Heterogeneous Sectioning: Its effects to the learning environment

of PJCI Grade 7 classes.

A Research

Presented to the faculty of the Senior High Department

PAGADIAN JUNIOR COLLEGE INC.
Balangasan District, Pagadian City

In Partial Fulfillment
Of the Requirements for Practical Research
For Senior High School

Raoul Julian Sarmiento

Quinito Luminsa
Jeszrael Albatera
Jimboy Lomocso
Alphame Perocho
Allisa Ramos
 ABSTRACT

This study attempts to determine the underlying effects that Homogeneous

Sectioning has on Grade 7 PJCI students. The descriptive method and random
sampling was used in this research. There are only twenty (20) Grade 7 PJCI
students who participated in this study. The main statistical tools used were
Total Weighted Product, Weighted Mean, Weighing Scale, and Percentage. The
findings revealed that most of the respondents are in the age bracket of 13- 14
years of age, mostly female, belonging to the middle class and with honors. As
agreed on by the respondents The effects of heterogeneous sectioning to the
students’ learning environment are that the classrooms have different groups
that the students create causing them to often have conflicts with each other, the
students of each classroom having completely different ideas making them have
various options to choose when they need to, and that some students often skip
school while there are others who are always present. The advantages of
knowing the IQ and EQ range of PJCI students are that teachers will have no
problem choosing who to be brought to competitions, classrooms can be
arranged in a way that the average IQ and EQ of the students are approximately
the same, students will be able to know what they are more qualified at through
their IQ and EQ, and that classrooms that are arranged homogeneously will be
more comfortable to study in for students. The possible ways to turn a negative
effect into a positive one are to study and strive harder, to motivate oneself, to
be more vocal and communicate with others, to ask help from more capable
peers, and mentoring.
 Chapter 1

Introduction

1.1 BACKGROUND OF THE STUDY

Historically, even before IQ tests were devised, there were attempts
to classify people into intelligence categories by observing behavior in their
daily life. The abbreviation “IQ” was coined by the psychologist William Stern
for the German term Intelligenzquotient, his term for a scoring method for
intelligence tests at University of Breslau he advocated in a 1912 book. While
the term “emotional intelligence” first appeared in a 1964 paper by Michael
Beldoch, and in the 1966 paper by B. Leuner entitled Emotional Intelligence
and emancipation which appeared in the psychotherapeutic journal: Practice of
child psychology and child psychiatry.

The intelligence quotient and emotional quotient or the IQ and EQ.

The intelligence quotient is a score that is taken from one of several tests
designed for assessing ones intelligence while the emotional quotient is the
ability to identify, asses, and control the emotions of oneself, of other people,
and of groups. Both of these are important so that one can easily understand
what his abilities and capabilities are. Knowing both your IQ and EQ can help
you pick which path to pick in life.

It is said that people who have a high IQ and people with a high EQ
have a much bigger chance at becoming successful in their lives and in their
careers. One of the many ongoing debates is about which is better and more
important in a person, IQ or EQ because having a high IQ means being more
successful in your studies while have a high EQ means being successful in real
life. The IQ and EQ levels are different in different persons, it is possible for
someone to have a high IQ and a low EQ and vice versa. Therefore the checking
of IQ and EQ levels differ. The difference between these is that no one can
change you reasoning and intelligence abilities but anyone can learn to handle
ones emotions, to bring success to them.
1.2 STATEMENT OF THE PROBLEM

The study seek to determine the IQ and EQ range of the Grade 7 in

Pagadian Junior College students, Barangay Balangasan, Pagadian City.
1. What is the profile of the respondents in terms of:
 Name
 Age
 Gender
 Address
 Economic Status
 Number of Students

2. What are the advantage of knowing the IQ and EQ range of the

students?

3. What are the common problems that the students will encounter?

4. What are the benefits of knowing the IQ and EQ range of the students?

5. What could be the changes if the Homogeneous Sectioning is

implemented?

1.3 ASSUMPTION

It is assumed that the advantage of Homogeneous Sectioning would be

that the students in the classrooms of the school will be more united and will be
able to understand each other a lot more, resulting in more peaceful rooms and a
more comfortable learning environment for the students.

1.4 SIGNIFICANCE OF THE STUDY

This study will beneficial to the following:

1. Students:
This study will encourage them to spend more time on studying
and will make their places of learning become more comfortable,
which in turn will make them like to study and learn with other
people more.

2. Teachers:
 Teachers will not have a hard time on choosing the students who
will be chosen to compete against other schools and fights will not
happen as much in these classrooms because the students will be more
understanding of each other.

3. School:
To be able know if students in Pagadian Junior College Inc., are
intelligent and respectful of others and to be able to make the school more
popular because of its great learning atmosphere resulting in more parents
wanting their children to enroll at this school.

1.5 SCOPE AND DELIMITATION

This study focuses on the advantages and disadvantages of Knowing the

IQ and EQ of students and how it effects to the students of Pagadian Junior
College Inc. Pagadian City.

The researchers will use survey questionnaires to get the necessary

information out of the students among the selected sub variable such as: the
advantages and disadvantages of Knowing the IQ and EQ of students. The
advantages are that we will be able to find out which people has the higher IQ’s
and who are to be put in the sections based on their IQ’s. The disadvantage is to
find out which students have a higher IQ but low of EQ. The researchers delimit
on giving questions in Pagadian Junior College, Pagadian City.

