UNIVERSIDAD DE STA ISABEL

RESEARCH AND DEVELOPMENT CENTER

Level of Life Skills Development among Graduating Students in the Higher Education

Department (HED) of Universidad de Sta. Isabel

Research Proponents:

Name Dalisay, Bernardita D Viray, Cielo C.

Unit/Department CBE CBE
Unit Head Bordado Dynah Bordado Dynah
Employment Status Regular Regular
College Degree/Year BSND / 1993 / USI BSC / 1982 / UNC
Graduated/School
Graduate Degree/Year MBA / 2013 / UNC PhD / 2013 / USI
Graduated/School
Email Address det172003@yahoo.com Cielov0325@yahoo.com
Mobile Phone No. 0917-723-2281 0906-509-7512

Introduction with Review of Related Literature

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 Life is a long journey and the challenges that face us in modern life are

numerous and complex. We all want to live full and productive lives. There is so much

information that can be overwhelming and hard. If we want to excel at a job, a sport, or

any discipline and realize our full potential, a person must acquire and master certain

skills.

Skill is a learned ability to do something well like teamwork, communications, and

self-discipline are essential for getting along with others and being successful. Life is

the pursuit of developing, honing and mastering the skills that help us become the best

that we can, with all that we have. It is the reaching for and realizing our full potential as

human beings. The more skills a person possess the more productive and successful a

person will be.

Skill development is a process of mental, physical, social and emotional growth

during which an individual prepare to live a productive and satisfying life within the

customs and regulations of the society. Skills development enables a person to deal

with the life's inevitable difficulties and adversities more effectively. When you have the

proper tools and strategies at your disposal, you have more control over your life.

Life skills have been defined as the abilities for adaptive and positive behavior

that enable individuals to deal effectively with the demands and challenges of everyday

life (WHO). They are a set of human skills acquired through teaching or direct

experience that are used to handle problems and questions commonly encountered in

daily human life depending on social norms and community expectations.

The UNICEF Evaluation Office suggests that "there is no definitive list" of life

skills because it is a product of mixture that are developed simultaneously by and in

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practice. Some people are automatically blessed with an abundance of life skills, and

others are lacking. Life skills can be learned, and may not be inherited. It is common to

exhibit different levels of life skill development. Authors generally agree that life skills

are learned through experience and often must be practiced over and over before

mastery is achieved and prepare a person to function in a world that is changing.

Quality education is not just about the academics like mathematics, science,

history or literature. Life skills are important aspect of learning that will prepare young

minds in making better decisions in the future.

Universidad de Sta. Isabel takes pride in its programs for student leaders. The

program hones them into becoming empowered service-oriented student leaders. It is

mandated that all students are members of one accredited school-based religious

organization and one civic organization. The USI Student Development Program aims

to develop leadership managerial skills of students, making them more competitive in

the world of professionals.

Development programs are implemented to prepare students in their new

environment and challenges of college life with the following goals: To produce inner-

directed students who are capable of responding to the challenges of a Christian-

Vincentian student life, to raise student leaders who are responsible, accountable,

innovative and active in responding to the call for corporate social responsibility by

addressing the concerns on Ecological Integrity, Primary Education, Poverty Alleviation,

and HIV Information Drive.

Related Literature

3
 DOLE (Feb. 2015) Challenges unemployed youth to develop life skills,

graduation with tens of thousands expected to join the labor market, and with hundreds

of thousands more who are Not in Employment, Education, or Training (NEET), Labor

and Employment Secretary Rosalinda Dimapilis-Baldoz, is challenging young people to

develop life skills to be able to jumpstart their careers, either in wage employment or

entrepreneurship.

It takes a long time for young Filipinos who leave their schools or universities to

pursue careers in the labor market, simply because of the skills gap. It takes a college

graduate one year to find his first job, and up to two years to find a regular job. To

speed up the school-to-work transition, Baldoz said young people should take note of

what employers have said: entry-level employees lack life skills, they need to improve

their attitudes towards work and in the work place. They need to enhance their

presentation and communication skills, she urged NEETs to train on life skills.

According to the World Health Organization (WHO, 2007), individuals with

adequate life skills adapt and have positive behaviors in dealing with the challenges

and demands of everyday life. Skilled individuals are able to form relationships in their

social contexts necessary in widening their social spectrum and intimacy (Packer,

2006). Furthermore, WHO (2009) singled out low academic achievement, poor social

competence, poverty, truancy and impulsiveness as risk factors for violence among

individuals, by developing life skills, their social and emotional skills can help a person

manage their life better.

Based on Brooks (1984) taxonomy of developmental life-skills, Picklesimer

(1991) classified generic life-skills into four main categories: The first

4
category is Interpersonal Communication or Human Relations Skills consisting of

empathy, confrontation, warmth, genuineness, and management of interpersonal

intimacy and clarity of expression (Brooks, 1984). It is crucial that a person acquire

these skills because it helps in the understanding and acceptance of their social

interaction

The second category is the Problem-Solving or Decision Making Skills

demonstrating ones capability to find definite solutions to a task, while decision-making

skills are decisions without right or wrong answers according to Fishoff (2008). It

comprises problem identification, goal setting, information seeking, time management,

and conflict resolution skills.

The third category is the Physical Fitness or Health Maintenance which consist

of nutritional maintenance, stress management, coordination, physiological

aspects of sexuality and selection of leisure activity (Brooks, 1984). Bad choices can

lead to poor health which eventually causes death. Life skills training program can

reduce a persons problem behaviors such as cigarette smoking, alcohol use, and

drug abuse by providing the necessary information on the dangers of substance and

the teaching of self-management and general social skills.

The fourth category is the Identity Development or Purpose in Life Skills which

comprises skills such as self-esteem, moral choices, self-monitoring, sex role

development, and emotional expression. According to Brooks, (2009) the skill is

important for the development of personal identity and emotional awareness. He

explained that an individual should be given the chance to create a sense of self

because too much guidance from parents stunts a persons growth in learning and

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experiencing life on their own.

As mentioned by Gazda (2009), life skills are all the skills and knowledge

individuals experience besides academic skills which are essential for effective living.

Excellence in academic skills cannot determine survival in life, if one does not have

other skills necessary in life such as effective communication, decision making, self-

awareness, and problem solving

According to Thalagala, (2008) a basic choice that parents struggle is that how

and where their children can gain college education. He stated that parents do not want

to take on unnecessary expenses if they will not ultimately benefit their child. Admission

to private schools can be competitive and finding a school that is a perfect fit for the

student. Every private school has a unique personality and certain schools will benefit

the student.

In a working paper prepared by Janine Huisman and Jenen Smits entitled

Keeping children in school household and district level determinants of school dropout

in 322 districts of 30 developing countries (Jan. 2009), they stressed that school dropout

is influenced by socio economic and demographic household characteristics of the

available educational facilities, like number of teachers, distance to school and duration

of primary education. Other relevant characteristic context characteristics furthering

staying in school are; cultural supportive women, urbanization, a higher level of

development and the presence of white collar jobs in the area.

Statement of the Problem

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The study attempted to determine and survey the Level of Life Skills development

among graduating students of the Higher Education Department (HED) of Universidad

de Sta. Isabel for academic year 2016-2017. This study aimed to answer the following

questions:

1. What is the demographic profile of the USI - HED graduating students in

terms of:

a. Course d. Family income g. Marital status of parents

b. Place of origin e. Ordinal position

c. Sex

2. What is the level of life skills development of USI - HED graduating

students in the following areas:

a. Interpersonal Communication and Human Relations Skills

b. Problem-Solving and Decision Making Skills

c. Physical Fitness and Health Maintenance

d. Identity Development and Purpose in Life Skills

3. Are there significant relationships among areas of Life Skills

Development?

4. Is there a significant relationship between the respondents demographic

profile and their level of skills development?

5. What recommendations may be proposed based form the results of the

study?

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 Theoretical Framework

Life skills theory by Bolvin states that Our interaction with important others can

be influenced by learning social and personal skills. The life skills theory proposes

that even if health-damaging behavior is the result of a complex interaction between

personal, social and environmental factors (Green/Kreuter 2011).

Behavior essentially stems from individuals and should be a focal point for life

skills education. The core set of life skills can be divided into: problem solving, critical

thinking, communication skills, self-awareness and coping with stress.

