A Correlational Study of the Level of Emotional Satisfaction and the Academic

Performance of Grade 12 South School Non-Catholic Students from University of San

Carlos

A Research Paper

Presented to the Faculty of the

Senior High School – HumSS, Arts and Design Strands

University of San Carlos – Basic Education Department

Senior High School - South School

Cebu City

In Partial Fulfillment of the

Requirement for the Subject

Practical Research 3

QUANTITATIVE RESEARCH

Names

DABI, Daphne Angela

EMBATE, Ian Mitchel

MOLATO, Deanella Cassandra

RICAMORA, Anna Dominique

ROSAL, April Rose

[Grade 12 Humanities and Social Sciences Block B]

October 2019
 Chapter 1

INTRODUCTION

Rationale

“Rivers, ponds, lakes, and streams – they all have different names, but they all contain

water. Just as religions do – they all contain truths.” The late boxer Muhammad Ali once stated.

Religion plays a big role in everyone’s daily life: it influences their values and moral codes, their

views towards societal issues in the world, and also their outlook in life. It also plays a big role

towards students, most especially if said student is not a Catholic or a Christian and is studying

in a school heavily populated by those two religions. According to some studies, the experience

can be tiring and foreign for some, but it can also strengthen one’s faith and perspective towards

their new environment. And speaking of these experiences, academic performance is one of the

many affected factors.

Academic performance is defined as a students’ reporting of the past semester through

their general weighted average, which is also known as GWA. This can be measured by the final

grade a student earns in a course or subject. It has been reported that non-Catholic parents enroll

their children into Catholic schools for teaching of values and not just studying for good grades

despite the difference in religion, according to The Catholic Herald. However, according to an

article from Aleteia, Catholicism is now something that Filipino students struggle to understand

in its fullest form because of how it is taught in schools. Rather, they equate religion to

forgettable intellectual words and not something that should be sacred. On the other hand, a

Muslim family from Ireland claims that the academics in the Catholic school they enrolled their
children in is good but it feels like said school isn’t really engaging with them in terms of giving

considerations for their own practices, according to an article from the Irish Times.

This is why the researchers believe that this study should be done to see if there is a

relationship between a non-Catholic student’s emotional satisfaction in the school and their

academic performance, and to describe the degree of that said relationship. Through this study

too, the results can give a new perspective, and give more data to already existing knowledge of

how the respondents’ experiences affect the way they perform in school academically.

Theoretical Traditions

Emotional satisfaction is defined as something that comes when a person is able to fully

express themselves; whereas academic performance is defined as a students’ reporting of a

specific semester through their grade point average. For the study, the researchers have gathered

three theories that will be incorporated. The first one is the person-environment or PE Fit Theory,

the second one is Walberg’s theory of Educational Productivity, and the third one is Herzberg’s

Theory of Motivation.

Firstly, the PE Fit Theory focuses on an individual’s characteristics and an environment’s

characteristics, and how these two factors affect each other in many ways. With that said, the fit

between these factors can affect a person’s motivation and overall well-being. There can only be

two outcomes: either the functioning of a person can be optimized and manageable, or they can

turn out to be maladaptive. (ScienceDirect, 2008)

Said theory has four major aspects: person-vocation or person-occupation fit, person-

group fit, person-job fit, and the person-organization fit. Firstly, for person-vocation fit, this
focuses on the aspect of a person’s vocation or occupation and if what they choose fulfills their

needs and suits them well. Secondly, on the person-group fit, its scope is on how a person fits in

with coworkers and other groups of people. Thirdly, on the person-job fit, centers on the

connection between a person and their job, what they want out of it and what actually happens.

Finally, the person-organization fit refers to the compatibility between an individual and their

organization; this includes the individual’s values and views towards the culture, standards,

goals, and values of the organization. (Lambert, Altheimer, Hogan, & Barton-Bellessa, 2011)

For the study, the person-organization fit will be the aspect most incorporated out of the

theory. The researchers are going to inquire if the needs of non-Catholic students are met, and if

it affects how they’re doing at school through modified questionnaires.

