THE COMPETENCIES OF STEM STUDENTS OF PMMS-SHS:

BASIS FOR PLANNING AND PREPARATION

FOR TERTIARY EDUCATION

A Research Paper Presented to

The Senior High School Department
Of Philippine Merchant Marine School, Las Piñas City

In Partial Fulfillment of
the Requirements in Research Project II
For the Second Semester, School Year 2018-2019

By:
Group 3, Grade 12 Stem A3

Arcibal, Julius Ivan Misagal,Lewin

Delgado,Mark Pagkalinawan,Mario

Grimaldo,Warren Rey,Ryan James

Garcia,Kate Frances Solis,Grant Daniel

Lesigues,Adrin

MARCH 2019
 APPROVAL SHEET

This research in Research Project II entitled:

THE COMPETENCIES OF STEM STUDENTS OF PMMS-SHS:

BASIS FOR PLANNING AND PREPARATION
FOR TERTIARY EDUCATION

Prepared and Submitted by: Group 3 Grade 12 Stem A3

Arcibal, Julius Ivan Misagal,Lewin

Delgado,Mark Pagkalinawan,Mario
Grimaldo,Warren Rey,Ryan James
Garcia,Kate Frances Solis,Grant Daniel
Lesigues,Adrin

Has been examined and is recommended for acceptance and approval for ORAL
EXAMINATION

Ms. Marie Krisha Jeanne Bayanay

Professor in Research Project 2

Approved by the committee on Oral Examination with GRADE of ___________%

Engr. Clarence Rafael Mr. Edmil Agapay

Member Member

Accepted as partial fulfillment of the course requirement in English 4 (Research Writing

for the Second Semester, S.Y. 2018-2019 )

Date:____________________

MS. SEBASTIANA E. TUPAZ, Ma. Ed.

SHS Program Head

ii
 DEDICATION

This research work was

Humbly, sincerely and lovingly dedicated

To the

LORD JESUS CHRIST

For the glory of

GOD THE FATHER

To our Beloved Parents who have been constant source of

Unconditional support, Love and Care

And

To our someone special who has served as our inspiration

In life

The Researchers

iv
 ACKNOWLEDGEMENT

The researchers give their utmost gratitude towards the people who in one way or

another contributed and extended their valuable assistance in the preparation and

completion of this study, for with them, this research would not have been made even

possible.

First, to Almighty Father, who has been the source of the strength and wisdom in

finishing this research paper.

To Ms. Marie Jeanne Krisha Bayanay, their instructor and thesis adviser for her

great concern, valuable comments and suggestion for editing manuscripts.

To Engr. Clarence I. Raphael, for his expertise in the statistical presentation and

treatment of data.

To Parents, who have provided them untiring love, support and most especially

financial support during the writing of the research paper.

To Philippine Merchant Marine School, Grade 12 STEM Students, for their

unselfish cooperation during the administration for the instrument needed in data

gathering.

Thank You All and God Bless

iii
 TABLE OF CONTENTS

Page
Title Page i

Approval Sheet ii

Dedication iii

Acknowledgment iv

Abstract v

Table of Contents vii

CHAPTER I: THE PROBLEM AND ITS BACKGROUND

Introduction 1

Background of the study 2

Statement of the Problem 3

Research Paradigm 4

Scope and Limitations of Study 5

Significance of the Study 6

Definition of terms 7

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literature 8

CHAPTER III: METHODS AND PROCEDURE

Research Design 12

Subjects/Respondents of the Study 14

Sampling Techniques 15

Research Instruments 15

Data-Gathering Procedures 15

vii
 Statistical Treatment of Data 16

CHAPTER IV: RESULT AND DISCUSSION

CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

Summary of Findings 30

Conclusion 34

Recommendation 36

BIBLIOGRAPHY 40

APPENDICES 42

Appendix A Letter to conduct a study

Appendix B Letter to the respondents

Appendix C Questionnare/Research Instrument

CURRICULUM VITAE 49

viii
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

For the past three years, The Department of Education has been implementing

the K-12 Curriculum which builds the Philippines basic education into higher stage of

proficiency in terms of teaching, providing sufficient time for mastery of concepts and

skills, develop life-long learners. It stands to change the basic education curriculum of

incomplete high school stages from 1st year to 4th year high school adding up Grade 11

and Grade 12 level in senior high school. This implementation includes taking up

subjects similarly to the content in college as early preparation for tertiary education,

middle-level skills development, employment, and entrepreneurship.

Senior High School students are the group of people that have different skills

based on strengths and capabilities like speaking with great confidence, wide range of

vocabulary skills, being able to comprehend with instructions easily, identifying main

points and arguments thus, also Science competencies and Mathematical competencies

also includes.

The competencies being mentioned above are the important factors in order for

a senior high school student to prepare for entering the tertiary education. However,

the readiness of a senior high school student will be based on the quality of education

being presented on year of Grade 11 to Grade 12, Failure or success to implement it will
reflect on the standards and criteria made by the Department of Education and being

distributed to different schools.

Schools have always played a vital role in ensuring that students have the skills

needed for the job or career they have chosen. The key function of education is to fully

prepare students for life after schooling preparation for the world of work is a necessary

and vital part of that equation. As our society and economy continues to evolve, it may

be time to re-think how public education aids students in choosing career and education

pathways. Additionally, due to the present economic and social changes our

government is dealing with, it is imperative that we think more deeply about the future

of those students who will enter the workforce immediately after high school

(Connely, 2013).

Background of the Study

The first batch of Filipino students to go through senior high school will troop

into many schools for search-in. According to National Statistics Office 75% of many

students and parents are still unaware of few details as regards to the new system.

Matters on the country’s K-12 program remains unclear. One of them, however, refers

to the specifc tracks where in students will choose the best skill for them to master.

With the new education system required by the government, Filipinos have no other

choice but to embrace it. Each one will profit from the new scheme because it follows

international standard. Apart from the core curriculum, which has eight learning areas,

2
the new senior high school system comes with specific career tracks that seems like

college courses that includes the Academic, Arts and Design, Sports and Technical

Vocational Livelihood tracks. Each senior high school student must choose one track to

master and based on own choice on how will get advance after Grade 12. Career

Assessment, Aptitude test and an Occupational interest inventory on the contrary, will

show the students strengths and interests. Career advocacy programs will also help and

guide in choosing right tracks for them.

Statement of the problem

The purpose of the study is to determine the level of competencies of

STEM students in preparation for tertiary education. Specifically, it sought to answer the

following questions:

1. What is the demographic profile of respondents as to

a. name

b. age

c. gender

d. type of school where junior high school program completed

2. What is the respondents’ level of confidence to perform their acquired knowledge

and competencies?

3
Conceptual Framework

This study developed from ideas, revealed and cited researches brought about

by local and foreign studies of literature.

Considered as input variables are the students-related factors such as

demographic profile, acquired knowledge and competencies in Mathematics, English

and Science. These were gathered by administering survey questionnaire to students

who are taking up Science, Technology, Engineering, and Mathematics strand.

These input data are processed by putting the variables in the variable view and

encode all the data in the matrix of the SPSS (Statistical Package of that Social Science)

software, then analyze the data by using descriptive statistics to determine measure of

central tendencies and measurement of variation. It is followed by presentation of

analysis and interpretation of data.

Considered as the output of this study are the competent Science, Technology,

Engineering, and Mathematics students of Philippine Merchant Marine School based on

the acquired knowledge and competencies in Mathematics, English and Science.

