Effects of Studying at A Parochial School To Religiousness Group 5 Newton

EFFECTS OF STUDYING AT A PAROCHIAL SCHOOL TO RELIGIOUSNESS
A Research Proposal
Presented to
Sir Genuis San Pablo
In Partial Fulfillment
Of the Requirements in
Practical Research I
Aquino, Samantha Nicolle O.
Celestial, Natalie R.
Julian, Edlyn Anne D.
Juntereal, Jhanette P.
May 2022
APPROVAL SHEET
In fulfillment of one of the requirements of the subject Practical Research I, this
research paper entitled Effects of Studying at a Parochial School to Religiousness
was prepared by researchers from PR 11 who consists of:
Aquino, Samantha Nicolle O. Julian, Edlyn Anne D.
Celestial, Natalie R. Juntereal, Jhanette
Accepted on behalf of the Senior High School Department Rizal National Science
High School, as one of the requirements of the subject in Practical Research.
Mr. Genius San Pablo
Teacher in Practical Research
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ACKNOWLEDGEMENT
The researchers would like to show their gratitude to those who helped, guided, and
gave the will and motivation to pursue and develop a study that would possibly help
a lot of people in the future.
Binangonan Catholic College and Rizal National Science High School,
for giving the researchers an opportunity and a platform to make the research study
happen.
Grade 11 respondents, for their time and cooperation in responding to the
survey questionnaire truthfully.
Mr. Genuis San Pablo, who guided the researchers to achieve the
completion of the study by putting them in the right direction of the research study.
Families of the researchers, who gave their utmost support, both financially
and emotionally, in order for the research study to be made possible.
Friends of the researcher, for going through the journey along with the
researchers and for helping and sticking with them through all the sleepless nights.
Current and past teachers, who did not fail to educate and provide
knowledge that helped make the research possible.
Lastly, our God who provided the researchers with strength, knowledge, and
patience in doing the study.
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DEDICATION
The researchers dedicate this study to all the people who helped and motivated the
researchers during the development of this paper. As well as to all those who would
benefit from this knowledge in the future.
To Mr. Genuis San Pablo, our Research Adviser, who provided his guidance
in carrying out this study.
To family and friends, who gave their nonstop support all throughout the
development of this paper.
To pets, for accompanying the researchers through sleepless nights and for
providing their silent moral support.
To future researchers, who will continue investigating and broadening our
understanding regarding this subject.
Most importantly, to God who gave us the strength and drive to accomplish
this paper.
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ABSTRACT
Parochial schools promote religiousness to its students by providing a
curriculum that focuses on developing and strengthening students’ relationship and
beliefs with their religion. However, to measure whether to this day it still has an
impact on their students, this study assessed the influence of parochial school
education on religiosity by comparing twenty-five (25) students from Binangonan
Catholic College to twenty-five (25) non-parochial school students from Rizal
National Science High School. Stratified random sampling technique was used to
gather 25 grade 11 respondents from both schools. Using two quantitative research
design, the descriptive-comparative and survey-questionnaire research approaches,
the survey also used Likert Scale, and the hypotheses-testing utilized Two-sample
T-test which revealed that there is a significant difference between the religiousness
of the schools. Parochial students' religiousness was good while Non-parochial
students scored a rather bad in the scale. In addition, when grouped according to
age and gender, females and 16-year-old students from both schools scored higher
than most students from their demographic.
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TABLE OF CONTENTS
APPROVAL SHEET……………………………………………………………………….…i
ACKNOWLEDGEMENT………………………………………………………………….…ii
DEDICATION………………………………………………………………………………...iii
ABSTRACT……………………………………………………………………………….…iv
LIST OF TABLES…………………………………………………………………………..vii
LIST OF FIGURES……………………………………………………………………...…viii
Chapter
1 THE PROBLEM AND ITS BACKGROUND
Introduction…………………………………………………………………..1
Background of the Study……………………………………………………3
Scope and Limitations of the Study………………………………………..4
Statement of the Problem…………………………………………………..5
Hypothesis of the Study…………………………………………………….6
2 EVALUATION, DESIGN, AND FRAMEWORK
Discussion of Expected Output and Justification…………..……………7
Theoretical Framework……………………………………………………..8
Conceptual Framework……………………………………………………10
Variables, Their Definitions, and Importance to the Study……………..11
Definition of Terms…………………………………………………………18
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3 RESEARCH METHODOLOGY
Research Design…………………………………………………………..20
Setting of the Study………………………………………………………..21
Subject of the Study……………………………………………………….22
Sources of Data……………………………………………………………23
Procedure of the Study…………………………………………………...23
Statistical Treatment of Data……………………………………………..24
4 RESULTS AND DISCUSSIONS
Results of the Study……………………………………………………………….25
5 SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Summary of Findings……………………………..……………………….33
Conclusions………………………………..……………………………….34
Recommendations…………………..……………………………………..36
6 OUTPUT………………………………………………………………………….…38
BIBLIOGRAPHY……………………………………………………………………………42
APPENDICES……………………………………………………………………………...48
CURRICULUM VITAE……………………………………………………………………..70
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LIST OF TABLES
Table 1: Likert scale’s interval and interpretation for the
survey answers from the students of Rizal National Science
High School and Binangonan Catholic College………………………………………...24
Table 2: Religiousness of respondents when categorized by school……………...…25
Table 3.1: Religiousness of parochial students when categorized
by gender……………………………………………………………………………………26
Table 3.2: Religiousness of non-parochial students when categorized
by gender……………………………………………………………………………………26
Table 4.1: Religiousness of parochial students when categorized by age………..…27
Table 4.2: Religiousness of non-parochial students when categorized
by age…………………………………………………………………………………….…27
Table 5: Religiousness of students from a Parochial School
and Non-parochial School using Two-sample T-test or
T-test Independent………………………………………………………………………....32
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LIST OF FIGURES
Figure 1: Urie Bronfenbrenner's Bioecological Theory
of Development (1977)................................................................................................8
Figure 2: Conceptual framework on the Effects of Studying
at a Parochial School to Religiousness………………………………………………….10
Figure 3: Map of Rizal National Science High School…………………………………21
Figure 4: Map of Binangonan Catholic College………………………………………...22
Figure 5.1: Parochial school students attending activities
related to religion…………………………………………………………………………..28
Figure 5.2: Non-parochial school students attending activities
related to religion…………………………………………………………………………..29
Figure 6.1: Parochial school students on placing great value
on religion………………………………………………………………………….………..30
Figure 6.2: Non-parochial school students on placing great value
on religion…………………………………………………………………………………...31
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1
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter presents the Introduction, Background of the Study, Scope and
Limitations of the Study, Statement of the Problem, and Hypothesis of the Study. It
gives an overview and briefly discusses the study.
Introduction
A socio-cultural system called religion has influenced and continuously
shaped the morals and beliefs of people. It is often associated with the existence of
one or more Gods who are powerful and all-knowing. Religions consist of rituals,
traditions, and occasions performed by those who practice the religion as a
manifestation of their worship and devotion to their God and to holy and sacred
individuals.
The world is made up of so many religions. There are about ten thousand
religions—and Christianity, Islam, Buddhism, and Hinduism are just a few of the
