PRESENTED AT MATER DEI ACADEMY IN THE SCHOOL YEAR

OF 2019-2020
Researchers:
ABUCAY, Jon-jon REYES, Erica May
EMANO, Jsamuel RODRIGUEZ, Dessa Aileen
PALLARCO, Carlos VALDERRAMA, Cassiopeia
PASCUAL, Angeleo-Aga VALDERRAMA, Renaissance
Subject: Practical Research II Subject Teacher: Dr. Maribel R. Gaite
The purpose of the study is to compare
the levels of academic engagement and
achievement of Junior High School
Special Science Class (SSC) and non-SSC
Senior High School Science, Technology,
Engineering, and Mathematics 1 (STEM 1)
students and determine if these variables
are significantly related.
In particular, the study will address the
following research questions:

1. How academically engaged are the

Junior High School Special Science Class
(SSC) and non-SSC Senior High School
Science, Technology, Engineering, and
Mathematics 1 (STEM 1) students?
In particular, the study will address the
following research questions:

2. What are their levels of academic

achievement?
 In particular, the study will address the
following research questions:
3. Is there a significant difference in the
levels of academic engagement and
achievement between Junior High School
Special Science Class (SSC) and non-SSC
Senior High School Science, Technology,
Engineering, and Mathematics 1 (STEM 1)
students?
In particular, the study will address the
following research questions:

4. Is academic engagement significantly

related to academic achievement?
George Herbert Mead’s Theory of Social
Behaviorism which states that people
develop self-images through interactions
with other people.
First one is knowing others’ intentions
requires imagining the situation from their
perspectives.
The second idea is, understanding the role
of the other results in self-awareness.
1. There is no significant difference
between the level of academic
achievement of Junior High School
Special Science Class and STEM 1 Senior
High students who didn’t belong in a
Special Science Class when they were in
Junior High School.
2. There is no significant relationship
between academic engagement and
achievement.
Academic achievement refers to the level of
schooling you have successfully completed
and the ability to attain success in your
studies. Academic achievement is more long
term and is more about reaching your
academic goals. Operationally, academic
achievement means gaining high grades as
achievements. The level of their academic
achievement means the level of their ability
seen in grades.
Academic engagement is an indicator
that combines academic identification
and academic participation.
Operationally, academic engagement
means how holistically devoted are the
students to learn and persevere in their
studies as they achieve success for the
future.
Junior High School Special Science Class
students are those who belong to a research-
oriented and specialized class that operates as an
attached agency of the Philippine Department of
Science and Technology. It is designed to
measure scientific ability, quantitative ability,
abstract reasoning and verbal aptitude. As used
in the study, they were the students from grade 7
to grade 10 who passed the admission test for
being part of the Special Science Class, thus to be
under the STE program and were granted to be
scholars.
STEM 1 grade 11 and 12 Senior High School
students STEM is an educational program
developed to prepare primary and secondary
students for college and graduate study in the
fields of Science, Technology, Engineering, and
Mathematics (STEM). STEM aims to subject-
specific learning, logical reasoning, and
collaboration skills of students. As used in the
study, these are Senior High School students who
passed and entered the Science, Technology,
Engineering, and Mathematics Track but did not
took the admission test for being part of the
Special Science Class when they were in Junior
High School.
 Population Percentage Sample Percentage
(N = 169) (%) (n = 133) (%)

Junior High
School SSC 140 82.8 104 78.2
students

Senior High
School SSC 29 17.2 29 21.8
students

TOTAL 169 100.0 133 100.0

 The researcher made fifteen questions about the
academic performances and goals and multiple
choice questions for the average grades of the
participants as methods of data collection.
 The researchers asked permission to some of the
Junior High School Special Science Class students
and STEM 1 Senior High School students and a
subject teacher from each of the two groups to give
them a few minutes of time, during class
discussions, to answer the survey questionnaire.
 After they have answered it completely, the
survey questionnaires were collected and
the researchers proceeded to justification of
the answers, tabulation, analysis and
interpretation of data using the statistical
treatment of data.
 The researchers constructed a survey questionnaire
that serves as the research instrument of the study.
The researchers measured the academic performances
and goals and the average grades of the participants as
indicators to measure the level of academic
achievement of the two groups of the study.
 The questionnaire was composed of fifteen (15)
questions that were based from the research questions.
These fifteen (15) questions were about the academic
performance and goals of students as indicators of
learners' level of academic achievement.
 These questions were placed in the Likert scale type
wherein participants will place a check to what verbal
interpretation they agree or deal with. Likert scale
questionnaires are the most commonly used type of
instrument for measuring affective variables such as
motivation and self-efficacy, given that they allow
researchers to gather large amounts of data with
relative ease (Nemoto & David Beglar, 2014).
 Verbal
Scale Range
Interpretation
5 4.5 – 5.0 Always

