Group 5 3b Final Manuscript Umak 2022 Complete 06.20.2022 Autorecovered

UNIVERSITY OF MAKATI
College of Business and Financial Science

Bachelor of Human Resources Development Management
FACTORS INFLUENCING THE HUMAN RESOURCE DEVELOPMENT
MANAGEMENT STUDENTS FROM UNIVERSITY OF MAKATI
IN EVALUATING THEIR PROFESSORS’ PERFORMANCE
S.Y. 2021-2022
A Research Presented to the
University of Makati City
In Partial Fulfillment of the Requirements for the Degree of
Bachelor of Science and Business Administration Major in
Human Resource Development Management
by:
Gelai Rhea B. Banguilan
Joanna Marie L. Dimaano
Regen O. Mosura
Mark Edily D. Ramos
Olivia Veriz C. San Juan
Giovylyn S. Zabala
June 21, 2022

CERTIFICATION AND APPROVAL SHEET
This thesis entitled “Factors Influencing the Human Resource
Development Management Students from University of Makati in Evaluating
their Professors’ Performance S.Y 2001-2022” was prepared and submitted
by Gelai Rhea Banguilan, Joanna Marie L. Dimaano, Regen O. Mosura,
Shekiepy V. Neric, Mark Edily D. Ramos, Olivia Veriz C. San Juan, Giovylyn
Zabala, in partial fulfillment of the requirements for the degree of BACHELOR IN
BUSINESS ADMINISTRATION MAJOR IN HUMAN RESOURCE
DEVELOPMENT MANAGEMENT, has been examined and is hereby
recommended for the corresponding Oral Examination.
JANINE M. DE LA CRUZ, D.B.A
Adviser
--------------------------------------
APPROVAL SHEET
Approved on 06 June 2022 by the Panel of Examiners on Oral Examinations with
the grade of ______%.
JENNIFER M. MANAGAY, DEM
Chairperson
ii
LESIL ARTISTA, Ph.D. RUBI ANNA SALUDARIO, DBA
Member Member
DENNIS SANDOVAL, CPA, DBA
Dean, College of Business and Financial Science
iii
ACKNOWLEDGEMENT
The researchers would like to express their heartfelt gratitude and
unwavering appreciation to everyone who helped them complete this research
paper and contributed significantly to its development. The researchers are
grateful to the following people for their never-ending generosity, support,
guidance, and assistance in completing this study:
To God Almighty, even though we face many obstacles while conducting
our research, He is always there to lead us, give us the strength to keep going,
and protect us from harm. We are quite aware that a great deal of faith has been
placed in us, and we are grateful for it. This research will not be accomplished
without His guidance and assistance.
To Dr. Janine Moneda-Dela Cruz for being supportive and providing us
with invaluable assistance, guidance, and support in order for us to fully
comprehend and complete this project. She has given us enough information to
absorb, and she always makes sure we grasp everything before we apply it to
our research work.
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To Our family who are always there to encourage and support us to do
our tasks better, and who have helped us financially by covering all of the costs
associated with completing this report.
Our friends and classmates, who always guide us on our task and give
us ideas on what we should do in order to do this research.
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TABLE OF CONTENTS
Title Page ………………………………………………………………….. i
Approval Sheet ……………………………………………………………... ii
Acknowledgement ………………………………………………………….. iv
Table of Contents ………………………………………………………….. vi
Abstract ………………………………………………………..…………. ix
Chapter I: INTRODUCTION
Introduction ……………………………………………………………. 1
Background ……………………………………………………………. 4
Theoretical Frameworks …………………………………………. 5
Conceptual Framework …………………………………………… 8
Statement of the Problem ……………………………………………. 10
Hypothesis ……………………………………………………………. 11
Significance of the Study ……………………………………………. 12
Scope and Limitations …………………………………………… 13
Definition of Terms …………………………………………………… 14
Chapter II: Review of Related Literature and Studies
Content for RRL ……………………………………………………. 16
Synthesis ……………………………………………… 29
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Chapter III: Methodology
Research Design ……………………………………………………. 33
Research Approach ….………………………………………………… 34
Time and Locale of the Study …………………………………… 35
Respondents of the Study ……………………………………………. 35
Sampling Techniques …………………………………………… 37
Instrumentation …………………………………………………… 38
Data Gathering Procedure ……………………………………………. 43
Statistical Treatment of Data …………………………………… 44
Research Ethics …………………………………………………… 46
Chapter IV: Presentation, Analysis, and Interpretation of Data
Part 1: Distribution According to Profile …………………………..... 49
Part 2: Distribution According to Factors Influencing Human Resource
Development Management in Evaluating their Professors
Performance……………………………………………………………… 52
Part 3: Distribution According to Possible Solutions and Programs… 64
Part 4: Distribution ANOVA …………………….……………………….. 67
Chapter 5: Summary, Conclusion and Recommendations
Summary of Findings.……………………………………………….......... 70
Conclusion ………….……………………………………………....….....71
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Recommendations ………………………………………………………. 73
Proposal Matrix….…………………………………………………………... 74
References ………………………………………………………………….……. 77
Appendices
Sample Questionnaire……………………………………………………….82
Validations …………………………………………………………………...89
Researchers’ Curriculum Vitae……………………………………………..99
Anova Result ………………………………………………………………..106
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ABSTRACT
Evaluation is one of the most important aspects of the educational process.
As a result, the shortcomings and benefits of the educational program are
discovered. Meanwhile, professorship has been proposed by academic
institutions as an important technique for improving educational quality. As a
result, higher education institutions establish criteria for determining a student's
competency with their teacher to evaluate their performance accordingly.
This study intends to uncover the factors that influence the University of
Makati's Human Resource Development Management in evaluating its
professors' performance. The researchers conducted a survey of 105 students to
determine what factors influence them in responding to their professor's
evaluation of 6 (six) proposed factors pertaining to Robert Cialdini's (1984)
influence theory, which are reciprocity, authority, social proof, commitment and
consistency, liking, and scarcity, with the results based on Four-Point Likert-scale.
To examine the relevance of independent factors of the respondent's profile in
answering their professor's performance evaluation, this study used a null
hypothesis and ANOVA as a formula. According to the findings, the result of this
study is (0.31) which is lower than the expected result of (0.05), there is no
significant difference between the participants' profiles and characteristics that
influence how they respond to their professor's evaluation and the null hypothesis
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is accepted and failed to reject. Overall, the Life Workshop appears to be a far
better tool for providing additional information which have (3.48) equivalent to
Agree compared to other intervention program which are the blog with orientation
video and webinar. To sum up, students is most likely influence by their
instructors on the elements that determine how they respond to evaluations.
Keywords: Performance, Evaluation, Reciprocity; Authority; Social Proof;
Commitment and Consistency; Liking; and Scarcity
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CHAPTER I
RESEARCH AND ITS PROBLEM
INTRODUCTION
Learning is the most significant and easiest way to be specific in
everything that surrounds us in the world of education, and by learning, the
learner should have a teacher who teaches the appropriate thing so that the
learner can get better correspondingly. Professors' and teachers' evaluations
have not only been considered important but also a guide for potential course
changes in recent years by many universities and colleges in the Philippines.
Faculty evaluation has been defined (Miller 1987) as either (1) a process
designed to improve faculty performance (a development process), or (2) a
procedure that assists in making personnel decisions (a reviewing process).
Another issue that needs to be addressed is assessing tenured academic
members' performance and vitality (Licata 1986). The faculty member's ability
and desire to progress is referred to as vitality.
As a result, higher education institutions in the Philippines must assess
and evaluate the quality of their educational infrastructure teaching and learning
using several methodologies. This student evaluation is intended to help enhance
the quality of instruction and foster a culture of excellence. The students'
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evaluation accounts for 30% of the overall QCE points for the professor. The
pursuit of excellence in college and university teaching is becoming a global
concern, and institutions are increasingly focusing on the quality of pedagogical
practice in their classrooms to assess how well professors are teaching.
Many universities around the world use faculty evaluation as part of their
quality assurance. However, many researchers have described it as one of the
most difficult and contentious tasks, with a lack of consensus on the
characteristics of effective teaching and skepticism about the validity and
reliability of the measures used so far.
Because of their precision and potential applications of students' accuracy
and correctness, teachers have been reviewed with great attention by students.
Students' efficiency is reflected in their evaluation and the success of education.
Teachers' tone-mindfulness and perceptivity on how to improve their teaching
style can be greatly aided by student feedback. However, there have been
instances where academics have used assessment to contact professors whose
teaching and discipline approaches, they despise. The evaluation may have long-
term implications for teachers' personal and professional growth. There is no
reason to be suspicious of student evaluations because they have had an impact
and created a difference in teaching, which is generally beneficial.
2
A number of studies by Marsh, Seldin, Murray, and Moore Cole have
demonstrated that assessment is valid, reliable, simple, appropriate and a useful
tool in some aspects of teaching. However, the efficacy of this method is
dependent only on a variety of factors, including the suitability of the tools used,
as well as providing a balanced report of students on teaching. Aleamoni stated
that the evaluation of teaching by students could be credible and dependable as
well. Based on a variety of different methods of field research. Other indications
can be used to learn. Nelson is convinced that the use of student evaluations of
teachers is common.
Marsh, Seldin, Murray, and Moore Cole proved that assessment is valid,
reliable, easy, suitable, and effective in some parts of instruction in several
studies. However, the effectiveness of this strategy is solely contingent on
several criteria, including the adequacy of the tools utilized and the provision of a
balanced student feedback on teaching. According to Aleamoni, student
evaluations of instruction can be both credible and reliable. Based on a range of
various field research methods. To learn, other indicators might be employed.
Nelson believes that using student ratings of teachers is typical practice.
3
BACKGROUND OF THE STUDY
The researcher conducted this study to determine the Factors
Influencing Human Resource Development Management Students in Evaluating
their Professors Performance. The idea of evaluation makes an efficient help for
the students in expressing their concerns when it comes to the teaching and
learning methods of their professors.
In this modern-day, currently, the way of coping with the changing
situation is very difficult for the students to manage their time and effort to cause
prominent productivity when it comes to schoolwork. However, together with the
changing events there are emerging technological advances around the world
that help the students to lessen their responsibilities with ease.
The University of Makati had been implementing the faculty evaluation to
distinguish the different varieties of performance of every faculty member using
the perspective of every student mainly from their teaching capability. The faculty
evaluation also determines the negative or positive effect of faculty members’
efficiency throughout the semester in a technological medium. Moreover, there
are factors that influence the students to characterize the punctuality, quality of
teaching, time management and technological skills that creep in and deflect the
true findings.
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THEORETICAL FRAMEWORK
Figure 1. Influence Theory by Robert Cialdini
This study, entitled "Factors Influencing the Human Resource
Development Management Students from University of Makati in Evaluating Their
Professors' Performance," was founded on the following theory and employed the
following parameter to aid the study's proponents in determining the paper's
problems, solutions, and research purpose.
There are six important factors in pursuing individuals that can cause them
to say yes or agree with a situation, according to Robert Cialdini (1984).
Understanding these concepts and strategies can help you increase your power
5
while also defending yourself against outside manipulation. There are simply too
many signs in the environment for the brain to process. As a result, researchers
use mental shortcuts such as specific cues to help us respond quickly without
having to digest all of the information. Each option is different depending on the
user's purpose. The idea can be used to either bring about positive change or
deceive others. We can avoid "compliance pros" who specialize in persuading
others to do what they want if we know about these weapons.
Over many decades, a large literature has been created about student
evaluations of instruction. Students are frequently in charge of evaluation, which
raises questions regarding the quality and consistency of instruction. Teachers
are naturally motivated to try to take advantage of the system (Roberts 2016).
The theory of influence catches the attention of students in regards to reciprocity
which is a vital part of human education to facilitate a sharing, and cooperation
that supports advancements yet the principle may turn out to be an unfair
exchange that basically influences one another most specifically with the
student's perception in evaluation, regards to the consistency it is particularly
important to modified the stand of choice to fully commit with the decision and is
commonly used by every individual to gradually make a decision to simply took a
stepping stone to evaluate, regards to social proof presume that if many people
are doing something, it must be good most specifically with a good approach, it
simply provide a pleasant and cognitive attitude with their surroundings to pursue
a something that might influence a good to others and this is one of the students
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typically wants to see on their professors if they do a good social proof within
them, studies provide compelling evidence that student evaluations of teaching
deserve to be considered for inclusion in teacher evaluation systems. According
to Cialdini's theory, the human brain has evolved spontaneous or reflex
responses to numerous phenomena in order to deal with a complicated reality.
The six principles appeal to basic human instincts and are generally
positive attributes, but they can be exploited and manipulated by those who aim
to use and influence us. Cialdini thought that by understanding these persuasion
principles, people would be better equipped to spot circumstances when they
might be persuaded against their will and have the means to resist unwanted
social influence. Researchers used Cialdini's Theory of Influence since it is
interrelated as to what factors influence the students in evaluating their
professors. According to Cialdini, we are more likely to be influenced by someone
we like, according to Cialdini. We are more likely to do what someone wants or
asks us to do if we like them. Cialdini cited a number of factors that which
influence whether one person likes another. Attractiveness, associations, praises,
similarities, flattery, and common aims were among them.
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CONCEPTUAL FRAMEWORK
Figure 2. Conceptual Framework
Factors Influencing Human Resource Development Management Students from
University of Makati in Evaluating their Professors Performance
The proponents of this study would like to establish concepts and
incorporate ideas in order to fully substantiate the core of the research study
regarding professors’ performance, which concerns the factors influencing the
8
Human Resource Development Management (HRDM) students in evaluating
their professor.
Inputs, Processes, and Outputs will be part of the conceptual framework
for this research study. Understanding the concepts of this work requires
information and data about research components. The student profile comes first
in the input, and it can assist us accurately identify our student respondents.
Factors that influence the Human Resource Development Management