Based on the foregoing literature, the paradigm as shown in figure 1 presents the

input of the study to be processed into desired output.

4
 RESEARCH PARADIGM

INPUT PROCESS OUTPUT

a. Demographic Profile  Gathering of Data Overall Competencies of

STEM students in
b. Acquired Knowledge and  Motivational Action  Math
 English
Competencies in  Questions
 Science
1. Mathematics  Negotiations Recommendation for
2. English planning and preparation of
 Critical Analysis
students for tertiary
3. Science education

Figure 1: Research paradigm illustrating the influence of students-related factors on

the overall Competencies of STEM students in Math, English and Science.

Scopes and Limitation of the Study

This study covered the competencies in preparation for tertiary level on Senior High

School students. This sampled 80 selected respondents from Grade 12 STEM students

and different sections. The researchers conducted their survey inside the premises of

Philippine Merchant Marine School, San Antonio Valley Road, Las Piñas City.

5
Significance of the Study

This findings of this study would benefit the following sectors:

Teachers This study would help them to restate how K-12 program can prepare

students for Tertiary Education.

Students This study would help them to know even better to what extent does K-12

program including Science, Technology, Engineering, and Mathematics strand could

raise and help them in preparation for Tertiary Education.

Parents This study would make them aware on different effects of K-12 program in

the studies or academic performance of their child.

Future Researcher This study would as basis for upcoming discussion of topic ideas in

their research.

6
Definition of Terms

The following terms were conceptually and operationally defined:

Competencies Competencies is the ability or skill of a person to

address or raised something.

Competencies in this research means that it is an

ability of the students to adapt and attain
changes in preparation for tertiary level.

Tertiary Level
Tertiary Level also referred to as third stage, third
level and post-secondary education is the
completion of a school providing a secondary
education.

Tertiary Level also known as the college stage

serves as the platform where the student aims to
achieve a degree or diploma with higher stage of
education.

Primarily a person who is enrolled in an

Students
educational institution who attend classes and
meetings.

Students in this research refers to the persons

who is in preparation for a higher stage of
proficiency and education.

Senior High School

It is the secondary school typically comprising the
three highest grades which is 10th, 11th and 12th

It is the level where the junior high school starts

to prepare themselves and plan for future
courses that will be taken.

7
 CHAPTER 2

REVIEW OF THE RELATED LITERATURE

This chapter discusses the related literature. The purpose of this chapter is to

acknowledge the works of the author who have contributed their study to the world. In

addition, this chapter will also help the researchers to attain the information regarding

the topic.

Related Literature

Senior High School is a two year specialized upper secondary education; 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 Grade

11 and 12. SHS subjects fall under either the Core Curriculum or specific Tracks.

The K to 12 program covers Kindergarten and 12 years of basic education (six

years of primary education, four years of Junior High School, and two years of Senior

High School) to provide sufficient time for mastery of concepts and skills, develop

lifelong learners, and prepare graduates for tertiary education, middle-level skills

development, employment and entrepreneurship. Each student in Senior High School

can choose among three tracks; Academic; Technical-Vocational-Livelihood and Sports

and Arts. The Academic tracks includes three strands; Accountancy, Business

Management (ABM); Humanities and Social Science (HUMMS); and science, technology,

Engineering, Mathematics (STEM). Students undergo immersion, which may Include

earn while you learn opportunities, to provide them relevant exposure and actual

experience in their chosen track (Official Gazette, 2012).

McQuerrey (2006) states that the earning potential of your chosen professional

is likely to be a factor that influences your career path.

According to Cruz (2010), “Almost everybody knows about the current education

system that regulates the public schools”. This system is already popularly known as the

K-12 education. There are thirteen grades that make up the K-12 system starting from

kindergarten up to twelfth grade, thus the name K (kindergarten) to 12 (12th grade).

This kind of education system is not just applied in United States. Even those who are

living in United Kingdom, Canada, and other parts of Europe use the K-12 at the same

time. However, the K-12 system before is not what it is right now. It already went

through a lot of changes since the US Department of Education was established in 1979.

The said department has been doing this in order to meet the changing demands in the

education. But regardless of the changes, one thing remains the same. To ensure best

implementation, the Department of Education has come up with modeling Senior High

School (SHS) – part of the government initiative to identify best practices in the

implementation of Grades 11 and 12 under the K to 12 Basic Education Program. From

this DepEd can draw learning prior to the full implementation of K to 12 in 2016. “The

insights we will gather will be very instrumental in ensuring a seamless transition from

the current system”, Luistro explained. (DepEd Press Release – September 25, 2012.) K-

12 program will bring big change in different schools and it needs support from the

9
whole organization and therefore, everyone must be prepared to its implementation so

that it will succeed.

The curriculum implementation does not occur in a bubble. Teaching and

learning at the classroom level is nested within, and influenced by, the school,

community and national educational context. The practices deemed important in the

curriculum can be either enabled or constrained by the conditions in place in each of

those contexts. Just as the curriculum seeks to prepare students for lives that are

profoundly different from the past, so too the curriculum requires a profound response.

Implementation that goes beyond substituting language and altering paperwork, to

profoundly changing and improving students’ experience of teaching and learning,

requires particular conditions. Preparedness or readiness to change what has been

practice in the past must be considered to let the K-12 program in progress as quoted by

Jennifer Walinga of the University of Victoria, change readiness demands that a person

(leader or organizational member) is able to focus on his or her power to respond to the

challenges of change rather than his or her power over the challenges of change or the

change itself. K-12 Basic Education Curriculum implementation is our first step towards

progress and so that we will not be left behind by our neighboring countries in Asia and

the rest of the world. Even though most of the Filipinos are competitors and would excel

anywhere they go but we cannot deny the fact that our professionals here are not

considered professionals abroad because of our ten year basic education which is

considered insufficient, thus a 12- year program is found to be the adequate period for

10
learning under basic education and is a requirement for recognition of professionals

abroad like the Bologna and Washington Accords (Sinnema, 2010).

The choice of career starts initially from primary to secondary school, and even

in Senior High Levels, where choice of strand will be undertaken whether Science

Technology, Business or Humanities. This is the crucial time to understand what career

means and how it will affect your life forever (Olatunde, 2015).

11
 CHAPTER 3

METHODS AND PROCEDURE

This chapter presents the research design, respondents of the study, sampling

technique used, data gathering instruments, data gathering procedure and statistical

treatment of data.

Research Design

The researchers used Descriptive method that describe situations. It does not

make accurate predictions, and they don’t determine cause and effect to depict the

participants in an accurate way because it dealt and aimed on current issues or

problems through data collection that enables them to describe the situation and

characteristic or behavior of the sample.

Respondents of the Study

The respondents of the study were the 80 selected STEM Senior High School

Students. The respondent’s age varies from 17 years to 20 years old and the

respondents are both male and female. Students handed a survey questionnaire

containing the required data such as student’s profile and questions with given ratings

for the given topic.

Sampling Technique

The Researchers used Non-Probability Sampling in this study because it aimed to

gather data from the students who met the research studies capability. In gathering

data, purposive sampling was utilized; wherein the researchers select samples from

Grade 12 STEM strand according to the specific topic used in the research paper.

Research Instruments

The instrument used to gather data was a survey questionnaire. The questionnaire

was designed and validated by the head of Research Department. The survey ended by

using the questionnaires with given answers from the Grade 12 students of strand

Science, Technology, Engineering, and Mathematics in Philippine Merchant Marine

School. It was used to measure the level of confidence to perform their acquired

knowledge and competencies.