The second theory is Walberg’s theory of educational productivity. It specifies that

classroom learning is a multiplicative, diminishing-returns function of four fundamental factors

—quality and number of instruction, the ability and motivation of the student—and possibly four

additional factors—places in the home and peer group that encourage education, the social

psychological atmosphere of the classroom, and mass media exposure. According to the theory,

there are eight out of eleven social-emotional influences that will impact educational

productivity: classroom management, support of parents, interactions between the student and

teacher, social-behavioral aspect, motivational-effective aspect, the group of friends, culture in

school, and the temperature and climate of the classroom (Greenberg et al., 2003).

The third theory that is applicable to this study is Pekrun’s (2000, 2006) control-value

theory of achievement emotions. It is an approach used to understand emotions in education in

an all-inclusive, integrative way. It groups achievement emotions according to their degree of

activation (deactivating vs. activating), object focus (outcome vs. activity), and valence (positive
vs. negative or pleasant vs. unpleasant. The theory proposes a three-dimensional scientific

classification or taxonomy of achievement emotions using said three elements. For example, the

boredom that is felt by a student during class would be an example of a negative, deactivating,

activity-related achievement emotion, while the pride associated with ending up with the correct

diagnosis on a complicated patient would be considered a positive, activating, outcome-related

achievement emotion. (Artino, Durning, and Homboe, 2012).

The three theories presented above are applicable to the current study since they are all

connected to the variables which are religion (non-Catholics fitting in with Catholics),

educational productivity (which leads to academic achievement), and emotional satisfaction.

They will help the researchers come into a clearer conclusion since they make them understand

the causes and effects of different factors when it comes to an individual and their status in

school, if their difference of religion affects their academic performance and emotional

satisfaction.
Framework

Figure 1: Systematic Demonstration of The Theoretical Tradition

 The Problem

Statement of the Problem

The study aims to determine the degree of the relationship between the level of emotional

satisfaction and academic performance of Non-Catholic students at the University of San Carlos

Grade 12 South School (HUMSS, ABM, and A&D).

Specifically, this study seeks to answer the following:

1. What is the level of Emotional Satisfaction among Non-Catholic Grade 12 students?

2. What is the level of Academic Performance among Grade 12 students?

3. Is there a significant relationship between the level of Emotional Satisfaction and

Academic Performance among Grade 12 students?

Scope and Limitations of the Study

This study focuses on the level of emotional satisfaction of Non-Catholic students and

their academic performance. The data collection will be conducted to Non- Catholic Students

from the grade 12 level of the Humanities and Social Sciences (HumSS), Accountancy and

Business Management (ABM) and Arts & Design (A&D) strands of the University of San

Carlos- Senior High School Department, academic year 2019-2020.

This study will not cover the lived experiences of the respondents. The other students

which do not fall as part of the non-Catholic grade 12 students of Humanities and Social

Sciences (HumSS), Accountancy and Business Management (ABM) and Arts & Design (A&D)

are not within the scope of this research.

 The data of the study would be done through two modified questionnaires about

emotional satisfaction and academic performance as a survey and reference. By their strategy, the

researchers will be able to know the level of emotional satisfaction of non-Catholic students and

their academic performance.

Significance of the Study

This study will benefit the students, teachers, parents, future researchers.

Students. This study helps the students to understand more about their religion and stop

discrimination.

Teachers. This study helps the teacher to teach their religious rights, though there are certain

restrictions to such rights.

Parents. Parents of the child who are planning to study in a Catholic institution regardless of the

religion they have. Parents can understand their child who experienced this type of

phenomenology.

Future Researchers. Lastly, future researchers could use this study as a future reference.
Definition of Terms

The terms used will be defined in accordance with how they will be used in the study:

Non-Catholics – People who are of another religion and are not Catholics.

Academic Performance – is the measurement of student achievement across various academic

subjects

Emotional Satisfaction – Feeling of contentment with the surroundings.

Academic Performance - Academic performance is how good a student executes is in a class.

This is a measure of how you perform in school activities. The grades that a student receives are

measured, Standardized Testing is sometimes used. Informal measurements include how a

student participate in their class.