1.6 THEORETICAL FRAMEWORK

Theory of Hope
The Theory of Hope by Snyder (1995) which has been the basis of this
research balances both the cognitive and affective domains of learning to
achieve academic success. Hope means a thinking process in which the person
clearly conceptualizes goals but also perceives that he/she can produce
pathways to these goals and sustain movement along those pathways.

Emotional Learning System

Nelson and Low (2003) have developed the Emotional Learning System
(ELS) which is a step-by-step process that helps a person’s thinking become
more emotionally reflective and constructive, the choice of behavior is positive.
This helps individuals balance feelings and thoughts to produce intentional
behaviors that are called emotional intelligence skills.

Student’s learning
Heterogeneous Affects
environment and
Sectioning students motivations
towards learning.
1.7 CONCEPTUAL FRAMEWORK
INPUT PROCESS OUTPUT

Formulation of Questionnaire
Effects of Survey Questionnaire
Heterogeneous Data Collection Recommendation
Statistical Treatment of Data Action Plans
Sectioning to the
Interpretation of Results
students

On our conceptual framework, first, which is input, refers to the effects

of heterogeneous sectioning to the students. Second, which is the process,
formulation of questionnaire, survey questionnaire, data collection, statistical
treatment of data, and the interpretation of results. Lastly, which is the output on
the last one seen above are recommendation and action plans that were made.

1.8 DEFINITION OF TERMS

These are several terms used in this study. These terms were defined
operationally and conceptually.

IQ – is a total score derived from a set of standardized tests designed to assess

human intelligence.
EQ – is a measure of a person’s interpersonal and communication skills.
Heterogeneous Sectioning – is a type of distribution of students among various
classrooms of a certain grade within a school.
Homogeneous Sectioning – is the placement of students of similar abilities into
one classroom.
PJC – Pagadian Junior College, a high school located in Pagadian City.
Cognitive – relating to conscious intellectual activity (such as thinking,
reasoning, or remembering.)
Affective – relating to, arising from, or influencing feelings or emotions.
Variable – able to be changed or adapted.
Advantages – a condition or circumstance that puts one in a favorable or
superior position.
Disadvantages – an unfavorable circumstance or condition that reduces the
chances of success or effectiveness.
Hope – a feeling of expectation and desire for a certain thing to happen.
Learning Environment – refers to the diverse physical locations, contexts, and
cultures in which students learn.
Emotion – a natural instinctive state of mind deriving from one’s
circumstances, mood, or relationships with others.
Intelligence – the ability to acquire and apply knowledge and skills.
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Homogeneous and Heterogeneous Sectioning are types of sectioning used

to divide and put students into group which its students are
completely diverse or have the same average intelligence.

2.1 REVIEW OF RELATED LITERATURE

2.1.1 Cooperative learning: Homogeneous and heterogeneous
grouping of Iranian EFL learners in a writing context.
One of the important aspects of learning and teaching through cooperation
is the group composition or grouping “who with whom”. An unresolved issue is
that of the superiority of heterogeneity or homogeneity in the structure of the
groups. The present study was an attempt to investigate the impact that
homogeneous and heterogeneous groupings of Iranian EFL learners regarding
their prior levels had on their writing ability when working cooperatively.
Having administered a standardized preliminary English test (PET) and a
writing test taken from PET sample tests as a pre-test, 66 high and low
proficient learners were assigned into three groups: heterogeneous,
homogeneous high, and homogeneous low groups. Following the end of the
treatment that took 10 sessions each for 30 min, all groups received a writing
test as a post-test. The results demonstrated that learners improved their
performance through cooperation, whether working with stronger or weaker
peers. However, heterogeneous grouping showed superiority over homogeneous
grouping at the low level. Low students in the heterogeneous class made more
relative gains than high students in the same class. It must be noted that low
students did not improve at the expense of high students. The results revealed
that cooperative learning could be especially beneficial for low students. It is
hoped that the findings of the present study will give teachers deep insights into
group compositions in cooperative learning courses, and will help them make
better group experiences for students.

2.1.2 HOMOGENEOUS GROUPING

There are two common types of homogeneous grouping methods.
Between-Class Ability Grouping, which refers to the assignment of students to
groups according to ability or performance, and Within-Class Ability Grouping,
which is the practice of assigning students to homogeneous subgroups for
instruction within the class. Each subgroup receives instruction at its own level
and is allowed to progress at its own rate (Kulik & Kulik, 1987; Slavin, 1987a,
1987b).

2.1.3 ADVANTAGES OF HOMOGENEOUS GROUPING

"Proponents have argued that ability grouping lets high achievers move
rapidly and gives low achievers attainable goals and extra help" (Slavin, 1987a,
p. 32). Some of the research supports that position. Kulik and Kulik (1987)
found that talented students perform better in homogeneous classes. In an earlier
study, Kulik and Kulik (1982) found that students gained somewhat more from
homogeneous classes than they did from heterogeneous ones in the area of
achievement. The same study showed that students in grouped classes clearly
developed more positive 7 attitudes toward the subjects they were studying.
Hallinan and Sorensen (1983) argue that, "Grouping students by ability permits
teachers to accommodate instruction to a student's level of understanding and to
place instruction according to the student's rate of learning" (p. 839). These
researchers found that bright students benefit more when assigned to
homogeneous rather than heterogeneous groups. Still, there is research that
disputes these findings.