Social learning theory by Bandura states that. Our behavior is influenced more

by important others than by our knowledge or intention In the 1960s Bandura

developed a theory which establishes personality as an interaction between

environment, behaviors and an individuals psychological processes. Also called

observational learning, Social Learning Theory emphasizes the importance of observing

and modeling the behaviors, attitudes and emotional reaction of others.

The modeling process is made up of the processes of attention, retention,

reproduction and motivation. A common example of social learning situations are

television commercials which suggest, for example, that driving a certain car will make

us more popular. We may model the behavior in the commercial by buying the car. The

model is often the basis for peer models and life skills models.

Kanters theory of structural empowerment focuses on the structures within the

organization rather than the individual's own qualities (Bradbury-Jones, Sambrook, &

Irvine, 2007). Kanter believes that a leaders power will grow by sharing the power

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through empowering others and as a result, leaders will realize increased organizational

performance (Fox, 2008). With tools, information, and support, peoples skill base will

improve they will increasingly make informed decisions and overall accomplish more,

thereby benefiting the organization as a whole

The Human Capital Theory view education as a process of human capital

formation and a form of economic investment which brings economic gains or returns to

the individual and his society. Furthermore, the incremental theory points that schooling

enhances mans capability for social and productive endeavor; hence more schooling

means more socially able and productive individuals. Business education is a form of

investment that must allow a graduate sufficient return within the shortest possible time.

The importance of finding the right people to work in the organization had been

stressed by Martires 2005, thus; people constitute and organizations most important

and vital factor in its success or failure. By and large, while the human factor

determines both its input and output, it is also its most significant input and even output

in many instances through and by man, the ms money, machines, materials, methods

and markets are acquired and utilized. The quality and utilization of the latter are

almost affected by decisions about and by human resources. Indeed, the

accomplishment of the goals of the organization depends upon the availability and

utilization of all these ingredients, the interaction of which are people-caused.

J.R. Cortez, 2013 stated that Education is not only a process but is also a

product or outcome of a process. He further emphasized that education is a desirable

change in behavior brought about by learning or the acquisition of new knowledge

attitudes and skills regardless of place, time of its occurrence. Thus business education

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graduates should not only be equipped with technical knowledge but should be imbued

with Christian values. Since teachers are given the herculean task of creating and

molding an ideal business education graduate, schools should share in the partnership

by providing adequate support for the training and development programs of the

teachers. It is the schools moral and social responsibility to turn out graduates with

appropriate expertise duly equipped with ethical principles.

The American Assembly of Collegiate Schools of Business (2004) held a

conference of the New Models of Management Education and observed that

companies are more willing to pay for changes on behavior than for changes in

knowledge; the emphasis will be on learning rather than teaching and faculty roles will

change from teacher/instructor to facilitator/mentor/coach; faculty development activities

will be to increase the emphasis on the combination of teaching and research to focus

on learning and to develop a portfolio of faculty skills and increased use of technology is

expected to replace in class time.

Hypotheses

1. There is a significant relationship between the demographic profile and Level of

Life Skills of the students.

2. There are significant relationships among areas of Life Skills Development of the

students.

Assumptions

The present study is guided by the assumption:

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 The level of Life Skills Development of the students can be measured through

the following areas: interpersonal communication and human relations skills, problem-

solving and decision making skills, physical fitness and health maintenance, and identity

development and purpose in life skills.

Significance of the Study

In todays global development, it is imperative for firms to develop a strategic plan

and to have a competitive position in the market for its survival. The researcher

believes that the findings of this study will primarily benefit the Universidad De Sta.

Isabel in its quest for producing top-caliber and well balanced graduates who will

contribute to the nations sustained growth.

Universidad de Sta. Isabel. For USI to be able to attain its missions to produce

globally competitive graduates, not only in academics but also equipped with life skills.

It is imperative to continuously conduct a review and evaluation of its curricular offerings

towards coming up with a curriculum that includes life skill courses to prepare students

for the requirements of the industries both local and international. The results of this

study are useful for the USI administration in its curriculum planning and development,

thereby enhancing the packaging of three programs covered, and ultimately inviting

more potential enrollees. Moreover, this study is a venue for the snowballing of a strong

research culture in this institution

Colleges of Business Education, College of Health Education and College of , l

Arts and Sciences, Social Work, Music and Teacher Education. The findings on the

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extent of meeting the level of expectations among the graduating students are important

areas for sustaining the strengths and addressing the weaknesses of the existing

programs/colleges. A systematic approach in assisting young graduates, from planning

their career paths all the way through acquiring the best-fit jobs through career

guidance, life skills and technical training, and internship, To start the careers of the

graduates through creating opportunities and improve their technical skills as well as

develop the life skills necessary for success in todays competitive workplace.

Enrollees of the Colleges. The studys recommendations may jump start the

corresponding action of the USI administration, thereby eventually benefiting the

students. This is one venue to officially document the previously anecdotal feedback of

the students on the policies, regulation, and other administrative rules concerning them.

Community. With improved programs offered by the institution, the community in

general is provided an assurance that USI is one of the institutions in the region that

consciously keeps abreast with the recent developments in the course programs it is

offering, hence producing updated and balance individuals who will eventually be the

assets of the society.

Researchers. This study demonstrates the importance and relevance of

monitoring the strengths and weaknesses of the programs covered by the study. These

inputs are imperative for the colleges to survive in a highly competitive environment. As

such, the faculty and student researchers should take advantage of the researchers

experience in attempting to provide research based suggestions in harnessing potential

resources and creating and sustaining superior institutional performance.

Government and Non Government Organizations. The findings of this study may

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furnish the government and non-government organizations, a background information of

the status of students educational requirements and may strengthen linkages and

sharing.

Scope and Delimitation

This study focused on the Life Skills Development of our Higher Education

Student of Universidad de Sta. Isabel for the Academic Year 2016-2017. The Life Skills

Development studied the Interpersonal Communication Skills or Human Relation Skills,

Problem-Solving or Decision Making Skills, Physical Fitness or Health Maintenance

Skills, and Identity Development or Purpose in Life Skills. On the other hand,

demographic profile of the respondents was included in the analysis of this study in

terms of the course where the respondent belongs, place of origin, sex, marital status of

parents, family income.

The study was delimited to students of the Higher Education particularly fourth

year students from this University belonging to different Department and Programs who

are currently enrolled for the Academic Year 2016-2017.

Definition of Terms

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The following terms are defined conceptually and operationally to clearer understanding

of the readers.

Life Skills refers to the skills usually associated with managing and living a better

quality of life, they help us to accomplish our ambitions and live to our full potential.

(http://www.skillsyouneed.com/general/life-skills) In this study, life skills will assess

students Interpersonal Communication and Human skills, Problems-solving and

Decision Making Skills, and Identity Development/Purpose in Life skills.

Identity Development/Purpose in Life Skills this refers to the development of

distinct personality of an individual regarded as persisting entity in a particular stage of

life. www.wikepedia.org. In this study, it refers to assessment of students skills on

awareness of their self-esteem, handling criticism, and handling different life situations.

Interpersonal Communication and Human Relation Skills These are the skills

we use when dealing with other people, either as individuals or in

groups. http://www.skillsyouneed.com. In this study, it refers to students who learn

how to deal with understanding relationship and dealing with feelings of oneself and

with others.

Problem-Solving Skills this refers as a higher-order cognitive process that requires

the modulation and control of more routine or fundamental skills

(www.businessdictionary.com). In this study, it will assess the students skills on

confidently analyzing and finding solutions to difficulties and problems encountered. It

will also assess their decision-making skills.

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Physical Fitness and Health Maintenance this refers to a state of physiologic well-

being that is achieved through a combination of good diet, regular physical exercise,

and other practices that promote good health (www.medical-

dictionary.thefreedictionary.com). In this study, it refers to assessment of students

awareness on caring their overall health, their responsibility in handling and managing

their health and well being.

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 Methodology

Research Design

This chapter presented the methodology, population, instruments, data gathering

procedure and statistical treatment of the study.

Research Method

T The s t r a t i f i e d p r o p o r t i o n a l s a m p l i n g method was used in the study.

This is appropriate as the objective i s to obtain a picture on the level of life skills

development of USI HED graduating students for the year 2016-2017.

