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THE RELATIONSHIP BETWEEN THE POPULATION IN ST. SEBASTIAN INTERNATIONAL SCHOOL AND THE FACTORS AFFECTING IT

A Research Paper

Presented to MS. MARION J.TALIMODAO Research Instructor St. Sebastian International School

By: Claurice Jean Arguelles Marujohn Brady Mayumi Erika Hasegawa Anna Marie Icawalo Miyuki Magome 3rd year-Deimus

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DEDICATION I would like to dedicate this work to God for sharing me His wisdom and strength unconditionally, my friends who always make me look on the brighter side of the world and to Wolfram Von Bielefeld who never ceased to give me the inspiration to carry on through nights when we are all tired and weary.

This research is made possible through God. Therefore, this is dedicated to God, my friends, my nephew named TJ and Edward Cullen for his eyes and face is enough to take all the stress I had for the whole day, making me happy and fond of his story.

For our group in research who spent hours and days in creating this research paper, I dedicate it to you guys and most especially to God for making it possible for all of us.

This research paper is dedicated to Bill Kaulitz of Tokio Hotel because his song entitled Automatic inspired me to work and help finish this task and the adorable eyes of my pet named Egg who is one of the few things I cant resist except from Bill and news which featured every detail about him.

Aside from God, I would like to dedicate this work to Charles, John and Dave hoping this could somewhat relay my feelings for them. Mayumi Anna Miyuki Claurice Marujohn

CHAPTER 1 INTRODUCTION

Background of the Study Our research revolves around the population in St. Sebastian International School (SSIS) and the factors affecting it. The population we have settled on is the student population of the institution. The reason is that we are part of the said population. Therefore, it is very vital for us to know and discover the factors which encroach on the present status or stand of the subject matter. If we do not do so, we are not able to detect the issues left unsolved present within the populace, inflicting harm or negative outcome. Thus, we are not able to realize this researchs main purpose which is to give credible and realistic reason why a certain occurrence materialized. Just like what L. Ron Hubbard stated, There is a condition worse than blindness, and that is, seeing something that isnt there. , these negative outcome may not be visible but soon it will manifest into a matter which can fester those who are within the circle of the population or group.

Statement of the Problem This research primarily aims to study about the relationship between the population in St. Sebastian International School and the factors affecting it. After evaluating our topic, this research specifically seeks to answer the following: 1. What is the total population of St. Sebastian International School in School Year 2008-2009 and School Year 2009-2010? 2. What are the main factors that will affect the increase or decrease of the population? 3. Who are the persons who can first feel the impact of the said factors?

4. What are the observations of most students about these factors and its influence to the present situation of the whole population?

Theoretical Framework For us to be able to continue and push through with our research work, the theory suited for this endeavor is Communities of Practice (CoP) by Etienne Werger and Jean Lave. This theory states that groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. Learning during the process is not necessarily intentional. There are three components required in order to be a CoP: (1.) The domain, (2.) the community, and (3.) the practice. The domain refers to the identity defined by a shared domain of interest. Its not just a network of people or club of friends. Membership implies a commitment to the domain. The community is where relationships are built and interaction takes place. It is where factors of the population are established or present and learning is obtained from one another. The practice is composed of practitioners wherein this kind of sustained interaction develop a share of resources like experiences, solutions to a problem, stories and etc. It is the part when factors of the problem are identified and solutions are formulated, along with its corresponding outcome depending on the will of the members in the community. This theory is best stated through schematic diagram. This method is one of the powerful way of conveying information since it uses easy to understand diagrams and arrows which resemble a flowchart. This is useful for people who prefer visual representations.

Conceptual Framework

Relationship between the population in St. Sebastian International School and the factors affecting it

DOMAIN SSIS students, faculty and staff

COMMUNITY Interaction of SSIS population inside the campus

PRACTICE Sustained interaction of practitioners and develop shared repertoire of experiences, stories, etc.

Factors affecting the SSIS Population 1. 2. 3. 4. School set up Quality of education Advertising strategies Academic and extra co-curricular achievements attained in competitions 5. School standards and facilities An increase or decrease in the population

Scope and Limitation We strongly emphasize that our research will be dealing with the factors that contribute to the current situation of the population of students, its correlation to one another, the total number of students and teachers. Leaders of the entire student body, selected students and those in authority like members of faculty and staff are the ones we can request and get hold of reliable source of information. Personal perceptions of our respondents are not influenced by any of the researchers and their answers are from their free will as citizens of the democratic state of the Republic of the Philippines.