largest and most well-known of these. These religions influence and reflect the
cultural, political, social, and economic conditions as well as the education of a
country. The continued practice and dissemination of beliefs and practices further
accelerates and expands the reach of religion to encourage people to join.
Filipinos, like many countries in the world, are inherently religious. Every
Filipino is free to practice their religion and beliefs peacefully. It is stated in Article III:
Section 5 of the 1897 Constitution of the Philippines, Bill of Rights, "No law shall be
made respecting an establishment of religion, or prohibiting the free exercise thereof.
The free exercise and enjoyment of religious profession and worship, without
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discrimination or preference, shall forever be allowed. No religious test shall be
required for the exercise of civil or political rights." This right can be observed in the
census conducted by the Philippine Statistics Authority (PSA) in 2015. According to
their census, 79.5 percent of the Philippine population is Roman Catholic, with the
remaining 9 percent belonging to other Christian denominations. Meanwhile, 6% of
the population is Muslim, and only about 4% of Filipinos are religiously unaffiliated.
Although the vast majority of Filipinos are Catholic, the Philippines has no
official religion. Instead, the Constitution emphasized the separation of religion from
the legal system. "The separation of Church and State shall be inviolable.." —Article
II. Section 6 of the Statement of State Principles and Policy
Apart from the legal system of the country, religions play many full roles in
society and among those who belong to it. According to Religion, Society, and the
Philippine Experience: An Overview by Calairo, E.F., some of the roles of religion in
people are: (1) formation of moral community; (2) religion as emotional support; (3)
religion as the source of identity; (4) religion as psychotherapy; and (5) religion in
controlling sexuality.
With the magnitude of the influence of religion in the country and the number
of Filipinos belonging to various religions, it is no surprise that many parents want to
nurture their children's religious beliefs early. As a result, parochial schools
flourished, promoting the practice of their respective religions not only within the
school but also outside it. Apart from the subjects of Mathematics, Science, English,
Filipino, and Social Studies, there are also additional subjects in the curriculum of
parochial schools. These are subjects that discuss their particular religious beliefs. In
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addition to these subjects, parochial schools also have extracurricular activities
where students practice and apply what they believe in real life.
Consequently, it is appropriate for researchers to conduct a study in relation to
the effect of parochial school education on religiousness.
Background of the Study
Spirituality is crucial in the development of autonomy, resilience, and
responsibility in young adults (Kim & Esquivel, 2011). This essential human
component provides the driving force behind a person's need for safety, purpose,
and fulfillment in life, as well as a feeling of belief (Rovers & Kocum, 2010). It also
aids in the formation of values that will lead to a comprehensive increase in their
well-being (Nazam & Husain, 2016). Their faith is intact, as is their attitude and
behavior toward life, which encourages them to actively participate in church and
society (Chirico, 2016). As a result, schools are the most effective institutions for
fostering the spiritual well-being of students as young adults (Aguas, 2019).
The relevance of the parochial school to holistic formation and conversion in
accordance with faith and religious doctrine was explored in a study published in the
Philippine Social Science Journal. The findings of their study revealed that parochial
schools are associated with providing high-quality religious education. According to
the research, there were also considerable discrepancies in the quality of Catholic
education in parochial schools. (Tejada & Madrigal, 2021)
On the other hand, a study, “Spiritual Well-Being of Senior High School
Students in Philippine Public Schools”, examined senior high school students from a
public school in Bacolod, City to determine the level of spiritual well-being in terms of
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religious and existential well-being. The findings of the descriptive and inferential
analyzes revealed that the spiritual well-being of the students was only moderate.
Consequently, values and religious formation are strongly emphasized to ensure the
spiritual well-being of the students. (Cena & Bual, 2021)
However, there are also variables that prevent these institutions from
completely carrying out their evangelistic purpose due to significant limitations in
their curriculum and operations. Their most well-known issues include their priestly
administrators' lack of administrative and academic skills, funding limitations, and the
constant influx of skilled instructors seeking better economic prospects in public
schools. (Tejada & Madrigal, 2021)
Thus, this study will aim to see if religion had any influence on education in a
parochial school. It also tries to compare how religiously distinct students from a
Parochial and a Normal school differ. Finally, it wants to know how effective
Parochial Schools are at molding students into long-term practitioners of the faith
they are being taught.
Scope and Limitations of the Study
This study focused on the impact of parochial school education on religiosity.
This study included determining whether religiosity was relevant to parochial school
education; comparing the size of the difference between students from a regular
school and the parochial school in their relationship with God; and finally, knowing
how effective education is in parochial schools in shaping total belief and devotion to
their religion.
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This study covered students from grade eleven of Rizal National Science High
School and Binangonan Catholic College students.
This study was limited to two schools, Rizal National Science High School and
Binangonan Catholic College, to clearly compare and see the differences between
the two study subjects. Respondents were also limited to 25 students per school to
ensure the certainty and significant contrast of the results.
However, this study did not include identifying the specific religious affiliation
and the academic strand of each student because the researchers only aimed to find
out whether the school affected the student’s relationship with their God.
Statement of the Problem
Religion is an integral part of the majority of the lives of Filipinos. From a young
age, children are taught the stories and values of God. They begin to be included in
religious traditions and celebrations. As they grow older, expectations to further
cultivate and practice their beliefs will increase. From reading religious scriptures to
joining religious groups designed for their age, children will be encouraged to
conform. And for some children, will be expected to incorporate religious activities
into their education.
By conducting this research, we expect to answer these questions:
1. How religious are the students when categorized in terms of;
1.1. School;
1.2 Gender; and
1.3. Age;
2. Is there a correlation between the school students attend to their
religiousness?
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3. How different/similar are the students studying at a Parochial School and a
Normal School in terms of;
3.1. Attending activities related to religion;
3.2. Placing great value in religion; and
3.3. Overall religiousness;
Hypothesis of the Study
H 0: The opinions of Grade 11 students from Rizal National Science High School and
Binangonan Catholic College illustrate that there is no correlation between the
school and their religiousness.
H1: The opinions of Grade 11 students from Rizal National Science High School and
Binangonan Catholic College illustrate that there is a correlation between the school
and their religiousness.
H0: There is no significant difference between students who attend a parochial
school and those who attend a regular school.
H1: There is a significant difference between students who attend a parochial school
and those who attend a regular school.