2.1.4 DISADVANTAGES OF HOMOGENEOUS GROUPING

Haskins, Walden, and Ramey (1983) found in their research that teachers
spent more instructional time with low-ability students in homogeneous groups.
These researchers also found that low-group students were both more disruptive
and more frequently off-task than those students in higher groups. Because of
this, Haskins, Walden, and Ramey suggest that teachers should keep these
students together in small groups where they can be "more easily controlled."
Femlee and Eder {1983) also found that students in low groups are more
inattentive than students in higher groups. However, these researchers found
that this difference in inattentiveness is due primarily to their group assignment
rather than to individual characteristics. Femlee and Eder suggest that the
disruptive and distracting behaviors of the low-group students was mainly due
to boredom. They also suggest that teachers had lower expectations for these
lower-ability students.

2.1.5 SELF-CONCEPTS OF STUDENTS IN HOMOGENEOUS

GROUPS
Studies have shown that low-track students often have low self-concepts.
In 1976, research by Rosenbaum and in 1980, research done by Addy,
Henderson, and Knox, suggested that participation in extracurricular activities
appear to be indirectly linked to student friendship patterns. Whereas most high-
track (high ability group) students participate in those activities, most low-track
(low ability group) students do not (cited in Byrne, 1988). Byrne (1985) states
that "Once classified as low-track, a student generally retains this status (and
hence the label) throughout his or her (high) school years" (p. 55).

2.2 LOCAL LITERATURE

2.2.1 Filipino ESL Learners’ Attitudes toward Cooperative
Learning and Their Relationship to Reading Comprehension
Departing from Gonzales and Torres’ (2015) quantitative quasi-
experimental study on the effectiveness of cooperative learning (CL) on Grade
8 students in a private school in Manila, the present study attempts to uncover
possible findings in the affective dimension through a 25-item survey
questionnaire that quantitatively gauges the Grade 8 Filipino ESL learners’
attitudes towards CL. The effectiveness of the approach was further assessed by
correlating the attitudes with reading comprehension test scores in Gonzales and
Torres’ (2015) study. Adopting both quantitative and qualitative approaches, it
was discovered that, despite certain reservations, the Grade 8 learners had
positive attitudes towards CL. In addition, findings indicate a very weak
positive relationship between learner CL attitudes and reading comprehension.
The current study has implications not only limited to Philippine ESL
classrooms, but also to ESL classrooms around the world.
2.2.2 THE EFFECTS OF HETEROGENEOUS OR
HOMOGENEOUS GROUPING ON READING
ACHIEVEMENT
This thesis comprises a review of the research from 1989 to 2009 on how
grouping affects reading achievement for students in grades K-5. A total of 30
studies were analyzed to determine if grouping affects reading achievement.
The research reported in the studies used various methodologies such as
interviews, surveys, sample groups, action research, and previous reviews of
literature. Findings revealed that grouping students either homogeneously or
heterogeneously may or may not improve reading achievement. Research is
ongoing and needs to be continually conducted to see if different grouping
methods can affect reading achievement.

2.2.3 PROS AND CONS OF HETEROGENEOUS AND

HOMOGENEOUS GROUPING
SHERYL L. BRIONES
Heterogeneous groupings are ideal for helping struggling students. However, if
you want your gifted/ talented students and at-grade level students to do well,
homogeneous groupings tend to be more beneficial.
In heterogeneous groups, students will tend to defer to the natural leaders and
smartest students to lead the group and even do most of the work. In
homogeneous groupings, however, new leadership structures can form, and
students who never had to participate before may be forced to take on more
active roles within the group.
If given a choice, students will always choose to form groups with their friends
and peers (homogeneous groups) but also benefit from getting to know and
learn from other students in their class. If choosing to have heterogeneous
groupings, try to divide them by having one gifted student, two average
students, and one lower achieving student. This ratio of students will allow all
students to benefit from the others, while not making one student take on too
much of the burden of work or leadership.
Some teachers believe that students need to varied, so all learning levels are
represented in each group (heterogeneous), while others believe that students
should be grouped by ability level (homogeneous). There are advantages and
disadvantages to both heterogeneous and homogeneous grouping. It depends on
what type of activity you are running and what you want your students to do.
2.2.4 Heterogeneous Definition in a Classroom
Heterogeneous groups in educational settings include students from a
wide range of instructional levels. The practice of assigning mixed groups of
students to shared classrooms stems from the education precept that positive
interdependence develops when students of varying achievement work together
and help each other reach educational goals. Heterogeneous groups
contrast directly with homogeneous groups, in which all students perform at
roughly the same instructional level.

2.2.5 The Effects of the Rank Based Student Sectioning on the

Four
Academic achievement, as operationally defined in this research, means a
condition wherein a student has high grades, could have won curricular
(academic) contests, has a big chance to become one of the school’s cream of
the crop, has a reputation of being an academic achiever, and is being looked-
upon by his/her teachers, classmates, and other students (Abletis, 2010). Labels,
expectations and attributions are subjected to the acceptance (secondary
deviancy) or rejection (primary deviancy) of the students, which could affect
their Academic Self-Concept and Social Interaction. Positive and/or negative
subjective academic self-concepts (produced by labels, expectations, and
attributions) could affect the students’ aspiration and motivation for academic
achievement. Labels, expectations, and attributions could also affect the
respondents’ (pattern of) social interactions with their classmates, peers,
parents, their teachers, and the general audience. The pattern of social
interaction engaged in by the respondents’ with these people produces their
social self-concept (Abletis, 2010). Socialization that happens inside that
section mold the students’ personality, aspirations, and academic achievements
(Alviar- Eisma & Galindo, 2013).

