COLLEGE DEGREE PREFERENCES OF GRADE 12 ABM STUDENTS

A Research Presented to the Faculty of Senior High School Department Of Bacolod

City National High School Bacolod City

In Partial Fulfillment of the Requirements in Practical Research 2 of the

Accountancy, Business and Management Strand (ABM) Senior High School Of
Bacolod City National High School

EMMANUEL B. ANADON
JOSHUA CHAVEZ
MIKE ENARIO
JARED DE LUGAR

October 2018
 Chapter 1

INTRODUCTION

Background of the study

The most frequent matter for the upcoming college students is choosing a course

that will definitely fit to their attitude, strength, skills and knowledge.

Nowadays, some students experienced difficulty in choosing right course due to

the following concerns and factors; deficiency of knowledge, poverty, peer pressure,

insecurity and failures both in academic and personal aspects. In preparation for college,

they should be allowed to choose their courses because they will study in a more

comfortable manner. Students know what they are good at, so they should be given an

opportunity to do and choose what they preferred.

Choosing a course may take a lot of time yet it is very essential, it could be your

deciding factor whether you will continue your career or not. Having a degree serves as a

foundation, people must know that if they want to break into the middle class or higher,

they’ll need not only experience but a degree as well, (Samuelson, 2017). It could be

tough but still it is one of the basic basis of your career.

This study aims to aid the difficulty in choosing college degree of students

exclusively for Grade 12 Accountancy, Business and Management (ABM) learners of

Bacolod City National High School- Senior High School (BCNHS-SHS) through

providing some preferences that will link their desirable courses.

Statement of the Problem

The purpose of this study is to determine the college degree preferences of Grade

12 Accountancy, Business and Management (ABM) students of Bacolod City National

High School- Senior High School (BCNHS-SHS), in academic year 2018-2019.

Specifically, it seeks to answer the question below:

1. What are the level of college degree preferences of Grade 12 ABM students

according to the following variables:

a. Sex

b. Interest

Theoretical Framework

This study is anchored in Randall G. Chapman’s theory which is toward a theory

of college selection: A model of college search and choice behavior. This study describes

a behavioural theory of how students select their college courses. Implicit in this theory is

the notion that college courses may be viewed as a process which consist of a sequence of

interrelated stages. It is possible that students move through this series of stages as they

search for desirable college courses, search for and process information about college

course, and ultimately choose a specific college course. This theory is very useful in

establishing a framework within which past and current research efforts in the college

courses may be classified, (Chapman,1986 ).In relation to this study this theory is all

about the courses that the students would take during their college life. This theory is also

useful in the research paper because this serve as a proof that the study is valid and it is

also based in the statement of the problem and in the research question.
Scope and Limitation

This Study focused on the college degree preferences of ABM students in

Bacolod City National High School-Senior High School Department. Academic Year

2018-2019.

The participants of this study will be the students of Bacolod City National High

School-Senior High under the Academic Track of Accountancy Business and

Management only for grade 12 students. The research wants to evaluate their in line

courses in relation to the ABM Strand.

There were 75 samples out of 116 belonging to the grade 12 Senior High School

Students from strand in Bacolod City National High School-Senior High School.

Significance of the Study

This study may be significant to the following:

Senior High School Students. This study will be useful for the Senior High

School Students, as it will help them to know the courses that they can get in pursuing

their College Degree. Also to let them know what College Preferences of ABM Students

have.

Parents. This research will be beneficial for the parents, for them to determine

whether their children are ready to decide for their College Degree course. It will also

help them to know that if it is their children are right in choosing that College Degree in

their next ladder of life and that they can contribute in supporting and encouraging them.

School Administrators. Results of this study will be useful for the School

Administrators, as it will give them the idea of what things they will enhance or renew to

cope with the College Degree preferences of ABM students. They will know what other
things to be implemented within the school with respect to the possible College Degree

preferences of ABM students that is in line to the K-12 Program.

Senior High School Teachers. This study would give some ideas on what their

facing when they gave a sort assessment-formative assessment. They could also some

strategies to help their students decide for their future life.