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CHAPTER II
EVALUATION, DESIGN, AND FRAMEWORK
This chapter presents the Discussion of Expected Output and Justification,
Theoretical Framework, Conceptual Framework, The Variables, Their Definitions and
Importance to the Study, and the Definition of Terms. These sections cover a
thorough discussion of related literature and studies necessary to understand the
framework of this paper.
Discussion of Expected Output and Justification
This study aims to determine whether religiosity was relevant to education in a
parochial school. It also seeks to compare how different students who attended
parochial schools and normal schools in terms of their religious beliefs and practices,
as well as their perceptions of the extent to which they were being taught religious
material by their schools. Lastly, this study sought to determine whether parochial
schools help shape students into lifelong practitioners of their religion.
This research is important because it will help people understand whether
there is a difference between students who attend a parochial school and those who
attend a normal school. The research will serve as a guide and help with the
following: first, it will help parents decide where they want to enroll their child;
second, it will bring information and realization on whether both schools lack
something in the components they teach the students; and finally, it will bring light to
the stereotypes of schools in which we most likely differentiate students studying in a
parochial school from students studying in a normal school.

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Theoretical Framework
This research theorized that schools are related to student religiosity. The
adolescent stage is when teenagers are easily influenced by their opinions and
beliefs in their environment. By using the theory from Urie Bronfenbrenner's
Bioecological Theory of Development (1977), it will be known that human
development is a dynamic interaction impacted by an individual's interactions with
many aspects and sectors of their environment.
According to this theory, the microsystem, mesosystem, exosystem,
macrosystem, and chronosystem are the five systems that make up a person's
environment. This study will be focusing on the most influential level of ecological
systems theory, the microsystem. This refers to the developing child's most
immediate environmental surroundings, such as home and school.
Source: Google Photos
Figure 1: Urie Bronfenbrenner's Bioecological Theory of Development (1977)

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Microsystem is the most intimate and has a direct connection with the
individual, in this case, a student. Home, school, daycare, and employment are
usually included. It's a two-way connection in which a person's reaction to the others
inside the microsystem influences how they treat them back (Guy, 2020). Therefore,
this proves that school, whatever its type, has a huge impact on the child. As it
affects how the child’s thinking and beliefs develop.
Correspondingly, this study is also anchored on a theory proposed by Albert
Bandura, called Social Learning Theory, which states that a child's behavior changes
through the process of observation, modeling, and imitation (Bandura, 1977). It is
also influenced by Pavlov’s classical conditioning and Skinner’s operant conditioning.
For example, students who attend a parochial school are more likely to be
religious, just as students who attend a science school are more likely to be
interested in the academic strand, STEM. All of this is because the institutions in
which the students are enrolled are modeled and focused on a specific upbringing
curriculum. They are also exposed to the environment and individuals who have
similar values, which causes them to instinctively replicate their surroundings'
behaviors.
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Conceptual Framework
Figure 2: Conceptual framework on the Effects of Studying at a Parochial School to
Religiousness
The researchers created a conceptual framework that includes
methodological techniques to help the study's design (Figure 2). The first frame, the
input, describes the parameters required to determine how religious the students
studying at a parochial or non-parochial school are, including determinants of grade
11 students' profiles and current religious activities. The process frame represents
the process of obtaining data to evaluate the influence of attending a Parochial
school on religiosity, as well as the surveys and questionnaires that would be done to
determine how religious a student is based on their responses. The conclusions of
the study are displayed in the third frame. The researchers will look into the effects of
attending a parochial school on religiousness and whether there is a substantial
difference between attending a parochial school and attending a non-parochial
school in terms of religiosity.

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The Variables, Their Definitions, and Importance to the Study
Age
Childhood
A person’s upbringing can go a long way in influencing and shaping an
adult’s life. It is a crucial stage that could, most of the time, make or break a
child’s later life. According to a study in Child Development, a child’s first three
and a half years of life can affect them even into their adulthood 20-30 years
later. (Singh, 2014)
To many parents, incorporating religion into a child’s upbringing builds
a solid foundation for beliefs and religious practices. This makes children
more likely to accept the same religion and hopefully, in adulthood, they can
continue the faith of the family to the same religion. Parents do this through
integrating religious activities into everyday life. Some parents do not even
need to consciously integrate religion into the family’s daily life because it is
already deeply tied to their traditions and habits. This normalizes religion in
the household without allowance for questioning and practicing other religions
or even none at all.
Regardless of growing-up with religious parents, it does not necessarily
indicate religiousness of children. According to a study by Pew Research
Center (2020), 44% of children in a religious household actively participate in
religious practices and services. However, 15% of children in a religious
household, with relatively more religious parents, seldom or rarely prayed.
Only about 48% of the children, from the same study, say that their beliefs are
exactly the same as their parents. While 43% say they share some beliefs
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and 8% say they have different beliefs with their parents. This study suggests
that despite growing-up and being exposed to religious beliefs and traditions,
children do not always take in the same beliefs as their parents.
Early adulthood
A study from the same research group, Pew Research Center (2018),
states that out of 106 countries they surveyed, around forty countries have
young adults who are 18-39 years old less likely to identify with any religious
group and to view religion as an important aspect in their lives. Young adults
are also less likely to attend religious services weekly than their 40 years old
and older counterparts. Additionally, in seventy-one countries, young adults
are less likely to pray daily. Thus, with this information, young adults can be
classified as less religiously active in practicing their religion or not practicing
any religion at all compared to adults in middle or late adulthood.
Late to middle adulthood
The cultural and social hold of religion in people linked parenting with
children’s religiousness. Children with religious parents in a faith-centered
lifestyle will undoubtedly lead them into a more religious future. (King &
Boyatzis, 2015) As they grow older and gather more independence and
freedom from their parents, young adults become more likely to be inactive
and identify as non-practicing and repel familiar beliefs due to a myriad of
causes such as difference in religious and social experiences, raw and not
established faith, and skepticism in the benefits of religion, to name a few.
(Cox, 2022)
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Gender
It has been widely acknowledged that women are more religious than men.
This stems from many decades in the past when societal and gender norms were
extreme and firm. Women were expected to be caregivers and homemakers to their
families. These roles require them to stay at home and to be more present in their
child’s early years to young adulthood or until they become independent from their
parents. Men, however, were the complete opposite. As the head of the family, men
were expected to be the provider and protector. With managing the finances and
making sure that the family had a bright future ahead, men were infrequently found
at home tending to children. The immense difference between the roles created a
gap in the religion and beliefs of the two genders. Women became more religious as
their role fit the values and doctrine of religion, while men were distant and detached
from it. (Zhu & Chang, 2019)
This theory, however, was not established until the 1980s when a group of
researchers started investigating the legitimacy of the theory. It was proven that
women were indeed more religious than men. About two decades after the said
study, a research organization conducted a worldwide survey regarding the same
theory. Men and women in eighty-four countries were surveyed regarding their
religion and how often they practice it. Women in forty-three countries pray more
often than men, while Israel is the only country where men pray more often than
women. In the remaining countries, no significant differences were found between
men and women. (Pew Research, 2016)

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A study was conducted about the Catholic identity and spiritual status of
students at a university in the Philippines. The respondents were divided into two
categories: Orthodox Catholics and Creative Catholics. Their research found that
women were more religious than men. The conclusion of the study showed that the
level of religiosity of male respondents had a variance of 4.59 and female
respondents had a variance of 5.03. Thus, women are more active in participating in
church activities, such as attending church on Sundays, joining religious groups, and
serving in church ministry. (Oracion & Madrigal, 2019)
These studies all show that the female population of the world is relatively
more religious than the male population. Whether it occurs because of a woman’s
nature or because of the societal structures women are confined to or many other
various reasons, it is highly likely that this study and other studies regarding religion
and gender will produce similar results and conclusions.
School
Communities are one manifestation of the human need to have fellowship and
to find others who share similarities with us. Communities connect people with the
agreeing interests and struggles. It builds safety and security, allowing members to
flourish and grow in their individual lives. (Dunmore, 2019)
School is a very significant example of a community. From an early age,
schools build friendship and camaraderie for students with other students who are
similar yet also different from each other. Coming and interacting in an environment
with people at the same stage in life with common goals brings those people
together. For each student, a sense of community improves emotional safety,
self-confidence, and happiness. It was thought to promote well-being in terms of