2.3 FOREIGN STUDY

2.3.1 A Study of the Effect of Heterogeneous Grouping as
Opposed to Homogeneous Grouping for Language Development
of Severely Retarded Students
 The purpose of the present study was to investigate the effect of
heterogeneous grouping and homogeneous grouping in the language
development of severely retarded students. A further purpose was to determine
how beneficial either of the grouping procedures would be for this level of
student.

2.3.2 Effect of homogenous and heterogeneous ability grouping

class teaching on student’s interest, attitude and achievement in
integrated science
The study investigated the effect of homogeneous ability level grouping class
teaching and heterogeneous ability class teaching on students’ learning outcome
in Integrated Science. The sample comprised 60 students in the junior secondary
school class 3 randomly selected from 2 schools. In each school, 30 students
comprising 15 males and 15 females were selected through stratified random
sampling technique. The students were assigned to 3 ability levels of high,
average and low using a numerical/word knowledge instrument. 10 students
were also selected through purposive sampling technique to each level. Each of
the school served as experimental study for homogeneous and heterogeneous
ability level grouping class respectively. Four instruments namely achievement
test in integrated science (ATIS), science oriented attitudinal scale (SOAS) and
science vocational interest inventory (SVII) and students’ questionnaire on
preference for grouping types were used to collect data for the study. Two
general research questions and three hypotheses were raised, tested and
analyzed using measurement of central tendency, mean, standard deviation and
t-test statistics. The results show that homogeneous ability level grouping is
superior for promoting students’ learning outcome. The reported change in the
attitude and interest of the students is in favour of the homogeneous ability
grouping class teaching. Recommendations were made based on the findings.

2.3.3 The Effect of Homogenous Versus Heterogeneous Reading

Achievement Groups on 4th Graders Reading Comprehension
The purpose of this study was to investigate the effect of homogenous
versus heterogeneous reading achievement groups on 4th graders reading
comprehension. The participants in this study were all fourth grade students in
the suburban Anne Arundel County Public School (AACPS) system of
Maryland. All participants received whole group instruction with teaching
points from the AACPS reading curriculum consistent with the Common Core
State Standards. There were three groups in the study in which students were to
collaborate to solve a single problem related to the whole group instruction of
the day. The groups were formed based on student’s scores on the AACPS 3rd
grade Reading Benchmark assessment. Students who scored below 50% on the
pre-assessment were placed into one group, those who scored above 50% were
placed in another group, and a third group was formed by randomly selecting
students from each group to form a heterogeneous group. After six weeks,
students were given a mock benchmark assessment, also created by AACPS, in
order to determine if student’s scores showed the most progress when working
in low achievement homogenous groups, high achievement homogenous groups
or heterogeneous groups. The results on the mock benchmark assessment
indicated no significant difference in reading comprehension across the three
groups. The null hypothesis was retained.

2.3.4 Social and Academic Advantages and Disadvantages of

Within-class Heterogeneous and Homogeneous Ability Grouping
This study reviews research and examines studies on the effects of
within-class ability grouping on middle school student's academic achievement
and motivation to learn. Four seventh grade science classes were placed into 16
randomized and then heterogeneous and homogenous ability groups and tested
after each. The main findings indicate that high ability students may succeed in
either ability grouping style. Average ability students showed better group
performance in homogenous ability groups but tested better as a result of
heterogeneous grouping. Low ability students experienced much greater
academic achievement as a result of heterogeneous ability groups. Finally,
topics for future areas of research are discussed.

2.3.5 ACADEMIC ACHIEVEMENT WITH COOPERATIVE

LEARNING USING HOMOGENEOUS AND
HETEROGENEOUS GROUPS
Cooperative learning is a proven teaching strategy that teachers have
been using for over 40 years. Teachers often group students heterogeneously so
that students that are lower achieving are learning from higher achieving
students and higher achieving students support and solidify their learning by
restating and re-teaching to their lower achieving partners. The purpose of this
study was to test homogeneous and heterogeneous grouping while using
cooperative learning teaching structure. This dissertation aimed to answer the
question, should students be grouped homogeneously or heterogeneously while
participating in cooperative learning. The research design for this study was
quantitative, quasi-experimental. A convenience sample of fifth-grade students
was drawn from a Georgia Christian elementary school in the 2017-2018 school
year. The data were analyzed using paired and unpaired T-test. The independent
samples t-test was run to compare the scores from the FOSS Survey/Posttest,
and the analysis showed no significant difference between the homogeneous
and heterogeneous posttest scores. Both groups made significant gains, however
in this study the grouping did not have a significant impact on the difference in
posttest scores for the two groups.

