Chapter I

THE PROBLEM

Background of the Study

The importance of science and technology in

contemporary society is demonstrated by the unconscious use

of it in our daily lives. We often take it for granted. And

we often have no idea how science and technology really

affect us. We live and work in structures given to us by

science and technology. We are transported around on the

ground, across water and in the air by vehicles that are

the direct result of science and technology. Modern

societies are literally built on science and technology.

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

switch, we are accessing science and technology (Wikipedia

2014).

We constantly use cell phones and computers, which are

gifts of science and technology. And there are myriad other

electrical devices that science and technology have given

us. Medicine is wall-to-wall science and technology, and

anyone who is more than mildly ill or has been injured in

more than a minor way will benefit from science and

technology. No food in modern society is not touched by

science and technology, either in its origin, packaging and

processing, transportation or vending.

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 Science and technology must be aware and develop to

play the dynamic role for socio-economic development,

setting up the scientific background for decision and

policies for the government, contributing to set up the

competition capacity for the economy, to successfully

implement the industrialization and modernization career

for the country. Meanwhile setting up the science and

technology market, to facilitate the science and technology

in contributing effectively in the socio-economical

development; thus improve the science and technology

potential.

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

literacy is the goal, teacher should plan the learning

experience that helps students construct meaning rather

than simply complete task. Teacher should time for students

to explore, make observations and take wrong turns, test

ideas and to things over. They should also plan time for

students to calibrate instruments, collect samples, and

construct physical and mathematical, technology and science

they need to deal with the questions at land,, time to ask

questions, and time to see the advantages of thinking

differently(Nelson, 1999.

As a science teacher, one should consider the basic

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

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

content of the teacher’s role and; (e)the learning

environment (LMP Handbook, 2008).

Therefore, looking and analyzing the educational

system, the students are the main components of learning –

teaching relationship. The system must provide the best

educational needed to bring our as well the quality

performance which benefits the country.

Conceptual Framework

Education in the Philippines is managed and regulated

by the Department of Education or DepEd as it is commonly

referred to in the country. The department controls the

Philippine education system, especially the curriculum used

in schools, and usage of funds used for further

improvements, which includes the continual building of

schools and its facilities, and the recruitment of teachers

and other staff, among others.

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

system was patterned on those of its earlier colonial

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

after the Philippine independence in 1946, its educational

system changed radically.

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 The former basic educational system of the Philippines

was composed of 6 years of elementary education starting at

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

at the age of 12. Afterwards, one can continue his or her

education by enrolling in technical or vocational schools,

or in higher education institutions like universities.

Although the1987 Constitution states that elementary

education is compulsory, it was never put into force.

Since 2011, the country started its transition from

its old 10-year basic educational system to the K-12

educational system, as mandated by DepEd.[5] This time, the

new 12-year system is now compulsory, along with the

adoption of new curricula for all schools (see 2010s and

the K-12 program). The transition shall last until the S.Y.

2017-2018, where the first graduates under the new

educational system will be brought forth.

DepEd started to implement the new K-12 educational

system, which includes the new curricula for all schools.

In this system, education is now compulsory. The

implementation of the K-12 program is "phased".

There are four "phases" during the implementation of

the new system. These are:

1. Phase I: Laying the Foundations

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 Its goal is to finally implement the

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

and the "development of the (entire) program".

2. Phase II: Modeling and Migration

Its goal is to promote the enactment of the basic

education law, to finally start of the phased

implementation of the new curriculum for Grades 1 to 4 and

7 to 10, and for the modeling of the senior high school.

3. Phase III: Complete Migration

Its goal is to finally implement the Grades 11 and 12

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

migration to the new educational system.

4. Phase IV: Completion of the Reform

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

education system.

However, during the new educational cycle, from 2016

to 2018, college enrollment could slow down because of the

entrance of the lower-year students to the new educational

system.

Program Description

 At Kindergarten, the pupils are mandated to learn

the alphabet, numbers, shapes, and colors through

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 games, songs, and dances, but in their mother

tongue; thus after Grade 1, every student can read

on his/her mother tongue.

 The 12 original mother tongue languages that have

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

Sug, Bikolano, Cebuano, Chabacano, Hiligaynon, Iloko

,Kapampangan, Maguindanaoan, Meranao, Pangasinense,

Tagalog, and Waray.