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identity, coping effectiveness, and quality of social relationships (Prati, Cicognani, &
Albanesi, 2018) Studying under and being led by the same educators also influences
children’s development and non-cognitive skills such as motivation and adaptability.
Despite not necessarily being included in most curricula, non-cognitive skills are long
term skills that will benefit children in achieving success as adults in the future.
(Terada, 2019)
School is indeed one of the most important and significant influences on a
child’s life. Experiences formed at school influence and, in other cases, change the
trajectory of a child’s life. A study was conducted about the moral compass of
parochial school graduates. Alumni of parochial schools were interviewed, wherein
they were asked about their experiences and reflections regarding their cardinal
values. The participants were all able to recognize that their present religious
practices and beliefs developed from the teachings of their parochial school. This is
reflected in their career decisions and parenting style. Despite being decades ago,
their parochial education still influences their current moral compass. (Brevetti, 2015)
A study on Science High School graduates was conducted concerning the
past classroom practices and teacher characteristics they encountered during their
secondary education. According to the study, teachers from the specialized science
high school encouraged students to pursue their own interests, whether they were in
STEM or not. However, due to the curriculum and the STEM-related opportunities
available, such as laboratory experiments and hands-on activities, students have
been more proficient in STEM subjects. Thus, students gravitate toward
STEM-related degrees. (Almarode, Subotnik & Lee, 2016)

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Parochial schools and science high schools are both examples of schools that
provide slightly different curricula that favor the development of specific areas in a
student’s education. These reflect the teaching strategies, opportunities available,
school culture, and social environment. Being exposed in this type of environment
forms an inclination and proficiency in the subject, which could lead to taking higher
education related to it or if not, at least take that inclination into their future lives.
Attending Activities Related to Religion
Parochial Schools
According to a study “Religiosity and Spiritual Well-Being of senior
High School Students of a Catholic College Philippines” (2020), young
students from parochial schools are more doctrinal, meaning they are just
more religious. in belief and not in deed or activity.
However, a related study by Wadsworth and Walker (2017),
investigated the long-term effects of religious schooling on religious
participation after a student graduates from high school. It claims that two
years after graduating from high school, both male and female Catholic and
(non-Catholic) religious school graduates are more likely to report spending
time doing religious activities than their public school graduate peers, but they
are neither more nor less inclined to volunteer in support of a religious charity.
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Non-Parochial/Normal School
On the other hand, according to Bual and Madrigal (2018),
non-parochial schools cannot sustain their students to participate in or attend
religious activities because the curricular subject and even the teachers do
not have skills in launching this goal.
Moreover, religious activities in public schools are confined to monthly
masses, catechetical teaching, retreats, and commemorations, which are not
enough to build the spirituality of the students. (Woodward, 2020)
Placing Great Value in Religion
Parochial School
From Reverend Nuzzi’s “Ten Reasons Why Catholic Schools Still
Matters” (2021), here are some of the following he listed:
1. Through their relationships with family, friends, and teachers, Catholic
school children learn to experience God's grace and presence in their
lives. Students are influenced by his environmental location. If those
around him share or have similar beliefs, he will soon imitate it and
apply it to himself for a long time.
2. Catholic schools emphasize service as an important part of the
curriculum. From kindergarten to twelfth grade, many Catholic schools
feature service activities. The curriculum in parochial schools focuses
on shaping the religiosity of its students along with other educational
subjects.
3. Catholic schools encourage self-discipline by providing a clear moral
worldview based on the Gospel. Students are challenged to imitate

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Christ in both word and deed. They are challenged to think about their
actions and decisions in light of the Ten Commandments and the
Gospel law of love.
Non-Parochial/Normal School
According to Cena and Bual (2021), in their research on senior high
schools in a public school, they found that its students have only moderate
appreciation of religion because the curriculum of public schools is not
focused on it, not as in parochial schools.
It was also found out in the results from the study that public schools
should enhance their religious influence and values formation to ensure the
connection and spiritual well-being of their students.
Definitions of Terms
The terms used in this study were defined to provide a deeper understanding
of the content of the research:
Religion - A personal set or institutional system of religious attitudes, beliefs, and
practices toward a personal God or gods.
Religiousness - Acts showing and practicing beliefs related to a religion that form
part of a person’s thought or worship of a divine being.
Parochial School - A private school supported and maintained by a particular
church or parish.
Normal School/Non-parochial School - Any public or private school without any
religious affiliation. (These terms were used interchangeably in this research paper.)
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Rizal National Science High School - A Public Science High School based in
Batingan, Binangonan, Rizal province, Philippines established in 1998.
Binangonan Catholic College - A Catholic School in the town of Binangonan in the
Philippines was founded by Rev. Fr. Martin Strong in 1947.

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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the Research Design, Setting of the Study, Subject of the
Study, Sources of Data, Procedure of the Study, and Statistical Treatment applied in
this research paper. These sections discuss the elements used and methods applied
to accumulate both the raw and processed data needed in the study.
Research Design
This study was conducted according to a quantitative method called survey
research and descriptive-comparative research. The researchers agreed that these
types were the most appropriate form for the study. Survey research is a systematic
investigation embedded in quantitative research while, comparative study compares
two or more data with the goal of learning something about one or all of the objects
being compared.
In addition, this study collected the data by an online survey and taking
advantage of websites like Google, Facebook, and Twitter. By survey method, or
giving a questionnaire to the respondents, the data can be effectively coded, the
themes can be categorized and the overall idea and its implications can be
described. After the survey, the collected responses from the two schools will be
used to evaluate and contrast with each other.
This study attempts to describe and examine the connection between
parochial schools and normal schools with the students of Rizal National Science
High School and Binangonan Catholic College in influencing their religiosity by using
a stratified random sampling technique.

21
Setting of the Study
This study will be conducted at Rizal National Science High School (RNSHS),
a public high school located in Jose P. Rizal St., Batingan, Binangonan, Rizal,
Philippines. It was founded in 1998 with the goal of providing a more intensive and
advanced secondary school program with a focus on science and technology.
And also, at Binangonan Catholic College (BCC), a secondary parochial high
school located beside Santa Ursula Parish of Binangonan in 59 M.L. Quezon, Libis,
Binangonan, Rizal, Philippines. It offers a complete set of education starting from
preschool, elementary, junior and senior high school, and a few college courses. It
envisions being “a family that searches for the truth to integrally transform
communities for service to God and country”.
Source: Google Maps

Figure 3: Map of Rizal National Science High School
22
Source: Google Maps

Figure 4: Map of Binangonan Catholic College
Subject of the Study
In this study, students from a Parochial school (Binangonan Catholic College)
and a non-parochial school (Rizal National Science High School ) are selected to
participate in the process. The subjects and respondents of this study will be the
eleventh-grade students of Binangonan Catholic College and Rizal National Science
High School. A total of fifty students (50). The selected respondents in this study
were divided into two categories. The first is twenty-five (25) students in the eleventh
(11) grade of the parochial school Binangonan Catholic College. And the second is
also twenty-five (25) students in the eleventh (11) grade from the non-parochial
school Rizal National Science High School. In total there were Fifty (50) respondents
from eleventh (11) grade students from two schools.