Student from University of Makati in evaluating their professors’ performance in
terms of (2.1) Reciprocity, (2.2) Authority, (2.3) Social Proof. (2.4) Commitment
and Consistency, (2.5) Liking, (2.6) Scarcity and the intervention programs that
can be proposed based on the assessment of Human Resource Development
Management (HRDM) Students from University of Makati will also be considered.
The process includes the use of Google forms to distribute the survey
questionnaire, data collection using an online survey questionnaire, and data
analysis and interpretation. The study's paper and a blog/life workshop/webinar
about the objective and procedure of evaluation in relation to the study's results
will be the outputs.
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STATEMENT OF THE PROBLEM
This study will be undertaken to find out “Factors Influencing Human
Resource Development Management Students in Evaluating their Professors’
Performance at University of Makati”.
Specifically, this study sought to answer the following questions:
1. What is the demographic profile of the respondent's term:
1.1 age;
1.2 gender;
1.3 year level
2. What are the factors that influence the Human Resource Development
Management Student from University of Makati in evaluating their professors’
performance in terms of:
2.1 reciprocity;
2.2 authority;
2.3 social proof;
2.4 commitment and consistency;
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2.5 liking; and
2.6 scarcity
3. Is there a significant difference in assessing the factors that influence
Human Resource Development Management students in evaluating their
professors when grouped according to profile?
4. What intervention programs can be proposed based on the assessment
of Human Resource Development Management Students from University of
Makati?
HYPOTHESIS
The following hypothesis will be tested at 0.05 level of significance.
H0: There is no significant difference in the assessment of the
respondents when they are grouped according to their profile variables.
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SIGNIFICANCE OF THE STUDY
This study will be undertaken to find out “Factors Influencing Human
Resource Development Management Students in Evaluating their Professors’
Performance at University of Makati”.
Benefiting the study are the varied sectors as follows:
To the Students. This research will be beneficial for the students of
the University of Makati as they are the direct recipients of the output of this study.
Any advancement in classroom management is for they are the ones who
implement strategies, and this could serve as a tool for enhancement.
To the Readers. This study is an advantage for the readers as they
will gain knowledge about how the factors influence students in evaluating the
performance of their professors. In addition, this can benefit them which can also
be used for their future applications.
To the Future Researchers. This study will benefit future researchers
who will do further studies about the topics that are related to “Factors Influencing
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Human Resources Development Management Students in Evaluating their
Professors’ Performance”, and this study will serve as their reference.
SCOPE AND LIMITATIONS OF THE STUDY
This study focuses on the “Factors Influencing Human Resource
Development Management Students from University of Makati in Evaluating their
Professors’ Performance”. Each year level has 40 respondents with a total of 120
students in the specific specialization.
The researcher used to validate the study through a survey questionnaire
in the guise of google form. This research study was conducted during the School
Year 2021-2022.
This study will be conducted in University of Makati; particularly 1st year,
2nd year and 3rd year students who are currently enrolled and taking up Human
Resource Development and Management.
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DEFINITION OF TERMS
Authority - a system for analyzing formal organizations in terms of the procedure
for evaluating organizational actors' performance. (google.scholar.com)
Commitment refers to one of the criteria that ensures that patients receive
safe and high-quality care. (google.scholar.com)
Evaluation refers to a performance review or performance appraisal
refers to the process of systematically assessing an employee’s performance.
(google.scholar.com)
Influence refers to this study provides an educational process and data
mining (EPDM) model that uses students' viewpoints of opinions to generate
important information. (google.scholar.com)
Liking refers to manipulated trait terms that engendered different liking
levels but had little implication for professor performance. (google.scholar.com)
Reciprocity refers to sharing items with others for mutual advantage,
particularly rights granted by one government or organization to another.
Scarcity refers t the principle of scarcity gold holds that when
opportunities are few, people value them more. (wiki.com)
14
Social Proof refers to the tendency to adopt the option preferred by others
(google.scholar.com)
Validity refers to measures attempt to determine how accurately the
clusters reflect the data. (google.scholar.com)
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter consists of the researcher's in-depth investigation and a
review of related literature. Different ideas, thoughts, generalizations, findings,
and advancements linked to the subject are all included in this chapter. To
acquaint himself with details that are similar to the current study, this will serve as
a guide.
RELATED LITERATURE
INFLUENCE
Modern educational models are now concerned with the growth of the
teacher-student relationship and the opportunities it provides. User-centric
analyses are valuable from the socio-technical standpoint of data utilization in the
educational area as well as the positive impact of data-driven techniques.
Furthermore, the use of information and communication technologies (ICT) in
education and process innovation has risen because of the strategic viewpoints
and process monitoring that have been demonstrated to be lacking in traditional
education curriculum. This research reveals that there has been an extraordinary
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increase in the volume of text-based data in various educational activities, which
can be used to generate strategic intelligence and improvement insights.
Educators can use the resulting methodologies and technology, as well as
process innovations and contextual-based data, to provide enough assistance
and monitoring for teaching-learning processes and decision-making. To that aim,
this study provides an Educational Process and Data Mining (EPDM) model that
uses students' viewpoints or opinions to generate important information that can
be used to improve educational domain end-to-end processes. Theoretically, this
study uses the model to establish how pupils rate their teachers when the gender
of the teachers is taken into account. Based on their remarks in the Students
Evaluation of Teaching, we evaluated the underlying patterns and established the
emotional valence of the students (SET). As a result, this work uses SET
comments to apply the proposed EPDM model in a higher education setting (15
November 2020, Okoye, K.). The subject of student evaluation of teaching has
been studied extensively over many decades. The role of social impact variables
in affecting teachers' responses to a specific incentive and evaluation framework,
on the other hand, has been largely ignored. This research offers a first attempt
in this direction by exploring a two-stage approach in which teachers' ratings are
based on both students' evaluations of their course and retrospective students'
evaluations of their teaching output based on students' performance in a related
follow-up course. According to the scenarios, both high effort (tough course
offered) and low effort (easy course offered) outcomes may occur, resulting in
17
either a socially desirable or not socially optimal outcome for teachers.
Furthermore, there may be a tension between the best outcome for kids and the
best outcome for teachers. In future study, we'll investigate ways to generalize
our model. Angelo Antoci, Irene Brunetti, Pierluigi Sacco, and Mauro Sodin (08
October 2020.)
RECIPROCITY
Training seeks to develop abilities in enhancing teaching performance in
general (Al-Omari et al., 2020). Maintaining the Covid-19 epidemic Technology
has become one of the driving elements in the distribution of knowledge due to
distance (Colombo et al., 2021). Knowledge of the topic and teaching skills are
critical because they serve as the foundation for building high-achieving students
and good schools (Su & Li, 2020). (Desfiandi, A., et.al., 2019). Training is
required.
Teaching and presenting poor material have negative consequences for
schools. not generate graduates that are productive (Agbo et al., 2021). With the
correct training materials and enough time, students will be able to convey their
information more effectively (Su & Li,2020). Because the way the material is
given is easily accepted by pupils, a teacher's ability to instruct promotes comfort
for students and has an impact on enhancing school performance. Because
knowledge and training are not always accompanied by other elements, teachers'
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performance may suffer (Backfisch et al., 2021). Work ability can influence
teacher performance in a favorable way (Rohma et al., 2020). In the
implementation phase, the capacity to work in absorbing training materials will be
more appropriate (Pak et al., 2021). The knowledge training supplied is predicted
to mediate effectively with the workability variable. The knowledge training
supplied is predicted to mediate effectively with the workability variable.
Teachers' work ability in Indonesia is solely focused on their qualifications, but in
reality, not all of their knowledge and education can match the quality criteria of
teaching at the upper education level, and training that has not been maximized
has a detrimental impact on teacher performance. This research aims to assess
teaching and determine how much knowledge and training affect teacher
performance.
AUTHORITY
Good classroom management, according to educational psychologists,
may help pupils learn more. However, research shows that classroom
management is a difficult task. The classroom, as the smallest educational sub-
system, is evolving because of changes in social orders. In today's world, the
teacher's role and management style in the classroom are incredibly important
and vital for students to fulfill their educational goals. For students to practice
diverse skills in the classroom, teachers should fit their management styles to
their students' personality traits and instructional methodologies (Khalkhali, 2010).
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In general, the principal of a college authorizes instructors' ACRs reflecting their
job performance, awards grades (ranging from 01 to 100) with necessary
comments and sends the ACR to the Ministry of Education. Although ACR scores
have been shown to influence teacher promotions and transfers (Purohit et al.,
2016), this procedure is not comparable to PO because the principal has no
knowledge of how the instructors teach in the classroom or whether their
instruction needs to be improved or motivates students to learn. Material delivery
will increase teaching performance and provide a more comfortable learning
environment. Achieved, leading in long-term teaching performance, resulting in
high-quality pupils (Ismail Raisal, et.al, 2020).
For domination in the classroom, teachers must have authority, because
anybody in a position of responsibility must have authority to complete their job. A
teacher who is dedicated to maintaining world peace and order requires authority
resources. Taber (2007) and Assug (1991), drawing on French and Rawn's
theories, identified five types of authority: legal, incentive, specialist, reference,
and punitive authorities. By leveraging authority resources, teachers can create
an acceptable learning environment for kids in the classroom. These authority
resources are described in the next section (Mesrabadi, Badri, & Vahedi, 2010).
People are educated to obey those individuals considered as legitimate
"authorities" due to their high levels of knowledge, wisdom, or power, according
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to Cialdini's (2001) principle of authority. This theory assumes that people will
take a shortcut to making decisions by deferring to an authority (e.g., "the doctor
said..."). The notion of authority is often beneficial to educators. Professors' titles
or degrees establish their power in the classroom. In addition, bringing expert
speakers into the classroom is guided by the notion of authority. Indi-visuals who
have made a name for themselves present proof of prescribed activities.
Educators can improve the professional organizations they advise by enlisting the
help of perceived authority. The education department uses standards to define
quality continuing education.
Teachers in Indonesia face demands for not only efficiency and quality in
accreditation, but also great service that provides satisfaction in all aspects of the
work done to attain it (Budiyanto et al., 2020). The existence of education with the
concept of quality continuous education is one of the options for education majors
who want to build superior education with superior performance for instructors,
particularly in terms of educational materials (Stracke, 2020; Luyben et al., 2017).
The ability to communicate knowledge is the starting point for determining the
level of professionalism, instructional materials, and infrastructure (McCowan,
2018).
SOCIAL PROOF
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In the case of a student evaluation, however, the evaluator is at a strategic
disadvantage, while being sheltered by anonymity. Student evaluations of
professors are commonly employed in higher education institutions, and the
results can have a significant impact on the latter's professional prospects and
even career possibilities (Krautmann and Sander 1999). Student evaluations of
teaching (SET) are currently the most important, and in some circumstances the
only, gauge of a teacher's ability outside of traditional means of peer or self-
assessment (Greenwood and Ramagli 1980). This provides a natural incentive
for teachers to exploit the system (Roberts 2016), such as falsifying grades to
sway student assessments. (Ewing 2012), with a clear information bias on both
teaching quality and student performance (Langbein 2008)
The dispute over whether SET is a viable instrument for teacher
assessment and, as a result, whether SET causes bias in teacher grade selection
is currently ongoing. Given the SET's possible incentive compatibility difficulties
(Darwin 2017), the need for methodological advancement (Setari et al. 2016),
and the vagueness surrounding the general concept of an "excellent" educational
student perspective.
The literature on the effectiveness of SET is mixed. (NasserAbu Alhija
2017), which is influenced by cultural differences as well (Georgakopoulos and
Guerrero2010). Constructive feedback from student assessments, on the other
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hand, appears to assist teachers improve their performance (Knol MH et al.
2013), and teacher care for students is greater than expected. It has the potential
to have a big positive impact on appraisal (Gotlieb 2013). According to Chardini
(2001), we frequently watch the conduct of others to assist us in making
decisions. Because most people are impersonators rather than initiators, they
make judgments based on what they observe in others. Cialdini (2001) goes on
to say that this approach is most successful in situations when there is a lot of
uncertainty, a lot of risk, or when people may learn from people who are like them.
Insist. To fully utilize social proof in a college setting, you must demonstrate the
progress of other students to non-members in class or daily. The concept of
social proof is quite like that of relational repute. According to Fiske and Taylor
(1991), reputation is particularly useful in uncertain situations. Individuals are
seeking strategies to lower the expense of cognitive search due to their inability
to make educated selections. Partners become increasingly guided by trust and
commitment as their relationships progress. However, in the uncertain scenario
of selecting a mate, the absence of relationship understanding must be
compensated for by other means. Social proof can aid students with time
restrictions and a poor understanding of the advantages of organizational
membership. This knowledge is acquired through reputation, which aids in the
development of connections (Politis2005). Examining a partner's reputation is the
first method for determining their trustworthiness. Using social proof to
differentiate can help student professional organizations stand out. This reduces
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the number of new hires. Place advertising materials for the organization on a