The Society. This study will also benefit the society as a whole in terms of the

demand jobs needed in accordance with the global market. Our nation in fact is one of the

top leading nation who sends workers abroad; the OFW. And with the help of this

study we will able to help the need of workers in terms of Accountancy, Business and

Management Courses that the ABM students will take in college.

The Future Researcher. This study will be beneficial to them, in terms of

helping them to complete their research that is related to this study we are conducting.

They will use some of our ideas and maybe enhance some of our findings for the

betterment of the society.

The Researcher. This study will greatly be a great help to us because we are

Grade 12 ABM Students, it is an advantage to us as the first hand user of this information

that will help us to decide properly for the college degree that we will be taken for the

next phase of our life. Also it will let us be updated of the current courses that we can get

in pursuing our studies in college, we will have a huge advantage because we study that

specific college degree that we want better than the others.

Definition of Terms

To aid in the understanding of the study, following terms will be define

conceptually and operationally.

Accountancy, Business and Management (ABM). Conceptually defined as

strand of the Academic Strand that focuses on learning the basic concepts of business.

(Adano,2016). This strand is designed as an introductory course in accounting and

business and management where the students are trained to think logically and

scientifically and have acquainted with the readiness of accounting, business and

management concepts and principles in order to prepare them to pursue college degrees

that focus on business and industry where their contribution as future accountants.

(University of San Jose-Recoletos, Cebu City). This study is mainly based on this strand

It’s because we are from this strand and also we want to know more about this strand and

how it will be more beneficial to us that we know before.

Assessment. In education, the term assessment refers to the wide variety of

methods or tools that educators use to evaluate, measure and document the academic

readiness, learning progress, skill acquisition, or educational needs at students.(Great

Schools Partnership, 2015). Assessment refers to the guided questions in our survey

written on the questionnaires that the Grade 12 ABM Students will be taking.

Bacolod City National High School (BCNHS). A general public secondary

School established in 1948 and is located at P. Hernaez Extension, Brgy. Taculing,

Bacolod City. As used in this study, it is the school that offers the ABM strand for the

Senior High School program. It is also were the study was conducted.
 College Degree. A degree given to students of a higher learning institution

signifying required credits have been obtained in a specific areas of study. There are

several levels of college degrees ranging from an Associate’s Degree to Doctoral

Degree.(Business Dictionary). In this study college degree will only refer to the specific

preferences of Grade 12 ABM Students to take in college in line with the Accountancy,

Business and Management.

Preferences. A preference is also an advantage given to someone or something.

(Cambridge Dictionary). In this study preference means only to the college degree that

students will decide to get in college, in line with the Accountancy, Business and

Management Strand.
 Chapter 2

REVIEW OF RELATED LITERATURE

Review of related concepts and studies will provide the researcher valuable

insights and clearer direction pertaining to the analysis concerning the subject matter

under consideration.

College Degree Completion

Human rights advocates claim that every individual has a right to education which

all human beings are entitled, (Lee, 2013). The right to involve his/herself to a school that

offers quality education towards both academic and personal excellence. The fact that

education plays a big role in achieving one’s goal someday. It is considered as a door of

undying opportunities and a primary determinant on reaching dreams, attaining one’s

focus; to have a successful life, stable work, can sustain needs in daily living, and can

experience ease in life. As what Nelson Mandela said, “Education is the most powerful

weapon that can change the world,” it is just proving the point that if you are a literate

person and education completer, you are much able to elevate yourself and even make a

change in the society as a whole.

In such competitive world, it is essential and a must for all to have a good

education, (indiacelebrating.com). The concept of having a higher educational attainment

provides a wide scope of possibilities and increases employment rate, getting a good job

and position to a company you want to be in, (Oreopoulous & Petronijevic, 2013). All of

that basically starts in choosing a right career path that fits your attitude, intelligence, and

skills. It tend to be fundamental that eventually leads you to your chosen career.
 According to Abel & Deitz (2014), college degree completion brings economic

benefits. Significantly, the economic benefits associated with earnings a college degree

last over a lifetime. Prior to that, if you are a college degree completer, the fact that you

can collect distinctive advantages that serves as a great investment for you to gain extra

wages and receives freebies from your employer. Moreover, it gives good courage, extra

confidence to company’s applicant to get easily hire by their employer because of their

educational background and qualification.

