PREFERENCES AMONG STUDENTS AT TALISAY SENIOR HIGH SCHOOL

CONSIDERING MATHEMATICS AS MAJOR SUBJECT

A Research Study

Presented to the

Faculty of Tanauan Institute

In Partial Fulfillment

of the Requirements for the Degree

of Bachelor of Secondary Education

Major in Mathematics

by

Arellano, Jerick

Balba, Ma. Emeren R.

2020
 CERTIFICATION

This research entitled “PREFERENCES AMONG STUDENTS AT TALISAY SENIOR

HIGH SCHOOL CONSIDERING MATHEMATICS AS MAJOR SUBJECT” prepared

and submitted by Jerick Arellano and Ma. Emeren R. Balba in partial fulfillment of the

requirements for the degree of Bachelor of Secondary Education major in

Mathematics has been examined and recommended for ORAL EXAMINATION.

Mr. Librado DM. Alcantara

Adviser

APPROVAL SHEET

Approved by the Panel for Oral Defense on _____________, 2020 with a rating
of____.

Chairman

Member Member

Member Member

Accepted in partial fulfillment of the degree of Bachelor of Secondary Education major in

Mathematics.

NELIA P. MANANGUIT
Ed.D

Dean, College Department

 ACKNOWLEDGEMENT

The researchers wish to acknowledge with their most profound and heartfelt

gratitude the following persons who offered their wholehearted help and sympathetic

support, and who allotted their valuable resources toward the completion of this piece of

work.

To Jesus Christ, our Lord and Savior, for giving the wisdom, strength, support,

and acknowledgement in exploring things, for the guidance in helping surpass all the

trials that we encountered and for giving determination to pursue our study, and to make

this study possible.

To Dr. Nelia P. Mananguit, Dean of College Department, for giving the

researchers’ permission to conduct this study and for helping and ensuring the

correctness of this work.

To Mr. Librado DM. Alcantara, research adviser, for the encouragement,

guidance, and wise counsel she had given toward the improvement of this paper.

To researchers’ family, especially their parents, brothers, and sisters for their

love, understanding, and support both morally and financially.

Thank you very much.

The Researchers
 DEDICATION

This study is wholeheartedly dedicated to our beloved parents, who have been

our source of inspiration and gave us strength when we thought of giving up, who

continually provide their moral, spiritual, emotional, and financial support.

To our brothers, sisters, relatives, mentor, friends, and classmates who shared

their words of advice and encouragement to finish this study.

And lastly, we dedicated this paper to the Almighty God, thank you for the

guidance, strength, power of mind, protection, and skills and for giving us a healthy life.

All of these, we offer to you.

J.A

M.E.R.B
 TABLE OF CONTENTS
Page
Title Page

Certification and Approval

Acknowledgments

Dedication

Table of Contents

List of Tables/Figures

CHAPTER
1 The problem and Its Background

Introduction

Theoretical Framework

Conceptual Framework

Statement of the Problem

Hypothesis

Scope and Limitation of the Study

Significance of the Study

Definition of Terms

2 Review of related Literature and Studies

Synthesis

3 Methodology

Research design

Population and Sampling Technique

Respondents of the Study

The Locale of the Study

Instrument/Questionnaire

Validity and Reliability of Questionnaire

Data Gathering Procedures

Statistical Treatment of Data

 CHAPTER I

The Problem and Its Background

Introduction

Education is universally recognized as the answer to socio-economic problems of

the world. They believed that it can provide cure for poverty, ignorance, joblessness and

poor communication system. Every nation aspires toward quality of life and social status

through good decision-making in selecting major subject of students who are about to

pursue senior high school. Decision making is hailed by researchers to be one of the

most imperative elements of career development. Senior High School is two years of

specialized upper secondary education; students may choose a specialization based on

aptitude, interests, and school capacity.