2.4 LOCAL STUDY

2.4.1 The Impact of Homogeneous vs. Heterogeneous
Collaborative Learning Groups in Multicultural Classes on the
Achievement and Attitudes of Nine Graders towards Learning
Science
The current study aims at investigating the impact of homogeneous
versus heterogeneous collaborative learning grouping in multicultural classes on
the students’ achievements and attitudes towards learning science. In the present
study, heterogeneity was unpacked through two dimensions: the cultural
background, represented by the different nationalities present in the class and
the students’ different abilities. The interaction between these two factors and
their combined effect on the achievement and attitudes were also investigated.
The study also considered an approach to provide quality teaching for a diverse
group of students by neutralizing the heterogeneity factor or reducing its
negative effect.
2.4.2 Grouping Students by Ability: Is There a Difference in
Academic Achievement?
Upon the renewal of international competition based on standardized
assessments, grouping students by ability has been reintroduced into the
education system. In this paper, I review the literature on grouping students and
its impact on academic achievement. Within this review, it has been found that
generally there is no overall affect to academic achievement when students are
grouped by ability. However, if one were to break down the data to consider
each ability level, it would be found that there are positive implications for
students who are deemed gifted when placed in a homogeneous grouping, and
positive implications for students in the low ability group when placed in a
heterogeneous grouping. Also, other issues have emerged from this research
that could potentially impact student achievement depending on the group in
which they are placed. The issues that will be included in this review are: peer
effect, teacher impact, quality of instruction, and stigma.

2.4.3 GROUPING STUDENTS FOR INSTRUCTION

Ability grouping has been found to have few benefits and many risks.
When homogeneous and heterogeneous groups of students are taught identical
curricula, there appear to be few advantages to homogeneous grouping in terms
of academic achievement. More able students make greater academic progress
when separated from their fellow students and given an accelerated course of
study. Less able students who are segregated from their more able peers are at
risk of being taught an inferior curriculum and consigned to low tracks for their
entire academic career. Teachers assigned to higher tracks and parents of bright
students prefer ability grouping. Teachers in lower tracks are less enthusiastic
and need support in the form of materials and instructional techniques to avoid
the disadvantages of tracking.

2.4.4 A Case Study of Reading Instruction in a Philippine

Classroom
In this article, we describe the reading practices in a public and high-
achieving 6th grade English classroom in the Philippines. By utilizing a four
resources model, we discuss the different roles that students assume in this
classroom. Students in this class are mainly code breakers and text users and
have limited opportunities to assume the other two roles of the four resources
model. This case study provides a different view of reading, specifically a view
of a culture of reading wherein higher status is given to oral reading
performance rather than comprehension. We describe the way a high-achieving
6th grade Philippine classroom perceives reading. Through this article, we
would like to contribute to the research literature on Philippine education and
increase our knowledge of reading practices as they are conceived and practiced
in this particular classroom.
2.4.5 Characterizing the effect of seating arrangement on
classroom learning using neural networks
A teaching technique modified from Mazur's peer instruction method is
implemented to probe the transmission of information in a class composed of
interacting students [Mazur. Peer Instruction: A User's Manual; Prentice Hall:
New Jersey,
1997; http://www.nip.upd.edu.ph/ipl/mem/homepages/cmonterola/index.ht
ml]. On the basis of actual experimentation, we demonstrate that a neural
network is capable of accurately characterizing the performance of a class based
on student seating location. For instance, when students with high aptitude level
are situated at the outer four corners of a classroom, the collective performance
of the class during student interaction opportunities fares better than in random,
inner four, or middle arrangements. The method provides a quantifiable
procedure for sectioning students if deliberate student–student interactions are
incorporated in a lecture design. © 2008 Wiley Periodicals, Inc. Complexity,
2009.
 CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

The section for the methodology illustrates research approach and design
considered for current study. It has been noted as an endeavor towards the
process of elucidating as well as justifying apt method of research design in
terms of apprehending the problem of the research. It is the source to imply the
collection of data as well as techniques to attain analysis of data.

This chapter is about research environment, research design, nature of study,

sampling and research procedure, data gathering procedure, the data analysis
plan, survey of the study, preparation of instrument, tabulation of data and the
statistical treatment.

3.1 Research Environment

This research shall be conducted exclusively in Pagadian City Junior
College Junior High School and only in the Grade 7 classrooms for they are the
ones that will benefit the most from this study. The researchers shall go there to
ask the Grade 7 students for the needed data in conducting the study.
PJCI Junior High School

3.2 RESEARCH DESIGN

This part presents the method to be used in conducting research,
instruments and procedures in data gathering, sampling technique and statistical
treatment.

3.2.1 METHOD
The descriptive method of research shall be used in this study using the
questionnaire as its principal survey instrument in gathering the needed
information and data.
The descriptive method of research is a fact finding study with an
adequate and accurate interpretations of the findings. It emphasized on what
actually exist in the subject being studied.
3.2.2 TYPE
The researchers chose the survey research design because it best served to
answer the questions about the study.

3.2.3 SAMPLING DESIGN

The sampling design to be used is simple random sampling, the
respondents of the study are those students who have just enrolled into the
school. They are the students that were divided and put into classrooms without
going through an IQ test. The researchers asked the Grade 7 students of PJC
Junior High School about whether or not there should be an IQ test for those
enrolling in PJC High School.

3.2.4 SAMPLE SIZE

From the survey conducted in the study sites, the researchers are able to
get the estimated population of the respondents in each Grade 7 classroom.