23
Sources of Data
In order to gather the appropriate data needed, the researchers decided to
use google forms for the questionnaires. The researchers created and designed a
10-item survey questionnaire to measure the respondents’ overall religiousness.
Some questions belong to sub-categories that focus on measuring how often the
respondents attend activities related to religion and how the respondents value
religion. The research instrument consists of two sections.
The first section of the questionnaire asks for the respondent’s profile such as
the name, age, gender, and lastly the email.
The second section of the questionnaire consists of a series of questions
about the respondents’ religious activities and opinions. These questions are
answered using the 6-point Likert Scale (Strongly disagree, Disagree, Somewhat
disagree, Somewhat agree, Agree, Strongly Agree).
Procedure of the Study
The researchers distributed a survey questionnaire to grade 11 senior high
school students of Binangonan Catholic College and Rizal National Science High
School in order to obtain the needed information from the respondents regarding
their current religious activities and how religious they are. The questionnaire
included questions regarding how religious one considers themselves to be and what
religious practices they follow on a regular basis. Using the free web software
Google Forms, the researchers designed and created the survey questionnaire.
Following the collection of the required number of respondents, the data was
subjected to various statistical methods in order to answer the research questions.

24
Statistical Treatment
The researchers will use the Two-sample T-test also known as the
Independent T-test as a statistical treatment for the data gathered from the
respondents. This treatment will allow the researchers to compare the data from two
groups of respondents: the students from Rizal National Science High School and
the students from Binangonan Catholic College.
To generate the verbal interpretation and description of the variant data that
need to be calculated, the researchers will use a 6-point Likert Scale. The structure
and interval of measurement to be used were derived from the study of Pimentel,
J.L. and “Some Biases in Likert Scaling Usage and its Correction”. Where there is a
0.82 interval of the five dimensions and there is a 0.03 addition to its latest
dimension.
Likert Scale Interval Difference Description
1 1.00-1.82 0.82 Very bad
2 1.83-2.65 0.82 Rather bad
3 2.66-3.48 0.82 Bad
4 3.49-4.31 0.82 Slightly good
5 4.32-5.14 0.82 Good
6 5.15-6.00 0.85 Rather good
Table 1: Likert scale’s interval and interpretation for the survey answers from the students of
Rizal National Science High School and Binangonan Catholic College.
25
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the Presentation of Result of the Study, Analysis, and
Interpretation of the Data. This chapter will also briefly explain and interpret the table
and graphs.
Results of the Study
School Mean Likert Description
Parochial School (BCC) 4.9 Good
Non-parochial School (RNSHS) 2.5 Rather bad

Table 2: Religiousness of respondents when categorized by school.
Table 2 presents the religiousness of respondents by school. The mean
average for respondents who attended a parochial school is 4.9, whereas the mean
average for respondents who attended a non-parochial school is 2.5.
According to these statistics, the mean average of the parochial school is
about double that of the non-parochial school. The parochial school received a good
description, however the non-parochial school received a rather bad description. The
findings simply reveal that students from a Parochial School are more religious than
students from a Non-Parochial School.

26
Gender Mean Likert Description
Male 5.23 Rather good
Female 4.76 Good

Table 3.1: Religiousness of parochial students when categorized by gender.
Table 3.1 shows the religiousness of parochial students by gender. The male
mean average is 5.23, while the female mean average is 4.76. As for this data, both
genders obtained a high mean average, describing the male as rather good and the
female as good.
Based on these findings, both genders from the parochial school may be
classified as religious. Hence, religiousness among parochial students does not
differ considerably by gender.
Gender Mean Likert Description
Male 2.32 Rather bad
Female 2.6 Bad

Table 3.2: Religiousness of non-parochial students when categorized by gender.
Table 3.2 shows the religiousness of non-parochial students when categorized
by gender. Males have a mean average of 2.32, while females have a mean average
of 2.6. According to this data, both genders received a low mean average, describing
the male as “rather bad” and the female as “bad”. The mean averages of the two
genders are nearly identical. Thus, it demonstrates that religiousness among
non-parochial students does not differ by gender.

27
Age Mean Likert Description
16 y/o 5.03 Good
17 y/o 4.88 Good
18 y/o 4.74 Good

Table 4.1: Religiousness of parochial students when categorized by age.
Table 4.1 shows the religiousness of parochial students when categorized by
age. The mean average for sixteen (16) year olds is 5.03; 4.88 for seventeen (17)
year olds; and 4.74 for eighteen (18) year olds. According to this data, the mean
average of the three ages are nearly identical with each other. The three ages
obtained a high mean average with the same description as "good". When it comes
to religiousness, sixteen (16), seventeen (17), and eighteen (18) year old parochial
students are all good; hence, religiousness does not vary depending on age.
Age Mean Likert Description
16 y/o 2.53 Rather bad

Table 4.2: Religiousness of non-parochial students when categorized by age.
Table 4.2 shows the religiousness of Non-parochial students when
categorized by age. The mean average for sixteen (16) year olds is 2.53; 2.49 for
seventeen (17) year olds; and 2.47 for eighteen (18) year olds. According to this
data, The mean average of all three ages are very close to each other and share the
same description. Sixteen (16), seventeen (17), and eighteen (18) year old
non-parochial students are all rather bad when it comes to religiousness. Thus,
non-parochial students’ religiousness does not vary when it comes to age.

28
Figure 5.1: Parochial school students attending activities related to religion.
Figure 5.1 presents the frequency of Parochial students attending activities
related to religion. 40% of the students were Good; 28% were Slightly good; another
28% were Rather good; 4% were Bad; and none of them were Rather bad and Very
bad at attending religious activities. According to this data, 96% of Parochial
students were either Slightly good, Good, or Rather good at attending activities
related to religion. Thus, the greater majority of Parochial students are active at
attending religious activities.

29
Figure 5.2: Non-parochial school students attending activities related to religion.
Figure 5.2 presents the frequency of Non-parochial students attending
activities related to religion. 36% of the students were Very bad; 28% were Rather
bad; 16% were Bad; 12% were Slightly good; 8% were Good; and none of them
were Rather good at attending religious activities. According to this data, 80% of
Non-parochial students were either Bad, Rather bad, or Very bad at attending
activities related to religion. While the remaining 20% were either Slightly good and
Good at it. Thus, the larger population of Non-parochial students rarely or do not
attend religious activities. While the rest sometimes or often attend.