regular basis. Displaying the organization's symbol in the classroom, letting
students debate the organization's actions with others, and offering proof such as:
Example: Student Members of the organization A "participation" contest is a
unique approach for building friction between members and staff. B.: Student or
organization recruitment for the following campus activities B.: Student or
organization recruitment for the following campus activities. As active members
pursue classmates and friends, positive word of mouth, expanding reputation,
and trust in the organization will grow. Regular member recognition and prizes at
organizational meetings will motivate others to seek the same recognition and
perks. Pupils will strive harder over time to keep the same degree of recognition
or to get the same amount of recognition as other students.
COMMITMENT & CONSISTENCY
Cialdini (2001) says that human nature forces people to be consistent in
their assertions and conduct. When we make a commitment to someone, "we will
experience personal and interpersonal pressures to keep that promise." This
consistency might then control future acts based on any previous pledges. A
small initial commitment may grow into larger and larger duties to maintain
consistency in behaviors. "Active, public, effortful, and viewed as inwardly
motivated (uncoerced) commitments are most effective," argues this principle.
Understanding how this idea applies to relationship marketing literature
24
necessitates familiarity with the concepts of constancy and commitment to a
relationship partner. Anderson and Narus (1990); Moorman et al. (1993); Morgan
and Hunt (1994) recognized trust as a critical component of consistency. Trust
grows because of consistent behavior. A lack of consistency in a relationship, on
the other hand, leads to a high level of distrust. As trust and contentment rise, so
does the desire to continue the connection (Wilson 1995). The concept of
calculative commitment is linked to the commitment and consistency principle. As
one person provides something important to the other, commitment to the
partnership deepens (Gustafsson et al. 2005). Relationship retention improves
with increased relational resource commitments (Verhoef 2003).
LIKING
The principle of like suggests that those who like someone are more likely
to be influenced or agree with them. While personal relationships can contribute
to like, this principle can also exist without one. According to Cialdini (2001),
there are five factors that contribute to another person's likeability: attractiveness,
resemblance, praise, recurring cooperative interaction, and affiliation. People are
more prone to gravitate toward those who are physically beautiful at first.
Additionally, liking can grow because of finding similarities between one another,
or through praise given to another. Also, liking develops over time through
repeated contact in a cooperative working environment, as opposed to a
competitive working environment. Lastly, people tend to like those others that
25
they have some association with like graduating from the same school or living in
the same town. Many of Cialdini’s (2001) liking concepts are often mentioned in
the trust-commitment marketing literature. In fact, liking has been mentioned as a
dimension of trust (Young 2006). In unfamiliar business settings, we may look for
signs to further defend our judgments, similar to how we build our reputation.
Early in a relationship, concepts of similarity between organizations and
affiliations between persons can be employed as markers of confidence.
Furthermore, the like principle is analogous to the relational concept of social
relationships. Individuals with strong social links are more likely to "create strong
personal relationships that tend to keep a relationship together" (Wilson 1995).
According to Goei, Lindsey, Boster, Skalski, and Bowman (2003), liking
influences obligation and compliance. Furthermore, developing positive business
partnerships fosters liking for the business partner, which leads to increased
levels of trust and dedication to the relationship. By giving students additional
clues during recruitment efforts, student organizations can benefit from the
concept of like. A student may avoid getting entangled in an unclear scenario.
Potential recruiters can empathize with those already participating and grow more
comfortable with the thought of becoming a member by having actual student
members discuss their experiences with their peers at recruitment activities or in
classroom presentations. Because these potential members are presented with
people they know or even know, a hesitant prospective member will rely on the
principles of resemblance and association (I sit next to that person in my retailing
26
class) to feel more comfortable joining them. Furthermore, when recruiting new
members, it is critical that people doing the recruiting dress appropriately.
Professional clothing will give you a sense of success and power, while clothing
with organizational logos will give you a sense of belonging. Students' interest
and excitement in organizational activities will improve if they are offered
fascinating events and travel chances. Furthermore, student organizations must
learn to use praise effectively to increase membership participation and retention.
When constant praise is given, even newer members can appreciate others'
accomplishments and the favorable effect of their efforts. This will motivate them
to work toward their own objectives. Other methods, like holding group retreats
and utilizing team-building activities, will aid in the creation of a sense of
belonging among the membership and will improve involvement.
SCARCITY
The principle of scarcity holds that when opportunities are few, people
value them more. The principle has an impact on how people perceive the value
of opportunities and how they evaluate information. Scarcity is a quick indicator
that the options that are less available are of greater quality than those that are
more readily available. People experience a loss of freedom of choice when
options become less accessible. "We respond to the loss of liberties by wanting
them (along with the commodities and services associated with them) more than
before, according to psychological reactance theory" (Cialdini 2001). The scarcity
27
principle also has an impact on how information is assessed. "According to
research, restricting access to a message motivates people to desire to receive it
more and become more positive to it" (Cialdini 2001). People appreciate
messages that are thought to contain exclusive information more highly (Brock
1968; Cialdini 2001; Fromkin and Brock 1972; Knishinsky 1982). Scarcity, like
authority, is linked to conceptions of power and reliance. Due to a lack of
alternatives, dependency on a romantic partner may increase (Heide and John
1988). According to Wilson (1995), relationship reliance increases as the number
of alternate partners diminishes. Scarcity can influence partner selection owing to
a lack of options, but it can also affect the desire to keep the relationship going.
Organizations will opt to keep a relationship if it is seen useful in comparison to
the alternatives (other partnerships or no relationship). In short, in the absence of
additional business partner options, corporations will devote greater resources to
safeguard existing potential ties. The scarcity principle is used by professional
student organizations to boost participation by issuing membership exams or
emphasizing the exclusivity of the group's opportunities, such as professional
partnerships. Making it more difficult to join an organization or specifying
membership standards or tests creates a heightened sense of urgency in
prospective members. If certain times and deadlines are set, students will feel
forced to act quickly. They will almost certainly pursue the organization rather
than the organization pursuing them. Thanks to innovative programming,
exclusive rewards, and well-known speakers, members will increase their
28
involvement to reach higher goals, participate in exciting events, or meet
noteworthy speakers. Students can quickly notice their enhanced job preparation
knowledge when presented with opportunities to meet successful industry
experts when presented with options.
RELATED STUDIES
(Pascal, 2008). (Thieme, 2008) described a circumstance in which a
female breadwinner sustains her family and is required to work even when she is
ill — she asserts that she is still required to work to make a living for her family
despite her illness. Because they wish to save their family from poverty, young
people embrace and accept the circumstance (Sacristan, 2009).
SYNTHESIS
After reviewing the literature, one can recognize information about
"Factors Influencing the Human Resource Development Management Students
from University of Makati in Evaluating their Professors' Performance" According
to a study conducted by a group of UAEU faculty members, it is not fair to
compare faculty evaluations while ignoring external factors such as students'
GPAs and expected grades, level of the course and its timings, clad (American
Journal of Educational Research. 2017, Vol. 5 No. 5, 464-475). In the same
perspective, (Heine and Maddox) On the basis of cognitive dissonance theory,
which includes factors of students it is argued that poorly performing students
29
give poor ratings to their instructors to protect their self-esteem or in some other
terms the students have no choice but to answer the evaluation without knowing
that it is relevant to their teacher's job performance. Another important factor that
affects the decision-making of students is gender. Another source from Matthew
Reisz of The Higher, which the study conducted in France, "children appear to
rank professors." in accord with gender stereotypes, as most male students give
male lecturers greater grades over female lecturers. Eventually, different factors
appeared that state areas of assessment including evaluations can obviously be
affected by factors.
By far the most popular tool for evaluating the quality of faculty teaching is
student evaluations of teaching (SETs). Most of the research on effective
teaching has focused on these metrics, according to Centra (2003), including
substantial research on their reliability and validity, as well as faculty perspectives
on their use. However, one component of these measures' validity has gotten
little attention: what students know and think about SETs as a measure of faculty
effectiveness has gotten little attention. This is a crucial question since the validity
of these (or any) measures can be jeopardized if respondents do not take the
evaluation process seriously (Gaillard, Mitchell, & Kavota, 2006), if their
responses are influenced by social desirability concerns (Paulus, 1991), or if a
halo or leniency bias causes students to overestimate the positive characteristics
30
of the faculty they are evaluating (Gaillard, Mitchell, & Kavota, 2006). (Rosenthal
& Rosnow, 2008).
Students appear to have generally good views on completing SETs,
according to the few studies that have investigated their opinions (Ahmadi, Helms,
& Raiszadeh, 2001; Heine & Maddox, 2009). Students also say they are fair
when assessing instructors, that SETs are a good way to evaluate instructors,
and that their replies are unaffected by factors like course difficulty, predicted
grade, or instructor gender (Ahmadi et al., 2001; Brown, 2008; Dwinell & Higbee,
1993). Students, on the other hand, say they are confused whether SETs are
effective and whether professors or other students take the evaluation process
seriously (Brown, 2008; Spencer & Schmelkin, 2002). Students' opinions differ
depending on their class standing; Heine and Maddox (2009) and Spencer and
Schmelkin (2002) revealed that less experienced students have more favourable
attitudes on SETs than more advanced students. Spencer and Schmelkin (2002)
were the only researchers to compare women's and men's opinions toward SETs;
they discovered no significant gender differences.
In 1984, Robert Cialdini wrote "Influence: The Psychology of Persuasion."
He investigates the elements that influence people's decisions, particularly in
connection to perception and purchasing. His study influenced the development
of Nudge Theory and its darker sister, Sludge.
31
At the heart of his research is the widely held belief that decision-making is
time-consuming, therefore people rely on a variety of rules of thumb and
decision-making shortcuts (heuristics) when deciding what to do, how to behave,
or what action to take in each situation. After considering the various elements
explicitly stated, those external and internal factors can impact students' decision-
making in offering their ratings in teacher performance evaluations.
32
CHAPTER III
Methodology
In this section, the research design, population, and sampling techniques
are discussed pertaining to the study on “Factors Influencing Human Resource
Development Management Students from University of Makati in Evaluating their
Professors’ Performance” in sequence with the influence theory of Robert Cialdini.
A quantitative design was used to determine the factors that influence students in
answering their faculty evaluations. The questionnaire was distributed to the
University of Makati Human Resource Development Management students.
Though the sample specifically selected, the student's willingness to participate in
the study was also considered to get more accurate results.
Research Design
In this study, the descriptive survey design method in the form of a
questionnaire, to obtain a profile of the respondents and the variables involved. It
involves collecting data in order to test hypotheses or answer questions
concerning the factors influencing the Human Resource Development
Management from University of Makati in evaluating their professor’s
performance.
33
The descriptive survey design utilizes the questionnaire which was a
distinguishable aspect of the technique for obtaining and analyzing quantitative
data. This study was an organized attempt to analyze, interpret and report the
method that signifies the gathering of data regarding the present condition by
getting the mean, percentage, and frequency of it.
The present investigation was concerned with the factors influencing the
evaluation of Human Resource Development Management students in University
of Makati to their professors. The researchers of this study chose the descriptive
survey method because it was the most applicable and appropriate method due
to it deals with surveys and descriptions of facts and present conditions existing
Research Approach
This study collects data using a quantitative research technique and a
positivism-based research approach. The researchers establish a set of
hypotheses to be investigated utilizing a suitable research strategy for this study's
applicability, which is called mixed method combining quantitative and qualitative
research.
34
Mixed methods research is combining both quantitative and qualitative
data in a single study, it blends quantitative and qualitative methodologies. Mixed
methods research allows the researcher to capitalize on the synergy and strength
of quantitative and qualitative research approaches. This gives for a greater
understanding of the topic being studied.
Time and Locale of the Study
The research will take place at the University of Makati, J.P. Rizal Ext.
Makati City, Philippines, West Rembo A survey questionnaire will be sent to the
responders using Google Form. The researchers also gathered students from the
University of Makati's Human Resource Development and Management program,
ranging from third to first year college. The researchers chose this location for
implementation because it provides them with information that is appropriate and
correct for the data required. The research will take place during the second
semester of school year 2021-2022.
Respondents of the Study
The subject of the study was composed of one hundred five (105)
respondents from first year college up to third year college students. The
researchers' set target is 105 students, 35 students for 1st-year College, 35
students for 2nd-year College, and 35 for 3rd-year College.
35
With a confidence level of 95% and an 8.25% margin of error, there would
be a total of 105 respondents. There are thirty-five (35) respondents out of 154
respondents from 1st-year college section A to D, there are thirty-five (35)
respondents also out 120 from 2nd-year college section A to C, and lastly, there
are also thirty-five (35) respondents out of 133 in 3rd-year college section A to C.
The Cochran formula allows us to calculate an ideal sample size given a
desired level of precision, desired confidence level, and the estimated proportion
of the attribute present in the population. At 95% confidence, and at least 8.25%
percent—plus or minus, the required sample size is 105.
Cochran’s formula for calculating sample size when population size is finite:
With the sample size of 105, and a total population of 407 students for the three
(3) college levels in the College of Business and Financial Science Human
Resource Development and Management Department, the table below is as
follows:
36
College Levels Total Percentage of Number of

