Thesis Template

Republic of the Philippines
Department of Education
Region IV-A CALABARZON
DIVISION OF RIZAL
TERESA NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT
F. Chanco St., Dulumbayan, Teresa, Rizal
The Effect of Being a Student Leader in the Academic Performances of
Senior High School Students Teresa Senior High School
A Research Paper Presented to the
Faculty of Teresa National High School
Teresa, Rizal
In Partial Fulfillment of the Requirements
For the Subject Practical Research 2 under
HUMSS Strand
Elumba, Jan Edvick
Mendoza, Marckniel
Montefalco, Thea Venice
Paniel, Micaella Kaye
Parafina, Jamine
San Diego, Angel Rhosen
2023
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INTRODUCTION
Being a student leader in a school can have both positive and negative effects
on a student's academic performance. On one hand, holding a leadership
position can provide students with valuable skills, such as time management and
organization, which can help them to better manage their schoolwork.
Additionally, student leaders may feel a sense of responsibility to perform well
academically in order to set a good example for their peers.
On the other hand, being a student leader can also be demanding and time-
consuming, which can lead to students feeling overwhelmed and stressed. This
can negatively impact their academic performance as they may not have enough
time to complete their assignments or study for exams. Furthermore, student
leaders may also face additional pressure to maintain high grades and may feel
guilty if they do not perform well academically.
Overall, the effects of being a student leader on a senior high school student's
academic performance will depend on the individual student and their ability to
balance their leadership responsibilities with their schoolwork. It is important for
student leaders to manage their time effectively, set realistic goals, and seek
support when needed in order to maintain good academic performance.

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CHAPTER 1
THE PROBLEM AND IT’S BACKGROUND
This chapter presents Background of the study, Statement of the Problem,
Hypothesis, Theoretical Framework, Conceptual Framework,
BACKGROUD OF THE STUDY
Intensified pressure for academic achievement has motivated education
researchers as well as practitioners to focus on classroom and school factors
affecting student performance ( Lamb & Fullarton , 2002 ) .
Leadership is constituted in the interactions of an organization's actors that is
the leaders and followers ( Spillane , Halverson , & Diamond , 2004 ) and
embedded in context ( Uhl - Bien , Marion , & McKelvey , 2007 ) . Context here
refers to the " nature of interactions and 4 interdependencies among agents ,
hierarchical divisions , organizations , and environments ( Uhl - Bien et al , 2007 :
299 ) . Leadership involves leveraging these interactions to attain organizational
goals ( Spillane et al , 2004 ; Uhl - Bien et al , 2007 ) .
The general consensus in school leadership studies is that successful schools
have good leaders ( Spillane et al , 2004 ) . However , as Spillane and
colleagues ( Spillane et al , 2004 : 4 ) affirm " it has been notoriously difficult to
construct an account of school leadership , grounded in everyday practice that

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goes beyond some generic heuristics for suggested practices " . Motivated by
this apparent difficulty in school leadership studies, we set out to explore,
discover and examine the nexus between school leadership and schools
academic performance situated in Ugandan secondary schools context .
The study was organized in a manner to illuminate and develop a deeper
understanding of the school leadership phenomena, and to construct and
validate a mechanism through which school leadership would impact students '
academic achievement . A qualitative study was designed to uncover the
relationship between school leader and students achievement as it unfolded in its
natural setting within ugandan secondary school.
High quality leaders may achieve this impact on the teaching/learning process
through establishing clear directions for everyone to follow, providing teachers
with training that will enhance their teaching techniques as well as finding
suitable conditions in order to help both teaching and learning.
School leaders should, among other things, be able to set clear direction,
establish high expectations, and develop talent in their schools to fully support
teaching and learning.
More competitive instructional leadership facilitates students' achievement
growth. The results of this study are consistent with previous results in some
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ways. Many studies have indicated that there is a significantly positive
relationship between instructional leadership and students' academic
achievement.
STATEMENT OF THE PROBLEM
The study aimed to determine The effect of being a student leader in the
academic performance of senior high students in teresa. Specifically, it aimed to
answer the following question Specifically, it sought to answer the following
questions:
Research Questions
1.What is demograpic profile of the respondents?
1.1 Gender
1.2 Age
1.3 Grade level
1.4 Average grade in First grading school year 2022 - 2023
2.What are the effects of respondents being a students leader in terms of:
1.1 Students performance