 Chapter 2

REVIEW OF RELATED LITERATURE

In this study, it is stated that Catholic school communities lack proper guidance when it

comes to distinguishing the non-Catholics, and lacking proper treatment, According to the study

of Grajczonek, Ryan, & Chambers (2007)

Catholic schools all through the nation permit non-Catholic children to attend. In some

Catholic schools, there are more non-Catholics going to than Catholics. This is especially normal

in Catholic schools in neighborhoods that are neediness hit with bombing open instructive

frameworks. The achievement Catholic schools are known for can be most clearly found in these

sorts of circumstances, According to Kneepkens from the Diocese of Duluth (2019).

Students today who are non-Catholic are now welcomed to Catholic schools since the

time of the Second Vatican Council. Religious people from different religions aside from

Catholics would encounter each other to an extent and in ways never contemplated before. Along

with the other traditions and culture of the Church life, Catholic schools need to reconsider their

beliefs to the non-Catholic students to make them feel welcomed. The growing presence of

students who are not Catholics in Catholic schools raises “questions about the changing nature

and purpose of the Catholic school as a context for religious education” (Welbourne, 2003, p. 1).

The adjustment of USC to the non-Catholics and accepting them to the school while teaching

them the religious education of the Catholics can be quite concerning for, they are studying a

religion they are not familiar of.

The level of Catholics among the students in the Catholic schools in the Archdiocese of

St. Louis, Missouri has declined consistently during the previous decade, yet the lessening has
been balanced by an expansion in non-Catholic understudies. Parents reported that they need

their kids to be in situations where social equity and ethical quality and religious basic leadership

are a piece of their lives (Bateman 2017)

According to J. Kent Donlevy (2002) that their study examines the impact of the

inclusion of non-Catholic students on catholic students in four urban western Canadian catholic

high schools. Their study employs grounded theory as the methodology and focuses groups as

the method. The qualitative findings indicate that although inclusion was beneficial to catholic

students’ sense of faith, appreciation of diversity and the school's faith community, the issue of

orthopraxis overwhelming orthodoxy led to questions concerning religious relativism, perhaps in

part due to inclusion, which has implications for the evangelization of catholic students in

catholic schools.

17.4% of Catholic school students are not Catholic. (NCEA; National Center for

Education Statistics). It is important to know the satisfaction of these students for we do not want

to offend them, make them feel uncomfortable or worse make them resent the Catholic Religion.

“Often, Catholic schools will down-sell their Catholic identity so as not to have customers go

away,” Dan Guernsey, director of K–12 programming for the Cardinal Newman Society, said. “I

want to make sure that we’re big enough and bold enough in our service to at-risk students,

particularly when we focus on job prep, so we don’t lose sight of the scope of our vision.” The

majority of students in Catholic schools share the same faith, but non-Catholics are just as

treasured. "While we must be unapologetically Catholic, Catholic schools are not simply here for

Catholics; we are here for everyone," said Father Gregory S. Thompson, chaplain at Bishop

O'Connell High School in Arlington.

 James Kent Donlevy (2002) proposed a study about the implications behind the

encounters of Catholic students and teachers in association with Non-Catholic students in four

urban Catholic secondary schools in Western Canada, published last January 2003. James Kent

Donlevy (2002) conducted this study to elaborate on the reason for the presence of Non-Catholic

students in Catholic schools. In addition, this study deals with the impact on Catholic teachers

resulting from the inclusion of Non–Catholic students in Catholic schools. The result of this

study showed that the overall impact of inclusion is positive. Specifically, the Catholic educators’

understanding of their faith is deepened and broadened by inclusion.

According to Julkipli Wadi, Dean of the University of the Philippines Institute of

Islamic Studies, “Filipinos have been essentially religious as they have been influenced by

varying faith traditions and civilizations.” (Rappler, 2015) He added that “more than 300

years of Spanish colonialism created a religious formulation attached to Spanish colonial

tradition. At the end of it, we were left with religious tradition shaped by post-colonial tradition.”