Significance of the Study This research is of essence and related to the persons within the population. Namely, it is comprised of teachers, students and their parents.

Students They consist the majority or bulk of the population. They are trained to become the next successor of the society as what Rizal mentioned. Thus, they should now practice the right to know more about their environment and do things that needs to be done. As part of the whole population, this is the time where idealism can be practiced so that everyone will be treated fairly and with respect to the rights of others and a great sense of responsibility as the youth and future of this society.

Teachers They are the persons who spend eight to ten hours a day from Mondays to Fridays with their students. Therefore, it is rational enough to say that they are one of the reliable persons who can comprehend the wellbeing of their students in regards to their academic and holistic aspects that make up their life as an individual. They may not maneuver the lives of their students or of that of the institution but their support is essential in motivating the students of what is right and how to work out things for the betterment of everyone involved.

Parents With this move, this aims to let them know, understand and act according to the situation of their children here in school. Their childrens welfare does not only depend or fall on their teachers hands but it also involves everyone and everything held within the institution.

CHAPTER 2 REVIEW OF RELATED LITERATURE Related Concepts Population is defined as the whole number of people or inhabitants in a country or region and it is also defined as a body of persons or individuals having a quality or characteristic in common. (www.merriam-webster.com) Our topic for this research mainly talks about factors affecting the student population. Hence, concepts related are literacy rate, school attendance rate of students, total youth population, and the impact of environment in student learning.

Most of the research conducted on middle schools focuses on one of the six programmatic components of a successful middle school for young adolescents. For example, a multitude of studies exist on the effects of interdisciplinary teaming. Additionally, there is a significant body of research on advisory programs, student grouping, and developmentally appropriate approaches to teaching, learning, and assessment. In order to answer questions related to the middle school concept and its effects on student achievement and socio-emotional development, middle grades practitioners, researchers, and policymakers must move beyond this focus on individual components and look at research that addresses the reform as an integrated model, including the impact on student learning and achievement (Anfara & Lipka, 2003).

For the purpose of this research summary, student achievement is defined as academic achievement as measured by standardized test scores (e.g., state assessments, ITBS, CTBS, NAEP, NELS). To be included in this summary, the described studies met the following criteria: (1) research used large-scale study samples, so as to generalize the study results to the larger population; (2) research methods were scientifically based (valid and reliable) and replicable; and (3) studies that examined the effect of middle grades components (e.g., teaming, advisory, climate) on student outcomes, including student achievement (i.e., standardized test scores).

Related Foreign Studies

Most of the research conducted on middle schools focuses on one of the six programmatic components of a successful middle school for young adolescents. For example, a multitude of studies exist on the effects of interdisciplinary teaming. Additionally, there is a significant body of research on advisory programs, student grouping, and developmentally appropriate approaches to teaching, learning, and assessment. In order to answer questions related to the middle school concept and its effects on student achievement and socio-emotional development, middle grades practitioners, researchers, and policymakers must move beyond this focus on individual components and look at research that addresses the reform as an integrated model, including the impact on student learning and achievement (Anfara & Lipka, 2003).

For the purpose of this research summary, student achievement is defined as academic achievement as measured by standardized test scores (e.g., state assessments, ITBS, CTBS, NAEP, NELS). To be included in this summary, the described studies met the following criteria: (1) research used large-scale study samples, so as to generalize the study results to the larger population; (2) research methods were scientifically based (valid and reliable) and replicable; and (3) studies that examined the effect of middle grades components (e.g., teaming, advisory, climate) on student outcomes, including student achievement (i.e., standardized test scores). (Mertens, S. B., & Anfara, V. A., Jr. (2006). Research summary: Student achievement and the middle school concept.)

