they compared the performance of
690 students using an open textbook in an introductory psychology
class to the performance of 370 students who used a traditional
textbook in a previous semester. They concluded that students who
used the open textbook achieved better grades in the course, had a
lower withdrawal rate, and scored better on the final examination.
Moreover, Feldstein et al. (2012) found that students in courses
using open textbooks typically had higher grades and lower failure and
withdrawal rates than those in courses with traditional textbooks.
However, they did note significant limitations to their study suggesting
that they provided only interesting data to be more rigorously pursued
in the future.
These practices, collectively referred to in the teacher
expectancy literature as high-differentiating practices, include
providing more emotional support, choice, praise, response
opportunities, and special privileges to high achievers and more
criticism and direction to low achievers; frequent classroom reminders
of the importance of not making mistakes and of earning good grades;
more frequent and more public performance feedback (Brophy et. al.,
17
1987), and grading in reference to comparison with others rather than
in relation to personal improvement (Marsh & Craven, 2002).
Likewise, Christenson et. al., (2012) stated that for more than
two decades, the concept of student engagement has grown from
simple attention in class to a construct comprised of cognitive,
emotional, and behavioral components that embody and further
develop motivation for learning. Similarly, the goals of student
engagement have evolved from dropout prevention to improved
outcomes for lifelong learning. This robust expansion has led to
numerous lines of research across disciplines and are brought together
clearly and comprehensively in the Handbook of Research on Student
Engagement. The Handbook guides readers through the field’s rich
history, sorts out its component constructs, and identifies knowledge
gaps to be filled by future research. Grounding data in real-world
learning situations, contributors analyze indicators and facilitators of
student engagement, link engagement to motivation, and gauge the
impact of family, peers, and teachers on engagement in elementary
and secondary grades. Findings on the effectiveness of classroom
interventions are discussed in detail. And because assessing
18
engagement is still a relatively new endeavor, chapters on
measurement methods and issues round out
REVIEW OF RELATED STUDIES
Seemingly in spite of the assertions of Wandersee (1988) that
reading text materials leads to better grades, it has been shown that
there has been a decline in the rate of reading of texts by students
(Burchfield & Sappington, 2000). Active reading strategies help
students identify what information is important, think about and
assimilate information, and facilitates review of materials during
activities like studying, organizing a term paper, discussing readings in
class, and reviewing for exams. Print-based texts are “well suited to
student needs” because highlighting and annotating can be performed
right on the paper. (Demski, 2010, p. 3; Fisher and Harris, 1973;
Wesley, 2012)
A researcher at the University of Washington has shown that
writing by hand, as in note-taking, activates a much larger area of the
brain than keyboarding --including regions used for thinking,
language, and working memory. (Bounds, 2010). A creative and
19
pragmatic education involves the habit of personal investigation. The
act of personal investigation requires self-study to be followed by self-
thinking and analysis. Self-study, otherwise referred to as reading at
one’s own accord, requires a habit, which is known as reading habit.
Reading makes way for a better understanding of one’s own
experiences and it can be an exciting voyage to self-discovery.
“Reading habit is best formed at a young impressionable age in school,
but once formed it can last one’s life time (Green, 2001).
According to Palani (2012), it is of the opinion that, effective
reading is important avenue of effective learning and reading is
interrelated with the total educational process and hence, educational
success requires successful reading habit. He believes reading is the
identification of the symbols and the association of appropriate
meaning with them. It requires identification and comprehension.
Many studies such as Mangen, Walgermo and Brønnick (2013) suggest
that the ability to identify your passage through a text in a tactile way
is important to the learning. So too, is the ability to easily navigate
through the text in a non-linear fashion. The opportunity to quickly
move back and forward whole pages and chapters at a time is
20
considered by many as invaluable in placing the learnings of any
particular passage within the context of the overall text.
Similarly, Lewis and Hareland (2015) defines that the need for
instructional materials came with extensive development since 1990.
This is due to the social and economic change which made new
demands on educational thinking and population shortage and need for
greater efficiency. In social studies which involve the creation of social
awareness just like in other areas of instructions, instructional
materials are needed due to the situation. It is prominent to note that,
instructional materials are not teacher’s aids but learners. This is
because they aid in the area of learning than teaching. However, the
important fact to note is that, these materials do not or cannot in
themselves achieve the desired or attributed values. Rather, it
depends on what the teacher makes out of them through their
intelligent handling of the necessary materials in the domain of
teaching and learning of social studies. Edger (2015), opined that
instructional materials such as films, pictures, maps, charts and
pictorials make learning and understanding more effective, saves time,
and powers communication.
21
Many recent studies were carried out to explore factors that
affecting university student’s academic performance. According to
Hanson (2000), he reported that student performance is affected
by different factors such as learning abilities, gender and race.
Similarly, Simmons, et al. (2005) concluded that family income
level, attending full time, receiving grant aid and completing
advanced level classes in high school having statistically significant
effects on college persistence among first generation college students.
According to Zubai (2013) lot of studies have been conducted in
the area of students achievement and these studies identify and
analyze the number of factors that affect the academic performance of
the student at school, college and even at university level. Their
finding identify students’ effort, previous schooling, parent’s
educational background, family income, self-motivation of students,
age of student, learning preferences and entry qualification of students
as important factors that have effect on student’s academic
performance in different setting. The utility of these studies lies in the
need to undertake corrective measures that improve the academic
performance of graduate students.
22
As cited by Hamid (2013), it is generally assumed that the
students who showed better or higher performance in the starting
classes of their studies also performed better in future academic years
at degree level. Everyone can be surprised with this assumption if it
could be proved scientifically. From the last two decades it has been
noticed significantly that there is great addition in research literature
and review material relating to indicators of academic achievement
with much emphasis on this dialogue, whether traditional achievement
measures of academic performance are best determinants of future
academic gain at university or higher level or innovative measures.
However, it is also observed that many of the researchers are not
agree with this view point or statement. Reddy and Talcott (2006)
looks disagree with these assumptions that future academic gains are
resolute by preceding performance. In their research on the
relationship between previous academic performance and subsequent
achievement at university level, they found that students learning or
studying at graduate level and the score secured did not predict any
academic achievement at university level.
23
SYNTHESIS OF RELATED LITERATURE AND RELATED STUDIES
The quality of students’ learning should be the priority of the
teachers. To do this, students and teachers should interact. Students
should do his task on learning and studying the subject and teachers
should teach their topics well to improve the academic performance of
his or her students. Using editor’s handbook may greatly affect the
student’s academic performance. They may engage in learning and
they will be motivated well. It may guide the student’s to learn on his
subjects. This handbook may help the teachers on what activities to be
implemented and done by his or her students.
24