Every company nowadays, puts a rubric/s and set a standard on looking their

desired employees. They usually hire employees that have a higher educational

attainment, proficiency on its own field and mostly a college degree completer.

Samuelson (2017) said that, employees need not only experiences but they must have a

degree as well in performing their jobs. In addition, McMahon (2017) states that, “Higher

learning provides greater good.” The worth of college education and college degree

completion gives a link of having more valuable benefits compare to non- college degree

completer.

Though it may cost a great amount but it addresses and outweighs unemployment

rate and band contractual agreement. College degree completion profits a lot not just only

in economic but it touches also personal and social aspect of a individual.

Choosing a Right Career Path

Over the past decades, we are still attending to the importance of choosing a right

and suited career for us. As a matter of fact, there are some professionals who considered

themselves as a product of mismatch choosing of career due to the following factors; lack

of career guidance, deficiency of career knowledge, and poor academic and personal
performance. Everyone must poise towards reality that choosing a career path will

eventually leads us to place we wanted to be and produces long- term decisions.

According to Fiori, et al., (2015), the construct of career capability, or the ability

to successful manage one’s career development and challenge predicts several important

outcomes. It provides implicit and in- depth reasons to pursue the tracks they wanted to

trace. On the other hand, career indecision may be the primary reason of career

mismatching, (Gati & Levin, 2014). That is why there are many professionals are not

enjoying their jobs and ends to resignation eventually.

Individuals are expected that they themselves formulate life goals and take action

to make progress on these throughout the life course, (Bimrose, et al., 2011; Savickas, et

al., 2009, cited in Hughes, et al., 2017). Choosing a career path must be taken seriously,

you need to think many times before make an action. It might be hard but it will give you

a beyond the horizon view of your future if you have done this correctly and just.

Career Guidance Orientation

In choosing a career, students need a career guidance of parents, friends and also

the guidance councilor. Career guidance helps the students to have knowledge about their

chosen career path during their College degree. Students need a career guidance

orientation because many of them don’t have any knowledge of what they are going to

take during their College Degree.

The importance of providing career orientation to students has been studied. They

found that career orientation explicitly foster student’s awareness of task to be faced and

decisions to make. They also pointed out that learning is essential not only for students to

develop the basic employability skills required for the school to work transition, but also
for the development of work habits, beliefs, interests and

values.Suryadi,B.,Sawitri,D.R.,Hamidah,& Hanifa,F.,(2018). This is really important for

a career success because it serves as our guide in choosing our career.

Career success is the achievement and self-actualization of the individual in his

chosen career path. Understanding self-potentials and self-weaknesses, choice suitability,

readiness and decisions, and understanding career development are expected to support

individual career success. Facilitating the preparation of individual career development

needs to be pursued for individual careers optimal development to benefit themselves and

many others. Vocational high school students armed with relevant job competences,

prepared for working after graduation. On the other hand, vocational high school

graduates are still in their adolescence age with the development stage of search for

identity, not yet thinking about career, so they needed more intensive career insight

briefing through career guidance. Career guidance in vocational high school should be

able to build students career readiness and the maturity in their adolescent age which is

relatively unstable in their socio-emotional. Martaningsih,S.T.,(2018). That’s how

important is career guidance to students. Career guidance is the same with counseling.

Career guidance has commonalities with the therapeutic counseling suggesting analogous

effects, and it promotes positive engagement in work and learning, which may be

associated with health benefits. Robertson,P.J.,(2013).