(Rappler, 2015) However, the method used by the Spanish colonizers to spread

Christianity in the Philippine soil is both political and theological. When they

evangelized the natives, it, unfortunately, led to putting aside the other existing religion

then which is Muslim.

Academic Performance is affected by multiple factors such as age, gender, students'

schooling, teaching faculty, school staff, tuition, religion, etc. Religious concerns have not

usually been thought of considerable additions to models assessing educational performance.

Those that have focused primarily on religious affiliations (Darnell and Sherkat 1997; Glass

1998). Religious socialization, on the other hand, is a method that is often operated apart from
particular belief systems and organizational affiliations and constitutes if even inadvertently a

form of social integration that has the consequence of reinforcing values contributive to

educational achievement and goal-setting.

Filipinos have a deep regard for education. Parents instill in their children the belief that

education is the fundamental means that will help them advance economically and socially.

Middle-class parents make tremendous sacrifices in order to provide education for their children.

This is why the Philippines has the highest literacy rate of 97.9% among the youth from ages 15–

24 in Southeast Asia. The overall school enrollment rate is 94% in primary level, 69% in

secondary level and 29% in tertiary level (UNESCO, 2004).

The medium of instruction is English and Tagalog, making the Filipinos bilingual. Due to

the remarkable development of its educational system, the Philippines has earned a reputation as

an educational leader and an English-language learning center by its neighboring countries.

Numerous researchers conducting elaborate studies regarding the factors contributing to

students’ performance at different study levels. According to Minnesota (2007) “the higher

education performance is depending upon the academic performance of graduate students.”

Therefore, if a higher education such as the University of San Carlos has better performance,

such as the school’s facilities, teaching facilities, etc. are excellent then the student’s academic

performance is exemplary as well. Durden and Ellis quoted Staffolani and Bratti, (2002)

observed that “the measurement of students’ previous educational outcomes are the most
important indicators of students’ future achievement, this refers that as the higher previous

appearance, better the student’s academic performance in future endeavors.” If a non-Catholic

student who’s from a non-Catholic school which has attained outstanding achievements before

and is moved to a Catholic school with the same level of satisfaction from its previous school

would have the same academic performance as before.

Religious training is profoundly keen on the interface among religion and the more

extensive culture. One of the most significant parts of this connection is the means by which to

more readily get secularization (Rymarz, 2017). What is implied by secularization is profound

and practically limitless point however in this paper I might want to quickly diagram a portion of

the measurements and ramifications of secularization in situ. I would recommend that we have to

build up a more nuanced comprehension of secularization, one which sees it not as a uniform and

unavoidable part of life today.

Although, a typical Filipino classroom is composed of students, teachers and other school

personnel coming from one dominant culture, race, religion and language; it is evident that they

come from various socio-economic strata, sexual or gender orientation, religion and learning

capabilities. These characteristics can give rise to the question of favoritism in the classroom as

teachers are said to favor certain students over others at school and particularly in the classroom

(Aydogan, 2008) through subtle and overt actions (Saitz, 2016). Favoritism is directly

contradictory to multicultural education.

According to Dr. John Convey’s study in 2010 indicated that students in Catholic schools,

both Catholics and non-Catholics, score higher on faith knowledge than do students from parish

programs. Dr. Convey chronicled the success of Catholic schools in teaching the Catholic faith

drawn largely from testing data from the Assessment of Catechesis/Religious Education or
ACRE. In Catholic schools, overall academic achievement is higher (Coleman, Hoffman, &

Kilgore, 1982). The Catholics and Non-Catholics have many differences in their beliefs and there

are times where they feel like they have a disadvantage, but it doesn’t stop them from gaining

achievements in school. The more disadvantaged a child is, the greater the relative achievement

gains he or she experiences in a Catholic school. (York, 1996)

Variables that represent characteristics of Non-Catholics school, such as satisfaction,

student body characteristics (demographic information), and student morale. Non-Catholics’

satisfaction can be determined by the way they perform in school. In schools with positive school

climate, suspension rates are lower, attendance rates are higher, and students and parents have

higher levels of satisfaction (Griffith, 1999, 2004; Haynes, Ben‐Avie, & Ensign, 2003; Haynes,

Emmons, Ben‐Avie, 1997). If a non-Catholic is satisfied with the services and staff of the

Catholic school, then they will perform better academically. Students who are satisfied will be

committed and motivated into doing their tasks well.