Sampling Plan

The respondents were USI HED graduating students from the College of Business

Education, College of Health Education, College of Arts and Sciences, Teacher

Education and Social Work, Music. The criterion used in the selection process includes:

1. Students must be officially enrolled this academic year 2016-2017.

2. Students must be officially enrolled in the College of Business, Health, Arts and

Sciences, Social Work, Music and Teacher Education.

Instrumentation

The survey questionnaire was a semi-structured 2-page divided into two major

parts: the first part will include personal information or demographic profile showing

respondents course, place of origin, sex, family income, ordinal position, and marital

status of parents. The second part will ask information of respondents current level of

16
life skills development on four different areas such as Interpersonal Communication or

Human Relations Skills, Problem-Solving or Decision Making Skills, Physical Fitness or

Health Maintenance, and Identity Development or Purpose in Life

It consists ten statements in each area and respondents will be asked to rate the

statement on a scale format ranging from 1 to 5 representing No (1), Mostly No (2),

Somewhat (3) Mostly Yes (4) Yes (5).

Statistical Tool

The gathered data will be treated using the following statistical tools:

1. Frequency count, rank, and percentage technique, and weighted mean will be

used to draw out the demographic profile, and level of skills development of the

students.

2. Chi-Square Test of Association will be used to determine the significant

relationship between demographic profile of the students and level of skills

development of the students. The post hoc test, Cramers v will likewise be used

to assess the strength of significance of those variables found significant.

Data Treatment

The data from the survey were collected, sorted, collated and encoded per

college. Given the nature of the survey instrument and the data generated, descriptive

statistics method was used in the analysis. This involved mainly tabular presentation of

frequency counts and percentages as well as the use of tables and charts. Mainly

descriptive statistics was used to interpret the survey data and correlation analysis will

17
also b e used.

Cramer's V was used in determining if there is a significant relationship between

the level of life skills development and profile

ANALYSIS AND INTERPRETATION OF DATA

18
This chapter presents analysis and interpretations of findings of the study regarding the

Level of Life Skills Development of the graduating students of the Higher Education of

Universidad de Sta. Isabel Academic Year 2016-2017.

1. What is the demographic profile of the USI - HED graduating students in terms

of:

Table 1
Demographic Profile of USI HED Graduating Students

Demographic Characteristics Frequency Valid %

BS PT 20 5.0

BS MT 56 14.0

BS FSIM 91 22.8

BS N 30 7.5
Course
BS BA 79 19.8

BS ENT 46 11.5

BS ED 78 19.5

Total 400 100.0

Female
Gender: 281 75.7
Male
90 24.3
Total
371 100.0

no answer 29
Place of Birth:
Camarines Sur 314 81.8

Outside Camarines Sur 60 15.6

Outside Philippines 10 2.6

Total 384 100.0

No answer 16
Birth Order:
Eldest 101 27.5
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 second to the eldest 141 38.4

Youngest 100 27.2

only child 25 6.8

Total 367 100.0

no answer 33

Marital Status of Parents: Single 154 39.2

Married 216 55.0

Widow 13 3.3

Widower 2 .5

Separated 8 2.0

Total 393 100.0

no answer 7
Family Income:
5000-10000 92 25.0

10001-15000 53 14.4

15001-20000 45 12.2

20001-25000 54 14.7

25001-above 124 33.7

Total 368 100.0

no answer 32

Table 1 presents the demographic characteristics of four hundred (400) Higher

Education students of Universidad de Sta. Isabel who served as respondents of this

study. The demographic characteristics considered in this study included course,

gender, place of birth, ordinal position, marital status of parents and family income.

Frequency count and percentage were used as statistical tools in the description of the

respondents profile.

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 The data shows that 22.80% of the respondents belong to the BS in Food

Service and Institutional Management program, while 19.80% and 19.50% of the

respondents are taking BS in Business Administration and BS in Teacher Education

respectively. Respondents from BS in Medical Technology, BS in Entrepreneurship, BS

in Nursing and BS in Physical Therapy comprise 14.00%, 11.50%, 7.50%, and 5.00% of

the total respondents (400) respectively. Moreover, the BS FSIM, BS BA and BS ENT

are all under the College of Business Education while BS MT, BS N and BS PT are all

under the umbrella of the College of Health Education. The BS ED is handled by the

College of Teacher Education.

Respondents are dominated by female at 75.70% as compared to lowly 24.30%

male respondents. This indicates that USI HED graduating students for school year

2016 2017 are dominated by female.

The data also shows that 81.80% of the respondents were born in Camarines

Sur, 15.60% were born from outside of Camarines Sur while 2.60% were from outside

Philippines. This indicates that the most of the respondents who are currently USI

students are Camarines Sur native.

In terms of birth order, majority of the respondents are second or middle child

(38.40%), the eldest child comes next in rank which constitutes 27.50% of the

respondents. Further, 27.20% claims that they are youngest child in their family while

25.00% of the respondents attest that they are the only child in the family. Birth order

might be of significant factor in this study since the order of birth of the respondents

might reflect their life disposition and personality. The findings in the study of Healey

21
(2007) using Sulloway's model proved that first-borns are more achieving and

conscientious than second-borns and that second-borns are more rebellious and open

to new experiences than first-borns.

In terms of marital status of parents of respondents, 55.00% of respondents

claimed that their parents are married while 39.20% of the respondents have single

parent. Further 8.00% of them attest that their parents have separated, 3.30% are

widow and 0.5% is widower. This study investigates the role of parents marital status in

adolescents mental well-being. Marital status of parents has a role in well-being of their

children. The study conducted by Chui and Wong (2015) indicates that intact families

are positive for development. Moreover, although separation of parents is generally

regarded as a negative condition on adolescents growth, the study found evidence of

strong positive development in some areas. Even though parents separation might

cause lower happiness and life satisfaction for teenagers, they come to develop

stronger purpose in life, higher hope for the future, and higher self-esteem.

In the aspect of family income, 33.70% of respondents claimed that their family

income is 25,001 pesos and above, while 25.00% states that their family earning is

within 5,000 10,000 pesos income bracket and 14.70% of the respondents stated that

their family income is 20,001 25,000 pesos. Students representing 14.40% of the

respondents asserts that their family income is within the range of 10,001 15,000

pesos while 12.20% of the respondents believe that income of the family is within

15,001 20,000 pesos range. In an article posted by De Castro (2012) one are

considered to belong to Class A if its household income is P300,001 and up. Class B if

the household income is P100k-P300k. You belong to Upper C if the combined income

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ranges from P50,001 to P100k. Broad C if its P15,001 to P50k, D if P6,001 to P15,000

and Class E if its less than P6,000.

2. What is the level of life skills development of USI - HED graduating students in

the following areas:

a. Interpersonal Relationship and Human Relations Skills

Indicators WM I
I can describe my racial... H
4.18
I can stand and speak HL
4.30
I can describe the relationship HL
4.28
I can understand the feelings HL
4.27
My relationships are free... H
3.87
I can feel and distinguish.. H
4.03
I can deal with anger without... H
4.08
I know where to get help... H
4.12
I am happy with my relationship HL
4.61
I have friends I like to be with... HL
4.59
Overall Weighted Mean HL
4.23

Legend: 4.21 5.00 Highest Level (HL), 3.41- 4.20 High Level (H), 2.61 3.40 Average Level (AL), 1.81
2.60 Low Level (L), 1.00 1.80 Lowest Level (LL), I Interpretation, WM Weighted Mean

Table A presents the interpersonal relationship and human resource skills sub-scale of

Life skills Development with 10 indicators. The data shows that the USI graduating

students has highest level of interpersonal relationship and human relations skills as

indicated in the weighted mean 4.23. The highest level indicators were I can stand and

23
speak with an average weighted mean 4.30, I can describe the relationship 4.28, I can

understand the feelings with an average weighted mean 4.27, I am happy with my

relationship with average weighted mean of 4.61, and I have friends I like to be with...

