Chapter 1

THE PROBLEM

Background of the Study

The importance of science and technology in contemporary

society is demonstrated by the unconscious use of it in our daily

lives. We often take it for granted. And we often have no idea

how science and technology really affect us. We live and work in

structures given to us by science and technology. We are

transported around on the ground, across water and in the air by

vehicles that are the direct result of science and technology.

Modern societies are literally built on science and technology.

When we turn on the tap, flush the toilet, or flip a light

switch, we are accessing science and technology (Website 2014).

We constantly use cell phones and computers, which are gifts

of science and technology. And there are myriad other electrical

devices that science and technology have given us. Medicine is

wall-to-wall science and technology, and anyone who is more than

mildly ill or has been injured in more than a minor way will

benefit from science and technology. No food in modern society is

not touched by science and technology, either in its origin,

packaging and processing, and transportation or vending.

Science and technology must be aware and develop to play the

dynamic role for socio-economic development, setting up the

1
scientific background for decision and policies for the

government, contributing to set up the competition capacity for

the economy, to successfully implement the industrialization and

modernization career for the country. Meanwhile setting up the

science and technology market, to facilitate the science and

technology in contributing effectively in the socio-economical

development; thus improve the science and technology potential.

As cited by Agaran (2011). In classroom where science

literacy is the goal, teacher should plan the learning experience

that helps students construct meaning rather than simply complete

task. Teacher should give time for students to explore, make

observations and take wrong turns, test ideas and to things over.

They should also plan time for students to calibrate instruments,

collect samples, and construct physical and mathematical,

technology and science they need to deal with the questions at

land,, time to ask questions, and time to see the advantages of

thinking differently(Nelson, 1999.

As a science teacher, one should consider the basic

component of the teaching – learning process namely: (a) the

learner; (b) the learning process; (c) the learning content of

the teacher’s role and; (d) the learning environment (LMP

Handbook, 2008).

Therefore, looking and analyzing the educational system, the

students are the main components of learning – teaching

2
relationship. The system must provide the best educational needed

to bring our as well the quality performance which benefits the

country.

Reason why I conduct the study it is because I noticed that

the performance of some students in Science subject is very low

and also the NAT result. I need to know the reason behind for me

to make an action for that problem.

Conceptual Framework

Education in the Philippines is managed and regulated by

the Department of Education or DepEd as it is commonly referred

to in the country. The department controls the Philippine

education system, especially the curriculum used in schools, and

usage of funds used for further improvements, which includes the

continual building of schools and its facilities, and the

recruitment of teachers and other staff, among others.

Prior to the mid-20th century, the country's education

system was patterned on those of its earlier colonial powers,

those of both Spain and the United States. However, after

the Philippine independence in 1946, its educational system

changed radically. (History Book) (Internet).

The former basic educational system of the Philippines was

composed of 6 years of elementary education starting at the age

3
of 6, and 4 years of high school education starting at the age of

12. Afterwards, one can continue his or her education by

enrolling in technical or vocational schools, or in higher

education institutions like universities. Although the 1987

Constitution states that elementary education is compulsory, it

was never put into force.

Since 2011, the country started its transition from its old

10-year basic educational system to the K-12 educational system,

as mandated by DepEd.[5] This time, the new 12-year system is now

compulsory, along with the adoption of new curricula for all

schools (see 2010s and the K-12 program). The transition shall

last until the S.Y. 2017-2018, where the first graduates under

the new educational system will be brought forth.

DepEd started to implement the new K-12 educational system,

which includes the new curricula for all schools. In this system,

education is now compulsory. The implementation of the K-12

program is "phased".

There are four "phases" during the implementation of the new

system. These are:

1. Phase I: Laying the Foundations

Its goal is to finally implement the

universal kindergarten (offered since on S.Y. 2011—2012), and the

"development of the (entire) program".

2. Phase II: Modeling and Migration

4
 Its goal is to promote the enactment of the basic education

law, to finally start of the phased implementation of the new

curriculum for Grades 1 to 4 and 7 to 10, and for the modeling of

the senior high school.

3. Phase III: Complete Migration

Its goal is to finally implement the Grades 11 and 12 or

the senior high school, and to signal the end of migration to the

new educational system.