Lee and Smith (1993) conducted one of the first studies to use a large-scale sample to address the link between the implementation of middle school components and student achievement. Their study examined the effects of school restructuring on achievement and engagement of middle grades students. The study found that the following elements needed to be present in a middle school for it to be considered restructured in a way that was faithful to the middle school concept: reduced or eliminated departmental structure, heterogeneously grouped instruction, and team teaching. Academic achievement was defined as a composite score combining reading and math. Engagement was defined by measuring two variables: (1) the

involvement of students in their academic work (e.g., homework, class work, preparation for and participation in class, and the like), and (2) the incidence of at-risk behaviors (i.e., the lower the incidence of at-risk behaviors the more engaged a student is). The results of this study can be divided into four categories: (1) student outcomes, (2) student backgrounds, (3) school demographics, and (4) school restructuring.

Lee and Smith (1993) found that elements of restructuring were positively associated with academic achievement and engagement. Specifically, there were modest increases in academic achievement (e.g., reading and mathematics), increases in student engagement (e.g., student completing homework and being prepared for class), and greater equity of student outcomes.

In 1997, the results of an Illinois middle school study examining the impact of school reform on student achievement was published in Phi Delta Kappan (Felner, Jackson, Kasak, Mulhall, Brand, & Flowers, 1997). Specifically, the study evaluated the effect of the Turning Points recommendations on student academic achievement, socio-emotional development, and behavior. Data were collected from 31 Illinois middle schools over a two year period from 1990 to 1992. Three levels of structural/organizational implementation were determined for each school based on the following characteristics: (1) levels of interdisciplinary teaming combined with high common planning time; (2) team size; (3) presence and frequency of advisory periods; and (4) levels of instruction, decision making, and teacher norms consistent with educational practices. Schools were categorized into one of three categories: low, partial, or high implementation.

The results of this study can be summarized in two categories: student achievement and other student outcomes. Using student achievement scores (reading, language, and math) from the Illinois state assessment, Felner and associates (1997) found that students in highly implemented schools outperformed students in partial and low implemented schools in all subject areas. Using teacher ratings of student behavior (aggression, anxiety, learning-related problems), they found that students in highly implemented schools had lower levels of behavior

problems. In addition, students in more highly implemented schools reported lower levels of worry and fear and higher levels of self-esteem.

In 1999, a Chicago Consortium study examined the relationships of student social support and academic press to gains in student achievement in 304 Chicago schools (Lee, Smith, Perry, & Smylie, 1999). Survey data were collected from teachers and students and achievement data were obtained from sixth and eighth grade students in 1997. Social support was defined as an average score from four composite measures on the student survey. Each composite measure describes support from one of four sources: teachers, parents, peers, and the student's community (e.g., people in the neighborhood can be trusted). Academic press was derived from teachers' reports about their focus on academic achievement and student reports about being challenged by teachers to reach high levels. Student achievement data consisted of student scores on reading and math portions of 1997 Iowa Test of Basic Skills.

The results of this study can be summarized into three categoriessocial support, academic press, and combined effects. First, Lee and associates (1999) found that the amount of social support is strongly related to one-year gains in both reading and math. In addition, schools with high social support had average reading gains of 1.42 grade equivalents and average math gains of 1.67 grade equivalents. Second, the amount of academic press is strongly related to oneyear gains in reading and math and schools with high academic press had average reading gains of 1.37 grade equivalents and average math gains of 1.64 grade equivalents. Last, and most significant, Lee and associates examined the combined effects by grouping schools into one of three categories (low, medium, or high). They found that students in schools identified as having both high social support and academic press reported the greatest gains in reading (1.82 grade equivalents) and math (2.39 grade equivalents).

The Center for Prevention Research and Development (CPRD) at the University of Illinois conducted several studies examining the impact of middle school components on student achievement using Self-Study data. The Self-Study is composed of a set of quantitative surveys completed by students, parents, administrators, and parents. Self-Study research data were

collected from hundreds of schools in Arkansas, Louisiana, Michigan, and Mississippi between 1994 and 2003.

CPRD examined several middle school components including impact of teaming combined with common planning time, team size, length of time teaming, teacher certification, student latchkey status, and levels of structural/organizational implementation. CPRD research suggests that the implementation of middle school reform elements positively impacts student learning and achievement. Specific findings include

Achievement scores are higher for students in schools that are teaming with high common planning time (Mertens & Flowers, 2006; Mertens, Flowers, & Mulhall, 1998).

Team size and length of time teaming also affect student achievement scores (Flowers, Mertens, & Mulhall, 1999).