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1.2 Students achievement
3. Is there a significant relationship between the students leader and the
academic performance of senior students of T.N.H.S.?
HYPOTHESIS OF THE STUDY
There is a significant relationship between the profile of the respondents and the
academic performances.
THEORETICAL FRAMEWORK
The Great Man Theory of Leadership
Have you ever heard the phrase, "Great leaders are born, not made"? This quote
sums up the basic tenet of the Great Man theory of leadership, which suggests
that the capacity for leadership is innate. According to this theory, you're either a
natural-born leader or you're not. The term "Great Man" was used because, at
the time, leadership was thought of primarily as a male quality, especially in
terms of military leadership.
The great man theory of leadership became popular during the 19th century. The
mythology behind some of the world's most famous leaders, such as Abraham
Lincoln, Julius Caesar, Mahatma Gandhi, and Alexander the Great, helped
contribute to the notion that great leaders are born and not made.
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In many examples, it seems as if the right man for the job seems to emerge
almost magically to take control of a situation and lead a group of people into
safety or success. Historian Thomas Carlyle also had a major influence on this
theory of leadership. He stated, "The history of the world is but the biography of
great men." According to Carlyle, effective leaders are those gifted with divine
inspiration and the right characteristics.1
Some of the earliest research on leadership looked at people who were already
successful leaders. These individuals often included aristocratic rulers who
achieved their position through birthright. Because people of a lesser social
status had fewer opportunities to practice and achieve leadership roles, it
contributed to the idea that leadership is an inherent ability.1
Even today, people often describe prominent leaders as having the right qualities
or personality for the position. This implies that inherent characteristics are what
make these people effective leaders.1
The Great Man Theory of Leadership espouses that great leaders are born, not
made. These individuals come into the world possessing certain characteristics
and traits not found in all people. These abilities enable them to lead while
shaping the very pages of history.

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CONCEPTUAL FRAMEWORK
The conceptual model of the study was based on the Coomb’s System
Approach consisting of the input, process, and output.
The first frame which is the input contains the profile of the respondents in
terms of their gender, grade level and average grade.
The second frame refers to the process done by the study such as
Development and Validation of the selection of the Respondents, Gathering of
Data and Materials Needed, Focus Group Discussion.
The third frame indicates the output of the study which is to determine the The
Effect of Being a Student Leader in the Academic Performance of Senior High
Student Teresa Senior High School.
The arrows connecting the input, process, and output signify the
interrelationship between the variables and serves as feedback of the study. The
framework is located on the next page. Figure 1. Conceptual Model Showing the
input, process, and output of the research on The Effect of Being a Student
Leader in the Academic Performance of Senior High Student Teresa Senior High
School.
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INPUT PROCESS OUTPUT
What is Development and The Effect of