The Emotional Satisfaction of non-Catholic students can also be influenced by their

environment which is the Catholic school. The educational values are mostly used to assess the

extent of student satisfaction about the quality of educational service in order to meet strategic

needs which have the utmost importance for students (Cheng, 1990). It is possible to say that the

quality of educational service is determined by the extent of meeting student needs and

expectations.
 Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research methodology of this study.

Research Design

This study will utilize the quantitative approach since the main objective is to

emphasize the statistical, mathematical, or numerical analysis of the data to be gathered. The

non-experimental design will be used, which means that the variables will not be manipulated,

and it uses a survey format that the respondents will answer in order for the researchers to find

the numerical data. Unlike the experimental design wherein the variables are manipulated, the

study’s chosen design lets the data speak for itself.

The method to be used in this study is descriptive-correlational. The aim of the said

method is to describe a relationship between the variables. It is descriptive because it seeks to

describe a current status of variables or a phenomenon, and it only develops a hypothesis once

the data is gathered. It is also correlational because it emphasizes on the strength of a relationship

between variables.

Research Environment

The environments of this study are the University of San Carlos - Basic Education

Department - Main Campus and the University of San Carlos- Basic Education Department -

South Campus. It has been administered by the missionaries of the Society of the Divine Word

(SVD) as a Catholic institution of education since 1935. These two campuses offer Kindergarten

to College. However, this study focuses on the Senior High School Strands Humanities and

Social Sciences (HumSS), Accountancy and Business Management (ABM), and Arts and Design
(A&D) that are offered in said campuses. The researchers are conducting the study at the

University of San Carlos for it accommodates students of various religions, may they be from

various parts of the Philippines or outside of the country. The school also has a large number of

Non-Catholics studying in it.

Research Respondent

The respondents are Non-Catholic grade 12 students from the University of San Carlos

South School. They are under the Humanities and Social Sciences (HumSS), Accountancy and

Business Management (ABM) and Arts & Design (A&D) strand and they are from all blocks.

The total Grade 12 students in South School are 753 with HumSS having 248, ABM having 470

and A&D having 85 according to the SHS Registrar’s record in the 1 st Semester - 2019. The

researchers will hand out questionnaires to 2 individuals in each strand. There are 6 blocks in

HumSS, 13 blocks in ABM and 3 blocks in A&D, this will result in having 44 individuals in

total.

Table 1: The Population of the Study

South School
f Rf(%) Age f Rf(%) Gender f Rf(%)
Strands
HumSS
Block A 2 4.55%
Block B 2 4.55%
Block C 2 4.55%
Block D 2 4.55%
Block E 2 4.55%
Block F 2 4.55%
ABM
Block A1 2 4.55%
Block A2 2 4.55%
Block A3 2 4.55%
Block A4 2 4.55%
Block A5 2 4.55%
Block A6 2 4.55%
 Block B1 2 4.55%
Block B2 2 4.55%
Block B3 2 4.55%
Block B4 2 4.55%
Block M1 2 4.55%
Block M2 2 4.55%
Block M3 2 4.55%
A&D
Block A 2 4.55%
Block B 2 4.55%
Block C 2 4.55%
Total (n) 44 100.1%

Sampling. Sampling must be done since it is usually not feasible to gather data from an

entire population because of time constraints. The sampling used is a probability type of

sampling, specifically Simple Stratified Random Sampling. The portion or sample of people that

will be needed in the study will represent the whole population. This sample will instead be used

to make inferences about the population.

Sampling Frame. The sampling frame will be taken from the list of enrolled Grade 12

Humanities and Social Sciences students, from the school year 2019 - 2020. The sampling unit

that was selected from the sample will be Grade 12 HumSS, ABM and A&D. Furthermore, the

observation unit will be at least 1 individual or more from each class of Grade 12 Humanities

and Social Sciences, Accountancy and Business Management and Arts & Design.