Teachers with middle grades certification engage more frequently in "best practices," which impacts achievement (Mertens, Flowers, & Mulhall, 2002).

Students home alone after school for three days or more report lower levels of selfesteem and academic efficacy and higher levels of behavior problems (Mertens, Flowers, & Mulhall, 2003).

In addition to the aforementioned research, several other studies warrant mention. Backes, Ralston, and Ingwalson (1999) examined the impact of middle school practices on student achievement in six schools in North Dakota. They found that achievement scores were generally higher in the schools implementing the Turning Points recommendations. Lee and Smith (2000) examined the impact of school size on student achievement and found that students in small schools (fewer than 400 students) performed better on standardized achievement tests and teachers reported a more positive attitude about responsibility for student learning. Sweetland and Hoy (2000) studied the relationship between school characteristics and educational outcomes and found that teacher empowerment (decision making) was linked to student achievement (reading and math). Last, McLaughlin and Drori (2000) conducted a study of school-level correlates of academic achievement in 20 states that combined teacher data from

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the National Center for Education Statistics' Schools and Staffing Survey (SASS) and student achievement data from state assessment and the National Assessment of Education Progress (NAEP). Using multivariate methods, they found that smaller class sizes had a significant impact on student achievement. In addition, they found relatively strong correlations between positive school climate and student achievement.

The results of these middle grades studies are promising. They provide middle grades practitioners, scholars, advocates, and policymakers with a firm foundation that links the middle school concept to improved student academic and socio-emotional development. These studies also provide a point of departure for the design and conduct of future research. Future research on student achievement, based on the recommendations contained in Research and Resources in Support of This We Believe (Anfara, Andrews, Hough, Mertens, Mizelle, & White, 2003), should include

More large-scale, longitudinal studies. Studies combining quantitative and qualitative methodologies. Studies that examine more than one reform recommendation, practice, or design element.

More studies that replicate previous methods and designs.

Lee, V., & Smith, J. (2000). School size in Chicago elementary schools: Effects on teachers' attitudes and students' achievement. American Educational Research Journal, 37(1), 331.

This study explored whether teachers and students are influenced by the size of the innercity elementary school to which they belong. Focusing on teachers' attitudes about their responsibility for student learning and students' one-year gains in mathematics achievement scores, Lee and Smith used data from almost 5,000 teachers and 23,000 sixth and eighth grade students in 264 K-8 Chicago schools. The data were collected through 1997 surveys and annual standardized tests. Hierarchical linear modeling (HLM) was employed to estimate school effects. On both outcomes, small schools (enrolling fewer than 400 students) are favored compared with

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medium-sized or larger schools. In small schools, teachers have a more positive attitude about their responsibility for students' learning and students learn more. Even after taking size into account, learning is also higher in schools with higher levels of collective responsibility. Thus, they concluded that school size influences student achievement directly and indirectly, through its effect on teachers' attitudes.

McLaughlin, D., & Drori, G. (2000). School-level correlates of academic achievement: Student assessment scores in SASS public schools. (NCES 2000-303). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.

This study from the National Center for Education Statistics combined two large-scale, national data setsthe Schools and Staffing Survey (SASS) and the National Assessment of Educational Progress (NAEP). The primary aim of the study was to demonstrate the potential value of linking SASS (process/context) data and NAEP (student achievement) data. The methodological approach was twofold. First, the researchers matched the 1993-1994 SASS data with state reading and mathematics NAEP data for public schools in 20 states. Second, by combining these data sources, they identified school-level correlates of student achievement in a broad sample of U.S. public schools. The study investigated the relationships in over 1,100 public elementary schools, 496 middle schools, and 595 high schools. The major finding was that average student achievement in a school is related to student background factors (e.g., poverty, race), school organizational features (e.g., school and class size), professional characteristics, and school climate.

Sweetland, S. R., & Hoy, W. K. (2000). School characteristics and educational outcomes: Toward an organization model of student achievement in middle schools. Educational Administration Quarterly, 36(5), 703-729.