Demographic Validation of the
Profile of the Selection of the Being a Student
Respondents Respondents
Leader in the
1.1 Gender Gathering of Data
1.2 Age and Materials Academic
1.3 Grade Level Needed
1.4 Average grade Performances of
in First grading Focus Group
school year 2022 - Discussion Senior High
2023
School Students
Teresa Senior
High School
Feedback
Figure 1
Conceptual Model Showing the Input, Process,
and the Output of the Research on the Effect
of being a Student Leader in the Academic
Performance of Senior High School Students
Teresa Senior High School
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SIGNIFICANCE OF THE STUDY
This study aims to explore the relationship between being a student leader
and academic performance among senior high school students at Teresa Senior
High School. By examining this relationship, we hope to gain a better
understanding of the potential benefits and challenges of student leadership, and
to identify strategies for supporting and encouraging academic success among
student leaders. The findings of this study will be of great significance to parents,
teachers, administrators, and students at Teresa Senior High School.
For the school:
Student leaders who are academically successful can serve as role models and
inspirations for their peers, helping to create a culture of academic excellence
within the school.
They can also help to create a more collaborative and supportive learning
environment, which can improve academic outcomes for all students.
Student leaders who are academically successful may also be more likely to
engage in extracurricular activities and community service, which can enhance
the overall reputation and success of the school.
For parents:
Student leaders can help to foster a sense of pride and ownership among
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parents, as they see their children taking on leadership roles and making a
positive impact on the school community.
They can also serve as a source of support and guidance for parents, helping
them to better understand the needs and perspectives of students.
For administrators:
Student leaders who are academically successful can serve as a source of pride
and accomplishment for the school, and may attract more students and families
to the school.
They can also serve as a valuable resource for administrators, providing insights
and feedback on how to improve academic outcomes for all students.
For teachers:
Student leaders who are academically successful can serve as role models and
mentors for their peers, helping to create a positive and supportive learning
environment.
They can also help to foster a sense of teamwork and collaboration among
students, which can make teaching more effective and enjoyable for teachers.
For students:
Being a student leader can help students develop leadership skills and
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confidence, which can have a positive impact on their academic and personal
lives.
It can also provide students with opportunities to take on new challenges and
responsibilities, which can foster a sense of accomplishment and pride.
Student leaders who are academically successful can serve as a source of
support and guidance for their peers, helping to create a positive and inclusive
school culture.
DEFINITION OF TERMS
Achievement - something that you did or got after planning and working to make
it happen, and that therefore gives you a feeling of satisfaction, or the act of
working to make this happen.
Goal - is an aim or objective that you work toward with effort and determination.
Influence - the capacity to have an effect on the character, development, or
behavior of someone or something, or the effect itself.
Leadership - the ability of an individual or a group of individuals to influence and
guide followers or other members of an organization.
Motivate - to give someone the incentive to act in a certain way is to motivate
that person.
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CHAPTER 2
RESEARCH METHODOLOGY
This chapter describes and discusses how the researcher will gather the
necessary data and information that will be used in the entire study. It describes
who will be the respondents and focus of the research. This also shows the
research design, settings of the study, subject of the study, source of the study,
procedure of the study, and statistical treatment.
RESEARCH DESIGN
This paper used a correlational study, as a research design. It is to understand
the effects of being a student leader in the academic performances of senior high
students in the bounded system. We gather information to our participants as we
seek coping strategies towards the stress of a student leader in the Teresa
National High School Primarily, we used interviews to compare the similarities
and differences of an individual when it comes to managing their stress and their
academic performances.
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SETTINGS OF THE STUDY
The study was conducted at Teresa Senior High School (TSHS). It is one of the
public senior high schools in the Philippines located at F. Changco Street
Dulumbayan Teresa, Rizal.
It was headed by Principal II, Mrs. Noralyn I. Carigo teaching staffs. Presently,
the school offered Senior High School Program such as Academic Track,
Technical—Vocational Track. The researchers utilized the setting for it is
convenient, closest and has variety opinion from the students.
It is also the right and accessible place to get the information and data on our
topic discussions for Teresa Senior High School Humanities and Social Sciences
students were the respondents of the study.

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Figure 2
Map Showing the Location of Teresa National
High School - Senior High School Campus at Teresa, Rizal