The importance of guidance and counseling program in secondary schools,

include bringing to the students an increased understanding of the educational, vocational

and social information need to make wise choices. In our society there are many

influencing forces responsible for the gradual recognition of formal guidance to young
people in various educational level.Oye,N.D.,Obi,M.C.,Mohd,T.N.,&Amos,B.,(2012).In

schools there must be a guidance counselor that help and guide the students if they have

problems in schools. Their many female guidance teachers have higher understanding of

counseling and guidance and attitudes towards counseling and guidance than those of

male teachers.Demir,M.,&Can,G.,(2015).I agree because female teachers are close to

their students than of male teachers. Institutionalized under the DepEd's D.O.25, S.2013

which declares the observance of the career guidance, they said that the direction of ones

career path can be strengthened in the presence of career advocacy program that defines

various jobs which are considered marketable, DOLE,(2013).There are also schools that

declares the career guidance such as the: EEDA's focus on career pathways curriculum

linked with comprehensive career guidance services has the potential to provide a

framework for aiding students in this task. Because EEDA is schoolwide and requires

career exploration and guidance to students across all grades. There is the potential for

students to be better prepared in making career and academic decisions by the time they

reach high schools. Stipanovic,N.,(2013).

Preferred Courses of Students

Normally, most of the universities use either the semester or quarter systems with

shorter-length courses in the summer. Growing universities are now experimenting with

compressed courses as part of the normal semester. Compressed courses or specific areas

focused courses can help college students by giving them less courses to concentrate one

at a time in a more accurate and proper format like using assessment and surveys. More

compressed courses also help college students in course scheduling, procedures and

sequencing where preparations are present. There have been several studies pertaining to
course length and student outcomes with most studies showing the same or increased

student outcomes for compressed courses. Herrmann, M., & Berry, K. (2016).

Shrinking university budgets are dictating a greater sense of accountability for

college classes. Due to space limitations and required performance markers, students no

longer have the luxury of unlimited opportunities to repeat classes when failing in

previous attempts. This is especially true in the case of quantitative courses. However, it

is not just the students who are feeling the pressure to perform successfully in the

classroom. Also the teachers because they struggle how to cope with this new

environment. Anderson, T. I., & Anderson, R. J. (2012).

Student college degree preferences have been found to be important in student

learning and achievement. There are some potential policy and course design

implications that maybe helpful for faculty and administrators wishing to improve or

expand their current online programs and course offerings. First, increasing the number

of courses that students identified as most popular in the online format might be

appropriate. For some universities, this may also include considering an alternative fee

schedule that better reflects student demand for specific courses. Second, as demonstrated

by the simulation, the probability that students would select an online version of

a course increased as the number of technological attributes included in

online courses were increased. This was also affected by the course topic. This suggests

that institutional efforts to use online courses to help meet on-site student demand would

be more accepted by students if a broader array of online course attributes, especially

those desired most by students, were included (e.g., short topic

discussions, course lecture notes, opportunity to correspond with instructor in real time,
ability to take examinations and quizzes online, and an online drop box for assignments).

Third, for institutions wishing to differentiate their online courses and programs from

those of other colleges and universities, customizing content such as lecture videos and

other content-related materials may be an important consideration. Fourth,

students’ preferences for online course attributes were very similar to the results of

studies focused on attribute impacts on course effectiveness. Although this similarity

does not imply that student preferences for attributes are equal to attributes contributing

to course effectiveness, it does support the premise that students may provide helpful

insight regarding the design process of online courses. Mann, J. T., & Henneberry, S. R.

(2014).

When students select courses and choose from multiple class sections,

their preferences serve as The present study proposed a new conceptualization of student

epistemic preferences in the epistemic match model, assessed the match between student

epistemic beliefs about chemistry and their epistemic preferences and, most importantly,

examined how this epistemic match may be associated with chemistry course

achievement. Dai, T., & Cromley, J. G. (2014).

criteria for comparisons during the selection process. The primary purpose of this

study is to determine some of the preferences, so information related to salient attributes

may be provided before course selection. An understanding of preferences also helps

instructors design their courses, form accurate student expectations, and obtain higher

student ratings. Preferences were identified from focus group research and compared to

the extant literature to select ones for evaluation that could be met by instructor actions.

A survey then obtained students' ratings of preferences for instructor practices, including
assessment approaches and use of learning resources. The study revealed that students

have a strong preference for classes that are: taught by instructors they know, have

acceptable testing formats, and include extra credit activities. In terms of learning

resources, they prefer classes with lecture notes provided before class and the availability

of previous exams for review. Pass, M. W., Mehta, S. S., & Mehta, G. B. (2012).