Population Respondents Respondent
s
1st year 154 33.3% 35
2nd year 120 33.3% 35
3rd year 133 33.3% 35
Total 407 100% 105

Table 1. This table shows the sample size each year level and its complete
percentage.
Sampling Techniques
This study used stratified sampling, in which the researchers used
information to calculate the sampling approach's likelihood. The survey will be
completed by around 407 Human Resource Development Management students
from University of Makati. The sampling process was completed by forming a
smaller group termed "strata" based on shared traits. This strategy is used by
researchers to pick participants from various strata of a larger population,
ensuring that each subgroup in the whole sample is appropriately represented in
the chosen respondents.
37
Instrumentation
As the data collection tool for this investigation, the researcher constructed
a survey questionnaire. The goal of the survey is to find out what elements
influence University of Makati Human Resource Development and Management
students in evaluating their professors' performance. An online questionnaire in
the form of a Google Form was employed as the study tool. It is the most
beneficial instrument to employ, and it takes the respondent a reasonable amount
of time.
The questionnaire is the major tool employed by the researcher in this
investigation. The questionnaire method is popular because it is cost-effective,
saves time, and allows for quick data collection. Survey questionnaires are a type
of data collection tool that incorporates a validated set of data as well as the
preferences of pupils. The researcher employed this instrument to examine the
level of satisfaction with the variables included in the study's specified elements
connected to teacher performance evaluation.
This study used the Four-Point Likert Scale Method to quantify the
respondents' level of agreement with the proposition in the survey questionnaire
that has been prepared. 4-point Likert scale cast off into (4) parts which are
38
strongly agree, agree, disagree, and strongly disagree. The scale uses closed-
form questions to cultivate the popular opinion in the study.
Scale Verbal Description
4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree
Table 2. This table shows the scale and its verbal description.
In this study, the researchers used a legend to measure and determine the
result of every dependent variable question correspond to the Likert scale, and
weighted mean with narrative interpretation. The researcher provides a two (2)
legend which is for the proposed factors and for the proposed intervention
program.
39
Legend measurement for factors presented:
Value Weighted Description Narrative Interpretation
Mean
4 3.50 - 4.00 Strongly The respondent’s sense that the

Agree proposed factor is accurately related to
them in responding to their professors’
evaluation.
3 2.50 - 3.49 Agree The respondents sensed that the

proposed specified factor averagely
accord in them.
2 1.50 -2.49 Disagree The respondent’s sense that the

proposed factor is fairly not related to
them.
1 1.00-1.49 Strongly The respondent’s sense that the

Disagree proposed factor is accurately not related
to them in responding to their professor’s
evaluation.
Table 3. This table shows the 4-point Likert scale, weighted mean, description,
and narrative interpretation of the factors presented in this study.
40
Legend measurement for Intervention Program presented:
Value Weighted Mean Description Narrative Interpretation
4 3.50 - 4.00 Strongly The respondent’s sense that the

Agree proposed recommended program
intervention is accurately liked by
them.
3 2.50 - 3.49 Agree The respondents sensed that the

proposed program intervention
averagely accord with them.
2 1.50 -2.49 Disagree The respondent’s sense that the

proposed program intervention is
fairly not related to them.
1 1.00-1.49 Strongly The respondent’s sense that the