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SUBJECT OF THE STUDY
In this study, the subject would be the group of senior high school students who
are student leaders at Teresa Senior High School, and the topic of research
would be the relationship between being a student leader and academic
performance in this population. The introduction of this study might include
information on the importance of student leadership in schools, the
responsibilities and expectations of student leaders, and the potential impact of
student leadership on academic performance.
SOURCES OF DATA
A1. Participants
The participants are selected student leaders in the academic performances of
theTeresa National High School. There are selected five (5) participants that had
enough experience in leadership
A2. Description of the Participants
The chosen participants were described by their age and gender while their
name is optional.
Guaranteed that the information we will be getting from them will remain
confidential.
A3. Setting
The study was conducted in the Teresa National High School located at Brgy.
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Dulumbayan Teresa,Rizal . The respondents of the study are the students in
Senior High School (SHS).Specifically from the Supreme Student Council (SSC).
A4. Sampling Techniques
There is two (2) sampling technique used to attain the participants in this
research.
Purposive or criterion-based sampling and convenience sampling. In the
purposive or criterion-based sampling is participants are selected using pre-
determined criteria related to the research questions. This technique used in
participants who are considered as student leaders including the supreme
student government (SSG). Lastly, convenience sampling which involves the
selection of participants based on ease of finding them.
B. Secondary
This paper makes use of sources such as articles, related studies, and e-books
that were benefited to support the conducted study. These sources of data
explained how being a leader can be a disadvantage and an advantage to the
mental health and academic performance of the students. It also explained that
stress can actually lead more to serious complications. These sources help the
researchers to learn more about the topic they are about to go into deeper
understanding.
PROCEDURE OF THE STUDY

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The researchers first proposed a title presented to the panelist and experts
who also did the approval before coming up with this study.
After the proposed title was approved, the researcher continued In developing
the first and second chapters of the study. After that, pursuing the chapters 3 and
4 become the next move of the researchers.
It includes the plans and the time duration in consisting questionnaire check-
list, conducting the survey and gathering of data. The data that were tallied, tabu-
lated, analyze and interofpreted were shown in Chapter 3. Findings, conclusions,
and recommendations formulated and presented in chapter 4.
Coordination with the adviser and the specialists played an important role in
making the content of this study as accurate as it should be.
Comments and other suggestions of the experts were incorporated in this pa-
per before it was finalized and submitted.
STATISTICAL TREATMENT
The following statistical tools were used to evaluate and answer the sub prob-
lems.
To determine the profile of the respondents with respect to their gender, grade
level, average grade in first grading, frequency, percentage, and rank distribution
was used.
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To determine the effect of being a student leader in the academic performance
of senior high students teresa senior high school mean and standard deviation
was used.
To determine if there’s a significant relationship between the student leader
and the academic performance, open-ended question are used.

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CHAPTER 3
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter shows the result of the survey conducted in the study of The Ef-
fect of Being a Student Leader in the Academic Performances of Senior High
Students Teresa Senior High School. The tables presented are in accordance
with the order being stated in the statement of the problem. The result of this
study is given below.
Table 1 presents the computed frequency, percentage and rank distribution of
the respondents in terms of gender, grade level, average grade in first grading.
Table 1: Demographic Profile of Respondents
Table 1.1 Frequency, and Percentage Distribution of Respondents According to

Gender.
Gender Frequency Percentage Rank

Male 4 26.67% 2
Female 11 73.33% 1
Total 15 100
The table above reveals the frequency, percentage and rank distribution with
respect to the gender of the respondents which are the students, wherein the
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frequency of the female respondents which are is 11, with a percentage of

73.33% and was ranked first. Meanwhile, male respondents have a frequency of
4 and got a percentage of 26.67%, it was ranked second.
Grade level Frequency Percentage Rank

11 3 20% 2
12 12 80% 1
Total 15 100
Grade level.
respect to the grade level of the respondents which are the students, wherein the
frequency of the grade 11 respondents which are is 3, with a percentage of 20%
and was ranked second. Meanwhile, grade 12 respondents have a frequency of
12 and got a percentage of 80%, it was ranked first.