Section Estimated No. of Students Sample

Size

3.3 DATA GATHERING PROCEDURE

This part consists of the process on how the researchers ask permissions
to the person of authority to conduct the survey and gather data.
3.3.1 SENDING OF COMMUNICATION
The researchers shall write a letter by asking permission of the research
adviser to allow the researcher to conduct the survey the letter will be sent to
Madam Esterlina A. Cimafranca as stated above prior to contain such
information on how we are going to conduct the research and to what specific
reason.

3.3.2 SURVEY OF THE STUDY SITE

The different Grade 7 sections in Pagadian City Junior College was
chosen as the study sites of this research and well-thought and planned by the
researchers to gather an adequate amount of data and information about the
study. The purpose of the survey in the study sites is to familiarize and observe
the interaction of each of the students in their classrooms.

3.3.3 PREPARATION OF QUESTIONNAIRE

A. Method
The researchers used the open ended and unstructured type of questionnaire.

B. Type of Question
The researchers used open-ended type of questionnaire to gather the needed
information in regards to the study.

C. Number of Questions
In the researchers’ statement of the problem, there are two (2) questions that
needs to be answered at the end for the research study.

3.3.4 VALIDATION
 The questionnaire which the researchers used in the study was checked
first by the research paper adviser for her/his judgement as to whether the
content of the questionnaire is adequate for the study. Next, it was submitted to
the panel research paper committee for further corrections and suggestions then
to the instructor for the approval. The researchers tested the questionnaires to
other people before the distribution for the assurance that the formulated
questions are answerable by the respondents. The researchers, randomly
selected at least five (5) students for testing.

3.3.5 DISTRIBUTION
The researchers formulated the questionnaires first and after that, it was
distributed to the selected respondents from each Grade 7 classroom and is self-
administered by the researchers. The number of days spent in data gathering
was two (2) days.

3.3.6 RETRIEVAL
After the distribution of questionnaires to the respondents the researchers
waited for them to finish answering the given questionnaires and retrieved them
afterwards when the students were done answering.

3.4 DATA ANALYSIS PLAN

The data analysis plan was done by the researchers and was patiently
done by tallying data and interpreting them by the formula given.

3.4.1 CLASSIFYING
The questionnaire was classified into which the number of Grade 7
classrooms in PJC Junior High school is based on the survey of the study site.
3.4.2 TABULATING
After the retrieval of the questionnaire from the respondents, the
researcher does the tabulation of all the answers/responses in every items of the
questionnaire. It was placed on the table for a clearer and well organized
presentation.

3.4.3 STATISTICAL TREATMENT

The data gathered from the respondents shall be presented through tables
as basis for analysis, presentation and interpretation.
The following statistical tools were used in this study:
Where:
n = sample size
N =population
R =range
F =frequency
W =weight
WP =product of W and F
TWP =total weighted product
∑ FW =sum of all the product of F and W

Percentage Formula
%=F / n x 100

Weighted Mean Formula

WM=∑ FW / n
 CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF

DATA

This chapter presents the data in tables and in figures with the
corresponding analyses and interpretation which are arranged in accordance
with the order of the problems stated in chapter 1.

4.1 PRESENTATION OF DATA

4.1.1 DESCRIPTION OF RESPONDENTS

The respondents of this study were the Grade 7 students that are
enrolled in Pagadian Junior College Inc. from two separate sections, with a total
amount of 20 respondents.
 A. TABLES AND FIGURES

Problem Number 1: What is the profile of Respondents in terms of Age,

Gender, Economic Status, and Academic Achievement?

Legend:

F – Frequency S – Section

% - Percentage

Table 1 Profile of Respondents According to Age. (By Section)

Age S1 S2 F %

11 – 12 4 5 9 45%

13 – 14 6 5 11 55%

N 10 10 20 100%

The table shows that 11 out of the 20 participants compromising

55%, are aged 13-14 years old. This means that the majority of the respondents
are matured and have sound minds.

The table also shows that S2 has older respondents compared to

S1.
 Table 2 Profile of Respondents According to their Gender

Gender S1 S2 F %

Male 2 2 4 20%

Female 8 8 16 80%

N 10 10 20 100%

The table shows that there were more female respondents than
male, compromising 80% or 16 out of 20 respondents.

Table 3 Profile of Respondents According to Economic Status

Economic S1 S2 F %
Status
Upper- 0 0 0 0%
middle class
Middle class 10 10 20 100%

Lower class 0 0 0 0%

N 10 10 20 100%

The tables shows that all of the respondents belong to the middle class
compromising of 100% or 20 out of 20 respondents.
Table 4 Profile of Respondents According to their Academic Achievements

Academic S1 S2 F %
Achievement
Average 6 3 9 45%

With Honors 4 7 11 55%

N 10 10 20 100%

As shown in the table most of the respondents are with honors

compromising 55% or 11 out of 20 respondents.

Problem Number 2: What are the effects of heterogeneous sectioning to the

learning environment of Grade 7 classes?

Numerical Scale/Weight Range Response Category

4 3.26-4.00 Strongly Agree (SA)

3 2.51-3.25 Agree (A)

2 1.76-2.50 Disagree (D)

1 1.00-1.75 Strongly Disagree (SD)

Table 5 Pre-determined effects of Heterogeneous Sectioning to the learning
environment of Grade 7 classes.