Choosing an academic major subject is part of the career decision making

process. Decision-making in choosing major subject is extremely important due to its

impact on individual’s entire future. For many people, the major they choose leads them

to their future careers. Making a wrong choice of major subject can make one’s

happiness in life as this could result to career maladjustment. Choosing a major for

some is easy; some people know exactly what they want to be when they grow up. They

say that the trick in deciding a major subject is to narrow things down as you go along.

You must consider the things like your interest, values, money matters and other

people’s feedback. For others, choosing Mathematics as major subject is probably one

of the hardest decisions they will make in their life.

 Mathematics is a unique subject and it is a fundamental part of school

curriculum. It is an instrument for the development of all other sciences. Knowingly or

unknowingly, we are using mathematics in every facets of life. However, majority of

students across the world dislike Mathematics. Scarpello (2017) reports that seventy-five

percent of students around the world stop the study of mathematics and stay away from

many careers that is related to mathematics. He identifies mathematics anxiety as one of

the main reasons for this. There are few people in the world who seem to appreciate the

beauty of Math and take the challenge of taking Mathematics as their major subject.

STEM strand is an educational program developed to prepare primary and

secondary students for college and graduate study in the fields of science, technology,

engineering, and mathematics. It aims to foster inquiring minds, logical reasoning, and

collaboration skills. On the other hand, ABM strand provides students with the skills and

knowledge they need to work in the corporate world. This is for students who want to

become business leaders and entrepreneurs. Based on the suggested academic track of

Department of Education (Deped) for Senior High School, STEM and ABM strand has

the specialization subjects related to Mathematics like Pre-Calculus, Basic Calculus,

Business Math, Fundamentals of Accounting 1 and Fundamentals of Accounting 2.

The purpose of this study was to better understand the different preferences of

grade 11 and grade 12 students under ABM and STEM strand of Talisay Senior High

School in considering Mathematics as major subject. This study also aims to provide

results that can be implied to career orientation program of Talisay Senior High School

for it will motivate the incoming senior high school students to choose Mathematics as

their major subject.

Theoretical Framework

The study is anchored on the theory of Donald Super which focuses on the

development of life roles over the life span. His vocational concept as part of self-

concept is formed, it is the driving force that establishes a career pattern one will follow

through life. Vocational development tasks are derived from vocational stages which

provides framework for vocational behavior and attitudes. This theory is found to be

appropriate because of its stressfulness in terms of developing a career plan that will

guide the individual in choosing a major subject to take in senior high.

Another theory adopted for the research is David Tiedeman’s self-development

approach to career. He believes that evolving ego-identity is of central importance in the

career development process. He referred to the evolving self-in-situation from the

earliest awareness of self to point at which individual becomes capable of evaluating

experiences, anticipating, and imagining future goals, and storing experiences in

memory for future reference with his context Erik Erikson’s eight psychological crises.

Tiedeman stressed out why individual changed their courses of action because of

external factors or by broad psychological drives.

The rationale between these two theories is one follows a vocational self-concept

which is a driving force that establishes a career pattern one will follow through life. But

there are some factors could might altered this pattern. These factors, such as external

forces and psychological drives altered the career patterns of individual. Super said that

indecisiveness is a period in developmental process when interests have not been fully

crystallized. Individuals lead to discriminate 2 or more choices when uncertainty about

future occurs. Tiedeman noted that as individuals become more aware of the developing
character of the career process itself, they are more willing to make changes and to alter

or redefine a decision.

Social cognitive career theory (SCCT) is a theory that is aimed at explaining

three interrelated aspects of career development: (1) How basic academic and career

interest develop. (2) How educational and career choice are made and (3) How

academic and career success is obtained. The theory incorporates a variety of concepts

the interest, abilities and environment factors that appears in earlier career theories and

this have been found to affect career development.

SCCT is based on Albert Bandura’s general social cognitive theory, an influential

theory of cognitive and motivational processes that has been extended to the study of

many areas of psychosocial functioning, such as academic performance, health

behavior, and organizational development. Three intricately linked variables - self-

efficacy beliefs, outcome expectations, and goals - serve as the basic building blocks of

SCCT. Self-efficacy refers to an individual’s personal beliefs about his or her capabilities

to perform particular behaviors or courses of action. Unlike global confidence or self-

esteem, self-efficacy beliefs are relatively dynamic (i.e., changeable) and are specific to

particular activity domains.