 7 more mother tongue languages have been introduced

for the S.Y. 2013-2014. These

are Ibanag, Ivatan, Sambal, Akeanon, Kinaray-

a, Yakan and Surigaonon.

 In Grade 1, the subject areas

of English and Filipino are taught, with a focus on

"oral fluency".

 In Grade 4, the subject areas of English and

Filipino are gradually introduced, but now, as

"languages of instruction".

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

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

subjects are connected and integrated from Grades 7

to 10 with the use of the spiral progression method

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 in teaching. This will also be implemented

on Mathematics.

 The high school from the former system will now be

called junior high school, while senior high

school will be the 11th and 12th year of the new

educational system. It will serve as a specialized

upper secondary education. With the senior high

school, students may choose a specialization based

on aptitude, interests, and school capacity. The

choice of career track will define the content of

the subjects a student will take in Grades 11 and

12. Senior high school subjects fall under either

the core curriculum or specific tracks.

 Core curriculum learning areas

include languages, literature, communication, mathem

atics, philosophy, natural sciences, and social

sciences.

 Whereas there are three choices that are available

to be chosen by the students — or the so-called

"specific tracks". These are:

1. Academic

2. Technical-vocational-livelihood

3. Sports and arts

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  The first track, the academic track, includes three

strands which are:

1. Business, accountancy, and management

2. Humanities, education, and social sciences

3. Science, technology, engineering, and mathematics

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

specializes in vocational learning. A student can

obtain a National Certificate Level II (NC II),

provided he/she passes the competency-based assessment

of the Technical Education and Skills Development

Authority. This certificate improves employability of

graduates in fields like agriculture, electronics,

and trade.

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

that is responsible for educating senior high

school students on the fields of sports and arts.

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

2015 are exempted in this program.

Educational System

Secondary school in the Philippines, more commonly

known as "high school" (Filipino: paaralang sekundarya,

sometimes mataas na paaralan), consists of four levels

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largely based on the US school system as it existed until

the advent of the comprehensive high schools in the US in

the middle of 20th century. The Philippine high school

system has not significantly evolved from where it was when

the Philippines achieved independence from the United

States in 1946. It still consists of only four levels with

each level partially compartmentalized, focusing on a

particular theme or content.

The Department of Education specifies a compulsory

curriculum for all high schooling, public and private.

The first year of high school has five core subjects,

Algebra I, Integrated Science, English I, Filipino I, and

Philippine History I. The second year curriculum has

Algebra II, Biology, English II, Filipino II, and Asian

History. The third year has Geometry, Trigonometry,

Chemistry, Filipino III, and World History and Geography.

The final fourth year curriculum has Calculus, Advanced

Algebra, Physics, Filipino IV, Literature, and

Economics. Minor subjects may include Health, Music, Arts,

Technology and Home Economics, and Physical Education.

In selective schools, various languages may be offered as

electives, as well as other subjects such as computer

programming and literary writing. Chinese schools have

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language and cultural electives. Preparatory schools

usually add some business and accountancy courses, while

science high schools have biology, chemistry, and physics

at every level.

Secondary students used to sit for the National

Secondary Achievement Test (NSAT), which was based on the

American SAT, and was administered by DepEd. Like its

primary school counterpart, NSAT was phased-out after major

reorganizations in the education department. Its

successors, the National Career Assessment Examination

and National Achievement Test are administered to third-

and fourth-year students respectively. Neither the NSAT nor

NAT have been used as a basis for being offered admission

to higher education institutions, partly because pupils sit

them at almost the end of their secondary education.

Instead, higher education institutions, both public and

private, administer their own College Entrance Examinations

(CEE) (subjects covered will depend on the institutions).

Vocational colleges usually do not have entrance

examinations, simply accepting the Form 138 record of

studies from high school, and enrolment payment.

All public schools in the Philippines must start

classes from a date mandated by the Department of Education

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(usually every first Monday of June), and must end after

each school completes the mandated 200-day school calendar

of DepEd (usually around the third week of March to the

second week of April). Private schools are not obliged to

abide by the date declared by DepEd, but must open classes

no later than the last week of August.