30
Figure 6.1: Parochial school students on placing great value on religion.
Figure 6.1 shows the frequency of parochial students placing great value in
religion. 60% percent of the students were rather good, 32% were good, 4% were
slightly good, and 4% were bad. The graph shows that the parochial students scored
a “rather good” description which revealed that most of the parochial students
prioritize religion.
31
Figure 6.2: Non-parochial school students placing great value on religion.
Figure 6.2 shows the frequency of non-parochial school students on placing
great value on religion. 16% of students were Very bad, 24% were Rather Bad, 20%
were Bad, 20% were Slightly good, and the remaining 20% were Good. The graph
has a total of 60% of Very bad, Rather bad, and bad. In addition, non-parochial
students did not score a Rather good description which revealed that the majority of
non-parochial students do not prioritize religion.

32
Variables BCC RiSci df Tvalue pvalue Ho Verbal

(Mean) (Mean) Interpretation
Religiousness 4.89 2.5 48 -12.25 0 Reject Significant

of students
Table 5: Religiousness of students from a Parochial School and Non-parochial
School using Two-sample T-test or T-test Independent
Table 5 depicts the religiousness of students from a parochial school and
non-parochial with the degree value of 48, then statistical test of -12.25, and the
probability value of 0. Because the pvalue is less than 0.5, the null hypothesis was
rejected and the means from the two schools are significantly different.
33
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter concludes this study. It includes the Summary of Findings, Conclusion,
formed with the findings, and the corresponding Recommendations.
Summary of Findings
The main purpose of this study was to find out the relationship of religiosity to
studying in parochial schools. This was done by surveying two schools (RNSHS and
BCC) and, comparing the data results. The method used by the researchers in this
study is the method called survey research. The researchers developed a
survey-questionnaire that was distributed to twenty-five (25) students from Rizal
National Science High School and Binangonan Catholic College. To obtain specific
respondents, researchers used a stratified random sampling technique.
The most significant finding the researchers found was:
Based from tables 2 and 5, the religiousness of the parochial school, BCC,
(M = 4.89, SD = 0.48) was hypothesized to be greater than the religiousness of a
non-parochial school, RNSHS, (M = 2.5, SD = 0.85). The null hypothesis was
rejected meaning, the difference was significant, t(48) = -12.25, p = 0 (1 tail). This
result further proves that studying at a parochial school indeed correlates to the
religiousness of its students.

34
Conclusion
The researchers concluded the following based from the survey and gathered data:
1. STUDENTS FROM PAROCHIAL AND NON-PAROCHIAL SCHOOL’S
RELIGIOUSNESS DOES NOT DIFFER BY GENDER
The mean average for males in the parochial school is 5.23, while the
mean average for females is 4.76. Both scores fall into the high range,
indicating that both male and female students are “rather good” or “good” in
the Likert chart. The mean average for non-parochial students is 2.32 for
males and 2.6 for females. Both scores fall into the low range, indicating that
both male and female students are “rather bad” or “bad”.
As seen in these tables, the gender of the student does not have a
significant effect on their religiousness; however, the tables show that
students from a parochial school are more religious than students from a
non-parochial school regardless of the gender.
2. RELIGIOUSNESS OF STUDENTS FROM PAROCHIAL AND
NON-PAROCHIAL SCHOOL DOES NOT DIFFER BY AGE
Table 4.1 shows the mean average for sixteen (16) year old is 5.03;
4.88 for seventeen (17) year old; and 4.74 for eighteen (18) year old. The
mean average of the three ages are nearly identical with each other. The
three ages of the students from a parochial school obtained a high mean
average with the same description as "good". Table 4.2 shows the mean
average for sixteen (16) year old is 2.53; 2.49 for seventeen (17) year old; and
2.47 for eighteen (18) year old. The mean average of all three ages of the
35
students from a non-parochial school are very close to each other and share
the same description.
As seen from the data gathered the mean average of the ages are
almost identical to each other. Thus, based on these data, it can be stated
that students from a parochial school are more religious than those from a
non-parochial school, regardless of age range, which leads us to the
conclusion that both schools have similar statistics on their academic
performance except for one category, which is religion.
3. STUDENTS FROM PAROCHIAL AND NON-PAROCHIAL SCHOOLS HAVE
DIFFERENT FREQUENCIES OF ATTENDING RELIGIOUS ACTIVITIES
96% of students in a parochial school were considered good at
attending religious activities, whereas 80% of students in a non-parochial
school were considered bad at attending religious activities. Thus, it can be
said that students from a parochial school are more active in participating in
religious activities than students from a non-parochial school, where the
majority rarely or never attend any religious activities.
4. STUDENTS FROM PAROCHIAL AND NON-PAROCHIAL SCHOOLS ARE
DIFFERENT IN GIVING GREAT VALUE ON RELIGION
In terms of placing great value on religion, 96 % from a parochial
school fall into the good category, while 60% of students from a non-parochial
school fall into the bad category. As a result, it is clear that students from a
parochial school place a greater value on religion when compared to students
from a non-parochial school, where the majority of students were proven to
not prioritize religion.

36
Recommendation
After a thorough analysis of the results and conclusion of the study, the researchers
developed these recommendations:
It would be beneficial if future researchers would conduct similar studies with
different schools as control groups. There are many types of schools that do not
have any religious affiliation, thus falling under the non-parochial category. Having a
normal public or private school or any other non-parochial school for that matter as a
control group could perhaps produce a different or less significant result.
Similar to the control group, although parochial schools usually refer to
Catholic schools, they are not limited to Catholicism only. Researchers in the future
should investigate other parochial schools catering to different religions. Religions in
general could be very diverse, which could lead to determining different results and
trends in the data.
Future researchers should consider extending the age range of the
respondents for future studies. High school students are within the age range of
12–18. Including younger respondents aged 12–15 will provide additional information
regarding the religiousness of parochial students.
Education Directors of non-parochial schools, despite not being included in
the curricula, should consider incorporating more activities and opportunities for
willing students to cultivate their religiousness and learn more about their religion
and beliefs.
Parents and guardians interested in enrolling their children in parochial
schools for their secondary or tertiary education should consider reading and
37
assessing studies similar to this to broaden their understanding of the possible
advantages or disadvantages of studying in a parochial school.