Data Gathering Procedure

The researchers prepared a letter of request address to the Dean of Studies for the

permission to conduct study inside the premises of Senior High School Department of

Philippine Merchant Marine School. After approval, the researchers presented a copy of

survey questionnaire and distribute to the selected respondents. The questionnaires

were then retrieved. Lastly, there was the tabulation of the gathered data and

interpretation of the data.

13
Statistical Treatment of Data

The gathered data were tabulated, analyzed and interpreted within the framework

of the study’s scope and limitation. With the aid of IBM Statistical Package for Social

Sciences (SPSS) software in analyzing and interpreting the tabulated data, the following

statistical instrument were used:

1. Percentage Analysis. This serves two purposes in data presentation. It simplifies

by reducing all number to a range of 0 to 100. And percentage translates the

data into standard with a base of 100 by relative comparison.

2. Frequency Distribution. This serves as standpoint of mathematical analysis of

statistics wherein it presents a good overall picture and contains information

that is adequate for many purposes.

3. Mode. This serves as simplest measurement of central tendency. This was used

as a basis for determining the highest frequency in the distribution of

respondents various profile.

4. Mean. This serves as a measurement of central tendency that is used to

calculate an average that takes into account the importance of each value to the

overall total. The Likert Scale as shown below is used to interpret the average

weighted mean on the respondents’ level of confidence to perform the acquired

knowledge and competencies.

14
 4-Very Confident +3.5-4.0

3- Confident +2.5-3.49

2- Slightly Confident +1.5-2.49

1- Not Confident +1.0-1.49

5. Standard Deviation. This was utilized to determine the variation in the

responses of the respondents on the level of confidence in performing acquired

knowledge and competencies.

a. If SD > 1- Responses are Heterogenous.

b. If SD < 1- Responses are Homogenous.

15
 CHAPTER 4
RESULTS AND DISCUSSION

This chapter deals with the results and discussion of the study. It includes presentation,

analysis and interpretation of gathered data.

1. Respondents’ Profile

The profile of the respondents includes age, sex and type of school where Junior

High School was completed.

1.1 Age

Table 1

Respondents’ Profile in Terms of Age

Age Frequency Percentage

a. 17 18 22.4
b. 18 43 53.8
c. 19 15 18.8
d. 20 4 5
Total 80 100

Table 1 illustrates the respondents’ profile in terms of age. It shows that the

majority of respondents are 18 years of age with frequency of 43 (or 53.8%). It is

followed by some students who are 17 and 19 years old with frequency of 18 (or 22.4%)

and 15 (or 18.8%), respectively. There is only few number of respondents who are 20

year old with frequency of 4(or 5%).

 1.2 Gender

Table 2

Respondents’ Profile in Terms of Sex

Gender Frequency Percentage

a. Male 64 80
b. Female 16 20
Total 80 100

Table 3 illustrates the respondents’ profile in terms of sex. It shows majority of

respondents are male with frequency of 64 (or 80%). The rest are female with frequency

of 16 (or 20%).

1.3 Type of School where Junior High School was Completed

Table 3

Type of High School

Type of High School Frequency Percentage

a. Public 40 50
b. Private 40 50
Total 80 100

Table 4 illustrates respondents’ profile in terms of type of high school where

they completed their junior high school. It shows that there is an equal distribution of

respondents who came from public and private high school and have the same

frequency of 40 (or 50%).

17
2. Respondents’ Level of Confidence to Perform their Acquired Knowledge and

Competencies

Respondents’ level of confidence to perform their acquired knowledge and

competencies includes English, Science and Mathematics competencies,

2.1 English Competencies.

This part of competencies composed of speaking, writing, listening and reading.

2.1.1 Speaking

Table 4-A

Respondents’ Level of Confidence to Perform their Acquired Knowledge and

Competencies in Speaking English

Indicators of Speaking Rating SD Remarks

a. Speaks fluently with only rare repetition or self-
2.74 0.78 Confident
correction.
b. Uses a full range of pronunciation features with
2.73 0.80 Confident
precision and subtlety.
c. Uses vocabulary with full flexibility and precision
2.69 0.74 Confident
in all or most of the topics.
d. Uses a full range of grammar structures naturally
2.49 0.80 Slightly Confident
and appropriately.
Average Weighted Mean 2.66 0.78 Confident

Table 4-A illustrates respondents’ level of confidence to perform their acquired

knowledge and competencies in speaking English language. It shows that respondents

perceived homogeneously that they are confident to speak in English language with

average weighted mean of 2.66 and standard deviation of 0.78. The mean of 2.66 is in

between the interval of 2.5 to 3.49 which means confident. The standard deviation of

0.78 the responses are homogeneous and the values of standard deviation obtained

18
through analysis shows that most observations gathered around the mean for all

variables since SD<1.

With a rating ranging from 2.69 to 2.74 and standard deviation ranging from 0.74

to 0.80, Table 4-A specifically shows that respondents are confident to speak fluently

with only rare repetition or self-correction, use a full range of pronunciation features

with precision and subtlety and use vocabulary with full flexibility and precision in all or

most of the topics. The computed mean of 2.69 to 2.74 is in between the interval of

2.50-3.49 which means confident. The standard deviation ranging from 0.74 to 0.80 is

less than one (1) which means homogeneous and most observations clustered around

the computed mean.

However, with a lower rating of 2.49 and standard deviation of 0.80, Table 4-A

specifically shows that respondents are slightly confident to use a full range of grammar

structures naturally and appropriately. The computed mean of 2.49 is in between the

interval of 1.50-2.49 which means slightly confident. The standard deviation of 0.80 is

less than one (1) which means homogeneous and most observations clustered around

the computed mean.

19
 2.1.2 Writing

Table 4-B

Respondents’ Level of Confidence to Perform their Acquired Knowledge and

Competencies in Writing English

Indicators of Writing Rating SD Remark

a. Uses a wide range of vocabulary with natural and
2.86 0.82 Confident
sophisticated control of lexical features.
b. Clearly presents a fully developed response or stand
2.73 0.83 Confident
with relevant, fully extended and well supported ideas.
c. Uses a wide range of vocabulary with full flexibility and
2.68 0.82 Confident
accuracy.
Slightly
d. No noticeable problems with cohesion 2.49 0.84
Confident
Average Weighted Mean 2.69 0.83 Confident

Table 4-B illustrates respondents’ level of confidence to perform their acquired

knowledge and competencies in English writing. It shows that respondents perceived

homogeneously that they are confident to write in English language with average

weighted mean of 2.69 and standard deviation of 0.83. The mean of 2.69 is in between

the interval of 2.5 to 3.49 which means confident. The standard deviation of 0.83, the

responses are homogeneous and the values of standard deviation obtained through

analysis shows that most observations gathered around the mean for all variables since

SD<1.

With a rating ranging from 2.68 to 2.86 and standard deviation ranging from 0.82

to 0.83, Table 4-B specifically shows that respondents are confident to use a wide range

of vocabulary with natural and sophisticated control of lexical features, clearly present a

fully developed response or stand with relevant, fully extended and well supported ideas

20
and use a wide range of vocabulary with full flexibility and accuracy. The computed

mean of 2.68 to 2.86 is in between the interval of 2.50-3.49 which means confident. The

standard deviation ranging from 0.82 to 0.83 is less than one (1) which means

homogeneous and most observations clustered around the computed mean.