Disagree proposed program intervention
accurately is not corresponding to
them.
Table 4. This table shows the 4-point Likert scale, weighted mean, description,
and narrative interpretation of the intervention program presented in this study.
The questions in this study are divided into four (3) parts so that they are
clear, specific, and as unambiguous as possible to the respondents.
41
Part I: Personal Profile
In this section, the researchers formulated the tool for profile, which
determine the respondents' age, gender, and year level.
Part II: Factors Influencing Human Resource Development Management
Students from University of Makati in Evaluating Their Professors
Performance
In this section, the proposed factors that influence the process of the
Human resource Development Management Students in evaluating their
professor’s performance is presented.
 Reciprocity
 Authority
 Social Proof
 Commitment and Consistency
 Liking
 Scarcity
42
Part III. Intervention programs can be proposed based on the assessment
of Human Resource Development Management Students from University of
Makati
In this section, the researchers presented an intervention program for the
respondents to choose on which are most accurate and relevant to them. The
intervention program presented are Blog with pre-orientation video, Life workshop,
and lastly, Webinar.
Data Gathering Procedure
The researchers used to collect the information needed on this study via a
survey questionnaire. The survey included relevant questions derived from
previous studies along with distinctive questions raised by the researcher. The
study comprised forty-one (41) questions. The survey used a 4-point Likert scale
to determine whether respondents strongly agreed, agreed disagreed, or strongly
disagreed with a statement.
Upon the professor's validation, the questionnaires were distributed via
Google form to College of Business and Financial Science - Human Resources
Development Management students at the University of Makati by emailing out a
link. The surveys of participants are safe; thus, the survey is conducted via online
platforms. The participant's personal information is kept confidential. As per the
43
researchers, the gathered data of the respondents served as a reference in
conducting presentational, analytical, and interpretational data for this study and
be used solely for academic purposes.
Statistical Treatment of Data
To solve the problems posed in the study, the researchers make use of
the following statistical measures:
Frequency and Percent - were used to describe the demographic profile
(such as age, sex, year level, course) of HRDM students at the University of
Makati.
Weighted Mean and Standard Deviation - were used to show the
tendency of the data to cluster towards the center of a given distribution. It is like
the arithmetic mean, where instead of each of the data points contributing equally
to the final average, some data points contribute more than others.
44
Formula = F (X1 + X2 + …… Xn) / n
Where:
F = Frequency that a given X was chosen by the respondents
X = Represents any of the numerical ratings 5, 4, 3, 2, 1 represents Strongly
Agree, Agree, Disagree, Strongly Disagree
n = no. of questions
This is the table for the ANOVA test:
Where:
SS = Sum of squares
MS = Mean squares
F = F-value
45
Research Ethics
To be able to obtain data regarding the study of the “Factors Influencing
the Human Resource Development Management Students in Evaluating Their
Professors’ Performance”.
The researchers ensure that this research is conducted in compliance with
important ethical principles.
Privilege of the Respondents:
 The respondents can accept and refuse the invitation to participate
in the study freely.
 The personal information and opinions of the participants will be
confidential and will not be divulged unless the participants agree.
 The gathered data from the respondents will be kept secure.
 The participants will not be asked to participate in a specific thing
that can lead to a risk.
Responsibility of Researchers
 The researcher shall guarantee that all the opinions of the
participants will be respected.
46
 The researcher shall treat all participants fairly and without
degrading anyone from the participants.
 The researcher shall guarantee that the study doesn’t consist of
any harmful aspect that can affect the participants.
 The researcher shall ensure the accuracy of the research.
47
Chapter IV
Presentation, Analysis, and Interpretation of Data
Introduction
This chapter discusses the data analysis and findings from 105
questionnaires sent out through a Google form to the students taking up Human
Resource Development and Management in University of Makati entitled “Factors
Influencing Human Resource Development Management Students from
University of Makati in Evaluating their Professors’ Performance”. The purpose of
this study was to identify the factors that influence the student the most when
evaluating professors' performance.
The data or information received from the respondents is presented in this
chapter. The information was tallied and presented in a clear and understandable
manner.
The findings are discussed according to the section of the questionnaire.
The three parts of the questionnaire were:
 Part 1: Respondents Profile
 Part 2: Factors Influencing the Human Resource Development
Management Students in Evaluating
 Part 3: Possible Solutions and Programs
 Part 4: Overall ANOVA result
48
PART I: Respondents Profile
This section contains respondents' personal profiles pertaining to age, gender,
and year level. Through the respondents’ profile we can contextualize and
determine the findings that need to be formulated in this study.
Table 1
Frequency Distribution and Percentage of Respondents According to Age
Age Frequency Percentage
19 & below 22 21.0
20 – 24 82 78.1
25 – 29 1 1.0
Total 105 100.0
Table 1 shows that out of 105 respondents from Human Resources
Development Management students there are, 22 (21.0%) respond ages 19 &
below, 82 (78.1%) are from the group aged 20-24 years old, only 1 respondent
are from age 25-29 (1.0%). Majority of the respondents’ cumulative percent is
(100%) and have an overall or total response of (100%).
49
Table 2
Frequency Distribution and Percentage of Respondents According to
Gender
Gender Frequency Percentage
Female 82 78.1
Male 20 19.0
Pref 3 2.9
Total 105 100.0
The table 2 stated that out of 105 respondents from Human Resource
Development Management students, there are 82 (78.1%) female respondents,
20 (19.0%) male respondents and lastly, there are 3 respondents (2.9%) who
don't prefer to say their gender. Majority of the respondents’ cumulative percent
is (100%) and have an overall or total response of (100%).
50
Table 3
Frequency Distribution and Percentage of Respondents According to Year
Level
Year Level Frequency Percentage
1st Year 35 33.3
2nd Year 35 33.3
3rd Year 35 33.3
Total 105 100.0
Table 3 presents that, out of 105 respondents, there are 35 (33.3%) in 1st
year, 35 (33.3%) in 2nd year, and lastly, there are 35 (33.3%) in 3rd year.
Majority of the respondents’ cumulative percent is (100%) and have an overall or
total response of (100%).
51
PART II: Factors Influencing the Human Resource Development
Management Students in Evaluating their Professors Performance.
This section corresponds to Robert Cialdini’s Influence Theory” which are
the reciprocity, social proof, authority, commitment and consistency, liking, and
scarcity. These factors are correlated with the survey questionnaire that has been
distributed to the respondents and it followed by indicator, weighted mean and
verbal interpretation.
Table 4
Mean Distribution on the Assessment of the respondents in terms of
Reciprocity.
Indicators Weighted Mean Verbal

Interpretation
a. Reciprocity is on my list when 3.34 Agree

responding to the evaluation of my
professor.
b. Reciprocity influences my response 3.33 Agree

fully.
c. By the idea of reciprocity, I catch true 3.30 Agree

intention.
d. My intellect's reciprocity in evaluating is 3.39 Agree

good.
e. The idea of reciprocity regarding in 3.41 Agree

politeness influences my response in
evaluation.
Average Weighted Mean 3.35 Agree
52
Table 4 shows the weighted mean and verbal interpretation of reciprocity.
The highest range within this distribution was letter (E) “The idea of reciprocity
regarding in politeness influences my response in evaluation” and it has a
weighted mean of 3.41 with a verbal interpretation of Agree while the lowest
range is letter (C) “By the idea of reciprocity I catch true intention” and has a
weighted mean of 3.30 with a verbal interpretation of agree. Thus, the overall
result is Agree with a weighted mean of 3.35 and it was interpreted as the
respondent sensed that the proposed factor averagely accord in them.
According to (Rohma et al., 2020) Work ability can influence the students
on their teacher’s performance in a favorable way. As the study shows based on
the highest range which is letter (E) 3.41 most of the students tends to feel the
reciprocity when their teachers perform frequently attributes in class. By any
means the teachers must perform kindly, and honorable characteristics to
consistently work on the students’ implications to give favor on their teachers.
The lowest range which is letter (C) 3.30 the students does not rely mostly on the
reciprocity by means. To conclude this must be a good result to use for however,
this must have an exhortation to proceed with that enable for the teachers to
show the sincerity of their work throughout the class.
53
Table 5
Authority.
Indicators Weighted Verbal

Mean Interpretation
a. Execution of authority in class is one 3.29 Agree

reason for my response
b. For me, observing the execution of 3.45 Agree

authority is important.
c. I do believe that balance in authority is 3.60 Strongly agree

important.
d. The idea of fair authority in class 3.57 Strongly agree

teaches me how to correctly evaluate.
e. My freedom to choose and evaluate 3.37 Agree

my professor is focused on the
authority.
Table 5 shows the weighted mean and verbal interpretation of authortiy.
The highest range within this distribution was letter (C) “I do believe that balance
in authority is important” and it has a weighted mean of 3.60 with a verbal
interpretation of strongly agree while the lowest range is letter (A) “Execution of
authority in class is one reason for my response” and has a weighted mean of
3.29 with a verbal interpretation of agree. Thus, the overall result is Agree with
a weighted mean of 3.46 and it was interpreted as the respondent sensed
that the proposed factor averagely accord in them.
54
As per the highest range (C) 3.60 students tends to believe that in
balancing the authority inside the classroom the leverage and acceptable
environment can communicably expand within their teacher’s performance. The
teachers must reside to the fact that every student tends to find a balance
authority for leveraging contemplation inside the class therefore, the teachers
must know it in order to perform clearly and properly and expand the good
environment within the class. According to (Mesrabadi, Badri, & Vahedi, 2010) by
leveraging authority resources, teachers can create an acceptable learning
environment for students in the classroom. As per the lowest range which is
letter (A) 3.29 students does not rely on the authority by means however, even
though the result is a good thing for the teachers it does not mean they are not
responsible to perform a convenient authority inside their class. The performance
of the teacher must correspond with proper and fair authority inside the class in
order to have a good environment for both students and the relationship they
must build on them.
55
Table 6
Mean Distribution on the Assessment of the respondents in terms of Social
Proof.

Mean Interpretation
a. Social Proof influences my 3.46 Agree

perception.
b. By social proof, I can clearly identify 3.43 Agree

the approach intended.
c. Social Proof helps me to observe the 3.50 Strongly agree

attempted behavior.
d. Social Proof teaches me to create a 3.48 Agree

natural incentive to change my mind
set to evaluate them equally.
e. Social Proof provides me with the 3.48 Agree

intelligence to provide a fair and
pleasant evaluation.
Table 6 shows the weighted mean, and verbal interpretation of social proof.
The highest range within this distribution was letter (C) “Social proof helps me to
observe the attempted behavior” and it has a weighted mean of 3.50 with a
verbal interpretation of agree while the lowest range is letter (B) “By social proof I
can identify the approach intended” and has a weighted mean of 3.43 with a
verbal interpretation of agree. Thus, the overall result is Agree with a
56
weighted mean of 3.47 and it was interpreted as the respondent sensed that
the proposed factor averagely accord in them.
As per the highest range which is letter (C) 3.50 most students observe
and contemplate the way behavior expose and shown. According to Chardini
(2001), we frequently watch the conduct of others to assist us in making
decisions. Because most people are impersonators rather than initiators, they
make judgments based on what they observe in others. Behavior is the frame of
our soul just like saying said and as the students evaluate their teachers, they
tend to rely more on the behavior performed by them. Casually, this is the chance
of the students to judge and equate their perceptions towards their teachers. As
per the lowest which is letter (B) 3.43 students does not rely mostly on social
proof by means. Although the result of this assessment is good, there must be an
understanding for the teachers to clearly perform a social proof and it can be
beneficial to able to have a better environmental flow of behavior for both
teachers and students in class.
57
Table 7
Commitment and Consistency.

