DEGREE OF STRAND SATISFACTORY IN TAKING A RELATED

COLLEGE COURSE OF GRADE 12 STEM STUDENTS

IN TOMAS DEL ROSARIO COLLEGE

A Thesis Proposal Presented to the

Faculty of Senior High School
Tomas del Rosario College
Balanga City, Bataan

In Partial Fulfillment to the

Subject Requirements
In Practical Research II
12 STEM A – Capricorn
S.Y. 2021-2022

The Researchers

Dimalanta, Charles Martell M.

Diuco, Francine Charissa D.
Dela Rosa, Jeraleen Jane M.
Parubrub, Marc Steeven B.
Reyes, Raphael Karlos M.
Manzon, Jeia Sianelle C.
Ampuan, Johaiber M.

October 25, 2021

 CHAPTER II

THEORETICAL FRAMEWORK

This chapter

Relevant Theories

5
Related Literature

Gender

Synthesis

Socioeconomic status

Synthesis

College course to be taken

 1

Synthesis

General Average

Synthesis

Achievements
 For instance, Usher and Pajares (2013), argued that self-efficacy “predicts

students' academic achievement across academic areas and levels.” Despite there being

considerable evidence to support the direct effects of self-efficacy beliefs on academic

achievement, studies that have explored the motivational mechanism which mediates

self-efficacy–achievement relationship are scarce, and are necessary to understand how

and why self-efficacy affects students' academic achievement, and will allow

instructional actions and programs to improve academic achievement to be designed. All

these blocks of variables act directly or indirectly as predictors of students' achievement

behavior, persistence, and choice. Centered on motivational beliefs, this model assumes

that; first, expectancies for success (achievement expectancy is considered a component

of expectancy for success) and subjective task values are directly related to achievement.

According to Fernando Betoret’s study published in 2017 entitled “Self-Efficacy,

Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-

Value Beliefs” states that on a socio-cognitive perspective of motivation, this study

examines the relationships among academic self-efficacy, students' expectancy-value

beliefs, teaching process satisfaction, and academic achievement. Its main aim is to

identify some motivational-underlying processes through which students' academic self-

efficacy affects student achievement and satisfaction. Student achievement and

satisfaction are two of the most important learning outcomes, and are considered key

indicators of education quality. These results provided empirical evidence to better

understand the mechanism that mediates self-efficacy–achievement and efficacy–course

satisfaction relationships.

In the literature entitled “Students' Satisfaction and Achievement and Absorption

Capacity in Higher Education” published by Nabil El-Hilali in 2014 states that

Achievement and absorption capacity are the outcomes that students accomplish, as a

result, of their academic experience. Achievement and absorption capacity was

influenced by students’ participation, satisfaction, teaching methods and programs.

Zeinabadi (2013) found that the interrelation structure between students in high schools

and their teachers is similar to that of an organization where there are employees and

leaders. The author argued that the more this relation is strong and provides quality

exchanges, the more positive students’ achievements will be. These attainments could be

in the students’ skills and knowledge

This research supports the impact of achievements on student satisfaction by

providing students with positivity when they achieve in school. Achievements are the

building blocks that allow someone to develop a sense of accomplishment within

themselves. The most important accomplishments combine to produce a version of

success that has meaning and substance for the individual. It can also serve as a reward

for students, motivating them to study hard for the subject they want to pursue in college.

Achievements may boost one's self-esteem and self-efficacy.

Participation in extra-curricular activities

 1

Synthesis

Virtual engagement during classes

synthesis
Related Studies

International

Study 1

Study 2

Study 3

Synthesis

National

Study 1

As cited by Gallego et al. entitled “LEVEL OF SATISFACTION: THE CHOSEN

STRAND OF SENIOR HIGH SCHOOL STUDENTS OF ST. SEBASTIAN

INTERNATIONAL SCHOOL, NEGROS OCC, INC. S.Y. 2019 – 2020” published in

2019 states that Choosing a strand you would like to take for the next two years of your

high school life is the biggest and the most important decision to make in entering Senior

High School. Philippine F. Yates, Veinott, & Patalano (2003) define a decision as “…a
commitment to a course of action that is intended to produce a satisfying state of affairs.”