However, with a lower rating of 2.49 and standard deviation of 0.84, Table 4-B

specifically shows that respondents are slightly confident to have no noticeable

problems with cohesion. The computed mean of 2.49 is in between the interval of 1.50-

2.49 which means slightly confident. The standard deviation of 0.84 is less than one (1)

which means homogeneous and most observations clustered around the computed

mean.

2.1.3 Listening

Table 4C

Respondents’ Level of Confidence to Perform their Acquired Knowledge and

Competencies in Listening in English Language

Indicators of Listening Rating SD Remark

a. Able to give feedback, responses, or criticism 2.95 0.84 Confident
b. Able to comprehend spoken instruction. 2.71 0.78 Confident
c. Able to visualize information based on other’s retelling
2.71 0.78 Confident
of story or news.
Average Weighted Mean 2.79 0.80 Confident

Table 4-C illustrates respondents’ level of confidence to perform their acquired

knowledge and competencies in listening English language. It shows that respondents

perceived homogeneously that they are confident to listen in English language with

average weighted mean of 2.79 and standard deviation of 0.80. The mean of 2.79 is in

21
between the interval of 2.5 to 3.49 which means confident. The standard deviation of

0.80, the responses are homogeneous and the values of standard deviation obtained

through analysis shows that most observations gathered around the mean for all

variables since SD<1.

With a rating ranging from 2.71 to 2.95 and standard deviation ranging from 0.78

to 0.84, Table 4C specifically shows that respondents perceived homogeneously that

they are more confident to give feedback, responses, or criticism but less confident to

comprehend spoken instruction and visualize information based on other’s retelling of

story or news. The computed mean of 2.71 to 2.95 is in between the interval of 2.50-

3.49 which means confident. The standard deviation ranging from 0.78 to 0.84 is less

than one (1) which means homogeneous and most observations clustered around the

computed mean.

2.1.4 Reading

Table 4-D

Respondents’ Level of Confidence to Perform their Acquired Knowledge and

Competencies in Reading English

Indicators of Reading Rating SD Remark

a. Identifying main points and arguments. 2.93 0.85 Confident
b. Identifying similarities and differences between texts. 2.81 0.84 Confident
c. Understand the new, theoretical, or detailed
2.81 0.83 Confident
information.
d. Able to scan and skim the text for particular information. 2.75 0.77 Confident
Average Weighted Mean 2.83 0.82 Confident

22
 Table 4-D illustrates respondents’ level of confidence to perform their acquired

knowledge and competencies in reading English. It shows that respondents perceived

homogeneously that they are confident to read English language with average weighted

mean of 2.83 and standard deviation of 0.82. The mean of 2.83 is in between the

interval of 2.5 to 3.49 which means confident. The standard deviation of 0.82, the

responses are homogeneous and the values of standard deviation obtained through

analysis shows that most observations gathered around the mean for all variables since

SD<1.

With a rating ranging from 2.75 to 2.93 and standard deviation ranging from 0.77

to 0.85, Table 4-D specifically shows that respondents perceived homogeneously that

they are more confident to identify main points and arguments. However, they are less

confident to identify similarities and differences between texts, understand the new,

theoretical, or detailed information and scan and skim the text for particular

information. The computed mean of 2.75 to 2.93 is in between the interval of 2.50-3.49

which means confident. The standard deviation ranging from 0.77 to 0.85 is less than

one (1) which means homogeneous and most observations clustered around the

computed mean.

23
 2.2 Science Competencies

Table 5

Respondents’ Level of Confidence to Perform their Acquired Knowledge and

Competencies in Science

Indicators of Competencies in Science Rating SD Remark

a. Calculate the equivalent capacities of network of capacitors
2.73 0.81 Confident
connected in parallel/series.
b. Explain the second law of Thermodynamics. 2.70 0.77 Confident
c. Predict the effect on the final potential difference and charges in
potential energy of a capacitor where either the geometry is 2.69 0.79 Confident
charged (or otherwise).
d. Calculate the current and voltage through and across circuit
2.65 0.90 Confident
elements using Kirchhoff’s loop and junction rule.
e. Determine the polarity of a bon based on the electronegativity of
2.64 0.83 Confident
the atoms forming the bond.
f. Interpret displacement and velocity, respectively, as areas under
2.61 0.67 Confident
velocity vs. time and acceleration vs. time curves.
g. Solve problems involving electric charges, dipoles, forces, fields
and flux in context such as, but not limited to, system of point 2.60 0.81 Confident
charges, classical models of the atom.
h. Given the EMF source connected to a resistor, determine the
2.59 0.81 Confident
power supplied or dissipated by each element in a circuit.
i. Solve measurement problems involving conversion of units,
2.58 0.78 Confident
expression of measurement in scientific notation.
j. Solve problems involving one dimensional motion with constant
acceleration in context such as but not limited to the “tail-gating 2.56 0.79 Confident
phenomenon”.
k. Predict charge distribution and the resulting attraction or
2.54 0.76 Confident
repulsion in a system of charged insulators and conductors.
l. Calculate the equilibrium constant and the pressure or Slightly
2.48 0.69
concentration of reactants or products in an equilibrium mixture. Confident
m. Relate the gravitational potential energy of a system or object to Slightly
2.43 0.76
the configuration of the system. Confident
Slightly
n. Apply the concept of restitution coefficient in collision. 2.41 0.90
Confident
Slightly
o. Analyze the effect of fluid resistance on moving objects. 2.39 0.83
Confident
Average Weighted Mean 2.57 0.79 Confident

24
 Table 5 illustrates level of confidence to perform their acquired knowledge and

competencies in science. It shows that respondents perceived homogeneously that they

are confident to deal with science with average weighted mean of 2.57 and standard

deviation of 0.79. The mean of 2.57 is in between the interval of 2.5 to 3.49 which

means confident. The standard deviation of 0.79 reflects the pattern of scatter diagram

and it depicts an indication of the average distance from the mean. Since SD < 1, the

responses are homogeneous and the values of standard deviation obtained through

analysis shows that most observations gathered around the mean for all variables.

With a rating ranging from 2.54 to 2.73 and standard deviation ranging from 0.67

to 0.90, Table 5 specifically shows that respondents perceived homogeneously that they

are more confident to calculate the equivalent capacities of network of capacitors

connected in parallel/series, explain the second law of thermodynamics, predict the

effect on the final potential difference and charges in potential energy of a capacitor,

calculate the current and voltage through and across circuit elements using Kirchhoff’s

loop and junction rule, determine the polarity of a bond based on the electronegativity of

the atoms forming the bond and interpret displacement and velocity. However, they are

less confident to solve problems involving electric charges, dipoles, forces, fields and

flux, determine the power supplied or dissipated by each element in a circuit, solve

measurement problems involving conversion of units, expression of measurement in

scientific notation, solve problems involving one dimensional motion with constant

acceleration and predict charge distribution and the resulting attraction or repulsion in a

system of charged insulators and conductors. The computed mean of 2.54 to 2.73 is in

25
between the interval of 2.50-3.49 which means confident. The SD of 0.67 to 0.90 is less

than one (1) which means homogeneous and most observations clustered around the

computed mean.