Mean Interpretation
a. The commitment and Consistency of the 3.70 Strongly agree

Professor have a big impact on my
response.
b. I do believe that commitment and 3.58 Strongly agree

consistency influence me utmost.
c. Commitment & Consistency teaches me 3.66 Strongly agree

to have the determination to give the
professor the appropriate grade
d. The commitment & consistency of my 3.67 Strongly agree

professor helps me to constantly
evaluate them very well.
Average Weighted Mean 3.65 Strongly agree
The highest range within this distribution was letter (A) “The commitment and
consistency of the professor have a big impact on my response” and it has a
weighted mean of 3.70 with a verbal interpretation of agree while the lowest
range is letter (B) “I do believe that commitment and consistency influence me
utmost” and has a weighted mean of 3.58 with a verbal interpretation of agree.
Thus, the overall result is Agree with a weighted mean of 3.65 and it was
58
interpreted as the respondent sensed that the proposed factor accurately
not related to them in responding to their professor’s evaluation.
As per the highest range which is letter (A) 3.70 most of the students
believe that commitment and consistency have a big role and impact on their
assessment. Commitment and consistency are the ability to perform a consistent
craft within its work. According to (Gustafsson et al. 2005) the concept of
calculative commitment is linked to the commitment and consistency principle. As
one person provides something important to the other, commitment to the
partnership deepens. This shows that students depend on the consistency of
their teacher in every decision that they tend to perform and the commitment they
have on their work inside the classroom. For the lowest range which is letter (B)
3.58, the result is not that far to consolidate this assessment but to have an
exhortation teachers must consistently commit their craft in class as well as in
order for the students to commit purposely to the work their teachers inside the
class.
59
Table 8
Mean Distribution on the Assessment of the respondents in terms of Liking.
Indicators Weighte Verbal

d Mean Interpretation
a. Liking barely influences me in executing 3.21 Agree

my response.
b. The idea of liking helps me to respond 3.23 Agree

properly.
c. Liking constantly appears in my mind 3.13 Agree

when I am responding.
d. Liking develops my time to give favoritism 3.18 Agree

to my professor like he/she is kind to me.
e. Liking gives me to develop, which 3.23 Agree

ultimately leads to higher levels of trust
and commitment to professor evaluation.
The highest range within this distribution was letter (B&E) “The idea of liking
helps me to respond properly” and “Liking gives me to develop, which ultimately
leads to higher levels of trust and commitment to professor evaluation” it has a
range is letter (C) “Liking constantly appears in my mind when I am responding”
and has a weighted mean of 3.13 with a verbal interpretation of agree. Thus, the
overall result is Agree with a weighted mean of 3.20 and it was interpreted
60
as the respondent sensed that the proposed factor averagely accord in
them.
Liking is type of influence which gives off a suggestion to those who like
someone and are more likely to be agree with their aspects. As per the highest
range (B&E) 3.23 students tends to like their teachers which have a similar
aspect just like them pertaining to anything that build their trust. Liking mostly
shows for students as favorable way on their teacher to ensure that the fondness
is deliberately perform same as they expected. As per the lowest range (C) 3.13
most of the students does not rely on the idea of liking however, if we compare
for more better purposes, liking is likely helps to have a comfortableness in the
student’s perspective and aspect. To conclude the teachers must know how to
win the consistent trust of their students in order to have a better influence of
liking in their teaching field
61
Table 9
Scarcity
Indicators Weighted Narrative

Mean Interpretation
a. Scarcity in a different area of approach 3.37 Agree

influences my response.
b. I do believe that observing scarcity is 3.44 Agree

important when responding.
c. Identifying scarcities is one of my 3.34 Agree

important aspects.
d. The idea of scarcity in class gives me an 3.44 Agree

aim regarding with my response in
evaluation.
e. The scarcity provides me with an idea 3.41 Agree

about the principle that impacts the way
information is evaluated.
The highest range within this distribution was letter (B&D) “I do believe that
observing scarcity is important when responding” and “The idea of scarcity in
class gives me an aim regarding with my response in evaluation” it has a
range is letter (C) “Identifying scarcities is one of my important aspects” and has
a weighted mean of 3.37 with a verbal interpretation of agree. Thus, the overall
62
result is Agree with a weighted mean of 3.20 and it was interpreted as the
respondent sensed that the proposed factor averagely accord in them
In conglomeration the idea of scarcity in class is significant to evaluate in
an inadequate performance. As per the highest range (B&D) 3.44 students tends
to observe scarcity and it technically, correspond on how they evaluated teachers
which pertains to a quick indicator that the options that are less available are of
greater quality than those that are more readily available. As per the lowest range
(C) 3.13 students mostly does not rely on the idea of scarcity however, this
cannot be normalized as the assessment result is good. According to Wilson
(1995), relationship reliance increases as the number of alternate partners
diminishes. Scarcity can influence partner selection owing to a lack of options,
but it can also affect the desire to keep the relationship going. If the statements
compare to the relationship between teachers and students, the teachers must
lead the first step to build motivation and it will follow by obedience the student to
fulfill what is needed.
63
PART III: Intervention Program
This section contains a presented intervention program provided by the
researcher and its result which corresponds with the survey questionnaire, thus,
blog with pre-orientation video, life workshop and webinar are the choices.
Table 10
Intervention Program (Blog with Pre-Orientation Video).

Mean Interpretation
a. This could be beneficial as it increases my 3.46 Agree

analytical thinking and level of
understanding in general.
b. A more precise and comprehensive blog 3.44 Agree

is way more effective for me.
c. I do believe that this will serve as a 3.45 Agree

linkage of information sources as well as
to faculty members.
Table 10 shows the weighted mean and verbal interpretation of Blog with
pre-orientation video. In letter (A), the weighted mean is 3.46 and it is agreed, in
letter (B), the weighted mean is 3.44 and it is agreed, and lastly, in letter C, the
weighted mean is 3.45 and it is agreed. The overall result is Agree with a
64
weighted mean of 3.45 and it was interpreted as the respondents sensed
that the proposed intervention program averagely accord in them.
Table 11
Intervention Program (Life Workshop).

Mean Interpretation
b. It could be beneficial in the sense that I 3.52 Strongly Agree

can have the opportunity to reflect on
one's story which could raise my
awareness when evaluating my
professors’ performance.
b. I prefer this due to the fact that from 3.46 Agree

professors’ perspectives, this could
provide them insight into their students’
lives so that they act on the information
that their students share in an
intentional manner. It’s a win-win
situation.
c. I believe that this can give me a safe 3.45 Agree

place as I can be able to share how I
am doing, what I am thinking about,
and how I am feeling.
Overall 3.48 Agree
Table 11 shows the weighted mean, description, and narrative
interpretation of life workshop. In letter (A), the weighted mean is 3.52 and it is
Strongly Agree; in letter (B), the weighted mean is 3.46 and it is agreed, and
65
lastly; in letter C, the weighted mean is 3.45 and it is agreed. The overall result
is agreed with a weighted mean of 3.48 and it was interpreted as the
respondents sensed that the proposed intervention program averagely
accord in them.
Table 12
Intervention Program (Webinar).

Mean Interpretation
a. It is useful to interpret directly the 3.40 Agree

information
b. I prefer webinars because they have 3.25 Agree

an immediate interaction
c. I do believe that it is convenient and 3.34 Agree

less accountable for engagement.
Overall 3.33 Agree
Table 12 shows the weighted mean and verbal interpretation of webinar. In
letter (A), the weighted mean is 3.40 and it is agreed; in letter (B), the weighted
mean is 3.25 and it is agreed, and lastly; in letter (C), the weighted mean is 3.34
and it is agreed. The overall result is agreed with a weighted mean of 3.33
and it was interpreted as the respondents sensed that the proposed
program intervention averagely accord with them.
66
PART IV: Distribution of ANOVA
This section highlights the computed Anova of the study. This includes the
significance of factors that influence human resource development management
students in evaluating their professors' performance based on their demographic
profile. Moreover, the result of computed Anova in intervention program was also
interpreted.
ONE WAY ANOVA
The one-way analysis of variance (ANOVA) is used to check if three or
more independent (unrelated) groups have statistically different means.
The one-way ANOVA examines the means of the two groups to check if
there are any statistically significant differences. The null hypothesis is put to the
test. The demographic profile has little significance in this study's null hypothesis.
The alternative hypothesis, however, has one difference in the mean. The
researcher employs a one-way ANOVA to determine whether or not the null
hypothesis is rejected.
67
Basis of result in ANOVA is the Alpha Mode= 0.05
Lower than 0.05 means that there is a significant difference between the
demographic profile and the factors pertaining to reciprocity, social proof,
authority, commitment & consistency, liking and scarcity.
Greater than 0.05 means that there is no significant difference between the
demographic profile and the factors pertaining to reciprocity, social proof,
authority, commitment & consistency, liking and scarcity.
Table 13
Distribution of Anova according to profile and proposed factors presented
in the study as well as the ANOVA of Intervention program
Sf between factors according to SIGNIFICANCE in TOTAL VERBAL

demographic profile (Age, Gender, EACH GROUPS INTERPRETATION
and Year Level)
RECIPROCITY 0.15 No significant
Age 0.203
Gender 0.206
Year Level 0.029
SOCIAL PROOF 0.17 No significant
Age 0.125
Gender 0.338
Year Level 0.034
AUTHORITY 0.23 No significant
Age 0.410
68
Gender 0.203
Year Level 0.049
COMMITMENT AND CONSISTENCY 0.60 No significant
Age 0.737
Gender 0.954
Year Level 0.116
LIKING 0.42 No significant
Age 0.126
Gender 0.482
Year Level 0.665
SCARCITY 0.26 No significant
Age 0.370
Gender 0.199
Year Level 0.204
Overall 0.31 No significance