Average grade in first grading.
Average grade Frequency Percentage Rank

90 3 20% 2.5
91 5 33.33% 1
92 0 0 0
93 2 13.33% 3
94 1 6.67% 4.5
95 3 20% 2.5
96 1 6.67% 4.5
Total 15 100
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respect to the average grade in first quarter in first quarter of the respondents.
Their average showed that 90 average grade have a frequency of 3 with percent-
age of 20%, average of 91 have a frequency of 5 with the highest percentage of
33.33%, average of 92 have a frequency of 0, average of 93 have a frequency of
2 with percentage of 13.33%, average 94 have a frequency 1 with percentage of
6.67%, average of 95 have a frequency of 3 with percentage of 20%, average of
96 have a frequency of 1 with percentage of 6.67%.
Table 2 presents the computed mean and standard deviation of the rate of de-
pendency in terms of submission of outputs of student leader.
Table 2
Computed mean and Standard Deviation on The Effect of Being a Student

Leader in the Academic Performance of Senior High Students Teresa Se-
nior High School in terms of Submission of outputs of student leader.
A. Submission of Outputs MEAN VERVAL INTER- STANDARD

PRETATION DEVIATION
1.Leads to feat of outputs 4.2 Moderately Agree 3.8
that teachers gave.
2.There is an improvement 4.4 Moderately Agree 3.9
on my grade in the outputs
I’ve handed in since I’m a
student leader.
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3. I proficient activities, 4.33 Strongly Agree 3.9

homework, activities on time.
GENERAL MEAN 12.9 Strongly Agree 4.72
The table shows that the general means is 12.9 verbally interpreted as strongly
agree The first item which is ‘’Leads to feat of outputs that teachers gave’’ gain a
mean of 4.3, verbally interpreted as moderately agree and obtained the standard
deviation of 3.8. The second item is ‘’There is an improvement on my grade in
the outputs I’ve handed in since I’m a student leader’’ gain a mean of 4.4, ver-
bally interpreted as moderately agree and obtained the standard deviation of
3.9.The third item is ‘’I proficient activities, homework, activities on time’’ gain a
mean of 4.33 verbally interpreted as strongly agree and obtained the standard
deviation of 3.9.
From the table above, we can analyzed that being a student leader proficient ac-
tivities, homework, activities on time that may lead to good grades, it got the
highest mean was 4.33, verbally interpreted as strongly agree. Meanwhile, the
item no. 2 which is ‘’Leads to feat of outputs that teachers gave’’, got the lowest
mean 4.2 and verbally interpreted as moderately agree.
pendency in terms of extracurricular activities of student leader.
Table 3
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Computed Mean and Standard Deviation on The Effect Being a Student

nior High School in terms of extracurricular activities of student leader.
B. Extracurricular Activities MEAN VERVAL INTER- STANDARD

PRETATION DEVIATION
1.I participates in every club 3.9 Moderately Agree 3.43
like debate and academic
competition.
2.I participates in every 4.13 Moderately Agree 3.4
dance competition.
3.I actively engage in any 3.93 Moderately Agree 3.61
sports.
4. I participates in every edi- 3.6 Moderately Agree 3.31
torial competition.
agree The first item which is’’I participates in every club like debate and aca-
demic competition’’ gain a mean of 3.9, verbally interpreted as moderately agree
and obtained the standard deviation of 3.43. The second item is ‘’I participates in
every dance competition’’ gain a mean of 4.13, verbally interpreted as moder-
ately agree and obtained the standard deviation of 3.4.The third item is ‘‘I actively
engage in any sports’’ gain a mean of 3.93 verbally interpreted as moderately
agree and obtained the standard deviation of 3.61. The last item which is ‘‘I par-
ticipates in every editorial competition’’ gain a mean of 3.6, verbally interpreted
as moderately agree and obtained the standard deviation of 3.31.
From the table above, we can analyzed that being a student leader participates
in every dance competition that may lead to good grades, it got the highest mean
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was 4.13, verbally interpreted as moderately agree. Meanwhile, the item no. 2
which is ‘‘I participates in every editorial competition’’, got the lowest mean 3.6
and verbally interpreted as moderately agree.
pendency in terms of time management of student leader.
. Table 3
Computed Mean and Standard Deviation on The Effect Being a Student

nior High School in terms of time management of student leader.
C. Time Management MEAN VERVAL INTER- STANDARD