4. Phase IV: Completion of the Reform

Its goal is to complete the implementation of the K—12

education system.

However, during the new educational cycle, from 2016 to

2018, college enrollment could slow down because of the entrance

of the lower-year students to the new educational system.

Program Description

 At Kindergarten, the pupils are mandated to learn

the alphabet, numbers, shapes, and colors through games, songs,

and dances, but in their mother tongue; thus after Grade 1, every

student can read on his/her mother tongue.

 The 12 original mother tongue languages that have

been introduced for the S.Y. 2012-2013 are Bahasa

Sug, Bikolano, Cebuano, Chabacano, Hiligaynon, Iloko,Kapampangan,

Maguindanaoan, Meranao, Pangasinense, Tagalog, and Waray.

5
  7 more mother tongue languages have been introduced for

the S.Y. 2013-2014.

 These are Ibanag, Ivatan, Sambal, Akeanon, Kinaray-

a, Yakan and Surigaonon.

 In Grade 1, the subject areas of English and Filipino are

taught, with a focus on "oral fluency".

 In Grade 4, the subject areas of English and Filipino are

gradually introduced, but now, as "languages of

instruction".

 Currently in high school, Physics is taught in 4th

Year, but with the effect of the K—12 program, these subjects are

connected and integrated from Grades 7 to 10 with the use of the

spiral progression method in teaching. This will also be

implemented on Mathematics.

 The high school from the former system will now be

called junior high school, while senior high school will be the

11th and 12th year of the new educational system. It will serve

as a specialized upper secondary education. With the senior high

school, students may choose a specialization based on aptitude,

interests, and school capacity. The choice of career track will

define the content of the subjects a student will take in Grades

11 and 12. Senior high school subjects fall under either the core

curriculum or specific tracks.

6
  Core curriculum learning areas

include languages, literature, communication, mathematics, philos

ophy, natural sciences, and social sciences.

 Whereas there are three choices that are available to be

chosen by the students — or the so-called "specific

tracks". These are:

1. Academic

2. Technical-vocational-livelihood

3. Sports and arts

 The first track, the academic track, includes three strands

which are:

1. Business, accountancy, and management

2. Humanities, education, and social sciences

3. Science, technology, engineering, and mathematics

 The second track, the technical-vocational-livelihood,

specializes in vocational learning. A student can obtain a

National Certificate Level II (NC II), provided he/she

passes the competency-based assessment of the Technical

Education and Skills Development Authority. This

certificate improves employability of graduates in fields

like agriculture, electronics, and trade.

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  The third track, the sports and arts, is the track that is

responsible for educating senior high school students on the

fields of sports and arts.

 Current 4th Year students in high school in S.Y. 2014-2015

are exempted in this program.

With the reasons stated above, the researcher came up with

paradigm of the study illustrated in Figure 1. The independent

variables consist of the level of performance of the Batong

Buhay National High School Students in Science Subjects under

the newly designed curriculum under the Department of Education;

level of performance od students in their science subjects; and

to find the extent of factors affecting the performance in

science subjects among the students.

The paradigm of the study shows the direction of the study.

The independent variable includes the profile of the

students in Batong Buhay National High School, the level of

performance of the students in their Science Subjects, and extent

of factors affecting the performance in Science Subject.

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 Independent Variables Dependent Variables
1.The profile of the
students in Batong
Buhay National High
School The Academic
Performance of the
2. Level of performance Students in Science
of the students of subjects at Batong
BBNHS in their Science Buhay National High
subjects School, Pasil, Kalinga

3.Extent of factors
affecting the
performance of the
students

Figure 1. Paradigm of the Study

Statement of the Objectives and Hypotheses

The study will look into the Academic performance of the

Students in Science subject at Batong Buhay National High School

Pasil, Kalinga.

9
 Specifically, the study will seek answers to the following

objectives and hypotheses:

1. to determine the profile of the students in Batong

Buhay National High School;

2. to determine the level of performance of the students

in their science subjects; and,

3. to find the extent of factors affecting the performance

in science subjects among the students.

3.1 to find if there are significant differences in the

responses of the respondents on the extent of factors

affecting the performance in science subjects along the

moderator variables of grade level, gender, school

affiliation, and economic status.