However, with lower rating ranging from 2.39 to 2.48 and standard deviation

ranging from 0.69 to 0.90, Table 5 specifically shows that respondents perceived that

they are slightly confident to calculate the equilibrium constant and the pressure or

concentration of reactants or products in an equilibrium mixture, relate the gravitational

potential energy of a system or object to the configuration of the system, apply the

concept of restitution coefficient in collision and analyze the effect of fluid resistance on

moving objects. The computed mean of 2.28 to 2.40 is in between the interval of 1.50-

2.49 which means slightly confident. The SD of 0.69 to 0.90 is less than one (1) which

means homogeneous and most observations clustered around the computed mean.

26
 2.3 Mathematics Competencies

Table 6

Respondents’ Level of Confidence to Perform their Acquired Knowledge and

Competencies in Mathematics

Indicators of Competencies in Mathematics Rating SD Remark

a. Demonstrate understanding of key concepts of stocks and
2.75 0.70 Confident
bonds.
b. Demonstrate understanding of key concepts of business and
2.74 0.81 Confident
consumer loans.
c. Demonstrate understanding of key concepts of random
2.71 0.75 Confident
variables and probability distribution.
d. Demonstrate understanding of key concepts on senior high
2.70 0.89 Confident
school mathematics
e. Demonstrate an understanding of the basic concepts of limit
2.66 0.76 Confident
and continuity of a function.
f. Demonstrate understanding of key concepts tests of
hypothesis on the population mean and population 2.66 0.76 Confident
proportion.
g. Demonstrate an understanding of key concepts of conic
sections (circle, parabola, ellipse and hyperbola) and 2.64 0.70 Confident
systems of non-linear equations.
h. Demonstrate understanding of key concepts of correlation
2.63 0.83 Confident
and regression analyses.
i. Demonstrate the key concepts of circular functions,
trigonometric identities, inverse trigonometric functions, 2.63 0.77 Confident
and polar coordinate system.
j. Solve the basic concepts of integration/antiderivatives. 2.59 0.69 Confident
k. Demonstrate understanding of key concepts of inverse
2.59 0.71 Confident
functions, exponential functions and logarithmic functions.
l. Demonstrate understanding of key concepts of
2.59 0.69 Confident
propositional logic, syllogisms and fallacies.
m. Demonstrate understanding of key concepts of sampling
2.58 0.67 Confident
and sampling distributions of the sample mean.
n. Demonstrate understanding of key concepts of simple and
2.56 0.87 Confident
compound interest, and simple and general annuities.
o. Demonstrate understanding of key concepts rational
2.54 0.75 Confident
functions.
Average Weighted Mean 2.64 0.76 Confident

27
 Table 6 illustrates level of confidence to perform their acquired knowledge and

competencies in mathematics. It shows that respondents perceived homogeneously

that they are confident to deal with mathematics with average weighted mean of 2.64

and standard deviation of 0.76. The mean of 2.64 is in between the interval of 2.5 to

3.49 which means confident. The standard deviation of 0.76 reflects the pattern of

scatter diagram and it depicts an indication of the average distance from the mean.

Since SD < 1, the responses are homogeneous and the values of standard deviation

obtained through analysis shows that most observations gathered around the mean for

all variables.

With a rating ranging from 2.54 to 2.75 and standard deviation ranging from 0.67

to 0.89, Table 5 specifically shows that respondents perceived homogeneously that they

are more confident to demonstrate understanding of key concepts of stocks and bonds,

business and consumer loans, random variables and probability distribution. However,

with somewhat lower perception, the respondents are confident to demonstrate an

understanding of the basic concepts of limit and continuity of a function, tests of

hypothesis on the population mean and population proportion, conic sections (circle,

parabola, ellipse and hyperbola) and systems of non-linear equations, correlation and

regression analyses and circular functions, trigonometric identities, inverse trigonometric

functions, and polar coordinate system but less confident to solve the basic concepts of

integration/anti-derivatives, demonstrate understanding of key concepts of inverse

functions, exponential functions and logarithmic functions, propositional logic,

syllogisms and fallacies, sampling and sampling distributions of the sample mean, simple

28
and compound interest, and simple and general annuities and rational functions. The

computed mean of 2.54 to 2.75 is in between the interval of 2.50-3.49 which means

confident. The standard deviation of 0.67 to 0.89 reflects the pattern of scatter diagram

and it depicts an indication of the average distance from the mean. Since SD < 1, the

responses are homogeneous and the values of standard deviation obtained through

analysis shows that most observations gathered around the mean for all variables.

29
 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary of findings as posited in the Statement of the

Problem in Chapter 1, Conclusions drawn, and Recommendations made.

Summary of Findings

The salient findings in the study include the following:

3. For Respondents’ Profile

The participants of this study consists of 64 (or 80%) male and 16 (or 20%)

female respondents. Majority of them are 18 years of age. They came from public and

private high school and have the same frequency of 40 (or 50% each).

4. For Respondents’ Level of Confidence to Perform their Acquired Knowledge and

Competencies

2.1 English Competencies.

2.1.1 Speaking

In general, respondents are confident to speak in English language with average

weighted mean of 2.66 and standard deviation of 0.78. Specifically, they are confident

to speak fluently with only rare repetition or self-correction, use a full range of

pronunciation features with precision and subtlety and use vocabulary with full flexibility

and precision in all or most of the topics. However, they are slightly confident to use a

full range of grammar structures naturally and appropriately.

 2.1.2 Writing

In general, respondents are confident to write in English language with average

weighted mean of 2.69 and standard deviation of 0.83.

Specifically, they are confident to use a wide range of vocabulary with natural

and sophisticated control of lexical features, clearly present a fully developed response

or stand with relevant, fully extended and well supported ideas and use a wide range of

vocabulary with full flexibility and accuracy. However, they are slightly confident to have

no noticeable problems with cohesion.

2.1.3 Listening

In general, respondents are confident to listen in English language with average

weighted mean of 2.79 and standard deviation of 0.80. Specifically, they are more

confident to give feedback, responses, or criticism but less confident to comprehend

spoken instruction and visualize information based on other’s retelling of story or news.

2.1.4 Reading

In general, respondents are confident to read English language with average

weighted mean of 2.83 and standard deviation of 0.82. Specifically, they are more

confident to identify main points and arguments. However, they are less confident to

identify similarities and differences between texts, understand the new, theoretical, or

detailed information and scan and skim the text for particular information.

31
 2.2 Science Competencies

In general, respondents are confident that they are competent to deal with

science with average weighted mean of 2.57 and standard deviation of 0.79.

Specifically, they are more confident to calculate the equivalent capacities of network of

capacitors connected in parallel/series, explain the second law of thermodynamics,

predict the effect on the final potential difference and charges in potential energy of a

capacitor, calculate the current and voltage through and across circuit elements using

Kirchhoff’s loop and junction rule, determine the polarity of a bon based on the

electronegativity of the atoms forming the bond and interpret displacement and velocity.

However, they are less confident to solve problems involving electric charges, dipoles,

forces, fields and flux, determine the power supplied or dissipated by each element in a

circuit, solve measurement problems involving conversion of units, expression of

measurement in scientific notation, solve problems involving one dimensional motion

with constant acceleration and predict charge distribution and the resulting attraction or

repulsion in a system of charged insulators and conductors. However, they are slightly

confident to calculate the equilibrium constant and the pressure or concentration of

reactants or products in an equilibrium mixture, relate the gravitational potential energy

of a system or object to the configuration of the system, apply the concept of restitution

coefficient in collision and analyze the effect of fluid resistance on moving objects.