With the reasons stated above, the researcher came up

with paradigm of the study illustrated in Figure 1. The

independent variables consist of the level of performance

of the Batong Buhay National High School Students in

Science Subjects under the newly designed curriculum under

the Department of Education; level of performance od

students in their science subjects; and to find the extent

of factors affecting the performance in science subjects

among the students.

Paradigm of the Study

The paradigm of the study shows the direction of the

study.

The independent variable includes the profile of the

students in Batong Buhay National High School, the level of

performance of the students in their Science Subjects, and

extent of factors affecting the performance in Science

Subject

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 Independent Variables Dependent Variables

1.The profile of the The Performance of the

students in Batong Students of Batong
Buhay National High Buhay National High
School. School in their Science
2. Level of performance Subjects.
of the students of
BBNHS in their Science
subjects.
3.Extent of factors
affecting the
performance of the
students.

Moderator Variables

1. Grade level
2. Gender
3. School Affiliation

Figure 1: The Paradigm of the Study

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Statement of the Objectives and Hypothesis

The study will look into the performance of the

Students of Batong Buhay National High School in their

Science Subjects.Specifically, the study will seek answers

to the following objectives and hypotheses:

1. To determine the profile of the students in

Batong Buhay National High School.

2. To determine the level of performance of the

students in their science subjects.

3. To find the extent of factors affecting the

performance in science subjects among the students.

1.1 To find if there are significant differences in

the responses of the respondents on the extent of

factors affecting the performance in science

subjects along the moderator variables of grade

level, gender and economic status.

1.2 There are no significant differences in the

responses of the respondents on the extent of

factors affecting the performance in science

subjects along the moderator variables.

Definition of Terms

The following terms are clearly defined to guide the

readers and to fully understand the study:

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 Academic. It refers formal study at an institutional

learning. (Internet, Webster 2009)

Academic Performance. It refers to the level of

achievement of the students in science as manifested on

examination, test, seat work and assignments. (Webster

2009)

Achievement. It refers to accomplishment or production

of the students in their school work. (Webster 2009)

Curriculum. It refers to subject offered for study.

(Webster 2009)

Goals. This refers to the aims or objectives of

education. They may be ether general or specific.

Quality Education. It refers to the teaching –

learning process that enables the pupils to gain adequate

knowledge, appropriate skills, proper attitudes, desirable

values, and responsible habits to face the world and

contribute to the socio-economic development of the

communities upon leaving the portals of the educational

system. (Webster 2009)(Internet)

Science. It refers to natural science this is a

systematic knowledge of nature and the physical

world.(Internet)

Science and Technology. This refers to subject offered

in secondary schools. It includes the following areas:

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General Science, Biology, Chemistry, and physics.

(Internet) (Webster 2009)

Strategies. these refer to the various ways employed

by the teacher in order to facilitate the teaching –

learning process.

Teachers. These refer the members of the faculty

occupying academic ranks which facilitates the learning

process.

Teaching. It refers to the process of stimulating,

directing, guiding, encouraging and evaluating the learner

in their growth development.

Understanding by Design. This refers to the teaching

approach used by the teacher as to determine the level of

performance of the students.

Importance of the Study

This study is important considering the fact that

today’s curriculum is radically changing for the better.

The result of the study will surly be beneficial to the

following:

School Administrators. The result of the study will

provide a database on the performance of the students in

science subjects on the newly designed curriculum which may

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serve as basis in making decisions and in further planning

for its improvement.

Teacher. As a key player in quality education, the

findings of the study will serve as guides for the teachers

on their strengths and weaknesses in so far as improving

their performance on the implementation of the

understanding designed curriculum.

Students. The students will be benefited by teachers

who will improve their teaching mechanisms as a result of

the study.

Community/Parents. The community will be benefited by

the result of the study in the improvement of quality

education will produce quality graduates who will be assets

of the community.

Researcher. It will be an instrument for her to

analyze the factors that greatly affect the performance of

the students particularly in their science subjects.

Future Researchers. The findings of this study may

serve as a guide for future researchers and hopefully

provide incentives, directions and motivations to conduct

more in-depth study on the teaching of science subjects.