This educational research seeks to develop novel laboratory modules by using the

case studies in the sciences teaching method in order to introduce sustainability and

environmental engineering laboratory concepts to 21st century learners. The increased

interest in "going green" has led to a surge in the number of engineering students

studying sustainable engineering concepts in their courses. The goal is to improve

laboratory instruction and the transfer of laboratory concepts to tangible real world

applications for students by utilizing student learning preferences. Research methods

were implemented in a junior level environmental engineering laboratory course. The

case modules focused on providing the contextual case-study or problem based learning

modules that link engineering topics to real world sustainable engineering issues and

hands-on experiences for students that are designed to address new areas in sustainable

engineering. The case studies engaged students in a "short case story" with real or

fictional characters experiencing a real world event. Following the "short case story,"

students conducted independent research related to the case and the laboratory exercise.

This investigates the improvements to laboratory instruction as a result of the gains in

student learning, self-efficacy and engagement observed when the case studies in the

science teaching method is used. Student assessment data shows that students felt the

case study methods used in the course were more engaging, more interesting, and made
connections between laboratory exercises and real world applications clearer when

compared to their traditional laboratory classes they had taken during their education.

Results also show that the case studies teaching method should be paired with more

traditional instructional methods because students prefer learning facts, solving problems

by well-established methods, seeing pictures and demonstrations, and learn best when a

linear stepwise approach is used. Luster-Teasley, S., Hargrove-Leak, S., Gibson, W., &

Leak, R. (2017).

The majority of students agree that technology improves their learning. Only few

percent disagree that technology in courses improves their learning. This implies that

technology can be easily integrated in Yemeni higher education institutions or any

country around the world. There is no significant difference among respondents in their

perceptions about technology impact on courses with relation to their major. There is a

significant difference between male and female respondents in their perceptions about

technology impact on courses. Females are more positive about technology impact

on courses. Response patterns for the study's outcome statements about the impact of

technology on courses are consistent across the factors of age, university, class standing,

and performance percentage. There is a significant relationship between student

perceptions on the impact of technology on courses and their

technology preference in courses. Respondents who prefer more technology

in courses show more agreement that technology has a positive impact on course work.

There is a significant relationship between student perceptions on the impact of

technology on courses and their technology adoption. Respondents who are early
adopters of technology are more likely to be positive about the impact of technology

on courses and learning. Thabit, T. A. M. (2014).

The main results obtained are as follows. Gender significantly influences degree

choice; women obtain higher utility from degrees related to education, health and

languages, while men tend to choose degrees related to sports and engineering. Other

important factors that have an effect on student utility are the grades obtained in Basque

and Mathematics. Students whose grades in mathematics are highly preferred degrees

that involve skills in mathematics such as, Mathematics, Chemistry, Biology and

Industrial Engineering. Similarly, obtaining high marks in Basque increases the

probability of choosing degrees such as Basque Philology, Child Education and Primary

Education. Distance from town of residence to school is a significant factor in students’

choices, with students preferring degrees taught closer to their place of Degree choice

evidence from stated preferences residence. Apart from the distance effect, there also

exists a border effect inducing students to choose degrees taught in the province where

they live. Artabe, A., & Gardeazabal, J. (2017).

Preference of ABM Students

In this study, preference of Accountancy, Business and Management students

discussed their experience using digital tools, the existing of technologies. We get easier

as we used technological gadgets like smartphones, personal computer and computer

itself. It is very helpful to us especially in the students.

As for today generation, we can learn through the use of online by the help of

technologies. In public school we often for face-to-face teaching method. However in

private school they use online study for those teaching method. There are some students
are enjoying of play online rather than listening for their instructor as well. Most student

engaging to teach themselves through online, They get difficulty as they learn face-to-

face.