rated an average of 4.59. Moreover, respondents have high level on the following

indicators I can describe my racial... (4.18), My relationships are free... (3.87), I can

feel and distinguish... (4.03), I can deal with anger without... (4.08), I know where to

get help... (4.12). Interrelationship and human skills ranked second among other areas

which means that graduating students of the Higher Education of USI are able to

develop this skill. Interpersonal Communication or Human Relations Skills consists of

empathy, confrontation, warmth, genuineness, and management of interpersonal

intimacy and clarity of expression (Brooks, 1984). It is crucial that a person acquire

these skills because it helps in the understanding and acceptance of their social

interaction. With HL or highest level weighted mean in life skill for Interpersonal

Relationship and Human relations implicate that USI graduating students are able to

speak up for themselves in an assertive manner that is not aggressive or passively

allowing others to take advantage of them. Assertiveness skills are helpful in roommate

communication, study groups, teams and conflict resolution. They also involve learning

and practicing healthy boundaries.

b. Problem-Solving and Decision Making Skills

Indicators WM I
I can identify simple and complex... HL
4.24
I am analytical and critical H
3.98
I am creative in resolving problems... 3.96 H

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 I weigh the pros and cons of H
4.14
I can take full responsibilities of... HL
4.36
I consult an authority before making. H
4.00
I can find opportunities with my own H
4.03
I embrace my problems and difficulties H
4.09
I can generate alternative solutions with H
4.14
I think about how my choices can HL
4.28
Overall Weighted Mean H
4.12
Legend: 4.21 5.00 Highest Level (HL), 3.41- 4.20 High Level (H), 2.61 3.40 Average Level (AL), 1.81
2.60 Low Level (L), 1.00 1.80 Lowest Level (LL), I Interpretation, WM Weighted Mean

Table B presents the problem-solving and decision-making skills sub-scale of Life skills

Development with 10 indicators. The data shows that the USI graduating students has high level

of problem-solving and decision-making skills as indicated in the weighted mean 4.12. The

respondents are highest on the following indicators: I can identify simple and complex, I can

take full responsibilities of, I think about how my choices can. Further, respondents

believe that they have high level in analytical and critical, creative in resolving problems...,

weigh the pros and cons of, consult an authority before making, can find opportunities with

their own, embrace problems and difficulties and generate alternative solutions with. Among the

areas, this ranked the last in terms of its level of development of graduating students of the

Higher Education Department. Its implication would mean to enhance more the development of

such skill. Add more of what is already in place in terms of programs, activities, and curriculum

for the enhancement of problem solving and decision making skills as Problem solving and

decision making skills are especially important for management and leadership. Fishoff (2009)

defined this skill as demonstrating ones capability to find definite solutions to a task, while

decision-making skills are decisions without right or wrong answers. It comprises problem

identification, goal setting, information seeking, time management, and conflict resolution skills.

25
Having a weighted mean of 4.12 which means higher level in life skills in Problem

Solving and Decision Making skills, it simply implies that big part of USI graduating

students are advocating for themselves because they know when to ask for help. . The

college years are a time for learning new information, new life skills, and a new way of

relating with our world. Seeking help when we need it is a sign of strength and integrity,

rather than an admission of failure.

c. Physical Fitness and Health Maintenance

Indicators WM I
I am exercising regularly for physical. AL
3.33
H
I get advice from health care professionals 3.55
I understand the difference between healthy H
4.02
I understand the health risk of using drugs HL
4.65
I can determine when to go to the emergency HL
4.22
I know where to get reliable information HL
4.36
I am aware of my family medical history and HL
4.28
I know where to my nearest medical center HL
4.33
I can recognize and describe symptoms HL
4.32
I can easily cope with my stressors in school H
4.19
Overall Weighted Mean H
4.13

Legend: 4.21 5.00 Highest Level (HL), 3.41- 4.20 High Level (H), 2.61 3.40 Average Level (AL), 1.81
2.60 Low Level (L), 1.00 1.80 Lowest Level (LL), I Interpretation, WM Weighted Mean

Table C presents the physical fitness and health maintenance skills sub-scale of Life

skills Development with 10 indicators. The data shows that the USI graduating students

has high level of physical fitness and health maintenance skills having a weighted mean

of 4.13. At the highest level respondents can understand the health risk of using drugs,

can determine when to go to the emergency, know where to get reliable information,
26
aware of my family medical history, know where the nearest medical center is and can

recognize and describe symptoms. Further, respondents have average level on

indicator I am exercising regularly for physical. Physical fitness and health

maintenance skills ranked third among the other areas. This would mean that this skill

although it is at its high level still needs to be given attention by both the school and the

students to attain its highest level. Physical fitness or Health Maintenance which

consists of nutritional maintenance, stress management, coordination, physiological

aspects of sexuality and selection of leisure activities (Brooks, 1984). Life skills training

program can reduce problem behaviors by providing the necessary information on the

dangers and teaching of self-management and general social skills. USI graduating

students have higher level of skills in Physical fitness and Health Maintenance. They

know that they need to learn and develop based on physical need and health.

Adequate sleep and a healthy diet will improve the mood, athletic and classroom

performance and coping strategies for stress. Exercise, relaxation, and good hygiene

are also important aspects of self-care.

d. identity Development and Purpose in Life Skills

Indicators WM I
I have developed my self-esteem and 4.19 H

I am comfortable of presenting myself HL

4.26
I can take criticism and direction H
4.06
I know I can use my experience to help.. 4.49 HL

27
 I believe my relationships with others HL
4.52
I believe my continuous pursuit for knowledge HL
4.54
Most days, I am proud of the way I am HL
4.43
Most days, I feel I have control of how HL
4.26
I see myself successful in my chosen HL
4.48
I feel I am ready for the next phase of my 4.40 HL

Overall Weighted Mean 4.36 HL

Legend: 4.21 5.00 Highest Level (HL), 3.41- 4.20 High Level (H), 2.61 3.40 Average Level (AL), 1.81
2.60 Low Level (L), 1.00 1.80 Lowest Level (LL), I Interpretation, WM Weighted Mean

Table D presents the Identity Development and Purpose in Life Skills sub-scale

of Life skills Development with 10 indicators. The data shows that the USI graduating

students has highest level of the Identity Development and Purpose in Life Skills as

indicated in the weighted mean 4.36. The respondents are highest level on the

following indicators: I am comfortable of presenting myself, I know I can use my

experience to help..., I believe my relationships with others, I believe my

continuous pursuit for knowledge, most days, I am proud of the way I am, most

days, I feel I have control of how,I see myself successful in my chosen, I feel I

am ready for the next phase of my. This skill ranked the first among other areas of

life skills studied. This would imply that the school is concerned not only with quality

education likewise developing students be a better version of them by the kind of

environment students are exposed with and opportunities provided for them to develop

such skills. According to Brooks, (2009) the skill is important for the development of

personal identity and emotional awareness. He explained that an individual should be

given the chance to create a sense of self because too much guidance from parents

stunts a persons growth in learning and experiencing life on their own. The HL highest

28
level of life skills in Identity Development and purpose in life best describes the

graduating students of USI. They have learned to incorporate personal values and

ethics into every aspect of life that is significant part of personal growth during the

college experience. Part of the path of integrity is learning how to hang in there and

stay committed to goals even when situations are challenging

e. Life Skills Development Level of BS PT

Indicators WM I
Interpersonal Relationship and Human 4.41 HL
Problem-Solving and Decision Making 4.21 HL
Relations Skills
Physical Fitness and Health Maintenance 4.30 HL
Skills
Identity Development and Purpose in Life 4.44 HL
Overall Weighted Mean 4.34 HL
Skills
Legend: 4.21 5.00 Highest Level (HL), 3.41- 4.20 High Level (H), 2.61 3.40 Average
Level (AL), 1.81 2.60 Low Level (L), 1.00 1.80 Lowest Level (LL), I Interpretation,
WM Weighted Mean

Table E presents the summary of Level of Life Skills Development of the

Bachelor of Science in Physical Therapy. This table showed with its indicators weighted

means that interpersonal relationship and human relations skills (4.41) and problem-

solving and decision making skills (4.21), physical fitness and health maintenance skills

(4.30), and identity development and purpose in life skills (4.44) all revealed high level

of skills development.

f. Life Skills Development Level of BSN

Indicators WM I
Interpersonal Relationship and Human 4.20 H
Problem-Solving and Decision Making 4.09 H
Relations Skills
Physical Fitness and Health Maintenance 4.28 HL
Skills