4 3.5 – 4.4 Often

3 2.5 – 3.4 Sometimes

2 1.5 – 2.4 Rarely

1 1.0 – 1.4 Never

Table 1.1 Academic Engagement of Junior High School SSC students (n = 104)
Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
1. Are you 2 13 57 28 4 104 3.18 0.773
having a
hard time
with your
studies in
Math,
Science,
and
English
subjects?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
2. When you
3 12 33 34 22 104 3.58 1.040
encounter
such
difficulties in
one or some
of your
subjects, do
you
immediately
take an action
to cope with
(i.e. browsing
the internet,
seeking help
to teachers?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
3. In a day,
3 12 33 34 22 104 3.58 1.040
when you
cannot
easily
comprehen
d about a
lesson in a
major
subject
(especially
in Math), do
you give
enough
time to
study it at
home?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
4. Are you 1 18 40 32 13 104 3.37 0.946
active
when
having
recitations
in the
three
major
subjects
(Math,
Science, &
English)?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
5. Are you 6 14 37 30 17 104 3.37 1.089
confident
to
perform
such task
individual
ly?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
6. When 15 25 23 24 17 104 3.03 1.311
having an
examinatio
n, do you
manage to
review
early like a
week before
the exam
day?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
7. Do you aim 3 10 25 30 36 104 3.83 1.101
to gain a
perfect
score in all
your
quizzes,
activities,
assignment
s, and
exams?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
8. Do you 1 15 52 27 9 104 3.27 0.850
find
yourself
prepared
for some
surprise
quizzes,
graded
recitations
and
reporting?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
9. Are you
5 18 41 27 13 104 3.24 1.038
having
difficulties
in analyzing
such word
problems in
Mathematic
s (or in other
subjects that
deal with
Mathematic
al
Expressions
like
Physics)?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
10. Do you aim 1 4 17 24 58 104 4.29 0.942
to give
your very
best in
other areas
of learning
such as
doing
projects
and
completing
lectures?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
11. Is it your 4 4 13 17 66 104 4.32 1.082
main
priority to
be an
honor
student in
every
grading
period?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
12. When you 13 14 29 21 27 104 3.34 1.334
experience
d failing a
subject in
an exam,
do you see
this as a
way to be a
successful
person
someday?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
13. Even when
you do not fail
5 10 26 32 31 104 3.71 1.138
a subject or
exam, do you
exert extra
effort to do
and perform
better in your
studies ( i.e.
advanced
studying and
reading other
reference
books for
greater
knowledge?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
14. Have you 9 16 40 22 17 104 3.21 1.155
ever realized
the
problems
that lack of
scientists
and
professional
courses may
bring to the
country?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
15. Being a
Science and
0 6 19 24 55 104 4.23 0.947
Math learner,
( a Junior
High School
SSC or a
STEM Senior
High School
student), do
you see this as
an
opportunity
that can lead
you to become
a future
professional?
Table 1.2 Academic Engagement of Senior High School non-SSC students (n = 29)
Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
1. Are you 1 2 16 8 2 29 3.28 0.841
having a
hard time
with your
studies in
Math,
Science,
and
English
subjects?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
2. When you
0 8 10 6 5 29 3.38 1.066
encounter
such
difficulties in
one or some
of your
subjects, do
you
immediately
take an action
to cope with
(i.e. browsing
the internet,
seeking help
to teachers?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
3. In a day,
2 6 14 4 3 29 3.00 1.035
when you
cannot
easily
comprehen
d about a
lesson in a
major
subject
(especially
in Math), do
you give
enough
time to
study it at
home?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
4. Are you 2 8 13 6 0 29 2.79 0.861
active
when
having
recitations
in the
three
major
subjects
(Math,
Science, &
English)?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
5. Are you 2 8 8 9 2 29 3.03 1.085
confident
to
perform
such task
individual
ly?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
6. When 8 8 6 4 3 29 2.52 1.326
having an
examinatio
n, do you
manage to
review
early like a
week before
the exam
day?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
7. Do you aim 4 6 13 5 1 29 2.76 1.023
to gain a
perfect
score in all
your
quizzes,
activities,
assignment
s, and
exams?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
8. Do you 1 11 14 3 0 29 2.66 0.721
find
yourself
prepared
for some
surprise
quizzes,
graded
recitations
and
reporting?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
9. Are you
1 1 12 9 6 29 3.62 0.979
having
difficulties
in analyzing
such word
problems in
Mathematic
s (or in other
subjects that
deal with
Mathematic
al
Expressions
like
Physics)?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
10. Do you aim 0 4 6 10 9 29 3.83 1.037
to give
your very
best in
other areas
of learning
such as
doing
projects
and
completing
lectures?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
11. Is it your 5 4 5 7 8 29 3.31 1.466
main
priority to
be an
honor
student in
every
grading
period?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
12. When you 7 4 10 6 2 29 2.72 1.251
experience
d failing a
subject in
an exam,
do you see
this as a
way to be a
successful
person
someday?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
13. Even when
you do not fail
3 8 13 3 2 29 2.76 1.023
a subject or
exam, do you
exert extra
effort to do
and perform
better in your
studies ( i.e.
advanced
studying and
reading other
reference
books for
greater
knowledge?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
14. Have you 1 8 10 8 2 29 3.07 0.998
ever realized
the
problems
that lack of
scientists
and
professional
courses may
bring to the
country?
 Indicator Frequency TOTAL Weighted Standard
Mean Deviation