Grade 11 & North Non-Catholic Students in Catholic Students of

School students Grade 12 in South School Grade 12 in South
School
 Figure 2 The Sampling Frames

Sampling technique. This study will apply Simple Stratified Random Sampling, a type of

probability sampling that uses a research organization that can branch off the entire population

into multiple non-overlapping, homogenous groups (strata) and randomly choose final members

from various strata for research which reduces cost and improves efficiency, since the

researchers need to acquire data from random and evenly distributed sources. The probability

type of sampling ensures that the data would not be too uniformed. Specifically, respondents will

be chosen through stratified sampling because the population is divided into subgroups. We

classify the population into two or three strata, then got a sample from each.

Sample size. In accordance to the central limit theorem, which states that given a

sufficiently large sample size from a population with a finite level of variance, the mean of all

samples from the same population will be approximately equal to the mean of the population, a

sample size formula with the number of respondents selected will be used to obtain the sample

size of the respondents to get the desired respondents in this study.

Instrument

This survey conducts the level of emotional satisfaction among grade 12 non-Catholic

students in relation to their academic performance. This study will utilize on a modified and

adapted questionnaire regarding our topic for us to know whether their emotional satisfaction can

affect the academic performance of a student. We made a 4-page questionnaire with a

demographic profile and using the Likert-type scale for the questions with 4 for strongly agree, 3

for agree, 2 for disagree and 1 for strongly disagree. The researchers are using Modified

questionnaires in conducting the study, with the Non-Catholic Students’ Level of Emotional
Satisfaction questionnaire from St. Thomas More Catholic School and the Academic

Performance questionnaire from Laguna State Polytechnic University.

Validity. The validity of the questionnaire will be certified by the research adviser. The

Likert Scale measurement refers to ways in which variables/numbers are defined and categorized

with certain properties. These properties determine which statistical analysis would be used. The

questionnaire will be answered truly by the students and would base their answers on the scale.

In order for this research to be valid, it will pass through face and content validity by letting the

research teacher check the survey instrument.

Reliability. In order to establish reliability of the survey tool, reliability procedures will

be done through conducting a pilot test to other respondents who are not included in the

sampling frame but are part of the target population. The reliability test using Cronbach’s alpha

will be used to obtain the reliability coefficient. The reliability of the questionnaire is presumed

because the questionnaire came from the study Non-Catholic Students’ Level of Emotional

Satisfaction is from St. Thomas More Catholic School and the Academic Performance is from

Laguna State Polytechnic University.

Statistical Treatment of Data

The following parametric treatments will be used to analyze and interpret the data

gathered.

1. To determine the level of Level of Emotional Satisfaction among grade 12 Non-Catholic

Students, simple mean and standard deviation will be utilized using the following

formula:
 Sum of all values in the sample å(x)

Sample mean (x) = =

Number of values in the sample n

Where: åx - represents the summation of all the values in the sample

n - The number of observations in the sample

Standard deviation:

S( x - x ) 2 Sx 2
S= =
N N
where :
S = the standard deviation,
Sx 2 = the total of the squared deviation from the mean
N = total number of cases or scores

3. To determine the level of academic performance among grade 12 students, simple mean and

standard deviation will be utilized using the following formula:

Sum of all values in the sample å(x)

Sample mean (x) = =

Number of values in the sample n

Where: åx - represents the summation of all the values in the sample

n - The number of observations in the sample

Standard deviation:
 S( x - x ) 2 Sx 2
S= =
N N
where :
S = the standard deviation,
Sx 2 = the total of the squared deviation from the mean
N = total number of cases or scores

4. To determine the significant relationship between the level of Emotional Satisfaction and

Academic Performance among Grade 12 students, a statistical test of correlation will be applied

using the formula below:

Data Gathering Procedures

Ethics. Before conducting the survey, the researchers have to secure approval from the

Research Coordinator, Grade Level Coordinator, and the Principal by submitting their transmittal
letter, cover letter, consent form, and the questionnaire attached. Once approved, they will start

gathering data.