29
 Identity Development and Purpose in Life 4.27 HL
Overall Weighted Mean 4.21 HL
Skills
Legend: 4.21 5.00 Highest Level (HL), 3.41- 4.20 High Level (H), 2.61 3.40 Average
Level (AL), 1.81 2.60 Low Level (L), 1.00 1.80 Lowest Level (LL), I Interpretation,
WM Weighted Mean

Table F presents the summary of Level of Life Skills Development of the

Bachelor of Science in Nursing. This table showed with its indicators that interpersonal

relationship and human relations (4.20) and problem solving and decision making skills

(4.09) both revealed high level. Whereas, physical fitness and health maintenance skills

(4.28) and identity development and purpose in life skills (4.27) all revealed highest

level of skills of development. With overall weighted Mean is 4.21 interpreted as highest

level of skills development.

g. Life Skills Development Level of BSMT

Indicators WM I
Interpersonal Relationship and Human 4.30 HL
Problem-Solving and Decision Making 3.95 H
Relations Skills
Physical Fitness and Health Maintenance 4.06 H
Skills
Identity Development and Purpose in Life 4.31 HL
Overall Weighted Mean 4.15 H
Skills
Legend: 4.21 5.00 Highest Level (HL), 3.41- 4.20 High Level (H), 2.61 3.40 Average
Level (AL), 1.81 2.60 Low Level (L), 1.00 1.80 Lowest Level (LL), I Interpretation,
WM Weighted Mean

Table G presents the summary of Level of Life Skills Development of the

Bachelor of Science in Medical Technology. This table showed with its indicators that

interpersonal relationship and human relations (4.30) and problem solving and decision

making skills (3.95) both revealed high level. Whereas, physical fitness and health

maintenance skills (4.06) and identity development and purpose in life skills (4.31) all

30
revealed high level of skills development. Overall, its weighted mean is 4.15 interpreted

as high level of skills development.

h. Life Skills Development Level of BSFSIM

Indicators WM I
Interpersonal Relationship and Human 3.96 H
Problem-Solving and Decision Making 3.86 H
Relations Skills
Physical Fitness and Health Maintenance 4.02 H
Skills
Identity Development and Purpose in Life 4.22 HL
Overall Weighted Mean 4.01 H
Skills
Legend: 4.21 5.00 Highest Level (HL), 3.41- 4.20 High Level (H), 2.61 3.40 Average
Level (AL), 1.81 2.60 Low Level (L), 1.00 1.80 Lowest Level (LL), I Interpretation,
WM Weighted Mean

Table g presents the summary of Level of Life Skills Development of the Bachelor

of Science in Food Service and Institutional Management. The table showed with its

indicators that interpersonal relationship and human relations (3.96) and problem-

solving and decision making skills (3.86), physical fitness and health maintenance skills

(4.02) all revealed high level of skills development. While identity development and

purpose in life skills (4.22) revealed with highest level of skills development. Overall, its

weighted mean of 4.01 is interpreted as high level of skills development.

i. Life Skills Development Level of BSBA

Indicators WM I
Interpersonal Relationship and Human 4.23 HL
Problem-Solving and Decision Making 4.21 HL
Relations Skills
Physical Fitness and Health Maintenance 4.05 H
Skills
Identity Development and Purpose in Life 4.42 HL
Overall Weighted Mean 4.23 HL
Skills

31
 Legend: 4.21 5.00 Highest Level (HL), 3.41- 4.20 High Level (H), 2.61 3.40 Average
Level (AL), 1.81 2.60 Low Level (L), 1.00 1.80 Lowest Level (LL), I Interpretation,
WM Weighted Mean

Table I presents the summary of Level of Life Skills Development of the Bachelor

of Science in Business Administration. This table showed with its indicators that

interpersonal relationship and human relations (4.23) and problem-solving and decision

making skills (4.21), and identity development and purpose in life skills (4.42) all

revealed highest level of skills development. However, physical fitness and health

maintenance (4.05) revealed as high level of skills development. Overall weighted mean

of 4.23 is interpreted as highest level of skills development.

j. Life Skills Development Level of BSENT

Indicators WM I
Interpersonal Relationship and Human 4.06 H
Problem-Solving and Decision Making 4.15 H
Relations Skills
Physical Fitness and Health Maintenance 4.03 H
Skills
Identity Development and Purpose in Life 4.26 HL
Overall Weighted Mean 4.12 H
Skills
Legend: 4.21 5.00 Highest Level (HL), 3.41- 4.20 High Level (H), 2.61 3.40 Average
Level (AL), 1.81 2.60 Low Level (L), 1.00 1.80 Lowest Level (LL), I Interpretation,
WM Weighted Mean

Table J presents the summary of Level of Life Skills Development of the Bachelor

of Science in Entrepreneurship. This table showed with its indicators that interpersonal

relationship and human relations (4.06) and problem-solving and decision making skills

(4.15), and physical fitness and health maintenance (4.03) revealed high level of skills

development. However, Identity Development and Purpose in Life skills (4.26) showed a

highest level of skill development. Overall, the weighted mean of all the indicators of

4.12 is interpreted as high level of skills development.

32
 k. Life Skills Development Level of CASTED
Indicators WM I
Interpersonal Relationship and Human 4.48 HL
Problem-Solving and Decision Making 4.38 HL
Relations Skills
Physical Fitness and Health Maintenance 4.18 H
Skills
Identity Development and Purpose in Life 4.58 HL
Overall Weighted Mean 4.40 HL
Skills
Legend: 4.21 5.00 Highest Level (HL), 3.41- 4.20 High Level (H), 2.61 3.40 Average
Level (AL), 1.81 2.60 Low Level (L), 1.00 1.80 Lowest Level (LL), I Interpretation,
WM Weighted Mean

Table k presents the summary of Level of Life Skills Development of the College

of Arts and Science Teacher Education. This table showed with its indicators that

interpersonal relationship and human relations (4.48) and problem-solving and decision

making skills (4.38),and identity Development and Purpose in Life skills (4.58) showed a

highest level of skill development. However, physical fitness and health maintenance

skills (4.18) revealed a high level of skills development. Overall, the weighted mean of

all the indicators is 4.40 and is interpreted as highest level of skills development.

l. Summary of Life Skills Development Level

Indicators WM I
Interpersonal Relationship and Human 4.23 HL
Problem-Solving and Decision Making 4.12 H
Relations Skills
Physical Fitness and Health Maintenance 4.13 H
Skills
Identity Development and Purpose in Life 4.36 HL
Overall Weighted Mean 4.21 HL
Skills

Legend: 4.21 5.00 Highest Level (HL), 3.41- 4.20 High Level (H), 2.61 3.40 Average Level (AL), 1.81
2.60 Low Level (L), 1.00 1.80 Lowest Level (LL), I Interpretation, WM Weighted Mean

33
 The summary of Level of Life Skills Development was shown in Table 6. The

summary shows that the overall weighted mean of all the indicators is 4.21 which mean

that the Level of life skills development of USI graduating students is at highest level.

The respondents are both at the highest level in Interpersonal relationship and Human

Relations skills (4.23) and Identity Development and Purpose in Life skills (4.36) sub-

scales while they have high level in Problem-solving and decision-making skills (4.12)

and Physical fitness and Health maintenance skills (4.13). Its overall weighted mean is

4.21 revealing Highest Level of Skills Developments among graduating students of the

Higher Education Department of Universidad de Sta. Isabel.

3.

4. Are there significant relationships among areas of Life Skills Development?

Indicators ICH PS PFH ID Interpretati

Interpersonal relationship and Human R D. M . on
Significant
NA .000
Problem-Solving
Relations Skills and Decision Making 00 00 Significant
.
Skills 000 {{{ Significant
Physical Fitness and Health Maintenance .
Identity Development and Purpose in Life 000 Significant
. . .000
Skills 0.05 Significant (S) 000 00
P-value Not Significant (NS)

Table 7 shows the significant relationship between four sub-scales of Life skills

Development namely: Interpersonal relationship and Human relations skills,

Problem-solving and decision-making skills, Physical fitness and Health

maintenance skills and Identity development and Purpose in life skills. The result

of the test relationship indicate the probability values of 0.000 for Problem-solving

and decision-making skills, Physical fitness and Health maintenance skills and

34
 Identity development and Purpose in life skills as it relates to interpersonal

relationship and human relations skills; 0.000 for, Interpersonal relationship and

human relations skills Physical fitness and Health maintenance skills and Identity

development and Purpose in life skills as it relates to Problem-solving and

decision-making skills; 0.000 for , Interpersonal relationship and human relations

skills, Problem-Solving and Decision Making Skills and Identity development and

Purpose in life skills as it relates to Physical fitness and health maintenance

skills; and 0.000 for Interpersonal relationship and human relations skills,

Problem-Solving and Decision Making Skills, Physical fitness and health

maintenance skills as it relates to Identity development and Purpose in life skills.