According to Shanna Smith Jagger’s (2014). It sees that community student

discussed their experience with online and face-to-face learning as well as their reason

for selecting online (rather than face-to-face) section of specific courses. Students

reported lower level of instructor presence in online courses and that they need to “teach

themselves”. Accordingly, most students preferred to take only “easy” academic subject

online. They preferred to take “difficult” or “important” subject face-to-face. To meet

student’s needs, their college needs to either more explicitly build instructor presence and

guidance into online courses or continue to provide ample face-to-face section of courses

for those students who prefer them.”

Students choose to learn online as they take it easy. Because they can gathered data

through his/her homework, they can find answer through social networking site. In

addition, we are now in 21st century or what we called “millennial” or “digital age.”

Normally, most of the students focusing on social media in their daily life. Including

facebook, twitter, etc.

According to Ezumah, Bellarmine A. (2013) With the ubiquity of computer-

mediated communication, it is becoming increasingly difficult to choose which medium

or content to employ in gratifying whatever use or need people may seek at each point in

time. Empirical results in 2012 from questionnaires administered among 289 college

students ranging in age from 18 to 28 years show that college students use Social Media

Network Sites (SMNSs) for so many reasons. These include keeping in touch with
friends (98.9%), sharing photos (81.7%), keeping in touch with family (79.3%), and

entertainment (70.9%), among others. Facebook emerged as the preferred SMN site

followed by Twitter, while LinkedIn was the least popular site among this group. While

some participants still maintain their My Space account, they depicted this site as archaic

and a rarely visited site. Overall, ease of use and potential for eclectic tasks are qualities

that garnered Facebook most preferred status as a social networking site.” By this case,

stated the result of their study that most preferred social networking site used by the

students.

According to Valerie Irvine, et al., (2013) Twenty-first-century learners have

expectations that are not met within the current model of higher education. With the

introduction of online learning, the anytime/anywhere mantra taken up by many

postsecondary institutions was a first step to meeting learner needs for flexibility;

however, the choice and determination of delivery mode still resides with the institution

and course instructors. Recently, the massive open online course (MOOC) movement has

been introduced as an undeniable force in higher education, and the authors argue that it

is distracting leadership from focusing on alternative options for supporting the needs of

learners who demand both personalization and real access to learning opportunities. The

key element to the MOOC movement is its openness that enables student access to

education. In this article, the authors present the multi-access learning framework that

envelops the MOOC phenomenon and merges course access modes enabling student

choice and agency. The authors report results from a pilot study on one type of multi-

access course, where students were able to choose their mode of access. In this case,

remote students accessed the course via webcam and joined their on-campus classmates
and instructor who were together face-to-face. Implications for multi-access learning in

relation to the MOOC movement are discussed.”

Synthesis
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 Chapter 3

METHODOLOGY

Chapter 3

METHODOLOGY

This chapter presents the research design, the participants of the study, research

instrument, analytical scheme, data-gathering procedure, statistical tools and data-

processing procedure to be used in the investigation and facilitation of the data analysis.

Research Design

The researchers will use the descriptive method of research design. According to

Garcia (2010), descriptive research is a type of research that seeks to describe

systematically, factuality, accurately, and objectively in situation, problem, or

phenomena. Descriptive research designs help to provide answers to the questions of

who, what, when, where, and how associated with a particular research problem.

Descriptive study cannot conclusively as certain answers to why descriptive research is

used to obtain information concerning the current status of the phenomena and to

describe what exist with respect to variables or conditions in a situation.

The researchers used descriptive design because they wanted to know what are

the courses that the students will going to take during their college schooling. It is

compatible to the study of the researchers because they will conduct their study within

the borders of Grade 12 Accountancy, Business and Management (ABM) students only
or studying to only one group. The researchers will use the questionnaire as the main data

gathering tool to secure the validity of the information.

Participants of the Study

The participants of this study were the Grade 12 Accountancy, Business, and

Management (ABM) students of Bacolod City National High School-Senior High School

(BCNHS-SHS) who were officially enrolled in school year 2018-2019.The participants

were categorized according to their sex, and interest.

This study had a total population of 115 Grade 12 ABM students consisting of 95

female students and 20 male students.

So instead of having population size of 115 students as the number of

participants, the researchers randomly selected a sample size consisting of 90 students

and use the stratified sampling techniques in dividing participants into group.