In this study, empowerment is defined and measured in terms of teachers' power to control critical decisions about teaching and learning conditions. This research first considers the relationship between school climate and teacher empowerment, and then the relationship

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between teacher empowerment and school effectiveness, which includes measures of mathematics and reading achievement in 86 middle schools. The results of this study support the pivotal importance of teacher empowerment in the effectiveness of schools. Finally, a theoretical model is proposed to explain the linkages between organizational characteristics and student achievement. (Authors: Steven B. Mertens is a senior research scientist at the Center for Prevention Research and Development (CPRD) at the University of Illinois. He is currently a member of NMSA's Research Advisory Board, a council member in AERA's Middle Level Education Research SIG, and a member of the National Forum to Accelerate Middle-Grades Reform. Vincent A. Anfara, Jr., is associate professor of educational administration and supervision at The University of Tennessee. He is currently the chair of NMSA's Research Advisory Board and is the column editor for What Research Says in Middle School Journal.)

Related Local Studies

According to the results of the 2003 Functional Literacy, Education and Mass Media Survey (FLEMMS), about one in 10 of the population 10 to 64 years old cannot read and write or basically illiterate (Table 1).

Basic literacy rate among females is higher (90.4 %) as compared with males (86.8 %) (Figure 1). Among regions, NCR has the highest basic literacy rate with 97 percent. It is followed by Ilocos (Region I) and CALABARZON (Region IVA) with around 94 percent each. ARMM has the lowest rate with seven out of 10 persons aged 10 to 64 years considered as basically literate (Figure 2) and (Table 2).

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In the 2003 FLEMMS, a self-administered functional literacy questionnaire was accomplished by persons 10 to 64 years old in order to determine their literacy status. Literacy was categorized into four levels based on the individual responses in the self-administered questionnaire. Persons who cannot read and write are considered illiterate (Functional Literacy Level 0 in Table 1).

Persons who can only read and write are considered basically literate (Level 1). Persons who can read, write and compute (Level 2) and persons who can read, write, compute and comprehend (Level 3) are considered as functionally literate. Hence, a functionally literate person is one who can read, write and compute or one who can read, write, compute and comprehend. Persons who graduated from high school or completed a higher level of education were automatically considered functionally literate in the tabulations.

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In 2003, 51 million or 88.6 percent of Filipinos aged 10-64 can read and write. Of those who can read and write (51 million), 5.1 percent cannot compute or lack numerical skills (Table 1).

The 2003 FLEMMS revealed a functional literacy rate which is similar to the 1994 rate of 84 percent. Of the estimated 58 million Filipinos 10 to 64 years old, around 49 million are functionally literate. The functional literacy rate among females is higher than among males (86.3 % vs. 81.9 %) (Figure 3).

Among the regions, NCR ranks first in terms of functional literacy rate (94.6 %), followed by CALABARZON (90.4 %) and Ilocos (88.6 %). ARMM has the lowest functional literacy rate (62.9 %) (Figure 4).

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As to be expected, functional literacy rate of the population increases with an increasing level of education. Nine out of 10 persons who had reached high school level but did not complete it are functionally literate. By comparison, eight out of 10 elementary graduates are functionally literate while around six in 10 persons with some elementary education are functionally literate. Only around two percent among those with no formal education are functionally literate (Table 3). Among those who have had at most elementary education, those who are in the age group 10-14 are more likely to be functionally literate than those in the older age groups.

With respect to age, the age group 20-24 has the highest functional literacy rate followed by the age groups 15-19 and 25-29. The age group 60-64 has the lowest (Figure 5).

Survey results also showed that seven out of 10 of the population aged 10 to 64 years who are poor are functionally literate compared to nine out of 10 among the non-poor. In the 2003 FLEMMS, ownership of household amenities and conveniences were used as a substitute for income in order to classify the households into either poor or non-poor.

An examination of the data on functional literacy among the poor and non-poor populations in each of the regions shows that the functional literacy rate of the poor is lower compared to the non-poor. Regions in Mindanao generally show lower functional literacy rates

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among their poor population compared to most of the other regions. In four out of six regions in Mindanao, the functional literacy rate among the poor population is below the national average of 69 percent. Bicol (68.5 %), Central Visayas (69.2 %), and Eastern Visayas (64.3 %) have functional literacy rates which are lower than the national average (Table 4).