Table 4.4 Table shows the result of significance difference between
demographic profile and factors presented in this study.
The ANOVA result of this study states that the overall result has 0.31
which is greater than the alpha mode of 0.05. The result states that the null
hypothesis is accepted and failed to reject. Therefore, the demographic profile
doesn't assess the factors that influence Human Resource Development
Management students in evaluating their professors.
69
CHAPTER V
SUMMARY
Based on the responses that were presented, analyzed, and interpreted by the
researchers, the prominent findings of the study are as follows:
 Commitment and Consistency of professor’s performance based on the
responses of Human Resource Development and Management students
in University of Makati has a significant influence on how they rate
professor performance.
 Scarcity in the class at all aspects somehow has a significant influence on
the students rating towards professors. (e.g., Scarcity of resources)
 The factors only somehow give an idea on the way students perceive
evaluation when rating professors thus, factors alone do not totally
influence the totality of the Human Resource Development and
Management students in evaluating professors in University of Makati
hence, the way how students perceive each professors’ performance
influence their evaluation ratings.
 Majority of Human Resource Development and Management students
prefer the Life Workshop program that was recommended by researchers
rather than Blog and Webinars.
70
CONCLUSION
Without a doubt, assessment is unique. One of the most important aspects
of any educational system is the broad and contentious issues in the education
process such as the system's reform and the foundation of university instructional
activities; both concerns are fully reliant on the problem of faculty member
assessment. Although examination is reasonable and important, it also has the
potential to be a critical situation.
It is possible to comprehend the good and negative aspects of programs
and education. However, a proper, sensitive, and precise measuring system and
instruments are required to ensure that both the assessment and the analysis are
completed appropriately.
The unfavorable effects are reduced. Gathering the essential information
regarding the teacher's educational plan, choosing criteria for comparing the
information gained with those criteria, and determining the amount to which
instructors have attained the planned goals are all necessary steps due to the
fact that there are several models for assessing the Evaluation of teacher and
faculty performance, by officials, by coworkers, and by the public, one cannot be
satisfied with one of them and decide on the master.
71
Based on the studies’ results, at least six (6) factors are used while
evaluating teacher performance that is inspired by the influence theory of Robert
Cialdini (1984). The following factors is considered:
a) Reciprocity
b) Authority
c) Social Proof
d) Commitment and consistency
e) Liking
f) Scarcity
These elements are used as the foundation of studies analysis. Finally,
incorporating student feedback as a source of data for assessing the quality. It
may be beneficial to learn more about education and how instructors function
providing input on their educational plan. The factors only somehow give an idea
on the way students perceive evaluation when rating professors thus, factors
alone do not totally influence the totality of the Human Resource Development
and Management students in evaluating professors in University of Makati hence,
the way how students perceive each professors’ performance influence their
evaluation ratings.
72
RECOMMENDATIONS
This study recommends based on the dependent variables that life
workshop is more applicable and reliable to take a resolution decision within the
fathom of this study.
Based on the data gathered and conclusion the following are suggested:
For the Respondents.
1. The respondents’ recommendation is a Life Workshop, this was the
majority choice of the respondents according to the result. Life Workshop
is a formal direct session event happening two days after the Faculty
Evaluation in University of Makati. Students, especially the First Year
College are invited to participate in this event where everyone's ideas,
feelings, perspective, and thoughts are freely expressed without judgment.
This only takes 2 hours of interaction with the facilitators and students.
2. A Purpose Workshop is a two-hour event led by a certified facilitator
that helps people find clarity of purpose. It's about discovering, or
rediscovering, gifts. Talents. Values. It's also a time of reflection and
interactive discussions. Including family, school, friends and professors’
matter.
73
For the future researchers.
1. It is recommended to give them an idea about how this Life Workshop
plays a vital role for their future study, thus they may conduct a thorough
research regarding this proposed action plan.
PROPOSAL MATRIX
A proposal compliance matrix is a cross-reference table that directs proposal
evaluators to responses to specific Request for Proposal (RFP) requirements.
Proposed Responsibl
Target date of
Strategy Goal implementation
e Person/ Cost Benefit
or Activity Department
Life The goal of Third Quarter of Certified PHP It's about

Workshop this activity is 2022 facilitator 15,000 discovering or
to give that helps rediscovering the
chances to people find essence of
other students clarity of evaluation and its
(particularly purpose. values. It's also a
freshmen: 1st time of reflection
year) to and interactive
express discussions inclu
feelings and ding family,
thoughts school, friends,
and speak up. and professors.
74
PROPOSED INTERVENTION PROGRAM (ACTION PLAN)
Program LIFE WORKSHOP

Title
Description This program allows students to discuss and comprehend their personal
experiences in evaluating the performance of their lecturers. As a result, the
method assists students in rationally understanding their personality strengths
by discovering and harnessing their professors' character potential to improve
not only their health and well-being, but also their job performance and short
accomplishment. It's also a more productive way of looking at and growing as a
person than focusing on defects and limits. The University of Makati's Life
Workshop is a formal direct session event that takes place two days after the
Faculty Evaluation. First-year college students are the focus of this event,
which allows everyone to freely share their views, feelings, perspectives, and
thoughts without fear of being judged. It only takes two hours of interaction with
the facilitators and students to complete this task.
Objectives
At the end of this session, participants shall be able to:
1. Recognize differences and similarities.

2. Acknowledge the strengths and weaknesses.
3. Perform their daily activities with much understanding
Time
Approximately 2 hours.
75
76
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81
APPENDICES
Sample Questionnaire
This is composed of the researchers’ survey questionnaire.
Dear Respondent:
I am Giovylyn Zabala, the representative of our group and presently taking
up the Human Resource Development Management Program at the University of
Makati, conducting a research study entitled “FACTORS INFLUENCING THE
HUMAN RESOURCE DEVELOPMENT MANAGEMENT STUDENTS FROM
THE UNIVERSITY OF MAKATI IN EVALUATING THEIR PROFESSORS'
PERFORMANCE S.Y. 2021-2022”. Dr. Janine Moneda-Dela Cruz, our research
advisor, is overseeing the study.
In line with this, I am humbly requesting your assistance in accomplishing
this questionnaire as best and honestly as you can. We assure you that the
information that the respondents have shared will be treated confidentially. Stay
safe, healthy and God bless.
Thank you,
Giovylyn Zabala
Representative, (Group No 5. IIIB- HRDM)
82
PART I. DEMOGRAPHIC PROFILE OF RESPONDENTS
Directions: Kindly respond to the following questions by selecting the box which
corresponds to your answer.
A. Age:
[ ] 19 & below
[ ] 20 – 23 years old
[ ] 26 – 29 years old
[ ] 30 & above
B. Gender:
[ ] Male [ ] Female [ ] Prefer not to say:__________
C. Year Level
[ ] 3rd Year College
[ ] 2nd Year College
[ ] 1st Year College
83
PART II: FACTORS INFLUENCING THE HUMAN RESOURCE
DEVELOPMENT MANAGEMENT STUDENTS FROM THE UNIVERSITY OF
MAKATI IN EVALUATING THE PERFORMANCE OF THEIR PROFESSORS.
DIRECTION: Kindly read each statement thoroughly. Mark on the column
under indicators that correspond to your level of agreement or
disagreement with the given statements.
SCALE DESCRIPTION
4 Strongly Agree;
3 Agree
2 Disagree;
1 Strongly Disagree
QUESTIONS 4 3 2 1
1. Reciprocity
a. Reciprocity is on my list when responding to the evaluation of

my professor.
b. Reciprocity influences my response fully.
c. By the idea of reciprocity, I catch true intention.
d. My intellect's reciprocity in evaluating is good.
84
e. I appreciate evaluating reciprocity for my professor's

politeness.
2. Authority 4 3 2 1
a. Authority is one reason for my response.
b. For me, observing the execution of authority is important.”
c. I do believe that balance in authority is important.
d. Authority teaches me how to correctly evaluate.
e. My freedom to choose and evaluate my professor is focused

on my authority.
3. Social Proof 4 3 2 1
a. Social Proof influences my perception.
b. By Social proof, I can clearly identify the approach intended.
c. Social Proof helps me to observe the attempted behavior.
d. Social Proof teaches me to create a natural incentive to

change my mindset to evaluate them equally.
e. Social Proof provides me with the intelligence to provide my

professors with good scores and pleasant evaluations.
4. Commitment and Consistency 4 3 2 1
a. The commitment and Consistency of the Professor have a

big impact on my response.
b. I do believe that commitment and consistency influence me

utmost.
c. Commitment & Consistency teaches me to have the

determination to give the professor the appropriate grade.
d. Commitment & Consistency helps me to grow my

relationship with the professor very well.
85
5. Liking 4 3 2 1
a. Liking barely influences me in executing my response.
b. The idea of liking helps me to respond properly.
c. Liking constantly appears in my mind when I am responding.
d. Liking develops my time to give favoritism to my professor

like he/she is kind to me.
e. Liking gives me to develop, which ultimately leads to higher

levels of trust and commitment to professor evaluation.
6. Scarcity 4 3 2 1
a. Scarcity in a different area of approach influences my

response.
b. I do believe that observing scarcity is important when

responding.
c. Identifying scarcities is one of my important aspects.
d. Scarcity gives me pressure to answer the performance

evaluation of professor
e. The scarcity provides me with an idea about the principle that

impacts the way information is evaluated.
PART III: POSSIBLE SOLUTIONS/PROGRAMS.
DIRECTION: Kindly read each statement thoroughly. Mark on the column
under indicators that correspond to your level of agreement or
disagreement with the given statements.
86
SCALE DESCRIPTION
4 Strongly Agree;
3 Agree
2 Disagree;
1 Strongly Disagree
QUESTIONS 4 3 2 1
1. Blog with pre-orientation video.
a. This could be beneficial as it increases my analytical thinking

and level of understanding in general.
b. A more precise and comprehensive blog is way more

effective for me.
c. I do believe that this will serve as a linkage of information

sources as well as to faculty members.
2. Life Workshop 4 3 2 1
a. It could be beneficial in the sense that I can have the

opportunity to reflect on one's story which could raise my
awareness when evaluating my professors’ performance.
b. I prefer this due to the fact that from professors’ perspectives,

this could provide them insight into their students’ lives so
that they act on the information that their students share in an
intentional manner. It’s a win-win situation.
c. I believe that this can give me a safe place as I can be able

to share how I am doing, what I am thinking about, and how I
am feeling.
3. Webinar 4 3 2 1
87
a. It is useful to interpret the information directly.
b. I prefer webinars because they have an immediate