3.2 There are no significant differences in the responses of

the respondents on the extent of factors affecting the

performance in science subjects along the moderator

variables.

Definition of Terms

The following terms are clearly defined to guide the readers

and to fully understand the study:

10
 Academic. It refers formal study at an institutional

learning (Internet, Webster. 2009).

Academic Performance. It refers to the level of achievement

of the students in science as manifested on examination, test,

seat work and assignments (Webster 2009).

Achievement. It refers to accomplishment or production of

the students in their school work (Webster 2009).

Curriculum. It refers to subject offered for study (Webster

2009).

Goals. This refers to the aims or objectives of education.

They may be ether general or specific.

Quality Education. It refers to the teaching – learning

process that enables the pupils to gain adequate knowledge,

appropriate skills, proper attitudes, desirable values, and

responsible habits to face the world and contribute to the socio-

economic development of the communities upon leaving the portals

of the educational system (Webster 2009)(Internet).

Science. It refers to natural science this is a systematic

knowledge of nature and the physical world(Internet).

Science and Technology. This refers to subject offered in

secondary schools. It includes the following areas: General

Science, Biology, Chemistry, and physics (Internet), (Webster

2009).

11
 Strategies. These refer to the various ways employed by the

teacher in order to facilitate the teaching – learning process.

Teachers. These refer the members of the faculty occupying

academic ranks which facilitates the learning process.

(Internet , English Dictionary)

Teaching. It refers to the process of stimulating,

directing, guiding, encouraging and evaluating the learner in

their growth development.

Understanding by Design. This refers to the teaching

approach used by the teacher as to determine the level of

performance of the students. (Internet)

Importance of the Study

This study is important considering the fact that today’s

curriculum is radically changing for the better. The result of

the study will surely be beneficial to the following:

School Administrators. The result of the study will provide

a database on the performance of the students in science subjects

on the newly designed curriculum which may serve as basis in

making decisions and in further planning for its improvement.

Teacher. As a key player in quality education, the findings

of the study will serve as guides for the teachers on their

strengths and weaknesses in so far as improving their performance

on the implementation of the understanding designed curriculum.

12
 Students. The students will be benefited by teachers who

will improve their teaching mechanisms as a result of the study.

Community/Parents. The community will be benefited by the

result of the study in the improvement of quality education will

produce quality graduates who will be assets of the community.

Researcher. It will be an instrument for her to analyze the

factors that greatly affect the performance of the students

particularly in their science subjects.

Future Researchers. The findings of this study may serve as

a guide for future researchers and hopefully provide incentives,

directions and motivations to conduct more in-depth study on the

teaching of science subjects.

13
 Chapter 2

DESIGN AND METHODOLOGY

The researcher briefly discusses in this chapter the

research design, locale and population of the study, data

gathering tool, validity and reliability of the instrument, data

gathering procedure, treatment of data, and the statistical tools

to be used in analyzing the information gathered.

Research Design

The descriptive method of research will be used in the study

since it will provide descriptive information about the level of

performance of the students in their science subjects, and the

factors affecting their performance.

The researcher will make use of the cards or records of the

students to determine their performance and the survey

questionnaire as a means of gathering data, which will be needed

in the completion of this work.

Locale and Population of the Study

The study will focus on the academic performance of the

students in Science subjects at Batong Buhay National High

School.

Batong Buhay is located at Barangay Balatoc, Municipality of

Pasil, Kalinga Province. It is within the eastern flanks of the

14
Cordillera Central Range and is about 320 km North of Manila, and

276 airline km north from Manila. It is bounded by geographic

coordinates 17°20’41.2” to 17°22’07.7” latitude and 121°03’10.40”

to 121°05’07.2” longitude with an area of 492 hectares.

The high school students enrolled in science subjects from

first to fourth year levels and science teachers will serve as

respondents to the study.

I copied this at the office of the Municipal Mayor. I thank him

for giving me this file. Hon. Alfredo B. Malannag- Municipal

Mayor.

Data Gathering Tool

15
 The questionnaire will be used as the main instrument in

gathering data and information needed to answer the extent of

factors affecting the performance of the students in science

subjects. Documentary analysis using the ratings of students in

science subjects will be used to measure the academic performance

of the students.