Synthesis

From the studies conducted by foreign and local researchers, their main viewpoint is about students and factors impeding their learning abilities and its association to one another. These factors include poverty, school organizational set up, school condition, teachers teaching skills and the lack of motivation among students. However, there are distinctions between both studies. First, the foreign study was conducted outside the country, the Philippines by foreign researchers while the local study was conducted and obtained within the National Statistics Office (NSO). Second, these studies were conducted on different time and locations. Last, these studies were not performed within St. Sebastian International School. Thus, the results stated on earlier studies may or may not appear to be true for the school and that is the main reason why there is a dire need to conduct a research in St. Sebastian International School by its students and for its students. It is in this way that we can identify parts of the studies which are appropriate to the school and recognize those parts which are not applicable to the topic. The result of this research aims to state the existence of the link that connects between the factors and the population within the school campus and through this, both positive and negative factors will be pointed out for all to see and work out for the progress of everyone involved. If this research is not realized, then the objectives we want to carry out will remain only as proposals, assumptions or bunch of words and this could never help the institution or the people under it.

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CHAPTER 3

METHODOLOGY Research Design For our research design, it would be Explanatory or Correlation. It is because our research aims to explain the possible factors related to a problem or situation. With it, it investigates relationship between factors or variables, which may be associated with or may contribute to its occurrence.

Respondents or Subjects of the Study The respondents of our research are mainly composed of student body leaders, and few selected students. The age range for student respondents consist of mostly high school students and grade 5-6 students. The respondents are from St. Sebastian International School in Bacolod City.

Sampling Technique For the sampling technique, we are using the Slovins Equation ( n=N/1+Ne 2 ) wherein n = Sample Size, N = Target Population and e = Margin of Error. The total student population for school year 2009-2010 from levels grade 5-4th year students is 101 students. (Source: St. Sebastian International School Administrative Office) n=N/1+Ne 2 n=101 1 + (101) (0.05) = 101 1 + (101) (0.0025) = 101 1 + 0.2525 = 101 1.2525 n=80.63 or 81 students

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Research Instruments For the research instruments, we used the Internet as our source of information to push through with this activity.

Data Gathering Procedure After receiving our research topic, we consulted the Internet as our first step. Next, we continued to search more references to validate the reliability and validity of the data we gathered. Then, we obtained the total student population within the campus through the help of the schools office. After acquiring our needed information, we produced the hard copies and soft copies of our research paper, along with its sources and survey forms.

Validity of the Instruments For beginners like us, we are opted to use the content-related method with the criteria developed by Carter V. Good and Douglas B. Scates. The juries whom we asked to validate our Self-made Questionnaire (SMQ) are as follows: 1. Ms. Marion J. Talimodao 2. Ms. Babylyn Tugahan 3. Ms. Sally Mae Fairlane Espinosa The mentioned juries are all teachers from the High School Department. Our first jury is an English teacher and at the same time, our research instructor. Our second jury is a Science teacher and the High School Department Head. Last, our third jury is a History teacher. They all

rated our Self-made Questionnaire with the total average of 3.19 or as based from the criteria, 19 it is interpreted as Good. Thus, our Self-made Questionnaire has been evaluated and validated with good assessment. Reliability To ensure reliability of acquired facts from survey forms, Test-Retest method is used. Readministration of the same sets of survey forms should be one week after the first set of forms was administered.

Data Processing Procedure First, we used the help of technology like computers and the Internet in processing our obtained data. Next, we consulted our research instructor and we formulated the Self-made Questionnaires. Then, our chosen set of jury started in evaluating and validating our survey forms. For data that will be collected in the upcoming days, it will be rechecked thoroughly for reliability and validating purposes. All of the data acquired are in their soft and hard copies.

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TABLE OF CONTENTS

Part I Title Page Table of Contents Dedication Acknowledgement

Pages: x xx xxx xxxx

Part II Chapter 1 Background of the Study Statement of the Problem Theoretical Framework Conceptual Framework Scope and Limitation Significance of the Study 1-2 2 2 3 3 4

Chapter 2 Related Concepts Related Foreign Studies Related Local Studies Synthesis 5 6-12 12-16 16

Chapter 3 Research Design The Respondents or Subject of the Study Sampling Technique Research Instruments Data Gathering Procedure Validity of the Instruments Reliability Data Processing Procedure 17 17 17 18 18 18-19 19 19

Chapter 4 Data Presentation, Analysis and Discussion

Pages: 20-22

Chapter 5 Summary of Findings, Conclusions, and Recommendations 23-25