Procedures. Procedures

The purpose of this research is to seek to describe the relationship of the level of emotional

satisfaction of grade 12 non-Catholic students in relation to their academic performance.

First step is the researchers did is that the researchers typed all the questions for the survey and

divided the survey into two parts.

Second step the researchers made a letter of consent for the participants to sign.

Third step is that the researchers printed the survey.

Fourth step is that the researchers did the =(RAND) in Microsoft excel to figure out what random

class numbers need to answer the survey in each block.

Fifth step is that the researchers wrote in each the survey random class numbers in each block.

Sixth step is that the researchers distributed the survey in blocks A-F, 5 participants in each block

chosen in random.

Seventh step is the researchers let the participants sign the letter of consent that states that they

are willing to answer the survey that is being conducted.

Eighth step is that the researchers waited about 10-15 minutes in each block for them to finish

answering the survey.

Ninth step Is that the researchers put all the answered survey in a brown envelope for

confidentiality of each participant.

Ethical Considerations

Conflict of interest

Respondents of this study won't be exposed to dangers of damages or distress.

Respondents who won't partake in this study won't be forced by the researchers yet will be given

an intensive clarification concerning how the investigation will be beneficial to them.

Privacy and confidentiality

In order to protect the respondent’s answers, the researchers will not share the

information gathered to strangers or even to the people who knew the respondent. The

researchers are only allowed to share the respondent’s answer if they are permitted by the

respondent. The researchers will obtain inform consents through a letter of consent explaining

the research being conducted and that personal data will be kept confidential.

Informed consent process

Informed consents will be given on the first meeting with the researchers and respondents

that will be written through a letter of consent. The study will be explained by the researchers

through the letter. The informed consents include the information that is necessary for the

respondents to know about. The informed consent shall be asking permission to know the

respondent’s level of emotional satisfaction of non- Catholic students and their academic

performance. Respondents must be in ages 17 years old and above, Signature from their parents

will no longer be required. Return slips with signatures affixed will then be collected from the

respondents.
Vulnerability

The participants of this study can answer the questions without help from any of the other

participating or non-participating individuals. The respondent does not fall under the vulnerable

population mainly (1) Catholic students (2) Grade 10 below (3) Emotionally disabled people.

Recruitment

Open for those participants who don’t want to share their experiences because of personal

reasons that may destroy their dignity. The respondent has the right to refuse in participating the

study. The respondent will not be held against their will. The respondents will be treated in a fair

and respectful demeanor.

Risks

Hurting the participants’ feelings due to the questions asked is very much avoided. The

researchers should be very careful in asking questions to avoid discomfort. They should also be

careful upon choosing the place where they will conduct the interview to minimize the degree of

risks possible towards the participants.

Benefits

The study will be benefited directly to the participants for it will bring knowledge to them

on how other non - Catholic students view on this type of phenomena. The researchers will make

sure the benefits exceed than the possible degree of risks towards the Participants. With the

information that will be provided, the participants will gain further understanding on how non -
Catholic students will face this challenge and their strengths and weaknesses for the progress of

the researchers’ academic performance.

Incentives or compensation

In return to the effort given by the respondents, tokens will be given to them throughout

the data gathering.

References:

Ali, S., Haider, Z., Munir, F., Khan, H., & Ahmed, A. (2013). Factors Contributing to the

Students’ Academic Performance: A Case Study of Islamia University Sub-Campus.

American Journal of Educational Research, 1(8), 283-289.

Donlevy, J. K. (2002). Catholic schools: The inclusion of non-Catholic students. Canadian

Journal of Education/Revue canadienne de l'éducation, 101-118.

McDonald, Dale, PBVM. Ph.D. and Margaret Schultz, Annual Statistical Report 2013-2014,

National Catholic Educational Association (NCA), 2014

John J. Convey, What Do Our Children Know About Their Faith? Results from the ACRE

Assessment, NCEA: Washington, DC, 2010.

Coleman, J., Hoffman, T., & Kilgore, S. (1982). High School Achievement: Catholic and Public

Schools Compared. NY: Basic Books; Sander, W. (1996).Catholic Schools: Private and

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