38
CHAPTER VI
THE OUTPUT
The morals and beliefs of individuals have been impacted and molded by a
socio-cultural system known as religion. These religions have an impact on and
reflect a country's cultural, political, social, and economic conditions, as well as its
education. Filipinos, like people in many other countries, are born religious. Many
parents try to instill religious values in their children at a young age. As a result,
parochial schools rose to prominence, encouraging students to practice their
religions both inside and outside the classroom. Additional courses are included in
the curriculum of parochial schools in addition to Math, Science, English, Filipino,
and Social Studies. These are subjects who connect about their religious beliefs. In
addition to these academics, the parochial school provides extracurricular activities
in which students put their beliefs into practice.
As a result, the goal of this study will be to see if religion had any impact on
education in a parochial school. It also compares how religiously diverse students
from a Parochial and a Normal school are. Moreover, the students were divided into
groups based on their gender and age to determine which school's age and gender
were more religious. Finally, it wants to determine how effective Parochial Schools
are at shaping students into long-term practitioners of the religion they are being
taught.
As stated in the Bioecological Theory of Development by Urie Bronfenbrenner
(1977), the microsystem is the most influential system in a person's surroundings. It
is a two-way link in which a person's reaction to others inside the microsystem

39
determines how they treat them back. It encompasses all of the child's immediate
and long-term interactions as he or she grows up, such as at home, school, and
childcare.
In addition, from Bandura's theory "Social Learning Theory" (1977), a child's
behavior evolves as a result of observation, modeling, and imitation. Furthermore,
whether the witnessed action was praised or penalized has an impact on behavior.
According to a separate study conducted at Private Catholic High School and
Public High School that both identified and measured spirituality and religiousness, it
emerged that students from PCHS were more frequent and increasingly observed
practicing religious teachings and practices in over time. On the other hand, students
from PHS moderate spiritual-wellbeing in the sense that the institution they attend is
not centered on a curriculum that promotes religiosity.
According to the Pew Research Center, 44% of children participate in
religious activities, while 48% of children shared their specific beliefs and practices
with their parents. Young persons aged 18 to 39 are also less likely to be affiliated
with any religious organization. As they grew older, they became more involved in
religious activities and attended more gatherings and services.
More research has revealed that the world's female population is more
religious than the male population. It is quite possible that this study and other
studies on religion and gender will give similar results and conclusions, whether it is
due to a woman's character, the societal structures she is restricted to, or a variety of
other factors.
40
The parochial and non-parochial schools involved in this study were
Binangonan Catholic College (BCC) and Rizal National Science High School
(RNSHS or RiSci). The students from these schools were asked to answer a
10-question survey that uses the 6-point Likert Scale to measure the difference in
how often they participate in religious activities.
Using the two quantitative research designs, the descriptive-comparative and
survey-questionnaire research approaches, the study will be able to compare and
contrast the survey answers from the students. Also, to gather respondents from
both schools, the researchers agreed to use a stratified random sampling technique
to ask 50 students, 25 from each school, to participate in the survey.
Students were categorized as follows:
- By school and frequency
of attending religious
- By school;
activities; and
- By school and gender;
- By school and giving
- By school and age;
great value on religion
In order to clearly analyze and evaluate the available responses, the Likert
Scale was thoroughly used to obtain the mean score of each student's response. It
was then subjected to hypothesis-testing, Two-sample T-test which resulted in null
hypothesis being rejected. In substance, the means from the two schools are
significantly different. This result further proves that studying at a parochial school
does affect the students ’religiosity.

41
It was concluded from the study that:
1. Students From Parochial And 2. Religiousness Of Students

Non-Parochial School’s From Parochial And
Religiousness Does Not Differ Non-Parochial School Does Not
By Gender Differ By Age
3. Students From Parochial And 4. Students From Parochial And

Non-Parochial Schools Have Non-Parochial Schools Are
Different Frequency Of Different In Giving Great Value
Attending Religious Activities On Religion
The researchers recommend the following:
1. Other researchers who would conduct a similar study should use a different
parochial school as control groups. They should also extend the age range for
respondents.
2. Those in charge of education of non-parochial schools should consider
adapting religious activities to their curriculum to provide opportunities for
students to develop their beliefs and practices.
3. Parents who wish to enroll their children in parochial schools are advised to
first read articles stating its advantages and disadvantages.

42
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Religious Secondary Schooling. Center for the Study of Religion and Society.
Retrieved June 5, 2022, from
https://csrs.nd.edu/evaluations/religiosity-and-the-impact-of-religious-seconda
ry-schooling/
Wiley. (n.d.). The Development of Conscience: A Comparison of Students in Catholic
Parochial Schools and in Public Schools (Society for Research in Child
Development, Ed.). Child Development, 33(3), 591-602.
https://doi.org/10.2307/1126659
Woodward II, J. D. (2020). Spiritual formation in Christian higher education.

47
Zhu, N., & Chang, L. (2019, July 23). Evolved but Not Fixed: A Life History Account
of Gender Roles and Gender Inequality. Personality and Individual
Differences, 157. Frontiers. https://doi.org/10.3389/fpsyg.2019.01709

48
APPENDICES
49
APPENDIX A
Letter to Conduct
Rizal National Science High School
50
APPENDIX B
Letter to Conduct
Binangonan Catholic College
51
APPENDIX C
Survey Questions
1. Ako ay dumadalo sa mga banal na pagtitipon ng aming relihiyon. ( I attend
sacred gatherings of my religion.)
2. Ako ay nagbabasa ng mga banal na kasulatan. (I read religious scriptures.)
3. Masasabi kong mahalaga ang relihiyon sa buhay ng tao. (I believe that
religion is important in human life.)
4. Itinuturing ko ang aking sarili na relihiyoso. (I consider myself religious.)
5. Sumasali ako sa mga aktibidad na may kinalaman sa aking relihiyon. (I
participate in activities related to my religion.)
6. Importante sa akin ang pagpapayaman/pagpapatibay ng aking relasyon sa
Diyos. (It is important to me to enrich/strengthen my relationship with God.)
7. Kasapi ako sa mga komyunal na grupo tulad ng Youth For Christ o Teens for
Christ. (I am a member of communal groups like Youth For Christ or Teens for
Christ.)
8. Ang mga religious practices na ginagawa namin sa loob ng paaralan ay
ginagamit o ginagawa ko pa rin kahit sa pangkaraniwang araw. (The religious
practices that we exercise in school are still performed by me even on usual
days.)
52
9. Masasabi kong mayroon akong sapat at matibay na relasyon sa Diyos at sa
aking relihiyon. (I can say I have an adequate and strong relationship with
God and my religion.)
10. Malaking bahagi ang aking paaralan sa pag-unlad ng aking relasyon sa
Diyos. (My school played a big part in developing my relationship with God.)
53
APPENDIX D
Survey Answers
54
Rizal National Science High School

55
56
57
58
Binangonan Catholic College

59
60
61
62
Individual Answers
1. Ako ay dumadalo sa mga banal na pagtitipon ng aming relihiyon. (I attend sacred

gatherings of my religion.)
Respondent 1 Disagree Respondent 26 Agree

Respondent 2 Agree Respondent 27 Strongly agree
Respondent 3 Disagree Respondent 28 Strongly agree
Respondent 4 Agree Respondent 29 Agree
Respondent 6 Somewhat agree Respondent 31 Strongly agree
Respondent 8 Disagree Respondent 33 Somewhat agree
Respondent 22 Strongly disagree Respondent 47 Agree
2. Ako ay nagbabasa ng mga banal na kasulatan. (I read religious scriptures.)

Respondent 6 Somewhat agree Respondent 31 Somewhat agree
63

Respondent 8 Agree Respondent 33 Somewhat agree
Respondent 15 Somewhat disagree Respondent 40 Agree
Respondent 16 Somewhat disagree Respondent 41 Somewhat agree
Respondent 22 Strongly disagree Respondent 47 Somewhat disagree
Respondent 24 Strongly disagree Respondent 49 Somewhat agree
3. Masasabi kong mahalaga ang relihiyon sa buhay ng tao. (I believe that religion is
important in human life.)