Grade 12 – ABM # of Students # of Student/Sec

ABM A 43 34

ABM B 40 31

ABM C 32 25

Research Instrument

The researchers adapt a questionnaire that will be used as instrument to gather the

required data for this study.

 Part I of the data-gathering instrument will be the personal profile of the

participants which includes their name, sex, interest, and family’s monthly income.

Part II of the instrument is the questionnaire proper where the participants will be

asked to rate their level of satisfaction by checking on the corresponding columns based

on their perception and interests. There will be a 100 items in the questionnaire, each

questions has a hidden interpretation about their college degree preferences depending on

their interest and choices.

Furthermore, the test that will be conducted to the participants will examine their

college degree preferences through their interest and choices.

Validity of Research Instrument

Validity is defined as the extent to which a concept is accurately measured in a

quantitative study. (Heale & Twycross, 2005). To ensure the validity of the research

instrument, it was presented to the jury who were experts in field for content validation.

Content validity is how well an instrument (i.e. a test or questionnaire) measures a

theoretical construct (Stephanie, 2015). It is most often measured by relying in the

knowledge of people who are familiar with the construct being measured. Likewise, the

instrument was also presented to research adviser.

Reliability of the Research Instrument

Reliability is a measure of the stability or consistency of test score

(Guttmans,2016). The reliability of the instrument will be validated. For the research to

be reliable, the researchers will conduct the study exclusively to the Grade 12 ABM

students only through the use of the questionnaires in order to make the study be more

reliable.
 For the study to be more reliable, the researchers will conduct a test-re-test

reliability to the sample participants of Grade 12 ABM students. In solving for the

reliability index, the researchers follows the following steps; first, the researchers will

conduct their study to the Grade 12 ABM students only and will come back after a weeks

if they really tally their answers together with a same question still, this is called test-re-

test reliability. Then the researchers will solve the correlation of the scores between the

two halves by using the Pearson r formula. The SPSS version 20 will be employed.

The instrument should be able to obtain approximately (0.70-100) the same response

when applied to respondents who were similarly situated.

Data Gathering Procedure

The following procedures will be followed by the researchers in gathering the

data needed for the present study.

1. A letter will be sent to the Assistant Principal II of Bacolod City National

High School- Senior High School (BCNHS-SHS) seeking permission to

conduct the study.

2. The survey questionnaire which serves as the research instrument will

undergo content validation to ensure its validity.

3. Then the researchers will conduct a reliability test to the research instrument.

The research instrument will be administered to the Grade 12 students of

Accountancy, Business and Management (ABM).

4. Sample size will be identified through the use of Slovin’s formula.

 5. The researchers will use stratified systematic sampling in identifying the

specific number of samples that is needed in the study with consideration to

the variables; sex and interest.

6. Then the researchers will produce the required number of copies of research

instrument to conduct the study.

7. The survey will be conducted to the target participants of the study.

8. The research instrument will be collected and tallied after conducting the

survey.

9. Appropriate statistical test will be used to answer the specific question of the

study.

Data- Processing Procedure

The raw data will be gathered by the researchers through the use of survey

questionnaires, and it will be carefully tabulated. The scores will be tabulated manually

and are processed through the use of a computer, particularly by the use of Microsoft

Word 2007. Tables will be made to present the data corresponding to every problem and

will be interpreted according to results of the Statistics. This will be carefully

accomplished to maintain the accuracy of the study.

Statistical Tools

The researchers analyzed the data that were gathered according to the specific

objectives presented in chapter 1. For the objectives the mean was used for its very

sensitive aspect to change the mean, that is the mean was affected by a single change any

of the data values. That is why it was a more affective measure and it can validly used.
Statistical Tools The researchers analyzed the data that where gathered according to the

specific objectives presented in chapter 1. For the objectives the mean was used for its

very sensitive to change in the mean, that is, the mean was affected by a single change in

any of the data values. That is why it was a more affective measure and it can validly

used. μ = ( Σ Xi ) / N where: μ= the population mean Σ X= the sum of all scores present

in the population N= he total number of individuals or cases in the population.