1 2 3 4 5
Never Rarely Someti Often Always
mes
15. Being a
Science and
0 3 7 15 4 29 3.69 0.850
Math learner,
( a Junior
High School
SSC or a
STEM Senior
High School
student), do
you see this as
an
opportunity
that can lead
you to become
a future
professional?
 1 2 3 4 5 TOTAL Weighted Standard
Never Rarely Sometim Often Always Mean Deviation
es
TOTAL 37 89 157 103 49 435 3.09 1.038

PERCENTAGE 8.5 20.4 36.1 23.7 11.3 100.0

Diagram for the Academic Achievement of Junior High
School SSC students
Table 2.1 Academic Achievement of Junior High School SSC
students (n = 104)
Percent
Descriptor Average Grade Frequency
(%)
Very Satisfactory 87 9 8.7
Very Satisfactory 88 5 4.8
Very Satisfactory 89 5 4.8
Outstanding 90 16 15.4
Outstanding 91 14 13.5
Outstanding 92 14 13.5
Outstanding 93 19 18.3
Outstanding 94 10 9.6
Outstanding 95 8 7.7
Outstanding 96 2 1.9
Outstanding 97 2 1.9
TOTAL 104 100.0
Diagram for the Academic Achievement of Senior High
School non-SSC students
 Table 2.2 Academic Achievement of Senior High School
non-SSC students (n = 29)
Percent
Descriptor Average Grade Frequency
(%)

Very Satisfactory 87 6 20.7

Very Satisfactory 88 1 3.4

Very Satisfactory 89 3 10.3

Outstanding 90 7 24.1

Outstanding 91 6 20.7

Outstanding 92 3 10.3

Outstanding 93 1 3.4

Outstanding 94 2 6.9

TOTAL 29 100.0
 Table 3.1 Academic Achievement of SSC and Non-
SSC Students (n1 = 104; n2 = 29)

Academic
Standard Significance
Achievement Mean t-value Interpretation
Deviation Level
Level
1. SSC 91.57 2.456 3.137 .002 Highly
Students Significant
2. Non-SSC 90.00 2.070 3.455 .001 Highly
Students Significant
 Table 3.2 Academic Engagement of SSC and Non-
SSC Students (n1 = 104; n2 = 29)

Academic
Standard Significance
Engagement Mean t-value Interpretation
Deviation Level
Level
1. SSC 53.29 8.484 3.859 .000 Highly
Students Significant
2. Non-SSC 46.31 9.012 3.729 .001 Highly
Students Significant
 Table 4.1 Correlation of Academic Achievement
and Academic Engagement of SSC and Non-SSC
Students (n1 = 104; n2 = 29)
Correlation Significance Interpretation
Coefficient Level
1. SSC Students .423 .000** Positive Moderate

2. Non-SSC .555 .002** Positive Moderate

Students
Overall .493 .000** Positive Moderate

**. Correlation is significant at the 0.01 level (2-tailed)

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 What is the difference between academic achievement

and academic performance? (2018, May 25).

Retrieved from: https://www.quora.com/What-is-

the-difference-between- academic-achievement-

and-academic-performance