The 0.000 p-value is lesser than 0.05 degree of significance which means that

the four sub-scales have significant relationship with each other. This means that

the higher the level of the respondents in one of the sub-scales would lead to

higher level in other sub-scales and vice versa.

5. Is there a significant relationship between the respondents demographic profile

and their level of life skills development?
Problem-Solving and Decision Physical Fitness and Health Identity Development and Purpose
Interpersonal Relationship and
Making Skills Maintenance in Life Skills
Human Relations Skills

Demographics Chi-sq. P- I Chi-sq. value P- I Chi-sq. P- I Chi-sq. P-value I

value value value value value value

Course 132.967a 0.460 NS 179.255a 0.052 NS 158.697a 0.110 NS 136.301a 0.250 NS

Gender 26.836a 0.176 NS 39.433a 0.033 S 26.399a 0.282 NS 14.575a 0.844 NS

Place of birth 95.502a 0.000 S 96.366a 0.000 S 53.587a 0.206 NS 39.750a 0.570 NS

Ordinal Position 78.889a 0.052 NS 69.438a 0.564 NS 72.805a 0.354 NS 52.011a 0.837 NS

Marital Status of 90.472a 0.407 NS 72.727a 0.982 NS 78.319a 0.845 NS 115.468a 0.013 S
parents
Family Income 82.427a 0.648 NS 106.685a 0.305 NS 91.398a 0.498 NS 92.643a 0.243 NS

P-value 0.05 Significant (S) Not Significant (NS)

35
 Table 8 shows the test of association between demographic characteristics and

level of life skills development of USI graduating students. The data shows that there

were significant association between the gender and the level of life skills development

along problem solving and decision-making skills sub-scale with p-values of 0.033. This

means that the gender of USI graduating students, which is dominated by female group

comprised 75.70% of the respondents, is associated with their high level of problem-

solving and decision-making skills.

Another demographic characteristic that has a significant association is the

birthplace. There was a significant association between birthplace and interpersonal

relationship and human relations skills as indicated by the p-value which is 0.000; and

between birthplace and problem-solving and decision-making skills with p-value of

0.000. Social values learned from local community and family and peer influences can

impact life perception and skills development of the respondents. In a study of Triandis

and Sui (2002) they stresses that ecologies shape cultures; cultures influence the

development of personalities. There are both universal and culture-specific aspects of

variation in personality. Some culture-specific aspects correspond to cultural syndromes

such as complexity, tightness, individualism, and collectivism.

Further, marital status of parents was associated to identity development and

purpose in life skills. With 0.013 p-values there is a significant association between two

mentioned variables. It can be noted that 55.50% or most of the USI graduating

students claimed that they have intact or married parents. Further it can also be noted

that respondents have the highest level of Identify development and Purpose in Life

skills with 4.36 weighted mean. On the positive note most of USI graduating students

36
having married parents and have the highest level of identity development skills. The

study conducted by Chui and Wong (2015) indicates that intact families are positive for

development. Moreover, although separation of parents is generally regarded as a

negative condition on adolescents growth, the study found evidence of strong positive

development in some areas. Even though parents separation might cause lower

happiness and life satisfaction for teenagers, they come to develop stronger purpose in

life, higher hope for the future, and higher self-esteem.

Conclusions:

1. The result of the study in terms of the demographic profile of Higher

Education Students of USI reveals that the greater population of the student

respondents was females. Likewise, those born in Camarines Sur dominate

the respondents followed by those from outside Camarines Sur. In terms of

birth order, majority were second to middle child and the least were found to

be the youngest in the family. Marital status of the parents of the respondents

revealed that majority, parents are married and the least of percentage were

widower. In the aspect of family income, most of the respondents claimed that

theirs were 25,000 pesos and above while the least revealed an income of

15,001-20,000 pesos.

2. The level of life skills development for HEI graduating students along its

different areas with ten indicators revealed that Identity Development and

Purpose in Life Skills was found to have the highest overall weighted mean,

followed by Interpersonal Relationship and Human Rights Relation Skills,

37
 Physical Fitness and Health Maintenance Skills, and Problem-Solving and

Decision Making Skills. Its skills level was interpreted from highest level to

higher level.

3. The study showed that among the areas of life skills development there are

significant relationships with one another. Interpersonal relationship and

Human relationship is associated with Problem Solving and Decision Making

skills, Identity Development and Purpose in Life skills, and Physical Fitness

and Health Maintenance skills. Problem Solving skills likewise has its

relationship with the development of the following skills interpersonal and

human relationship skills, Physical and Health Maintenance skills, and Identity

Development and Purpose in life skills. Moreover, Identity Development and

Purpose in Life skills has significant relationship similarly with Interpersonal

Relationship and Human Relationship skills, Problem Solving and Decision

Making skills, and Identity Development and Purpose in Life Skills.

6. What recommendations may be proposed based from the results of the study?

Life skills help people promote healthy lifestyles as well as successful career

skills. As an educational institution, its role cannot be discounted in shaping the life

and career of the students which will not only guarantee them a better future likewise

prepare the students on dealing effectively with the demands and challenges of

everyday life. Therefore, the school needs to provide programs which will be part of

provide students in attaining skills that will make them competitive as well in the

industry upon completion of their course.

38
 It can be concluded based on the findings and analysis of the data presented that

the level of life skills development of the Higher Education students of Universidad

de Sta. Isabel ranges from higher level to highest level and the different areas of life

skills do have significant relationship with one another. Thus, all in all the study

conducted in USI can be ultimately say that the institution is providing the best

venue for students to be developed holistically not only feeding them with knowledge

and developing the right attitude likewise prepare the students in facing the realities

in life. And so, the proponents has come up with recommendations to further attain

the highest level of life skills of the students in the Higher Education of Universidad

de Sta. Isabel across all programs.

1. Life skills should not just be taught inside the classroom but across whole of

schools experience from institutions initiated activities, departmental activities

and outreach program activities. Academics should be balanced with extra-

curricular activities. The school should have a supportive learning environment

with opportunities to develop and build new skills. Recreation and social activities

should be promoted in all colleges where sports, arts, music appreciation,

dances, dramas or plays are carried out. Presently, the higher education

department have different organizations both academic and non-academic that

generally caters the objective of camaraderie, unity, and showcasing talents

which leads to development of life skills. Emphasis also should be given in the

objectives for each activity that will elaborate more and unfold skills of students.

Structures such as debating club, writers club, Teatro de Sta. Luisa, the student

organization that promotes life skills should be put to maximum use, through

39
regular practice, competition. Skills that should develop in the mentioned

recommendations are interpersonal and human relations, problem solving and

decision making skills, and identity development/purpose in life skills.

2. Community extension services such as trip and visit to other places is also a

perfect venue for student to learn skills such as interpersonal and human

relations, identity development/purpose in life and awareness on physical fitness

and health maintenance. Awareness on the different types and status of people

in the society, encouraging more involvement or participation of the students in

this kind of services is a perfect opportunity in understanding better our culture,

developing not only the mentioned skills likewise, inculcate the Vincentian

charism that are expected of our students.