People vary in their self-efficacy regarding the behaviors required in different

occupational domains. For example, one person might feel very confident in being able

to accomplish tasks for successful entry into, and performance in, scientific fields but feel

much less confident about his or her abilities in social or enterprising fields, such as

sales. SCCT assumes that people are likely to become interested in, choose to pursue,

and perform better at activities at which they have strong self-efficacy beliefs, as long as

they also have necessary skills and environmental supports to pursue these activities.
Conceptual Framework

This framework shows the overall outline of the study. It can be expressed by

using the input-throughput-output framework (ITO).

INPUT THROUGHPUT OUTPUT

Students Profile
 Age
 Sex  Descriptive
 Grade Research
Level
 Strand  Career
 Survey Orientation
Preferences of Program
Questionnaire
students at  Seminar
Talisay Senior
High School  Statistical
considering Treatment
mathematics as
major subject
 Personal  Analysis of
Choice Data
 Job
Opportuni-
ties
 Social
Advantages

FEEDBACK

Figure 1. The Conceptual Framework of the Study

Paradigm Shift

Input (I) comprises of the students’ profile such as age, sex, grade level and

strand; preferences of students under ABM and STEM strand at Talisay Senior High

School considering Mathematics as major subject in terms of personal choice, job

opportunities, and social advantages.

Throughput (T) indicates the methodology used to meet the objectives of the

descriptive study through a survey questionnaire, analysis of data, and statistical

treatment.

Output (O) pertains to factors that would help participants become successful in

their chosen major subject in senior high and obtain a great career. It includes career

orientation program and seminar.

Statement of the Problem

This study entitled “Preferences Among Students at Talisay Senior High School

Considering Mathematics as Major Subject” is an assessment to determine the

relationship between the student’s profile and their preferences in choosing Mathematics

as their major subject.

Specifically, the study sought to address the following objectives:

1. What is the profile of the respondents in terms of?

1.1 Age

1.2 Sex

1.3 Grade Level

 1.4 Strand

2. What prompts the senior high students to consider Mathematics as major subject

with respect to:

2.1 Personal Choice

2.2 Job Opportunities

2.3 Social Advantages

3. Is there significant relationship between their profile and their preferences for

choosing Math as major subject?

4. May the results of the study be implied in the career orientation program at

Talisay Senior High School?

Hypothesis

There is no significant relationship between the students’ profile and their

preference for choosing Math as major subject.

Scope and Delimitation of the Study

This study was mainly focused on the different preferences of students in

choosing Mathematics as major subject. The study is limited only for students under

ABM and STEM strand of Talisay Senior High School, Talisay Batangas during the

second semester of the A.Y. 2020-2021.

Significance of the Study

The researchers would intend to provide useful insights regarding the preference

of ABM and STEM students in considering Mathematics as major subject.

The useful and relevant information acquired from the study would benefit the

following sectors:

Administrators. This could motivate and challenge school authorities to device

guidelines to aid incoming grade 11 students in identifying better career choices.

Students. By knowing student’s different preferences by choosing math as a

major subject, they can develop analytical skills and an analytical attitude. They will also

be aware of the benefits of taking Mathematics as a major subject and their interest will

be more aroused.

Teachers. The findings of this study would brief teachers of the effective

strategies and pedagogies to motivate their students to embrace the beauty of

Mathematics.

Parents. This study would inform parents concerning the career-choices of their

senior high-students’ children

Future Researchers. They will have a basis about the research that they will be

conducting especially if this will have the same topic.

Definition of Terms

The following definition of terms are provided for an in depth understanding of

this study and are defined conceptually and operationally.

Decision-making is the process of making choices by identifying a decision,

gathering information, and assessing alternative resolutions. Using a step-by-

step decision-making process can help you make more deliberate,

thoughtful decisions by organizing relevant information and defining alternatives.