Validity and Reliability of the Instrument. The set of

survey questionnaire that will be used was lifted from the

unpublished Master’s Thesis of Aranca (2001), Asuncion (2007),

and Burton (2010). Some modification was made to suit the Science

subjects under the newly designed curriculum. Since, the

instrument is adopted from similar studies that were previously

conducted in Kalinga; the instrument is, therefore, valid and

reliable.

Data Gathering Procedure

The researcher will seek permission from the Teacher In

charge of Batong Buhay National High School for the conduct of

the study and the administering of questionnaire to the concerned

respondents.

When the permission will be granted, the researcher will

personally administer the questionnaire and personally retrieve

the same.

16
She will also request the science teachers to make their class

records available for the documentary analysis of the student’s

records to measure the level of performance in their science

subjects.

Treatment of Data

The data that will be gathered in this study will be

classified, tabulated, interpreted, and analyzed using the Six

Point – Likert Scale with the following arbitrary values,

statistical limits, descriptive equivalent and symbols.

Arbitrary Value Range Description Symbol

6 95-100 Excellent E
5 90-94 Superior S
4 85-89 Above Average AA
3 80-84 Average A
2 75-79 Fair F
To determine the extent by which the factors affect the

performance of the students in their science subjects,

the Three Point – Likert Scale will be used:

Arbitrary Value Limit Description Symbol

3 2.34-3.00 Much affected MA
2 1.67-2.33 Moderately Affected MoA
1 1.00-1.66 Less Affected LA

Statistical Tools

17
 The data to be gathered will be treated accordingly with the

following statistical tools in order to answer the objectives

identified in the study.

Frequency. It is simply tallying the data gathered from the

questionnaire.

Percentage. This will be used to determine the number of

respondents relative to the total population of the study.

Weighted Mean. The weighted mean will be used to quantify

the respondents along the different indicators and variables. The

formula according to Downie and Heat 1998:

Xw = WiFi
Fi

Where:

Xw = Weighted Mean

WiFi = Sum of Weighted Frequencies

Fi = Number of Respondents

Analysis of Variance (ANOVA). The one way analysis of

variance will be used to test the status of the null hypotheses

identified in the study.

The formula and steps according to Ronald E Walpole (1972)

are as follows:

a. Know the sum of squares

b. Know the sum of square between

SSB = Sum of Column 2 = CF

N

18
 c. Know the sum of square within

SSw = SSt – SSb

d. Know the MSSb and the MSSw

MSSb = ssb/dfb

MSSw = SSw/dfw

MSw – SSw/MSSw

Where:

F = Fishers test or ANOVA

Msb = Mean square between

MSw = means of square area within

The null hypothesis is accepted if the F-ratio is lower that

the F-tabular value at .05 level of significance. The null of

hypothesis is rejected if the F-ratio is greater than the F-

tabular value of .05 level of significance.

REFERENCES

19
Agaran, Jacqueline M. (2011). The Teaching of Science and

Technology in Public Secondary Schools of Conner

District, Apayao Division

Asuncion, Catalina G. (2007). The Teaching of Science and

Technology in the Newly Nationalized High School of the

Division of Kalinga.

Burton, Consuelo A. (2009). Academic Performance in English

among the First Year High School Students of Tinglayan

District.

Leo, Albert B. (2010). Mathematics Performance of the Grade

VI Pupils in Tinglayan District, Kalinga Division.

Pic-it, Jaime B. (2006). Improvement of Quality Education in

Tinglayan District, Kalinga Division.

Britannica Learning Library (2006). Encyclopedia Britannica

Inc.

Harcourt Science (2000). California Edition by Harcourt,

Inc.

Wikipedia, the free encyclopedia

Ms. Alethea M. Florido. Educational Profile of the

Philippines and Best Practices in Schools and

Classrooms.

Republic Act Number 10533. An act of Enhancing the

20
 Philippine Basic Education System by Strengthening its

curriculum and Increasing the Number of Years for Basic

Education, appropriating Funds thereof and for other

purposes.