Chapter II of ROTC

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chapter II of ROTC

Uploaded by

Copyright:

Available Formats

OUR LADY OF LOURDES COLLEGE

5031 GEN T. DE LEON, VALENZUELA CITY

THE PROBLEM AND ITS BACKGROUND

The Editors Handbook was created to present the history of

teaching and learning mathematics in an easy way. Students will

develop their prior knowledge in mathematics and pursue the use of

handbooks as a tool to help them expand their ideas in analyzing

mathematical problems. The handbook will provide information that

The handbook is designed easily for gathering knowledge and

also has an entertaining appearance so that student will enjoy and

appreciate reading it (Springer Science & Business Media, 2012).

to be more innovative every time they use an Editors Handbook.

The achievement of students has been a great concern to

educators, parents, and government. Academic performance concerns

how the student accomplishing his or her studies, duties, and

responsibilities in their school. Students’ academic performance is the

outcome of education, it is measured by examinations or continuous

communicate the students’ knowledge verbally or in writing. Each

learner has the privilege to apprehend the lessons in an efficient and

effective way to excel in class and academic performance.

The effects of the Editor's handbook is very crucial in the

decision of implementing the handbook as a learner's material.

students and give them the ability to improve their academic

performance will be put on to the test. The effects of the Editor's

Handbook and the students' academic performance are the two

variables that are closely related to one another. In mathematical

good academic performance. But when the handbook affects them

negatively, the handbook didn't help the students achieve the

academic performance they were wishing for.

Within the help of the Editor’s handbook, it could help students

to maintain a good academic performance. In this study, the

researchers would determine the effectivity of the handbook towards

of the Editor’s handbook. It could be a help to teachers and

administrators of schools to start practicing giving handbook to

students to enhance their performance and acquire a great

achievement. Overall, Editor’s handbook focuses on giving students a

CONCEPTUAL FRAMEWORK OF THE STUDY

The Editor's Handbook will affect the students and their

academic performance positively and negatively. Whether good or bad,

performance. Means that the attitude of the students will be a main

performance in the subject.

Fig.1 Paradigm of the study

THEORETICAL FRAMEWORK OF THE STUDY

This research study is based on certain theories on how editor’s

handbook affects the academic performance of Grade 7 students.

These theories may include any of the following: GOVERNANCE

proponents and may support the entire research study itself.

According to Trondal (2017), he said that the Handbook

advances a deeper theoretical understanding of governance processes

while illuminating the interdisciplinary foundations of the field. By

reviewing key theoretical concepts, the Handbook provides a basic

conceptual toolkit for analyzing contemporary governance and offers

important insights into how governance research contributes to social

science theory development. By canvassing the different forms of

governance, the chapters also reveal the diversity of contemporary

governing practices. An epilogue identifies common themes across the

chapters and points to opportunities for future research.

According to Dweck (1999), Individuals can typically perceive

intelligence as more of a fixed unchanging characteristic while others

consider it as something that is malleable and prone to development.

Individuals who hold entity or fixed theories of intelligence tend to

performance is a consequence of that stability. Accordingly, they are

likely to adopt performance goals focused at demonstrating their