interaction.
c. I do believe that it is convenient and less accountable for

engagement.
Approved by:
Dr. Janine Dela-Cruz Dr. Jennifer Managay
Research Professor Department Head, Human Resource
Development Management
88
Validations
This is composed of the researchers’ approved validations from a
respective validator who validated the survey questionnaires which correspond to
the statement of the problem of this study.
09 June 2022
Ms. CRISTEL ALMEDA COMPARATIVO
Human Resources Manager
EduHome Enterprises Inc.
Dear Ms. COMPARATIVO:
Subject: REQUEST TO VALIDATE THE RESEARCH INSTRUMENT
We, the third-year BSBA major in Human Resource Development Management
students of the University of Makati, are currently working on a research study
entitled “Factors influencing Human Resource Development Management
Students from University of Makati in Evaluating their Professors’
Performance for S.Y. 2021-2022”. The data collection instrument for this study
will be a survey questionnaire designed by the researchers.
89
Recognizing your experience in the field of research and education, we are
humbly asking your permission and assistance to validate the attached self-made
questionnaires to qualify for conduction before administering them to the
participants of this study.
We have attached here the validation sheet, a questionnaire with a table of
specifications, and a statement of the problem. It would also be valuable
assistance to know your suggestions and recommendations for the improvement
of this instrument.
We are looking forward to our request and would merit your positive response.
Your response and contributions are highly appreciated.
Thank you and God bless.
Respectfully Yours,
Giovylyn Zabala
Researcher, Group Representative
90
VALIDATION SHEET
Name of Validator : Cristel Almeda Comparativo
Degree : Hotel and Restaurant Management
Graduate
Position : Human Resources Manager
No. of years in teaching : N/A
Please check the appropriate box for your ratings.
CRITERIA 5 4 3 2 1
√
1. Clarity and Directions of Items. The vocabulary level,
language, structure, and conceptual level of participants. The test
directions and the items are written in a clear and understandable
manner.
√
2. Presentation and Organization of Items. The items are
presented and organized in a logical manner.
3. Suitability of Items. The item appropriately presented the √

substance of the research. The questions are designed to
determine the skills that are supposed to be measured.
4. Adequateness of the Content. The number of questions per √

area is representative enough of all the questions needed for the
research.
91
√
5. Attainment of Purpose. The instrument as a whole fulfills the
objectives needed for the research.
6. Objective. Each item question requires only one specific √

answer or measures only one behavior and no aspect of the
questionnaires suggested in the past by the researcher.
√
7. Scale and Evaluation Rating. The scale adapted is
appropriate for the item.
Scale: 5 –Excellent 4 -Very Good 3-Good 2-Fair 1-Poor
REMARKS: Detailed and well- written.
92
09 June 2022
Mr. BJARNE LEX FRANCIS L. AGBON, LPT
District Office Assistant
DEPED CALBIGA – I District
Dear Mr. AGBON:
We, the third-year BSBA major in Human Resource Development
Management students of the University of Makati, are currently working
on a research study entitled “Factors influencing Human Resource
Development Management Students from University of Makati in
Evaluating their Professors’ Performance for S.Y. 2021-2022”. The
data collection instrument for this study will be a survey questionnaire
designed by the researchers.
Recognizing your experience in the field of research and education, we
are humbly asking your permission and assistance to validate the
attached self-made questionnaires to qualify for conduction before
administering them to the participants of this study.
93
We have attached here the validation sheet, a questionnaire with a table
of specifications, and a statement of the problem. It would also be
valuable assistance to know your suggestions and recommendations for
the improvement of this instrument.
We are looking forward to our request and would merit your positive
response. Your response and contributions are highly appreciated.
Respectfully Yours,
Giovylyn Zabala
VALIDATION SHEET
Name of Validator : Mr. Bjarne Lex Francis L. Agbon
Degree : BSE-English
Position : District Office Assistant
No. of years in teaching : 3 years
94
CRITERIA 5 4 3 2 1
1. Clarity and Directions of Items. The vocabulary level, √

language, structure, and conceptual level of participants. The
test directions and the items are written in a clear and
understandable manner.
2. Presentation and Organization of Items. The √

items are presented and organized in a logical
manner.
3. Suitability of Items. The item appropriately presented √

the substance of the research. The questions are designed
to determine the skills that are supposed to be measured.
4. Adequateness of the Content. The number of questions √

per area is representative enough of all the questions needed
for the research.
5. Attainment of Purpose. The instrument as a whole √

fulfills the objectives needed for the research.
6. Objective. Each item question requires only one specific √

answer or measures only one behavior and no aspect of
the questionnaires suggested in the past by the researcher.
7. Scale and Evaluation Rating. The scale adapted is √

Scale: 5 –Excellent 4 -Very Good 3-Good 2-Fair 1-Poor
REMARKS: Revise your rating scale.
Signed:
95
09 June 2022
Dr. JANINE MONEDA - DELA CRUZ
Assistant Professor IV, CBFS
Dear Dr. DELA CRUZ:
We, the third year BSBA major in Human Resource Development Management
students of the University of Makati, are currently working on a research study
entitled “Factors influencing Human Resource Development Management
Students from University of Makati in Evaluating their Professors’
Performance”. The data collection instrument for this study will be a survey
questionnaire designed by the researchers.
Recognizing your experience in the field of research and education, we are
humbly asking your permission and assistance to validate the attached self-
made questionnaires to qualify for conduction before administering them to the
participants of this study.
We have attached here the validation sheet, a questionnaire with a table of
specifications, and a statement of the problem. It would also be valuable
96
assistance to know your suggestions and recommendations for the
improvement of this instrument.
We are looking forward to our request and would merit your positive response.
Your response and contributions are highly appreciated.
Respectfully Yours,
Giovylyn Zabala
VALIDATION SHEET
Name of Validator : Janine Moneda-Dela Cruz
Degree : DBA
No. of years in teaching : 15 yrs
CRITERIA 5 4 3 2 1
1. Clarity and Directions of Items. The vocabulary level, /

language, structure, and conceptual level of participants.
The test directions and the items are written in a clear and
understandable manner.
97
2. Presentation and Organization of Items. The /

items are presented and organized in a logical
manner.
3. Suitability of Items. The item appropriately presented /

the substance of the research. The questions are designed
to determine the skills that are supposed to be measured.
4. Adequateness of the Content. The number of questions /

per area is representative enough of all the questions
needed for the research.
5. Attainment of Purpose. The instrument as a whole /

fulfills the objectives needed for the research.
6. Objective. Each item question requires only one /

specific answer or measures only one behavior and no
aspect of the questionnaires suggested in the past by the
researcher.
7. Scale and Evaluation Rating. The scale adapted is /

Scale: 5 –Excellent 4 -Very Good 3-Good 2-Fair 1-Poo
REMARKS:
Signed:
98
Researchers’ Curriculum Vitae
This is composed of the researchers Curriculum Vitae for credentials.
99
100
101
102
103
104
105
ANOVA Age
ANOVA
Sum of Mean
Squares df Square F Sig.
Reciprocity_AVE Between 0.903 2 0.452 1.619 0.203
Groups
Within 28.455 102 0.279
Groups
Total 29.358 104
SocialProof_AVE Between 0.972 2 0.486 2.125 0.125
Groups
Within 23.322 102 0.229
Groups
Total 24.293 104
Authority_AVE Between 0.397 2 0.199 0.899 0.410
Groups
Within 22.523 102 0.221
Groups
Total 22.920 104
CommitmentandConsistency_AVE Between 0.122 2 0.061 0.306 0.737
Groups
Within 20.315 102 0.199
Groups
Total 20.437 104
Liking_AVE Between 1.509 2 0.754 2.113 0.126
Groups
Within 36.410 102 0.357
Groups
Total 37.918 104
Scarcity_AVE Between 0.465 2 0.232 1.004 0.370
Groups
Within 23.615 102 0.232
Groups
Total 24.080 104
ANOVA Gender
106
ANOVA
Sum of Mean
Groups
Within 28.464 102 0.279
Groups
Total 29.358 104
Groups
Within 23.782 102 0.233
Groups
Total 24.293 104
Groups
Within 22.269 102 0.218
Groups
Total 22.920 104
Groups
Within 20.418 102 0.200
Groups
Total 20.437 104
Groups
Within 37.379 102 0.366
Groups
Total 37.918 104
Groups
Within 23.329 102 0.229
Groups
Total 24.080 104
107
ANOVA Year Level
ANOVA
Sum of Mean
Groups
Within 27.397 102 0.269
Groups
Total 29.358 104
Groups
Within 22.729 102 0.223
Groups
Total 24.293 104
Groups
Within 21.602 102 0.212
Groups
Total 22.920 104
Groups
Within 19.593 102 0.192
Groups
Total 20.437 104
Groups
Within 37.616 102 0.369
Groups
Total 37.918 104
Groups
Within 23.419 102 0.230
Groups
Total 24.080 104
108

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UNIVERSITY OF MAKATI

College of Business and Financial Science

FACTORS INFLUENCING THE HUMAN RESOURCE DEVELOPMENT

MANAGEMENT STUDENTS FROM UNIVERSITY OF MAKATI

IN EVALUATING THEIR PROFESSORS’ PERFORMANCE

A Research Presented to the

College of Business and Financial Science

University of Makati City

In Partial Fulfillment of the Requirements for the Degree of

Bachelor of Science and Business Administration Major in

Human Resource Development Management

Gelai Rhea B. Banguilan

Joanna Marie L. Dimaano

Mark Edily D. Ramos

Olivia Veriz C. San Juan

June 21, 2022

CERTIFICATION AND APPROVAL SHEET

This thesis entitled “Factors Influencing the Human Resource

Development Management Students from University of Makati in Evaluating

their Professors’ Performance S.Y 2001-2022” was prepared and submitted

by Gelai Rhea Banguilan, Joanna Marie L. Dimaano, Regen O. Mosura,

Zabala, in partial fulfillment of the requirements for the degree of BACHELOR IN

BUSINESS ADMINISTRATION MAJOR IN HUMAN RESOURCE

DEVELOPMENT MANAGEMENT, has been examined and is hereby

recommended for the corresponding Oral Examination.

JANINE M. DE LA CRUZ, D.B.A

Approved on 06 June 2022 by the Panel of Examiners on Oral Examinations with

the grade of ______%.

JENNIFER M. MANAGAY, DEM

LESIL ARTISTA, Ph.D. RUBI ANNA SALUDARIO, DBA

DENNIS SANDOVAL, CPA, DBA

Dean, College of Business and Financial Science

The researchers would like to express their heartfelt gratitude and

unwavering appreciation to everyone who helped them complete this research

paper and contributed significantly to its development. The researchers are

grateful to the following people for their never-ending generosity, support,

guidance, and assistance in completing this study:

To God Almighty, even though we face many obstacles while conducting

without His guidance and assistance.

To Dr. Janine Moneda-Dela Cruz for being supportive and providing us

with invaluable assistance, guidance, and support in order for us to fully

our research work.

To Our family who are always there to encourage and support us to do

associated with completing this report.

us ideas on what we should do in order to do this research.

Title Page ………………………………………………………………….. i

Approval Sheet ……………………………………………………………... ii

Table of Contents ………………………………………………………….. vi

Theoretical Frameworks …………………………………………. 5

Conceptual Framework …………………………………………… 8

Statement of the Problem ……………………………………………. 10

Significance of the Study ……………………………………………. 12

Scope and Limitations …………………………………………… 13

Definition of Terms …………………………………………………… 14

Chapter II: Review of Related Literature and Studies

Content for RRL ……………………………………………………. 16

Chapter III: Methodology

Research Design ……………………………………………………. 33

Research Approach ….………………………………………………… 34

Time and Locale of the Study …………………………………… 35

Respondents of the Study ……………………………………………. 35

Sampling Techniques …………………………………………… 37

Data Gathering Procedure ……………………………………………. 43