32
 2.3 Mathematics Competencies

In general, respondents are confident that they are competent to deal with

mathematics with average weighted mean of 2.64 and standard deviation of 0.76.

Specifically, they are more confident to demonstrate understanding of key concepts of

stocks and bonds, business and consumer loans, random variables and probability

distribution. However, with somewhat lower perception, the respondents are confident

to demonstrate an understanding of the basic concepts of limit and continuity of a

function, tests of hypothesis on the population mean and population proportion, conic

sections (circle, parabola, ellipse and hyperbola) and systems of non-linear equations,

correlation and regression analyses and circular functions, trigonometric identities,

inverse trigonometric functions, and polar coordinate system but less confident to solve

the basic concepts of integration/antiderivatives, demonstrate understanding of key

concepts of inverse functions, exponential functions and logarithmic functions,

propositional logic, syllogisms and fallacies, sampling and sampling distributions of the

sample mean, simple and compound interest, and simple and general annuities and

rational functions.

33
Conclusions

Based on the foregoing summary of findings, the following conclusions are drawn:

1. Respondents in general are confident to speak in English language. Specifically, they

are confident to speak fluently with only rare repetition or self-correction, use a full

range of pronunciation features with precision and subtlety and use vocabulary with

full flexibility and precision in all or most of the topics. However, they are slightly

confident to use a full range of grammar structures naturally and appropriately.

2. Respondents in general are confident to write in English language. Specifically, they

are confident to use a wide range of vocabulary with natural and sophisticated

control of lexical features, clearly present a fully developed response or stand with

relevant, fully extended and well supported ideas and use a wide range of vocabulary

with full flexibility and accuracy. However, they are slightly confident to have no

noticeable problems with cohesion.

3. Respondents in general are confident to listen in English. Specifically, they are more

confident to give feedback, responses, or criticism but less confident to comprehend

spoken instruction and visualize information based on other’s retelling of story or

news.

4. Respondents in general are confident to read English language. Specifically, they are

more confident to identify main points and arguments. However, they are less

confident to identify similarities and differences between texts, understand the new,

theoretical, or detailed information and scan and skim the text for particular

information.

34
5. Respondents in general are confident to deal with science. Specifically, they are

more confident to calculate the equivalent capacities of network of capacitors

connected in parallel/series, explain the second law of thermodynamics, predict the

effect on the final potential difference and charges in potential energy of a capacitor,

calculate the current and voltage through and across circuit elements using

Kirchhoff’s loop and junction rule, determine the polarity of a bon based on the

electronegativity of the atoms forming the bond and interpret displacement and

velocity. However, they are less confident to solve problems involving electric

charges, dipoles, forces, fields and flux, determine the power supplied or dissipated

by each element in a circuit, solve measurement problems involving conversion of

units, expression of measurement in scientific notation, solve problems involving one

dimensional motion with constant acceleration and predict charge distribution and

the resulting attraction or repulsion in a system of charged insulators and

conductors. However, they are slightly confident to calculate the equilibrium

constant and the pressure or concentration of reactants or products in an equilibrium

mixture, relate the gravitational potential energy of a system or object to the

configuration of the system, apply the concept of restitution coefficient in collision

and analyze the effect of fluid resistance on moving objects.

6. Respondents in general are confident to deal with mathematics. Specifically, they

are more confident to demonstrate understanding of key concepts of stocks and

bonds, business and consumer loans, random variables and probability distribution.

However, with somewhat lower perception, the respondents are confident to

35
 demonstrate an understanding of the basic concepts of limit and continuity of a

function, tests of hypothesis on the population mean and population proportion,

conic sections (circle, parabola, ellipse and hyperbola) and systems of non-linear

equations, correlation and regression analyses and circular functions, trigonometric

identities, inverse trigonometric functions, and polar coordinate system but less

confident to solve the basic concepts of integration/antiderivatives, demonstrate

understanding of key concepts of inverse functions, exponential functions and

logarithmic functions, propositional logic, syllogisms and fallacies, sampling and

sampling distributions of the sample mean, simple and compound interest, and

simple and general annuities and rational functions.

Recommendations

Based on the summary of findings and conclusions drawn, the following are the

recommendations:

1. Since findings reveal that respondents in general are confident to speak in English

language but specifically, they are slightly confident to use a full range of grammar

structures naturally and appropriately, the researchers recommend that:

a. English teachers should re-teach about basic grammar structures.

b. Students should study again and understand the basic grammar

structures.

c. Parents should help and support their child in studying the basic grammar

structures.

36
2. Since findings reveal that respondents in general are confident to write in English

language but specifically, they are slightly confident to have no noticeable problems

with cohesion, the researchers recommend that:

a. English teachers should evaluate and re-think of strategies to use in

analyzing noticeable problems with cohesion.

b. Students should study and assess themselves in problems with cohesion.

c. Parents should help and support their children when assessing in

problems with cohesion.

3. Since findings reveal that respondents in general are confident to listen in English

but specifically, they are less confident to comprehend spoken instruction and

visualize information based on other’s retelling of story or news, the researchers

recommend that:

a. English teachers should re-think of possible instructional instruments that

will cope with the students.

b. Parents should exercise their children with different possible instructional

instruments that will help them cope with the said difficulty.

4. Since findings reveal that respondents in general are confident to read English

language but specifically, they are less confident to identify similarities and

differences between texts, understand the new, theoretical, or detailed information

and scan and skim the text for particular information, the researchers recommend

that:

37
 a. English teachers should learn new strategies on how students will easily

identify similarities and differences between texts.

b. Students should assess on what strategies they can use for identifying

similarities and differences between texts.

c. Parents should support their children and help them to think on what

strategies best fit for them.

5. Since findings reveal that respondents in general are confident to deal with science

but specifically, they are slightly confident to calculate the equilibrium constant and

the pressure or concentration of reactants or products in an equilibrium mixture,

relate the gravitational potential energy of a system or object to the configuration of

the system, apply the concept of restitution coefficient in collision and analyze the

effect of fluid resistance on moving objects, the researchers recommend that:

a. Science teachers should re-teach each equilibria state and evaluate each

student after the session.

b. Students should study and analyze the different sections of equlibria

state.

c. Parents should support and teach them also different techniques on how

to easily cope with the lessons to take.

6. Since findings reveal that respondents in general are confident to deal with

mathematics but specifically, they are less confident to solve the basic concepts of

integration/antiderivatives, demonstrate understanding of key concepts of inverse

functions, exponential functions and logarithmic functions, propositional logic,

38
 syllogisms and fallacies, sampling and sampling distributions of the sample mean,

simple and compound interest, and simple and general annuities and rational

functions, the researchers recommend that:

a. Mathematics teachers should think best teaching strategies that will fit to

the students mental capacity in order to cope with the topics easily.

b. Students should deeply analyze the different topics and exercise it with

different acitivities.

c. Parents should give their utmost care and support for their children when

studying their lessons.

7. Future Researchers should deeply analyze and assess on different aspects when it

comes to the competencies of senior high school students. The external and internal

factors that may affect during the process of making the research project.