3. Life skills education be explicitly integrated in the curriculum. Life skills taught

inside the classroom through various instructional strategies in delivering the

lessons. Part of the objectives should be the inclusions of the life skills

development. On physical fitness and health maintenance skills: for health

promotion, life skills education should include the practice of skills in relation to

major health and social problems. Life skills lesson should be combined with

health information and may also be combined with other approaches, such as

programs designed to effect changes in environmental and social factors which

influence the health development of young people. Found to be at the high level,

physical fitness and health maintenance, health education healthy practices

learning about physical and emotional changes of growing up, puberty, drug, and

alcohol education, keeping safe, understanding and making good choices must

40
be an important aspect. Problem Solving and Decision Making skill is at its high

level. The roles of the educational managers or the teachers are very crucial in

life skills development. Teachers should prepare various instrument to get

students be interested with learning. Also, all teachers should be involved in the

promotion of life skills so as to ensure adequate attention to all students and

enhance students various skills. The curriculum should contain life skills which

can be suitable for each lesson or module. The lesson should appeal to students

in terms of language as well as social and cultural relevance. Teaching strategies

like case studies, success stories used should be familiar to students by

mirroring their daily reality as well as job market and workplace realities of the

community or country in which they will be searching for jobs.

Survey Questionnaire

1. What is the demographic profile of the USI - HED graduating students in

terms of:

a. Course d. Family income g. Marital status of parents

b. Place of origin e. Ordinal position

c. Sex

2. What is the level of life skills development of USI - HED graduating

students in the following areas:

41
 a. Interpersonal Communication and Human Relations Skills

b. Problem-Solving and Decision Making Skills

c. Physical Fitness and Health Maintenance

d. Identity Development and Purpose in Life Skills

3. Are there significant relationships among areas of Life Skills

Development?

4. Is there a significant relationship between the respondents demographic

profile and their level of skills development?

5. What recommendations may be proposed based form the results of the

study?

42
Dear Respondents:

We are conducting a research study entitled Level of Life Skills Development among
Graduating Students In the Higher Education Department (HED) of Universidad de Sta.
Isabel (USI)

The purpose of this research is to determine graduating HED students level of life skills
and provide recommendations based on the findings of the study.

May I invite you to participate in this research and request your full cooperation by
taking a few minutes to answer each question as completely and accurately as
possible?

Your honest answers in this questionnaire are highly valued and will be processed with
confidentiality and will be used only in this study. If you have questions at any time
about the survey or the procedures, please contact us, on 0906-509-75-12/0917-723-
2281 or 473-8417 local 175/126.

Thank you for your time and support.

Sincerely,

43
Bernardita D. Dalisay
Cielo C. Viray
Research Proponent

SURVEY QUESTIONNAIRES

I. Demographic Profile of the Respondents

Name: (optional)
Course: Place of Origin/Birth: Marital Status of Parents
( ) Bachelor of Science in Food Service ( ) Camarines Sur ( ) Single
and Institutional Mgt. ( ) Outside Camarines Sur ( ) Married
( ) Bachelor of Science in Business ( ) Outside the Philippines ( ) Separated
Administration ( ) Widow
( ) Bachelor of Science in Ordinal Position: ( ) Widower
Entrepreneurship ( ) First Child
( ) Bachelor of Science in Nursing ( ) 2nd or in between Family Income
( ) Bachelor of Science in Physical ( ) Last child ( ) PhP 5,000 to 10,000
Therapy ( ) Only child ( ) PhP 10,001 to 15,000
( ) Bachelor of Science in Music ( ) PhP 15,001 20,000
( ) Bachelor of Science in Social Work Sex: ( ) PhP 20,001 25,000
( ) Bachelor of Science in Teachers ( ) Female ( ) above 25,001
Education ( ) Male

II. Life Skills Development Questionnaires

The following statements measure your level of life skills development. Please check from the box which
will indicate the scale that best describe you:

Scale:

1 = No
2 = Mostly No
3 = Somewhat
4 = Mostly Yes
5 = Yes

Interpersonal Communication and Human 1 2 3 4 5

Relation Skills No Mostly Somew Mostly Yes Yes
No hat
1. I can describe my racial and ethnic identity.
2. I can stand and speak for myself.
3. I can describe the relationship between
actions and consequences
44
4. I can understand the feelings and struggles of
other people.
5. My relationships are free from fighting,
slapping, shoving, being made fun of, or
name calling.
6. I can feel and distinguish signs of an abusive
relationship.
7. I can deal with anger without hurting others or
damaging things.

8. I know where to get help if unable to resolve

interpersonal conflict alone.
9. I am happy with my relationship with my
family, friends, and loved ones.
10. I have friends I like to be with who helped me
feel valued and worthwhile.
Problem Solving and Decision Making Skills 1 2 3 4 5
No Mostly Somew Mostly Yes
No hat Yes
1. I can identify simple and complex problems.
2. I am analytical and critical in evaluating
problems
3. I am creative in resolving problems
4. I weigh the pros and cons of my courses of
action
5. I can take full responsibilities of my actions
and decisions in life.
6. I consult an authority before making
decisions.
7. I can find opportunities with my own problem
8. I embrace my problems and difficulties with
positivity
9. I can generate alternative solutions with my
problems
10. I think about how my choices can impact
others.
Physical Fitness and Health Maintenance 1 2 3 4 5
Skills No Mostly Somew Mostly Yes
No hat Yes
1. I am exercising regularly for physical fitness
and mental fitness.
2. I get advice from health care professionals
when I feel sick and ill.
3. I understand the difference between healthy
and unhealthy food choices and look after my
diet.
4. I understand the health risk of using drugs,
alcohol, and smoking.
5. I can determine when to go to the emergency
room and when to make an appointment with
the doctor.
6. I know where to get reliable information about
health issues.
7. I am aware of my family medical history and

45
 know how to avoid its risks.
8. I know where to my nearest medical center
and clinics are and where to go for help with
emotional problems and addiction.
9. I can recognize and describe symptoms of
colds, flu, and other common health
problems.
10. I can easily cope with my stressors in school
and at home.
Identity Development/Purpose in Life 1 2 3 4 5
Skills No Mostly Somew Mostly Yes
No hat Yes
1. I have developed my self-esteem and ready
to handle different life situations
2. I am comfortable of presenting myself to
others including my family and friends
3. I can take criticism and direction without
losing my temper.
4. I know I can use my experience to help others
become a better person.

5. I believe my relationships with others will help

me succeed.
6. I believe my continuous pursuit for knowledge
will lead me to achieve my purpose in life.
7. Most days, I am proud of the way I am living
my life.
8. Most days, I feel I have control of how my life
will turn out.
9. I see myself successful in my chosen career
years from now.
10. I feel I am ready for the next phase of my life.

46
 Working bibliography

Books

Bradbury-Jones, Sambrook, & Irvine, 2007 Institute for Life Coping Skills

Brooks (1984) Journey to success/Employment master

Best, 2007 The true meaning of self-esteem

Fishoff 2008 Becoming employable and employed:

Fox, 2008 increased organizational performance Sharing Successes.

Gazda, 2012; Adult individualized multi-services (AIMS) program.

Green/Kreuter 2011 Life skills theory The Alchemist - A Fable About Following Your

Dreams.

Janine Huisman and Jenen Smits book entitled Keeping children in school

Prochaska book Skills and tasks for jobs on Achieving Necessary Skills, [2010)

Thalagala, (2008) The business of life

Wagner et al., 2010 The social skills planning guide

Werch and DiClemente The stages of change model 2007

47
 Journals

Tucson, AZ. Adkins, W.R. (2011) CFSPI The Consuelo Life Skills Center for Youth and

Children Paper presented at the 10th Global Conference National Career Development

Association.

Dominique Tutay 2015 DOLE CHALLENGES UNEMPLOYED YOUTH TO DEVELOP

LIFE SKILLS

Rosalinda Dimapilis-Baldoz, 2015 DOLE Labor and Employment Secretary From the

life Skills Training program (LST) Academy of Management Journal Vol. 22 # 50 pages

TESDA (Technical Education and Skills Development Authority) The Employability

The American Assembly of Collegiate Schools of Business (2004) the New Models

of Management Education

World Health Organization WHO 2007) (WHO, 2013)

CICL (children in conflict with the law) (Knowles, 13).

Studies

Bandura 1986 Social cognitive theory

Botvin 2000, Life skills theory

Green/Kreuter 2011 Life skills theory - A Fable About Following Your Dreams.

48
Heinsohn and Cantrell 2007 study of Pennsylvania Dyer, Wayne W., Manifest Your

Destiny Nine Spiritual Principles for Getting Everything You Want.

Julian Rappaport, Empowerment theory A New Earth Awakening to Your Lifes

Purpose. London: Penguin Books, 2005.