Major subject is simply a specific subject that students can specialize in while

aspiring to a college degree. Typically, between a third and half of the courses you take

in college are in your major or related to it. By completing a major, you demonstrate

sustained, high-level work in one subject.

Career an occupation undertaken for a significant period of a person's life and

with opportunities for progress.

Career Development is the process of choosing a career, improving your skills,

and advancing along a career path. It's a lifelong process of learning and decision-

making that brings you closer to your ideal job, skillset, and lifestyle.

Career Orientation is a career development instructional guidance program

designed to prepare students to have a greater understanding of educational

and career opportunities and options and to assist them in making meaningful and

informed career choices.

Career Decision Making Process requires you to think carefully about your

interests, talents, abilities and values.

School curriculum refers to a particular set of courses that a school or

governing body designates, but may also refer to a variety of activities designed to foster

education and meet the needs of a learning community.

 Chapter II

Review of Related Literature and Studies

This chapter presents and discusses foreign and local literature and studies that

are closely related to the present research. The information in this chapter was sought to

support this study and lead the researchers in determining the preferences of ABM and

STEM students in choosing mathematics as their major subject.

Foreign Literature

According to Jacobs (2014), learners who are studying mathematics have a

greater chance of employment and higher salary rate than the other field. Utilizing the

biggest influence on STEM entrance, intending to major in mathematics is directly

affected by students’ math accomplishments, exposure to math courses, and math self-

efficacy philosophies. (Wang, 2013)

According to Palmer, Burke, and Aubusson (2017), students ranked enjoyment,

interest and ability, and perceived need in their future study or career plans as the most

important factors in both choosing and rejecting major subjects. They considered advice

from teachers, parents, or peers to be relatively important.

Venable (2011) underscores the importance of understanding that career choice

entails several influencing factors: individual, cultural, social, environmental, and gender.

The combination and interaction of various influences on decision-making are unique to

individuals and the situation. There may be multiple options, several good-fits, instead of
a single right choice, but as an individual changes, learns and experiences new things,

and as external factors change, such as the economy, he or she will continue to revise.

According to Hoai, Thi and Thanh (2016), social norm has a great influence on

students’ choice of major including advice and orientation of acquaintances, friends,

teachers, parents which had a significant influence on their decisions in the selection of

specific discipline. It also revealed some significant differences between average level of

male and female students through perceptions of input scores, major pressure and

suitability for the people good at mathematics, job availability, average income and

advancement opportunity.

Uyar, Gungormus and Kuzey (2011) revealed the 12 factors affecting the

decision of students in choosing major subject including career opportunities, interest in

the subject, instructor, money, parents, enjoyment, previous experience, lifestyle offered

because of the career, challenge, prestige, usefulness in operating a business, and

other students. It also discovers the top 5 reasons for choosing a major where: interest

in a career associated with the major, good job opportunities, abilities, a desire to run a

business someday, and projected earnings in the related career. The least selected

reasons for choosing a major were the reputation of the major at the university, the

perceived quality of instruction, the parents’ influence, the amount and type of

promotional information, and the influence of friends. Utilized factor analysis and

determined the following seven main factors in deciding major choices: high earnings

expectations, career expectations, job experience, knowledge and ability, family

environment, social status, and education environment.

Yazici (2011) states that interest in the subject, guaranteed employment, and

expected earnings after graduation are the most influential factors for senior high major

choices.
 Ahmed, Sharif and Ahmad (2017) which revealed that interest in subject has

strong and positive relationship while ease in grades, financial outcomes, and future job

opportunities had minor impact on students’ decision for particular field and subject. It

was also stated that the choice of the students was also influenced by the level of their

social status, financial resources, affordability and future employability.

Malgwi, Howe and Burnaby (2005) revealed that the most influential factor

overall was interest in the subject followed by the potential for career advancement and

the major’s potential job opportunities.