39
CURRICULUM
VITAE
GARCIA, KATE FRANCES C.
Flycatcher St. East 1 Camella Springville, Bacoor City, Cavite
09066701336
garcia.katefrances25@gmail.com

PERSONAL DATA

Date of Birth: August 25,1999

Place of Birth: Las Piñas City

Age: 19 years old

Civil Status: Single

Citizenship: Filipino

Father’s Name: Manuel Sapiandante II Garcia

Occupation: Waiter

Mother’s Name: Alma Carandang Garcia

Occupation: Line Cook

EDUCATION

Senior High School Philippine Merchant Marine School

San Antonio Valley Road,Talon 1, Las Piñas City
2017-2019

Junior High School Bacoor National High School- Villa Maria Annex
Villa Maria Subd. Molino II Bacoor City, Cavite
2013-2017

Elementary Cavite Sto Niño School

Agoho St. Phase II Central, Camella Springville
2006-2012
LESIGUES, ALDRIN S.
Sebastian 115, Maricielo Villas, Pulang Lupa, Las Piñas City
09655799937
aldrinlesigues8@gmail.com

PERSONAL DATA

Date of Birth: July 28, 1999

Place of Birth: Las Piñas City

Age: 19 years old

Civil Status: Single

Citizenship: Filipino

Father’s Name: Aldin Elbore Lesigues

Occupation: Mechanic

Mother’s Name: Irene Costelo Lesigues

Occupation: Housewife

EDUCATION

Senior High School Philippine Merchant Marine School

San Antonio Valley Road, Talon 1, Las Piñas City
2017-2019

Junior High School Gen. Emilio Aguinaldo National High School

Palico IV-A, Imus City, Cavite
2013-2017

Elementary Sta. Cruz Elementary School

Brgy. Sta. Cruz San Miguel, Leyte
2006-2012
GRIMALDO, JOHN WARREN N.
321 F Maliksi II, Bacoor City, Cavite City
09771534427
johnwarrengrimaldo@gmail.com

PERSONAL DATA

Date of Birth: October 20, 2000

Place of Birth: Cavite

Age: 18 years old

Civil Status: Single

Citizenship: Filipino

Father’s Name: Walter Grimaldo

Occupation: Chef

Mother’s Name: Nora Grimaldo

Occupation: House Wife

EDUCATION

Senior High School Philippine Merchant Marine School

San Antonio Valley Road,Talon 1, Las Piñas City
2017-2019

Junior High School Rochepol Jane Academy

Maliksi III, Habay I, Bacoor City, Cavite
2013-2017

Elementary Maliksi Elementary School

Maliksi, Bacoor City, Cavite
2007-2013
DELGADO, MARK A.
Mabolo St. Casimiro Village, Phase III, Las Piñas City
09296930175
markloren37@gmail.com

PERSONAL DATA

Date of Birth: May 19,2000

Place of Birth: Las Piñas City

Age: 18 years old

Civil Status: Single

Citizenship: Filipino

Father’s Name: Mario Delgado

Occupation: OFW

Mother’s Name: Merlita Delgado

Occupation: House Wife

EDUCATION

Senior High School Philippine Merchant Marine School

San Antonio Valley Road,Talon 1, Las Piñas City
2017-2019

Junior High School Las Piñas National High School

Talon III, Las Piñas City
2013-2017

Elementary Pilar Village Elementary School

Pilar Village, Las Piñas City
2007-2013
MISAGAL, LEWIN JR, M.
245 Molino Blvd. Bayanan, Molino I, Bacoor City, Cavite
09064957740
misagallewinjr@yahoo.com

PERSONAL DATA

Date of Birth: September 28,1999

Place of Birth: Cavite

Age: 19 years old

Civil Status: Single

Citizenship: Filipino

Father’s Name: Lewin Misagal Sr.

Occupation: Aluminum and Glass Installer

Mother’s Name: Mary Jane Medina Misagal

Occupation: House Wife

EDUCATION

Senior High School Philippine Merchant Marine School

San Antonio Valley Road,Talon 1, Las Piñas City
2017-2019

Junior High School Bacoor National High School- Molino Main

Molino I, Bacoor City, Cavite
2013-2017

Elementary Bayanan Elementary School

409 Molino Rd. Bacoor City, Cavite
2007-2013
REY, RYAN JAMES Q.
Blk 1D L5 Phase III, Camia St. Citihomes, Bacoor City,Cavite
09053331761
Ryanjamesrey@gmail.com

PERSONAL DATA

Date of Birth: December 7,2000

Place of Birth: Mogpog,Marinduque

Age: 18 years old

Civil Status: Single

Citizenship: Filipino

Father’s Name: Ruel M. Rey

Occupation: Seaman

Mother’s Name: Elizabeth Q. Rey

Occupation: House Wife

EDUCATION

Senior High School Philippine Merchant Marine School

San Antonio Valley Road,Talon 1, Las Piñas City
2017-2019

Junior High School University of Perpetual Help-Molino Campus

Molino III, Bacoor City, Cavite
2013-2017

Elementary St. John Fisher School

West II, Camella Springville
2007-2013
ARCIBAL,JULIUS IVAN C.
23 Magiliw St. Brgy. Bukal, Cavinti, Laguna
09308333219
juliusivanarcibal@gmail.com

PERSONAL DATA

Date of Birth: July 20,2000

Place of Birth: Sta. Cruz, Laguna

Age: 18 years old

Civil Status: Single

Citizenship: Filipino

Father’s Name: Julio Arcibal

Occupation: Security OIC

Mother’s Name: Minerva Arcibal

Occupation: House Wife

EDUCATION

Senior High School Philippine Merchant Marine School

San Antonio Valley Road,Talon 1, Las Piñas City
2017-2019

Junior High School Bukal National High School

Brgy. Bukal, Cavinti, Laguna
2013-2017

Elementary Bukal Elementary School

Brgy. Bukal, Cavinti, Laguna
2006-2012
SOLIS, GRANT DANIEL E.
Caluya St. Greatwoods Subd. Molino V, Bacoor City,Cavite
09069780040
gsolis1619@gmail.com

PERSONAL DATA

Date of Birth: December 16,1999

Place of Birth: Sampaloc,Manila

Age: 19 years old

Civil Status: Single

Citizenship: Filipino

Father’s Name: Nathaniel Solis

Occupation: Seaman

Mother’s Name: Glenda Solis (Deceased)

Occupation: None

EDUCATION

Senior High School Philippine Merchant Marine School

San Antonio Valley Road,Talon 1, Las Piñas City
2017-2019

Junior High School Statefields School INC.

Molino III Bacoor City, Cavite
2013-2017

Elementary Camiling Central Elementary School

Camiling,Tarlac
2007-2013
PAGKALINAWAN, MARIO JR. S.
NPB, Bukangliwayway Reservation, Poblacion Muntinlupa City
09555582393
Maryowbaliw41@gmail.com

PERSONAL DATA

Date of Birth: September 20,1999

Place of Birth: Manila

Age: 19 years old

Civil Status: Single

Citizenship: Filipino

Father’s Name: Mario Pagkalinawan Sr.

Occupation: Family Driver

Mother’s Name: Salome Pagkalinawan

Occupation: Property Agent

EDUCATION

Senior High School Philippine Merchant Marine School

San Antonio Valley Road,Talon 1, Las Piñas City
2017-2019

Junior High School Muntinlupa National High School

University Rd, Poblacion, Muntinlupa, 1776 Metro Manila
2013-2017

Elementary Itaas Elementary School- Main

88 Bilibid Rd, Poblacion, Muntinlupa, Metro Manila
2007-2013
APPENDICES
 APPENDIX A
LETTER OF REQUEST TO CONDUCT STUDY

Philippine Merchant Marine School

San Antonio Valley Road,Talon 1, Las Piñas City

December 18,2018
Dr. Magdalena T. Corre
Dean of Studies
Philippine Merchant Marine School

Madam:

We, the members of Group 3 in Grade 12 STEM A3 are in the process of writing a
research paper entitled “THE COMPETENCIES OF STEM STUDENTS OF PMMS-SHS: BASIS
FOR PLANNING AND PREPARATION FOR TERTIARY EDUCATION” in the partial fulfillment
of the course requirement in our Researh subject for the Second Semester of School
Year 2018-2019.