PRETATION DEVIATION
1. I prepare a daily or week 4 Moderately Agree 3.6
"to-do" list.
2. I spend enough time on 4 Moderately Agree 3.6
academic things.
3. I spend 4-6 hours doing 4.3 Moderately Agree 3.9
academic things.
4. I do things in order of prior- 4.5 Moderately Agree 3.9
ity.
5. I avoid spending too much 3.6 Moderately Agree 3.2
time on unimportant things.
6. I sleep 6-8 hours a day. 4.2 Moderately Agree 3.8
agree The first item which is’ I prepare a daily or week "to-do" list.’’’ gain a mean
of 4, verbally interpreted as moderately agree and obtained the standard devia-

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tion of 3.6. The second item is ‘’ I spend enough time on academic things’’ gain a
mean of 4, verbally interpreted as moderately agree and obtained the standard
deviation of 3.6.The third item is ‘‘. I spend 4-6 hours doing academic things.’’
gain a mean of 4.3 verbally interpreted as moderately agree and obtained the
standard deviation of 3.9. The fourth item which is ‘‘I do things in order of prior-
ity.’’ gain a mean of 4.5, verbally interpreted as moderately agree and obtained
the standard deviation of 3.9. the fifth item which is ‘‘I avoid spending too much
time on unimportant things’’ gain a mean of 3.6, verbally interpreted as moder-
ately agree and obtained the standard deviation of 3.8. The last item which is ‘‘I
sleep 6-8 hours a day’’ gain a mean of 4.2, verbally interpreted as moderately
agree and obtained the standard deviation of 3.8.
From the table above, we can analyzed that being a student leader to do things
in order of priority that may lead to good grades, it got the highest mean was 4.5,
verbally interpreted as moderately agree. Meanwhile, the item no. 2 which is ‘‘I
avoid spending too much time on unimportant things’’, got the lowest mean 3.6
and verbally interpreted as moderately agree.
CHAPTER 4
SUMMARY OF FINDINGS, CONCLUSION AND RECMMENDATIONS

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This chapter presents the summary of findings, conclusions and recommen-
dations of data gathered in the study.
SUMMARY OF FINDINGS
Based on the analysis and interpretation of data the following findings are hereby
summarized.
1.On the profile of the Respondents
1.1 In terms of respondents sex males got a frequency of 4 and percentage a
of 26.67% while females got a frequency of 11 and a percentage of 73.33%.
1.2 As for the grade level of the respondents grade 11 have the frequency of
3 and percentage of 20%. As for the grades level of respondents grade 12 have
the frequency of 12 and percentage of 80%.
1.3 As for the average grade in first grading of the respondents had the aver -
age of 91 got the highest frequency of 5 and a percentage of 33.33%.
2. The effect of being a student leader in the academic performance
2.1 In considering the highest mean for submission of outputs is 4.33, verbally
interpreted as agree for the item ‘‘. I proficient activities, homework, activities on
time.’’
2.2 In considering the highest mean for extracurricular activities is 4.13 ver-
bally interpreted as agree for the item ‘‘I participates in every dance competition.’’
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2.3 In considering the highest mean for written works is 4.5 verbally inter -
preted as agree for the item ‘‘I do things in order of priority.’’
CONCLUSIONS
Based on the findings of the study, the following conclusions are drawn:
There is a significant effect on the Student Leader in the Academic Performance
of Senior High Students Teresa Senior High School with the regards to different
Academic Performance as perceived by the Respondents.
RECOMMENDATIONS
Based on the following and conclusions, the researchers hereby recommend
the following:
1. Being in a leadership role can increase self-esteem and confidence, which
can translate to better performance in the classroom.
2. Student leader can provide opportunities to network and build relation-
ships with teachers, classmate, and professionals in related fields.
3. Students leading is leading a group or project requires strong decisions
making and problem-solving skills, which can help
improve critical thinking abilities.

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4. To students by participating in leadership activities can increase a
student’s motivation to succeed, both academically
and personally.
5. Leadership position provide opportunities for developing interpersonal
skills, such as communication, collaboration, and conflict resolution
APPENDIX A
GANTT CHART OF ACTIVITIES
ACTIVITIES 2022 2023
SEP. OCT. NOV. DEC. JAN. FEB.