Decisions are normally considered deliberatively or quickly or impulsively or even

subconsciously in the context of a risk/return tradeoff.

Study 3

Synthesis

Local

In this literature published by Jose Noel Fabia in 2021 entitled “Students’

Satisfaction, Efficacy, and Achievement on Learning Science, Technology, and Society

(STS) Online Course” stated that the global pandemic has brought an unforeseen change

in the field of education. Different schools have to shift to online teaching to continue the

students' education to cope with the adversity. This study explores the students’

satisfaction, self-efficacy, and academic achievement using online learning materials in

the Science, Technology, and Society course. Most students are satisfied with the teacher

and the students' interaction, the teacher’s performance, and the course content.

Simultaneously, the student has commendable self-directed skills in performing the

online tasks that made them efficient in the course. The teachers should emphasize the

lesson design, develop technological skills, promote proper communication with the

students, provide meaningful learning activities, consider students’ mental health, and use

asynchronous online teaching strategies.

 Study 2

Study 3

Synthesis

Conceptual Framework

Definition of Terms

1-20

NOTES IN CHAPTER II

Afrah, N. (2016, January ). Satisfaction of Students and Academic Performance in Benadir

University. Retrieved from researchgate:
https://www.researchgate.net/publication/334290373_Satisfaction_of_Students_and_
Academic_Performance_in_Benadir_University

Baloran, E., & Hernan, J. (2021, 1 10). COURSE SATISFACTION AND STUDENT ENGAGEMENT IN
ONLINE LEARNING AMID COVID-19 PANDEMIC: A STRUCTURAL EQUATION MODEL.
Retrieved from https://dergipark.org.tr/en/pub/tojde/issue/65206/1002721
Barboza, E. (2017, March 17). The Importance of Timely Feedback to Interactivity in Online
Education. Retrieved from https://link.springer.com/chapter/10.1007/978-3-319-51133-
7_37

Betoret, F. (2017, July 18). Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator
Role of Students' Expectancy-Value Beliefs. Retrieved from frontiersin:
https://www.frontiersin.org/articles/10.3389/fpsyg.2017.01193/full

Fabia, J. N. (2020, august). Students’ Satisfaction, Efficacy, and Achievement on Learning Science,
Technology, and Society (STS) Online Course. Retrieved from papers.iafor:
https://papers.iafor.org/submission59486/

GALLEGO, G. D. (2019, january). LEVEL OF SATISFACTION: THE CHOSEN STRAND OF SENIOR HIGH
SCHOOL STUDENTS OF ST. SEBASTIAN INTERNATIONAL SCHOOL, NEGROS OCC, INC. S.Y.
2019 - 2020. Retrieved from pdfcoffee: https://pdfcoffee.com/level-of-satisfaction-on-
chosen-strand-pdf-free.html?
fbclid=IwAR0INT14R_Xs6qtA959vaLaqu4BAzOa7UdJi3JTtYyD41wFk1YZ2WYHnLfM

Hu, M., & Li, H. (2017, June). Student Engagement in Online Learning: A Review. Retrieved from
https://ieeexplore.ieee.org/abstract/document/8005384

Martin, F., & Bolliger, D. (2018, March). Engagement Matters: Student Perceptions on the
Importance of Engagement Strategies in the Online Learning Environment. Retrieved
from https://eric.ed.gov/?id=EJ1179659

NabilEl-Hilali. (2015, April 22). Students’ Satisfaction and Achievement and Absorption Capacity
in Higher Education. Retrieved from sciencedirect:
https://www.sciencedirect.com/science/article/pii/S1877042815017383