Local Literature

According to Dr. Nancy T. Pascual (2013), Respect for family is one of the most

influential factors that impact Filipino students’ career decision. It is concurred that “Out

of respect and loyalty, it may not be appropriate to express personal desires; rather, one

may alter one’s interests to maintain harmony.” As a sign of respect, Filipino children

want to do well for the sake of the family, follow parents’ advice about choosing a job or

major and lastly, make sacrifices for the family. For practicality reasons, it is also

reported that parents usually encourage careers that will not cost much money, but at

the same time, are stable sources of income. Careers in accounting and engineering are

highly popular for Filipino families.

Foreign Study

Soria and Stebleton (2013) studied the relationships between students’ intrinsic

and extrinsic motivations with choosing a major, satisfaction with educational

experience, and sense of belonging. Internal extrinsic motivations positively associated

with satisfaction include students’ motivation to choose a major because the selected

option allows time for other activities, prepares students for a fulfilling career, prepares

students for graduate/ professional school, and provides international opportunities. One

internal extrinsic motivation — choosing a major because it complements students’

desire to study abroad—was negatively associated with students’ satisfaction.

Additionally, students who had external extrinsic motivations for choosing a major—

because of denial of their first choice of college major, easy requirements, and parental

desires for choice of major—are negatively associated with students’ satisfaction. All

internal extrinsic motivations for selecting a major are positively related to sense of

belonging, except for choosing a major because it leads to a high paying job, which is

negatively associated with students’ sense of belonging.

Study of Kazi and Akhlaq (2017) an individual environment, talents, skills and

academic achievements exert an influence on major choice. Olaosebikan and Olusakin

(2014) indicated that parental influence will not have significant effect on adolescents’

major choice, and that perception of parental occupational satisfaction will not have

effect on career aspirations of adolescents based on the following intervening variables

such as sex, and type of school.

According to several studies, enhancing students’ enjoyment, interest, and

perceptions of their ability in mathematics, and their attitude towards it, as well as

increasing students’ perceptions of the value of mathematics in a future career may

result in more students studying mathematics at school (Palmer et al., 2017).

Su, Chang, Wu and Liao (2016) showed that students’ career decision-making is

most deeply affected by “personal factor”, next are “group factor” and “career exploration

factor”, and “school factor” has lowest affecting level to them. Students of large-sized
schools with taking household affairs courses who will be easily affected by personal

factor of career decision-making.

According to Fizer, there are many factors that can influence the students’ choice

of career and major. Students will typically take into account the quality of life they want

when they are older. Factors such as interest in field, academic ability, familiarity,

economic stability, and influential people can all play a role in the decision.

Beggs (2013), states that students choose mathematics as their major based on

their academic ability. However, some students do not have the ability or the work habits

to succeed in these major because that may require more study than other fields of

studies. These students may find a better fit in a less work intensive major that requires

fewer difficult classes. This affects the career paths of these students. Other students

have the ability to handle majors with greater workloads like mathematics and choose

the career path that will lead to a job requiring more education.

Personality is another important factor in career choice. Studies have shown that

students will choose a major that they think will fit their personality type (Mihyeon, 2009).

The confidence that a student has can determine how far a student will go with their

education. Students who believe in themselves have more confidence and are more

likely to go for what they want instead of settling for something that is comfortable. The

personality of students can also play a role in choosing a major. According to studies,

students who have a critical thinking ability are more likely to major in mathematics

fields.

Many students believe that to live a comfortable lifestyle they need to be

economically stable. When these students look into a major or a career path, they seek

out the higher salary jobs or they look for majors that involve the most job security
(Wildman and Torres, 2012). The 11 financial aspects that students consider include

high earning potential, benefits, and opportunities for advancement. Given the current

economy, many students think they need a high paying job to make it in society these

days. Along with stability during their career, some students may even look ahead to

retirement. Students want to make sure they are secure for the rest of their lives, and

may look into careers that have benefits to help them in the long run.