QUESTIONNAIRE

A. Student’s Profile:

21
 Name: _________________________________ (Optional)

Direction: Please put a check mark on the appropriate following

information needed:

Part 1: Background Information

Grade level: 7____ Gender: _____ Male

8____ _____ Female
9____
10____

Number of Siblings:
______1 _______4
______2 _______5
______3 _______6 and up

Educational Attainment of Parents:

Father:
___ Elementary Level
___ Elementary Graduate
___ High School Level
___ High School Graduate
___ College Level
___ College Graduate
Mother:
___ Elementary Level
___ Elementary Graduate
___ High School Level
___ High School Graduate
___ College Level
___ College Graduate

Monthly Income of Parents:

___ Php10,000.00 And Below

___ Php10, 000.00 but not over Php30,000.00
___ Over Php30,000.00 but not over Php70,000.00
___ Over Php70,000.00 but not over Php140,000.00

Part II. Please put check mark to the appropriate column that
corresponds to your responses on the extent of which factors
affect your performance in science Subject.
Legend:

22
 3 - Much Affected (MA)

2 - Moderately Affected (MoA)

1 - Less Affected (LA)

A. School-Related Factors MA MoA LA Reasons

1. Classroom Lighting and Ventilation
2. School Location
3. Funding of School Facilities
4. Availability of Science Reading
Materials
5. Library Holdings
6. Computer – Student Ratio
7. Book – Student Ratio
8. Accessibility to Internet
B. Teacher-Related Factors
1. Commitment and Dedication of Teachers
2. Absenteeism and Tardiness of Teachers
3. Teacher’s Motivation
4. Logical organization of the subject
matters
5. Subject is given within his/her filed
of specialization
6. Training and Seminars Attended
7. Use of mother tongue inside the
classroom
8. Reading Instructional Materials which
are related to Science Subject (Books,
Magazines, Newspapers, etc.)
9. Listening to ratio broadcast, watching
TV Programs related to Science
10. Use modules of improvised
instructional materials
11. Repeating lessons that are not fully
understood by the students
12. Close supervision to student
activities
13. Variation of teaching strategies and
techniques
14. Diagnose students weakness at the
beginning of the school year
C. Student-Related Factors
1. Study Habits
2. Reading Skills
3. Student’s Health Condition

23
4. Absenteeism and Tardiness
5. Level of Comprehension
6. Interest to Learn
7. Overlapping School Activities
8. Many School Requirements
9. Parent’s Educational Attainment
10.Use of mother tongue inside the
Classroom
11.Reading Instructional Materials which
are related to Science Subject (Books,
Magazines, Newspapers, etc.)
12.Listening to ratio broadcast, watching
TV Programs related to Science
13.Use modules of improvised
instructional materials by the teacher
D. Home-Related Factors
1. Many chores at home
2. Number of members of the family
3. Motivation from parents to study
4. Parent’s Educational Attainment
5. Income of Parents
6. Attitude of Parents in helping their
children in their homework and other
school requirements
7. Unavailability of Reading Materials at
Home
8. Follow-up of parents on student’s
progress.

Letter of Permission

Republic of the Philippines

Cordillera Administrative Region

24
 Kalinga State University
Bulanao, Tabuk City, Kalinga

June 17, 2017

GLORIA B. BUYA-AO
Schools Division Superintendent
Division of Kalinga

Madam:

I have the honor to request permission from your good office

to float my questionnaires to the public students in Pasil
District specifically at Batong Buhay National High School in
connection with my study entitled “THE ACADEMIC PERFORMANCE OF
STUDENTS IN SCIENCE SUBJECTS AT BATONG BUHAY NATIONAL HIGH SCHOOL
PASIL, KALINGA.” The data that will be gathered will be treated
with utmost confidentiality.
Your kind approval to this request will be highly
appreciated.
Thank you for your unending support.

Respectfully yours,

Evita R.. Bangal

Student Researcher

Recommending Approval:

Marilou B. Adora, Ph.d

Dean, Institute of Graduate Studies

APPROVED:

GLORIA B. BUYA-AO
School Division Superintendent
Division of Kalinga

Republic of the Philippines

Cordillera Administrative Region
Kalinga State University
Bulanao, Tabuk City, Kalinga

25
 June 17, 2017

Dear Respondents:

Greetings of Peace and Solidarity!