J.R. Cortez, 2013 What work requires of schools

Kanters 2006 theory of structural empowerment The Future of the Body: Exploration

into the Further Evolution of Human Nature.

Kandel 2005 Evolution theory models

LaFromboise and HowardPitney 2005. Life Skills Training program (LST)

Martires 2005, Human Capital Theory

Websites

www.hunntersystem.com

www.hunntersystem.com

www.njn.net/workforce/jobcasttv20014.

html Adult Education Promising Practices (2002)

http://www.skillsyouneed.com/general/life-skills

http://www.skillsyouneed.com.

www.businessdictionary.com

www.medical-dictionary.thefreedictionary.com).

49
 UNIVERSIDAD DE STA. ISABEL
RESEARCH AND DEVELOPMENT CENTER
Research Work Plan

Project Title: Level of Life Skills Development among Graduating Students in the
Higher Education Department (HED) of Universidad de Sta. Isabel

Researchers: Program/Project Leader Viray, Cielo C.

Member Dalisay, Bernardita D.

Project duration Start October 2016

End March 2017

ACTIVITY LANDSCAPE

Goals and Expected Output Activities Persons Time frame

Objectives Involved
Identify role of Assigned Task Distribution of C. Viray and June 2015
team members and assignments B. Dalisay
responsibilities
Review Revised proposal Internet and library C. Viray and June 2015
proposal B. Dalisay
Submit revised Revised proposal Submission C. Viray and December
proposal B. Dalisay 2015
Review Revised Group work C. Viray and October,
questionnaires Questionnaires revisions B, Dalisay 2016
Gather data Distribution and Distribution and C. Viray and November,
retrieval of retrieval of B. Dalisay 2016
questionnaires questionnaires
Write report Analysis and Writing results C. Viray and January
interpretation B. Dalisay 2017
Submit report Finalize paper Submission of C. Viray and March 2017
research paper B. Dalisay

50
 Submitted by: Received by:

Bernardita Dalisay
Cielo C. Viray _____________________
October 21, 2016

UNIVERSIDAD DE STA. ISABEL

RESEARCH AND DEVELOPMENT CENTER
Line-Item Budget (LIB) Form

Project Title: Level of Life Skills Development among Graduating Students in the
Higher Education Department (HED) of Universidad de Sta. Isabel

Researchers: Program/Project Leader Viray, Cielo C.

Member Dalisay, Bernardita D.

Project duration Start October 2016

End March 2017

BUDGETARY REQUIREMENT

Parameters Amount Remarks

a. PERSONAL SERVICES P 3,000 2 enumerators
b.
c. Salaries/Honoraria
MAINTENANCE AND OTHER
OPERATING EXPENSES(MOOE)
Supplies and Materials 3,000 Short size bond papers, ball
pen, pencil
Printing and Binding Expenses 1,000

Representation Expenses 2,000 Meals, snacks

Travelling/Transportation and
Delivery Expenses

Communication 500 Internet, telephone

Professional Services

Other maintenance and Operating

Expenses
Total Cost P 9,500

51
Submitted by: Received by:
Cielo C. Viray _____________________
Bernardita D.Dalisay
October 21, 2016
Curriculum Vitae

BERNARDITA DEOCAREZA DALISAY

Pineapple St., Cokeville Subd., San Felipe, Naga City 4400
Email: det172003@yahoo.com Mobile no: 0917-723-2281

WORK EXPERIENCE

College Instructor
Universidad de Sta. Isabel
Elias Angeles St., Naga City
June 2007 present

BSFSIM Program Coordinator

Universidad de Sta. Isabel
Elias Angeles St., Naga City
June 2012- May 2014

FSIM Student Organization Moderator

Universidad de Sta. Isabel
Elias Angeles St., Naga City
June 2012- May 2014

Medical Transcriptionist
Medical Transcription Fast
Calauag, Naga City
September 2006 September 2007

Medical Transriptionist
Textwitch Unlimited, Inc.
Penafrancia Avenue, Naga City
January 2004 September 2006

Dining and Production Supervisor

Joen Foodservice

52
Bayer Philippines/Katolec Philippines
Cabuyao, Laguna
June 2002 August 2002

Officer-in-Charge/Supervisor
Creative Kitchens, Inc.
ON Semiconductor, Philippines
Carmona, Cavite
April 2000 April 2002

Local Researcher
Food and Nutrition Research Institute
Bicutan, Taguig
July 1998 August 1998

Nutritionist-Dietitian
Dr. Nilo Roa Memorial Foundation Hospital
Dimasalang St., Naga City
November 1997 June 1998

Government Examination taken

Nutrition and Dietetics Board Exam

August 7-8 1997
Remarks: Passed

EDUCATIONAL BACKGROUND

Graduate Study: Master in Business Administration

University of Nueva Caceres
Naga City
June 2009 March 2013

Tertiary Education: Bachelor of Science in Nutrition and Dietetics

Colegio de Sta. Isabel
Naga City
June 1993 March 1997

Secondary Education
Colegio de Sta. Isabel
Naga City
June 1989 March 1993

Elementary Education
53
Colegio de Sta. Isabel 1981-1989
Naga City
June 1981 March 1989

SKILLS AND INTERESTS

Skills include cooking local and foreign cuisine and preparing desserts. Loves traveling and
enjoy going to different places and meeting people. My other interests include reading
inspirational books, listening to good music and watching interesting movies. A computer
literate (knowledgeable in MS Word, Excel among others).

PERSONAL BACKGROUND

Birthdate: April 16, 1976

Birthplace: Pili, Camarines Sur
Religion: Roman Catholic
Height: 5'0
Weight: 42 kg
Civil Status: Married
Spouse Name: Dary Dalisay
Occupation: Food Handler (Cook)
Father's Name: Francisco Deocareza
Occupation: Retired Government Employee
Mother's Name: Corazon Deocareza
Occupation: Government Employee

CHARACTER REFERENCES

Available upon request

54
 Curriculum Vitae

Personal Profile

Name: CIELO CADAG - VIRAY

Birthday: March 25, 1962

Birthplace: Legaspi City

Address: Opal St. Filoville Subd., Bgy. Calauag, Naga City

Husband: Petronilo P. Viray

Child: Mark John C. Viray

Parents: Dativo A. Cadag

Estrella O. Cadag

Education:

Elementary: University of Nueva Caceres

Naga City
1969 - 1974

High School: University of Nueva Caceres

Naga City
1974 - 1978

College: University of Nueva Caceres

Naga City
1978 - 1982

Graduate Studies:
Master of Business Administration
Ateneo de Naga University
Naga City
2004 - 2008

Ph. D. in Human Development and Resource Management

55
 Universidad de Sta. Isabel
Naga City
2009 2013

Eligibility: Professional Govt. Eligibility Examination (1982)

Licensure Examination for Teachers (2003)

Awards and Grants Received:

20 Years Service Award

Bayan Telecommunications Inc.
1982 - 2002

10 years Service Award

Universidad de Sta. Isabel
2004 - 2014

10 Years Service Award

Ministry of Lectors
Metropolitan Cathedral St. John Evangelist Parish
2005 - 2015

Thesis Grants
Universidad de Sta. Isabel
2008

Dissertation Grants
Universidad de Sta. Isabel
2013

Organizations:

Philippine Marketing Association of the Philippines

Member

Council of Deans in Business Education

Member

Ministry of Lectors
Member

56
Employment:

HED Faculty
Universidad de Sta. Isabel
Naga City
2004 to present

Credit and Collection Specialist

Bayan Telecommunications, Inc.
Naga City
1995 2002

Billing Specialist
ICC Telecommunications, Inc.
Naga City
1990 - 1995

Accounting Staff
Naga Telephone Company Inc.
Naga City
1982 - 1990

57
 Conceptual Framework

Level of Life Skills Development of

USI HED Graduating Students

Life skills
Development
Profile of USI
HED Graduating Interpersonal Significant
students Communication relationship
or Human between
Course Relations Skills demographic
Address p r o f i l e and
Gender Problem-Solving life skills
Age or Decision development
Status Making Skills
Family income
level Physical Fitness
Family size or Health
Maintenance

Identity
Development or
Purpose in Life
Skills

58
Recommendations or programs proposed as

result of the findings of the study

59