Respondent 15 Somewhat agree Respondent 40 Disagree
64
Respondent 16 Strongly disagree Respondent 41 Strongly agree

Respondent 19 Somewhat disagree Respondent 44 Somewhat disagree
Respondent 20 Somewhat disagree Respondent 45 Strongly agree
4. Itinuturing ko ang aking sarili na relihiyoso. (I consider myself religious.)
Respondent 1 Disagree Respondent 26 Disagree

Respondent 7 Strongly disagree Respondent 32 Disagree
Respondent 8 Disagree Respondent 33 Somewhat disagree
Respondent 15 Somewhat agree Respondent 40 Agree
Respondent 17 Somewhat disagree Respondent 42 Disagree
65
5. Sumasali ako sa mga aktibidad na may kinalaman sa aking relihiyon. (I participate

in activities related to my religion.)

6. Importante sa akin ang pagpapayaman/pagpapatibay ng aking relasyon sa Diyos.

(It is important to me to enrich/strengthen my relationship with God.)

66

7. Kasapi ako sa mga komyunal na grupo tulad ng Youth For Christ o Teens for
Christ. (I am a member of communal groups like Youth For Christ or Teens for
Christ.)

Respondent 2 Agree Respondent 27 Disagree
67
Respondent 15 Somewhat agree Respondent 40 Strongly disagree

8. Ang mga religious practices na ginagawa namin sa loob ng paaralan ay ginagamit

o ginagawa ko pa rin kahit sa pangkaraniwang araw. (The religious practices that we
exercise in school are still performed by me even on usual days.)

Respondent 15 Somewhat agree Respondent 40 Agree
Respondent 19 Agree Respondent 44 Somewhat disagree
68

9. Masasabi kong mayroon akong sapat at matibay na relasyon sa Diyos at sa aking

relihiyon. (I can say I have an adequate and strong relationship with God and my
religion.)

69
10. Malaking bahagi ang aking paaralan sa pag-unlad ng aking relasyon sa Diyos.
(My school played a big part in developing my relationship with God.)

Respondent 21 Agree Respondent 46 Somewhat disagree
70
CURRICULUM
VITAE
71
SAMANTHA NICOLLE O. AQUINO

PERSONAL INFORMATIONS
Gender: Female Religion: Christian
Age: 16 Nationality: Filipino
Birthday: August 03, 2005
Email Address: aquino.samanthanicolle.0008@gmail.com
EDUCATIONAL BACKGROUND
High School
Rizal National Science High School 2017-Present
Elementary
San Juan Elementary School 2015-2017
Sabang Elementary School 2011-2015
CLUBS/ORGANIZATION
Grade 11 Kapariz Club
Grade 9 Future Scientists’ Club
AWARDS/ACHIEVEMENTS
Grade 10 With High Honors
Grade 9 With Honors
Grade 8 With Honors
Grade 7 With Honors
72
NATALIE R. CELESTIAL
Gender: Female Religion: Roman Catholic
Birthday: January 15, 2005
Email Address: celestial.natalie.0034@gmail.com
High School
Elementary
Libis Elementary School 2011-2017
CLUBS/ORGANIZATION
Grade 11 Sipnayan Club
Grade 9 Kapariz Club
Grade 8 Historia Club
Grade 7 Historia Club
AWARDS/ACHIEVEMENTS
Grade 10 With High Honors
Grade 9 With Honors
Grade 8 With Honors
Grade 7 With Honors
73
EDLYN ANNE D. JULIAN

PERSONAL INFORMATION
Age: 17 years old Nationality: Filipino
Birthday: October 7, 2004
Email Address: julian.edlynanne.0278@gmail.com
High School
Elementary
Dona Susana Madrigal Elementary School 2011-2017
CLUBS/ORGANIZATION
Grade 11 Good Knights Club
Grade 8 Literati Club
Grade 7 Future Scientists Club
AWARDS/ACHIEVEMENTS
Grade 10 with High Honors
Grade 8 with Honors
Grade 7 with Honors
74
JHANETTE P. JUNTEREAL
Birthday: October 1, 2004
Email Address: juntereal.jhanette.0034@gmail.com
High School
Elementary
Dona Susana Madrigal Elementary School 2014-2017
Raises Montessori Academe 2011-2014
CLUBS/ORGANIZATION
AWARDS/ACHIEVEMENTS
Grade 8 with Honors
Grade 7 with Honors

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EFFECTS OF STUDYING AT A PAROCHIAL SCHOOL TO RELIGIOUSNESS

Sir Genuis San Pablo

Aquino, Samantha Nicolle O.

Julian, Edlyn Anne D.

In fulfillment of one of the requirements of the subject Practical Research I, this

research paper entitled Effects of Studying at a Parochial School to Religiousness

was prepared by researchers from PR 11 who consists of:

Aquino, Samantha Nicolle O. Julian, Edlyn Anne D.

Celestial, Natalie R. Juntereal, Jhanette

High School, as one of the requirements of the subject in Practical Research.

Mr. Genius San Pablo

Teacher in Practical Research

a lot of people in the future.

Binangonan Catholic College and Rizal National Science High School,

Grade 11 respondents, for their time and cooperation in responding to the

survey questionnaire truthfully.

and emotionally, in order for the research study to be made possible.

knowledge that helped make the research possible.

patience in doing the study.

benefit from this knowledge in the future.

in carrying out this study.

development of this paper.

providing their silent moral support.

To future researchers, who will continue investigating and broadening our

understanding regarding this subject.

Parochial schools promote religiousness to its students by providing a

curriculum that focuses on developing and strengthening students’ relationship and

education on religiosity by comparing twenty-five (25) students from Binangonan

Catholic College to twenty-five (25) non-parochial school students from Rizal

design, the descriptive-comparative and survey-questionnaire research approaches,

of the schools. Parochial students' religiousness was good while Non-parochial

than most students from their demographic.

1 THE PROBLEM AND ITS BACKGROUND

Background of the Study……………………………………………………3

Scope and Limitations of the Study………………………………………..4

Statement of the Problem…………………………………………………..5

Hypothesis of the Study…………………………………………………….6

2 EVALUATION, DESIGN, AND FRAMEWORK

Discussion of Expected Output and Justification…………..……………7

Variables, Their Definitions, and Importance to the Study……………..11

Setting of the Study………………………………………………………..21

Subject of the Study……………………………………………………….22

Procedure of the Study…………………………………………………...23

Statistical Treatment of Data……………………………………………..24

4 RESULTS AND DISCUSSIONS

Results of the Study……………………………………………………………….25

5 SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Table 1: Likert scale’s interval and interpretation for the

survey answers from the students of Rizal National Science

High School and Binangonan Catholic College………………………………………...24

Table 2: Religiousness of respondents when categorized by school……………...…25

Table 3.1: Religiousness of parochial students when categorized

Table 3.2: Religiousness of non-parochial students when categorized

Table 4.1: Religiousness of parochial students when categorized by age………..…27

Table 4.2: Religiousness of non-parochial students when categorized

Table 5: Religiousness of students from a Parochial School

and Non-parochial School using Two-sample T-test or