Local Study

Malubay, Mercado and Macasaet (2015) noticed the primary factor affecting the

decision of senior high students in taking up specified major or program is the economic

factors that include economic stable wages and in-demand jobs.

Ferrer and Dela Cruz (2017) revealed the significant correlations of the students’

performance in Science, Mathematics and English which were found consistent from

NCAE to Grades 10 and 11 is indicative of: (1) a proper career assessment conducted

that guide the learners in choosing the academic track where they have better aptitude

or potential; (2) a sensible screening criteria set in selecting students to be admitted in

the STEM track ; and (3) an evidence of quantified judgments on the learners’ academic

achievements per grade level as a product of the design of the spiral curriculum.

A study from Roosevelt College, San Mateo (Fernando et. al, 2016) found out

that the parents’ influence, personal choice, job opportunity and peer influence can affect

the student’s decision on their choice of strand choice.

Staunton (2015) mentioned that choosing the best career or education program

that fits the student’s personality will lead to better career well-being, success-job

satisfaction, good grades, and graduation on time.

 Llenares and Deocaris (2014) identified that the reputation of school regarding

the success rate of their students who take mathematics as major is the strongest

predictor of why students choose STEM courses in senior high school.

According to Pascual (2014), students’ first consideration in choosing a major or

program to pursue is the availability of work after college. He and his colleagues

concluded that the students’ social interactions with teachers, parents, and peers affect

the students’ career choice.

 Chapter III

Research Methodology

In this chapter, methods on how the research are processed were presented.

Various steps were conducted by the researchers to be able to gather data and

information that are related to the topic. This chapter includes Research Design,

Population and Sampling procedure, Research Instruments, Data Gathering Procedure,

Statistical Treatment of Data.

Research Design
 This study used the descriptive-correlational method to determine the

Preferences Among Students at Talisay Senior High School Considering Mathematics

as Major Subject.

According to Quaranta (2017), Descriptive-correlational is a method in which the

researcher is primarily interested in describing relationships among variables, without

seeking to establish a causal connection.

Population and Sampling Technique

The respondents for this study composed of 44 students of grade 11 and grade

12 students under ABM and STEM strand of Talisay Senior High School during the

second semester of academic year 2020-2021. Specifically, responses of the

respondents were taken using modified questionnaires as instruments in gathering

information about the preferences of students in considering mathematics as major

subject. The researchers used the following formula to generate 40 out of 44 students

based on the availability of the respondents.

Slovin’s formula:

n
n=
1+ Ne ²

Where: n = sample size 

N = population size 

e = margin of error

In determining the number of respondents from different sections, the stratified

sampling technique was used with the formula below:

 Nᵢ (n ₊)
¿=
N +¿ ¿

Where;

ni = sample size per section

Nᵢ = population per section

n₊ = total sample size

N₊ = total population

Table 1

Distribution of Respondents by Section

SECTION F Percentage
ABM 11 - HEMINGWAY 11 27.50
STEM 11 - SHAKESPEARE 10 25.00
ABM 12 - KOTLER 9 22.50
STEM 12 - TESLA 10 25.00
Total 40 100

As to the data regarding the section of the respondents, Table 1 reveals that the

highest frequency of participants were from ABM 11 - HEMINGWAY with a frequency of

11 (27.50%) followed by STEM 11 – SHAKESPEARE and STEM 12 – TESLA having

the same frequency of 10 (25.00%). Data furthers there was only 9 (22.50%) students

from ABM 12 – KOTLER participated the study.

Respondents of the study

 The researchers considered the ABM and STEM students of Talisay Senior High

School comprising of 40 students, male and female. They were the chosen respondents

because their specialization subject has to do with mathematics.

The Locale of the Study

This study was conducted at ABM and STEM students in Talisay Senior High

School which is located at Barangay Tumaway, Talisay Batangas.

Instrument/Questionnaire

In order to obtain the desired data from the senior high students, the researchers

of this study used survey questionnaires as the major instrument, composed of two parts

– profiles of the respondents, and a ranking scale of the different preferences of students

in considering Mathematics as major subject.