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17
 Chapter 2

DESIGN AND METHODOLOGY

The researcher briefly discusses in this chapter the

research design, locale and population of the study, data

gathering instrument, validity and reliability of the

instrument, data gathering procedures, treatment of data,

and the statistical tools to be used in analyzing the

information and data gathered.

Research Design

The descriptive method of research will be used in the

study since it will provide descriptive information about

the level of performance of the students in their science

subjects, and the factors affecting the performance of

students in their science subjects.

The researcher will make use of the cards or records

of the students for performance and the survey

questionnaire as a means of gathering data, which will be

needed in the completion of this work.

Locale and Population of the Study

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 The study will focus on the performance of the

students in Science subjects among the students in Batong

Buhay National High School.

Batong Buhay is located at Barangay Balatoc,

Municipality of Pasil, Kalinga Province. It is within the

eastern flanks of the Cordillera Central Range and is about

320 km North of Manila, and 276 airline km north from

Manila. It is bounded by geographic coordinates 17°20’41.2”

to 17°22’07.7” latitude and 121°03’10.40” to 121°05’07.2”

longitude with an area of 492 hectares.

The high school students enrolled in science subjects

from first to fourth year levels and science teachers will

serve as respondents to the study.

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Data Gathering Tool

The questionnaire will be used as the main instrument

in gathering data and information needed to answer the

extent of factors affecting the performance of the students

in science subjects. Documentary analysis using the ratings

of students in science subjects will be used to measure the

academic performance of the students.

Validity and Reliability of the Instrument. The set of

survey questionnaire that will be used was lifted from the

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

(2007), and Burton (2010). Some modification was made to

suit the Science subjects under the newly designed

curriculum. Since, the instrument is adopted from similar

studies that were previously conducted in Kalinga; the

instrument is, therefore, valid and reliable.

Data Gathering Procedure

The researcher will seek permission from the Teacher

In – charge of Batong Buhay National High School for the

conduct of the study and the administering of questionnaire

to the concerned respondents.

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 When the permission will be granted, the researcher

will personally administer the questionnaire and personally

retrieve the same.

She will also request the science teachers to make

their class records available for the documentary analysis

of the student’s records to measure the level of

performance in their science subjects.

Treatment of Data

The data that will be gathered in this study will be

classified, tabulated, interpreted, and analyzed using the

Six Point – Likert Scale with the following arbitrary

values, statistical limits, descriptive equivalent and

symbols.

Arbitrary Value Range Description Symbol

6 95-100 Excellent E

5 90-94 Superior S

4 85-89 Above Average AA

3 80-84 Average A

2 75-79 Fair F

1 74-Below Poor O

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 To determine the extent by which the factors affect

the performance of the students in their science subjects,

the Three Point – Likert Scale will be used:

Arbitrary Value Limit Description Symbol

3 2.34-3.00 Much Affected MA

2 1.67-2.33 Moderately Affected MoA

1 1.00-1.66 Less Affected LA

Statistical Tools

The data that will be gathered will be treated

accordingly with the following statistical tools in order

to answer the objectives identified in the study.

Frequency. It is simply tallying the data gathered

from the questionnaire.

Percentage. This will be used to determine the number

of respondents relative to the total population of the

study.

Weighted Mean. The weighted mean will be used to

quantify the respondents along the different indicators and

variables. The formula according to Downie and Heat 1998:

Xw = WiFi
Fi

Where:

Xw = Weighted Mean

WiFi = Sum of Weighted Frequencies

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 Fi = Number of Respondents

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

variance will be used to test the status of the null

hypotheses identified in the study.

The formula and steps according to Ronald E Wapole

(1972) are as follows:

a. Know th sum of squares

b. Know the sum of square between

SSB = Sum of Column 2 = CF

N

c. Know the sum of square within

SSw = SSt – SSb

d. Know the MSSb and the MSSw

MSSb = ssb/dfb

MSSw = SSw/dfw

MSw – SSw/MSSw

Where:

F = Fishers test or ANOVA

Msb = Mean square between

MSw = means of square area within

The null hypothesis is accepted if the F-ratio is

lower that the F-tabular value at .05 level of

significance. The null of hypothesis is rejected if the F-

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ratio is greater than the F-tabular value of .05 level of

significance.

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