SECTION 1 Responses N=10

EFFECTS TW
1 2 3 4 P WM RC
1. The classrooms have different
groups that the students create
0 2 7 1 29 2.9 A
causing them to often have
conflicts with each other
2. The students of each classroom
have completely different ideas
0 1 8 1 30 3 A
making them have various options
to choose when they need to.
3. Some students often skip school
while there are others who are 0 0 7 3 33 3.3 SA
always present.

Interpretation:

Based on table 5.1, Effects 1 and 2: Classrooms having different

groups, and the students of each classroom having completely different ideas
are “Agreed (A)”, Effect 3: Some students skip school while other are always
present is “Strongly Agreed (SA)” by the respondents.
Table 5.2

SECTION 2 Responses N=10

EFFECTS TW
1 2 3 4 P WM RC
1. The classrooms have different
groups that the students create
0 1 6 3 32 3.2 A
causing them to often have
conflicts with each other
2. The students of each classroom
have completely different ideas
0 1 7 2 31 3.1 A
making them have various options
to choose when they need to.
3. Some students often skip school
while there are others who are 0 1 5 4 33 3.3 SA
always present.

Interpretation:

Based on table 5.2, Effects 1 and 2: Classrooms having different

groups, and the students of each classroom having completely different ideas
are “Agreed (A)”, Effect 3: Some students skip school while other are always
present is “Strongly Agreed (SA)” by the respondents.
Table 5.3
EFFECTS 1 2 RESULTS

1 A A AGREE

2 A A AGREE

3 SA SA STRONGLY AGREE

SUMMARY OF TABLES:

On Effect No. 1, the respondents agree (2 out of 2 sections) that

their classrooms have different groups and have conflict with each other, on
Effect No. 2, the respondents agree (2 out of 2 sections) that they always have
different options and various ideas, on Effect No. 3, the respondents strongly
agree (2 out of 2 sections) that there are other students that often skip school in
their class while others are always present.
Problem Number 3: What are the advantages of knowing the IQ and EQ
range of PJCI students?

Numerical Scale/Weight Range Response Category

4 3.26-4.00 Strongly Agree (SA)

3 2.51-3.25 Agree (A)

2 1.76-2.50 Disagree (D)

1 1.00-1.75 Strongly Disagree (SD)

Table 6 Pre-determined Advantages of knowing the IQ and EQ range of

PJCI students

SECTION 1 Responses N=10

ADVANTAGES TW
1 2 3 4 P WM RC
1. Teachers will have no problem
choosing who to be brought to 0 0 4 6 36 3.6 SA
competitions.
2. Classrooms can be arranged in
a way that the average IQ and EQ
0 2 5 3 31 3.1 A
of the students are approximately
the same.
3. Students will be able to know 0 1 7 2 31 3.1 A
what they are more qualified at
 through their IQ and EQ.
4. Classrooms that are arranged
homogeneously will be more
0 1 6 3 32 3.2 A
comfortable to study in for
students.

Interpretation:
Based on the table Advantage No.1: Teachers will have no
problem choosing for competitions is “Strongly Agreed (SA)”, Advantage 2, 3,
and 4: Classrooms can be arranged for its students to have almost the same
average IQ and EQ, Students will be aware of what they are qualified for, and
Classrooms homogeneously arranged will be more comfortable to study in are
“Agreed (A)” by the respondents.

Table 6.2

SECTION 2 Responses N=10

ADVANTAGES TW
1 2 3 4 P WM RC
1. Teachers will have no problem
choosing who to be brought to 0 0 7 3 33 3.3 SA
competitions.
2. Classrooms can be arranged in
a way that the average IQ and EQ
0 0 7 3 33 3.3 SA
of the students are approximately
the same.
3. Students will be able to know
what they are more qualified at 0 0 7 3 33 3.3 SA
through their IQ and EQ.
4. Classrooms that are arranged
homogeneously will be more
0 0 7 3 33 3.3 SA
comfortable to study in for
students.
Interpretation:

Based on the table all of the Advantages are “Strongly Agreed (SA)”
by the respondents.

Table 6.3

ADVANTAGES 1 2 RESULTS

1 SA SA STRONGLY AGREE

2 A SA AGREE

3 A SA AGREE

4 A SA AGREE

SUMMARY OF TABLES:
Based on the tables Advantage No. 1, the respondents
strongly agree (2 out of 2 sections) that Teachers will have no problem
choosing who to bring to competitions, on Advantage No. 2, the respondents
agree (2 out of 2 sections) that Classrooms could be arranged with its students
have almost the same IQ and EQ, on Advantage No. 3, the respondents agree (2
out of 2 sections) that students could know what they are qualified for, on
Advantage No. 4, the respondents agree that classrooms arranged
homogeneously would be more comfortable to study in.
Problem Number 4: How would you turn a negative effect into a positive
one?

Numerical Scale/Weight Range Response Category

4 3.26-4.00 Strongly Agree (SA)

3 2.51-3.25 Agree (A)

2 1.76-2.50 Disagree (D)

1 1.00-1.75 Strongly Disagree (SD)

Table 7 Possible ways to turn a negative effect into a positive one

SECTION 1 Responses N=10

EFFECTS
1 2 3 4 TWP WM RC
1. To study harder and strive
0 0 5 5 35 3.5 SA
harder.