The first part of questionnaire was about the student’s profile (name, age,

gender, grade level and strand). The second part of the questionnaire was about the

different preferences of students in considering math as major subject composed of 20

items. The rating scale used in the questionnaire composed of 5 – strongly agree; 4 –

moderately agree; 3 – agree; 2 – disagree; 1 – strongly disagree).

Validity of Questionnaire

The instrument was submitted to the Research in Mathematics teacher for the

comments and suggestions. Revisions were incorporated by the teacher for the

improvement of the instrument. The instrument was then validated by Dr. Nelia P.

Mananguit, Dean of Student Affairs and Mr. Librado DM. Alcantara, professor of

Research in Mathematics.

Reliability of Questionnaire

To build the consistency of the score, the researcher additionally uses reliability.

According to (Creswel, 2012) states reliability refers to the consistency of the score

obtained. It means when the students do test with the same test, the test should yield

similar result. Score should be nearly the same when the researcher administers the

instrument multiple times and at the different times.

To measure the reliability of questionnaire, the researcher uses coefficient alpha

or Cronbach’s alpha to estimate internal consistency. If the items are scored as

continuous variables (e.g. strongly agree to strongly disagree), the alpha provides a

coefficient to estimate consistency of score on an instrument.

The result of reliability for Personal Choice of Cronbach’s alpha is 1.81, for Job

Opportunities is 1.06, and for Social Advantages is 1.53. The instrument is reliable if the

alpha value is more than 0.7. It means the questionnaire is reliable because the alpha

value is greater than 0.7. the reliable can be seen in the table below:

Table 2 Reliability Statistic of Personal Choice

Reliability Statistic
Cronbach’s Alpha N of Items
1.81 6
 Table 3 Reliability Statistic of Job Opportunities

Reliability Statistic
Cronbach’s Alpha N of Items
1.06 7

Table 4 Reliability Statistic of Social Advantages

Reliability Statistic
Cronbach’s Alpha N of Items
1.53 7

Data Gathering Procedure

The researchers used the questionnaire for the gathering of the desired data.

Researchers presented an introduction about the topic and the main intention of this

research to be discussed with the respondents. Researchers-made-questionnaires were

answered by the selected senior high students of the Talisay Senior High School.

The questionnaires that had been validated by research experts and panelists

had been distributed to the respondents, who answered the respective questions based

on their knowledge. The researchers assured that the data gathered from the

respondents would be treated with confidentiality.

The results were tallied and tabulated according to the frequency of the items

checked by the respondents. After the tabulation, results were interpreted using various

statistical tool.

Statistical Treatment of Data

For analysis and interpretation, the responses to the terms on the questionnaires

were tallied and recorded accordingly. The following assessment tools will be used:
Frequency and Percentage. This is used to determine the proportion of students who

answered in a certain way.

Formula

F
P= x 100
n

Where:

P = Percentage

F = Frequency

n = No. of respondents

Average Weighted mean. This was used to get the overall assessment of the

indicators. In the formula below, the letter AW refers to the average weighted mean, the

sigma notation (∑) is the sum of all the weighted mean, and n is the total frequency of

the weighted mean added.

Formula:
 Table 1
Distribution of Respondents by Age

AGE F Percentage
16 - 17 4 19.74
18 - 19 36 71.05
Total 40 100

It can be seen from the above data that the age ranging 18 – 19 got the highest

frequency of 54 (71.05%). Followed by age of 16 – 17 with frequency of 15 (19.74%). 20

- 21 which is third among the rank got a frequency of 5 (6.58%) and the data revealed

that the age level of 22 - 23 is remarkably obtained the lowest frequency of 2 (2. 63%).

Table 2
Distribution of Respondents by Gender
GENDER F Percentage
Male 37 48.68
Female 39 51.32
Total 76 100

Table 2 conveys that the female respondents dominated the participation in the

study with a frequency of 39 (51.32%) and 37 (48.68%) male respondents.