The undersigned is a student of the Institute of
Graduate Studies, Kalinga-Apayao State College. I am taking
a research study entitled, “The performance of the Students
of Batong Buhay National High School in their Science
Subjects” in partial fulfillment of the requirements for the
Degree Master of Education.

In this regard, may I request your indulgence to share

with me your precious time, your knowledge, ideas and
outlook by answering the questionnaires as honest as
possible. Rest assured that your answers will be treated
with strict confidentiality.

Thank you very much.

Very truly yours,

(Sgd)Evita R. Bangal
Student Researcher

Noted by:

(Sgd)Marilou B. Adora, Ph. D.

Dean, Institute of Graduate Studies

CURRICULUM VITAE

Personal Information:

26
Name : EVITA REALCE BANGAL
Date of Birth : June 23, 1989
Place of Birth: Batong Buhay, Balatoc, Pasil, Kalinga
Address : Batong Buhay, Balatoc, Pasil, Kalinga
Age : 27
Civil Status : Married
Spouse : Wesly S. Bangal
Child : Sky Zy Realce Bangal
Religion : Anglican
Citizenship : Filipino

Educational Background:

Level School/ Address/Degree Year Graduated

Graduate Kalinga State University

Studies Master of Arts in Educational Management

Bachelor in Secondary Education

Major in Biological Science
2006-2010 Kalinga-Apayao State College
Bulanao, Tabuk City, Kalinga
Tertiary

2005-2006 Tabuk National High School

Dagupan West, Tabuk City, Kalinga
Secondary

2002-2001 Casigayan Elementary Schools With Honors

Casigayan Tabuk, Kalinga
Elementary

Work Experience:

DATE POSITION/RANK & AGENCY

2014-Present Science Teacher I

Batong Buhay National High School

2013-2014 Local School Board Teacher

Batong Buhay National High School

2012-2013 Assistant Pharmacist/Cashier

Sta. Mesa Unicare Pharmacy

2011-2012 Secondary School Teacher

27
 Batong Buhay National High School

Eligibility/ies:

Year Eligibility/ies Rating

2013 Licensure Examination for 75

Teachers (LET)

Trainings/ Seminars Attended

DATE TITLE SPONSOR/VENUE

MAY 26-28,2017 2017 International Mind IMEI Professional

Education Specialist Mind Lecturer/Golden
Training Focused on 21st Berries
Century Work Ethics
Leadership Enhancement
Management

MAY 3-4, 2017 Two-Day Capacity Building Dep-Ed Division

Seminar & Planning- Workshop Las Vegas
Of Newly Approved Senior High
School
AUGUST 12-14, 2016 Pre-planning Workshop Dep-Ed/ Davidson
in Math and Science

APRIL 27-29, 2016 Pre Planning Workshop Dep-Ed/TampcoInn

School Coordinators

AUGUST 13-15, 2016 Division Seminar-workshop Dep-Ed/Golden

on the preparation of
action plans on the
different Dep-Ed Programs
and Performance Review of
the SIP/ AIP.
NOVEMBER 18-20, 2017 Conduct of Training Dep-Ed/Davidson
Workshop on SIP, SIM,
Action Research & Division
Planning in Math
And Science Festival

28
MAY 24-29, 2015 Mass Training for Regional/
DepEd-CAR- Grade 10 SLU Baguio
Mathematics & Science
Teachers

FEB.27-MARCH 1, 2015 International Seminar Apolinario Saymo

in Science Education Teachers Camp
Baguio, City

DECEMBER 7-9, 2014 Training Workshop on Dep-Ed Division

leading and managing Pastoral Bulanao
the K-12 Curriculum
Development

OCTOBER 2013 MMCI Vegetables Makilala Company

Production Livelihood Batong Buhay,Pasil
Project

MAY 2013 Basic Masonry District/Amdalao,

Training Pasil

APRIL 27-31 In-Service Training Dep-Ed/TNHS

for Dep-Ed Kalinga
Coaches and Sports
Officiating Officials

June 23 District- Based Inset District/CPNHS

and PROJECT PROPOSAL
MAKING

August 21-25 District Inset the use District CPNHS

of Information
Communication and Technology

September 1-5 Five Days District/ CPNHS

Computer Training

29
30
31