2. Motivate oneself. 0 0 8 2 32 3.2 A

 3. To be more vocal and
0 1 7 2 31 3.1 A
communicate with others.

4. Ask help from capable peers.

0 1 6 3 32 3.2 A

5. Mentoring.
0 1 7 2 31 3.1 A

Interpretation:
Based on the table Effect No.1: To study harder was “Strongly
Agreed”, on Effect No. 2, 3, 4, 5: Motivate oneself. To be more vocal, ask help
from others, and mentoring are “Agreed” by the respondents.

Table 7.2

SECTION 2 Responses N=10

EFFECTS
1 2 3 4 TWP WM RC
1. To study harder and strive
0 0 5 5 35 3.5 SA
harder.

2. Motivate oneself. 0 0 8 2 32 3.2 A

3. To be more vocal and

0 0 7 3 33 3.3 SA
communicate with others.

4. Ask help from capable peers.

0 0 7 3 33 3.3 SA

5. Mentoring.
0 0 8 2 32 3.2 A
Interpretation:
Based on the table Effect No.1, 3, and 4: To study harder, to be more
vocal, and to ask help from peers are “Strongly Agreed (SA)”, Effect No. 2 and
5: Motivate oneself, and mentoring was “Agreed (A)” by the respondents.

Table 7.3

EFFECTS 1 2 RESULTS

1 SA SA STRONGLY AGREE

2 A A AGREE

3 A SA AGREE

4 A SA AGREE

5 A A AGREE

SUMMARY OF TABLES:

Based on the tables Effect No.1, respondents strongly agree (2

out of 2 sections) that studying harder can make a negative effect into a positive
one, on Effect No. 2, respondents agree (2 out of 2 sections) that motivating
oneself works in turning a negative effect into a positive one, on Effect No. 3,
the respondents agree (2 out of 2 sections) that becoming more vocal and
communicative also works, on Effect No. 4, respondents agree (2 out of 2
sections) that asking for help from capable peers is also effective in this
situation, on Effect No. 5, respondents agree (2 out of 2 sections) that
mentoring a students is also one of the effective methods of turning a negative
effect into a positive one in this instance.

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

This chapter presents the summary of findings of the study, the conclusion and
the recommendations offered.

5.1 Summary of Findings

After a thorough investigation and application of the statistical tools on the
results or responses given the following are hereby revealed:
1. Profile of the Respondents:
The profile of respondents was derived from the selected variables.
1.1 Age
Most of the respondents of this research are 13-14 years old, which
is 55% of the respondents.
1.2 Gender
Most of the respondents are female as there were 16 females (80%)
and 4 males (20%) out of the population of 20.
1.3 Economic Status
 All of the respondents of this research belong to the middle class.
1.4 Academic Achievement
The majority of the respondents of this research are students
with Honors, which is 55% of the respondents.

2. What are the effects of heterogeneous sectioning to the learning

environment of Grade 7 classes?
The effects of heterogeneous sectioning to the students’ learning
environment are:
1. The classrooms have different groups that the students create
causing
them to often have conflicts with each other.
2. The students of each classroom have completely different ideas
making them have various options to choose when they need to.
3. Some students often skip school while there are others who are
always
present.

3. What are the advantages of knowing the IQ and EQ range of PJCI

students?
The advantages of knowing the IQ and EQ range of PJCI students are:
1. Teachers will have no problem choosing who to be brought to
competitions.
2. Classrooms can be arranged in a way that the average IQ and EQ of
the students are approximately the same.
3. Students will be able to know what they are more qualified at
through
 their IQ and EQ.
4. Classrooms that are arranged homogeneously will be more
comfortable to study in for students.

4. How would you turn a negative effect into a positive one?

The possible ways to turn a negative effect into a positive one are:
1. To study and strive harder.
2. Motivate oneself
3. To be more vocal and communicate with others.
4. Ask help from more capable peers.
5. Mentoring.

5.2 Conclusions:
Heterogeneous sectioning has been the structure of Grade 7 classes in
PJCI and without having a dedicated IQ and EQ test before being put into their
sections, students are put into sections with students that are different from
themselves which may cause them to change in order to blend with the groups
or become isolated.
5.2.1 The profile of the respondents show that most of the respondents are
aged 13-14, female, middle class, and with honors in their academic
achievements.
5.2.2 The effects of heterogeneous sectioning to the students’ learning
environment are that the classrooms have different groups that the students
create causing them to often have conflicts with each other, the students of each
classroom having completely different ideas making them have various options
to choose when they need to, and that some students often skip school while
there are others who are always present.
5.2.3 The advantages of knowing the IQ and EQ range of PJCI students are
that teachers will have no problem choosing who to be brought to competitions,
classrooms can be arranged in a way that the average IQ and EQ of the students
are approximately the same, students will be able to know what they are more
qualified at through their IQ and EQ, and that classrooms that are arranged
homogeneously will be more comfortable to study in for students.
 5.2.4 The possible ways to turn a negative effect into a positive one are to
study and strive harder, to motivate oneself, to be more vocal and communicate
with others, to ask help from more capable peers, and mentoring.

5.3 Recommendations:
Given the connection of motivating factors of the Grade 7 students’
answers, our results suggest that PJCI should do the following measures to
address the needs of the students.
5.3.1 To have new students partake in an IQ and EQ test in order to place
them into their most appropriate class.
5.3.2 To employ accomplished educators that can handle their jobs and make
sure that the students in the classroom they are in charge of are united and that
not a single student is ostracized.