Formulating of title
Title Defense
Writing Chapter 1
Constructing Re-
search Methodology
Creating Question-
naire Checklist
Validation
Conducting Survey
Tabulation, Analysis
and interpretation of
data
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Summary of findings,
conclusions and rec-
ommendations
Revised thesis with
abstract
Submission of the fi-
nal (hard bound)
APPENDIX B
CERTIFICATE OF VALIDATION
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APPENDIX C
LETTER FOR THE RESPONDENTS

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DATE:
Dear. Respondents,
Good day!
We, the students of Grade 12- Libra are conducting a research entitled "The
Effects of Being a Student Leader in the Academic Performances of Senior High
Students Teresa Senior High School.
In line with this, we are hoping for your kind cooperation in answering and
strengthening our questionnaire checklist truthfully based on your own
perspective. The data that we are going to gather will be given strict
confidentiality and your respond is of big help in fulfilling this study.
The researchers would like to extend their sincere gratitude in advance.
Thank you so much and may God bless you all!
Respectfully yours,
Jan Edvick Elumba,
Marc niel Mendoza,
Thea Venice Motecalvo,
Micaella Kaye Paniel,
Jamine Parafina,
Angel Rhosen San Diego.
APPENDIX D
QUESTIONNAIRE CHECKLIST
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DEMOGRAPHIC PROFILE OF THE RESPONDENTS
Direction: Please check (√) and complete he needed information listed below.
Name(Optional):
_________________________________________________________
Gender: Male [] Female [ ]
Grade level: ______________
Average (Average Grade in First Quarter): __________
II. QUESTIONNAIRE CHECKLIST:
Directions: Read the statements carefully. Please check (√) and rate honestly
based one the given scale below.
Scale. Verbal Interpretation
5 Strongly agree
4 Moderately agree
3 Agree
2 Disagree
1 Strongly Disagree
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5 4 3 2 1
A. Submission of Outputs
1.Leads to feat of outputs that teachers gave.
2.There is an improvement on my grade in the outputs I've

handed in since I'm a student leader.
3.I proficient activities, homework, activities on time.
B. Extracurricular Activities
1. I participates in every club like debate and academic competi-

tion.
2. I participates in every dance competition.
3. I actively engage in any sports.
4. I participates in every editorial competition.
C. Time Management
1. I prepare a daily or week "to-do" list.
2. I spend enough time on academic things.
3. I spend 4-6 hours doing academic things.
4. I do things in order of priority.
5. I avoid spending too much time on unimportant things.
6. I sleep 6-8 hours a day.

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APPENDIX E
FORMULA USED IN STATISTICAL TREATMENT
Formula for finding the percentage:
F
P= --- (100)
N
Where P = percentage
F = frequency for each category
N = total number of respondents
100 = constant multiplier
Formula for finding mean
_ ∑ f (x)
X = _________
N
Where: _
X = mean
F = frequency
X = scale
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N = total number of respondents
Formula for finding the standard deviation:
√
∑f (x −x)
¿¿
σ= N ¿
¿
¿
Where :
σ = standard deviation
F = frequency
X = scale
_
X = mean
N = total
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CURRICULUM
VITAE
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Parafina, Jamine O.
PERSONAL INFORMATION
SEX: Female
AGE: 18years old
BIRTH DATE: October 15, 2004
BIRTH PLACE: Atimonan Quezon
RELIGION: Roman Catholic
CIVIL STATUS: Single
CITIZENSHIP: Filipino
EDUCATIONAL BACKGROUND
SENIOR HIGH SCHOOL: Teresa National High School – Senior High School
JUNIOR HIGH SCHOOL: Malinao Ilaya Integrated National High School
ELEMENTARY SCHOOL: Malinao Ibaba Elementary School

DIVISION OF RIZAL
Paniel, Micaella Kaye Dy
SEX: Female
AGE: 18years old
BIRTH DATE: October 1, 2004
BIRTH PLACE: Teresa, Rizal
JUNIOR HIGH SCHOOL: Teresa National High School
ELEMENTARY SCHOOL: Quiterio San Jose Elementary School

DIVISION OF RIZAL
Montecalvo, Thea Venice T.
SEX: Female
AGE: 17 years old
BIRTH DATE: April 10,2005
BIRTH PLACE: Quezon city
RELIGION: Pentecostal Christian
JUNIOR HIGH SCHOOL: Morong National School Talaga Annex
ELEMENTARY SCHOOL: Eulogio Rodriguez Sr. Elementary School

DIVISION OF RIZAL
Mendoza, Marc Niel I.
SEX: Male
AGE: 18years old
BIRTH DATE: August 7, 2004

DIVISION OF RIZAL
Elumba, Jan Edvick Espinosa
SEX: Male
AGE: 18years old
BIRTH DATE: August 7, 2004

DIVISION OF RIZAL
San Diego, Angel Rhosen B.
SEX: Female
AGE: 18years old
BIRTH DATE: September 19, 2004
ELEMENTARY SCHOOL: Teresa Elementary School

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Republic of the Philippines

The Effect of Being a Student Leader in the Academic Performances of

Senior High School Students Teresa Senior High School

A Research Paper Presented to the

Faculty of Teresa National High School

In Partial Fulfillment of the Requirements

For the Subject Practical Research 2 under

Elumba, Jan Edvick

Montefalco, Thea Venice

Paniel, Micaella Kaye

San Diego, Angel Rhosen

on a student's academic performance. On one hand, holding a leadership

organization, which can help them to better manage their schoolwork.

Additionally, student leaders may feel a sense of responsibility to perform well

academically in order to set a good example for their peers.

time to complete their assignments or study for exams. Furthermore, student

guilty if they do not perform well academically.

balance their leadership responsibilities with their schoolwork. It is important for

support when needed in order to maintain good academic performance.

THE PROBLEM AND IT’S BACKGROUND

This chapter presents Background of the study, Statement of the Problem,

Hypothesis, Theoretical Framework, Conceptual Framework,

BACKGROUD OF THE STUDY

Intensified pressure for academic achievement has motivated education

researchers as well as practitioners to focus on classroom and school factors

affecting student performance ( Lamb & Fullarton , 2002 ) .

Leadership is constituted in the interactions of an organization's actors that is

refers to the " nature of interactions and 4 interdependencies among agents ,

hierarchical divisions , organizations , and environments ( Uhl - Bien et al , 2007 :

299 ) . Leadership involves leveraging these interactions to attain organizational

goals ( Spillane et al , 2004 ; Uhl - Bien et al , 2007 ) .

The general consensus in school leadership studies is that successful schools

have good leaders ( Spillane et al , 2004 ) . However , as Spillane and

colleagues ( Spillane et al , 2004 : 4 ) affirm " it has been notoriously difficult to

construct an account of school leadership , grounded in everyday practice that

this apparent difficulty in school leadership studies, we set out to explore,

academic performance situated in Ugandan secondary schools context .

The study was organized in a manner to illuminate and develop a deeper

understanding of the school leadership phenomena, and to construct and

academic achievement . A qualitative study was designed to uncover the

relationship between school leader and students achievement as it unfolded in its

natural setting within ugandan secondary school.

through establishing clear directions for everyone to follow, providing teachers

suitable conditions in order to help both teaching and learning.

teaching and learning.

More competitive instructional leadership facilitates students' achievement

ways. Many studies have indicated that there is a significantly positive

relationship between instructional leadership and students' academic

STATEMENT OF THE PROBLEM

academic performance of senior high students in teresa. Specifically, it aimed to

answer the following question Specifically, it sought to answer the following

1.What is demograpic profile of the respondents?

1.3 Grade level

1.4 Average grade in First grading school year 2022 - 2023

1.1 Students performance

1.2 Students achievement

3. Is there a significant relationship between the students leader and the

academic performance of senior students of T.N.H.S.?

HYPOTHESIS OF THE STUDY

The Great Man Theory of Leadership

the time, leadership was thought of primarily as a male quality, especially in

terms of military leadership.