In connection with this, may we request the permission from your good office to
allow us to conduct a study here at Philippine Merchant Marine School and gather data
from selected Grade 12 STEM students using the questionnaire developed by the
Research Department.

Your approval will be highly appreciated.

Respectfully Yours,
Garcia, Kate Frances C.
Leader, Group 3: 12 Stem A3

Noted By: Approved By:

___________________________ __________________________
Ms. Marie Jeanne Krisha Bayanay Dr. Magdalena T. Corre
Research Adviser Dean of Studies
 APPENDIX B
LETTER TO THE RESPONDENTS

Philippine Merchant Marine School

San Antonio Valley Road,Talon 1, Las Piñas City

12th OF DECEMBER, 2018

Dear Sir/Madam:

The undersigned researchers is presently doing a descriptive research entitled,

“THE COMPETENCIES OF STEM STUDENTS OF PMMS-SHS: BASIS FOR PLANNING AND
PREPARATION FOR TERTIARY EDUCATION” as partial requirement for Research 2.
Attached to this is a survey questionnaire which designed to gather data on “THE
COMPETENCIES OF PMMS-SHS STEM STUDENTS: BASIS FOR PLANNING AND
PREPARATION FOR TERTIARY EDUCATION” in terms of:

a) Respondents Profile
b) Respondents level of confidence to perform their acquired knowledge and
competencies

In view above, you are requested to give your honest and best answer to the
terms listed.

Your efforts in accomplishing the questionnaire will be highly appreciated.

Findings revealed by this study shall be treated professionally and will be kept with
the highest degree of confidentiality.

Thank you for your cooperation and assistance.

FOR PMMS-LPC 12 STEM A3 GROUP 3

NOTED BY:
KATE GARCIA
Team Leader MARIE JEANNE KRISHA BAYANAY, LPT.
Research Project Teacher/Adviser

APPROVED BY:
MRS. SEBASTIANA TUPAZ
DR. MAGDALENA CORRE Head, Senior High School Department
Dean of Studies PMMS-LPC
PMMS-LPC
 APPENDIX C
RESEARCH INSTRUMENT

Philippine Merchant Marine School

San Antonio Valley Road,Talon 1, Las Piñas City

SECTION I: RESPONDENT’S PROFILE

Direction: Please fill in the information requested for by writing your

responses on the blanks provided for each item or putting
“CHECK” ( / ) in the appropriate box.
A. NAME (OPTIONAL): ______________________________________________
B. AGE: __________________________________________________________
C. SEX:
1. Male
2. Female
D. Type of school where Junior High school was completed:
1. Public
2. Private

SECTION II: Respondents’ level of confidence to perform

their acquired knowledge and competencies.

DIRECTION: Rate your level of competencies and confidence to perform your acquired
knowledge and competencies as your preparation for entering tertiary level by checking
the number that best corresponds to your perception to the following scale:

4 - Very confident
3 - Confident
2 - Slightly confident
1 - Not confident at all

RATING
ENGLISH COMPETENCIES
1 2 3 4
1 Speaks fluently with only rare repetition or self-correction
2
Uses a full range of pronunciation features with precision and
subtlety
SPEAKING

3
Uses a full range of grammar structures naturally and
appropriately
4
Uses vocabulary with full flexibility and precision in all or most
of the topics
 5
Uses a wide range of vocabulary with full flexibility and
accuracy
WRITING 6
Uses a wide range of vocabulary with very natural and
sophisticated control of lexical features
7
Clearly presents a fully developed response or stand with
relevant, fully extended and well supported ideas
8 No noticeable problems with cohesion
9
Able to comprehend spoken instructions
10
LISTENING

Able to visualize information based on other's re-telling of

story or news
11

Able to give feedback, responses, or criticism after a listening

session
12
Able to scan and skim the text for particular information
13
READING

Understanding new, theoretical, or detailed information

14
Identifying main points and arguments
15
Identifying similarities and differences between texts

RATING
SCIENCE COMPETENCIES
1 2 3 4
16
Solve measurement problems involving conversion of units,
expression of measurements in scientific notation
17
Interpret displacement and velocity, respectively, as areas
under velocity vs. time and acceleration vs. time curves
18
Solve problems involving one dimensional motion with
constant acceleration in contexts such as but not limited to the
"tail-gating phenomenon"
19 Analyze the effect of fluid resistance on moving object
20
Relate the gravitational potential energy of a system or object
to the configuration of the system
21 Apply the concept of restitution coefficient in collisions
22
Predict charge distributions and the resulting attraction or
repulsion in a system of charged insulators and conductors
23
Solve problems involving electric charges, dipoles, forces.
Fields and flux in context such as, but not limited to, systems
of point charges, classical models of the atom
24
Calculate the equivalent capacities of network of capacitors
connected in parallel/series.
25
Predict the effects on the final potential difference and charge
in potential energy of a capacitor where either the geometry is
charged (or otherwise)
26
Given an EMF source connected to a resistor, determine the
power supplied or dissipated by each element in a circuit
27
Calculate the current and voltage through and across circuit
elements using Kirchhoff’s loop and junction rule
28
Determine the polarity of a bond based on the
electronegativity of the atoms forming the bond
29
Explain the second law of Thermodynamics and its significance
30
Calculate the equilibrium constant and the pressure or
concentration of reactants or products in an equilibrium
mixture

RATING
MATHEMATICS COMPETENCIES
1 2 3 4
31
Demonstrate an understanding of key concepts of conic
sections (circle, parabola, ellipse and hyperbola) and systems
of non-linear equations.
32
Demonstrate key concepts off circular functions, trigonometric
identities, inverse trigonometric functions, and polar
coordinate system.
33 Demonstrate an understanding of the basic concepts of limit
and continuity of a function.
34 Solve basic concepts on integration/anti-derivatives.
35 Demonstrate understanding of key concepts rational functions.
36 Demonstrate understanding of key concepts of inverse
functions, exponential functions and logarithmic functions.
37 Demonstrate understanding of key concepts of simple and
compound interests, and simple and general annuities.
38 Demonstrate understanding of key concepts of stocks and
bonds.
39 Demonstrate understanding of key concepts of business and
consumer loans.
40 Demonstrate understanding of key concepts of random
variables and probability distribution.
41 Demonstrate understanding of key concepts of propositional
logic; syllogisms and fallacies.
42 Demonstrate understanding of key concepts of sampling and
sampling distributions of the sample mean.
43
Demonstrate understanding of key concepts of tests of
hypothesis on the population mean and population
proportion.
44 Demonstrate understanding of key concepts of correlation and
regression analyses.
45 Demonstrate understanding of key concepts on senior high
school mathematics.
BIBLIOGRAPHY
Official Gazette (2012), Senior High School: The Specialized Upper Secondary Education.
From: www.officialgazette.gov.ph

McQuerry (2006), Earning Potencial Influences in Chosen Career Path.

From: https://journals.sagepub.com

Cruz (2010), K-12 Education System: Kindergarten to Grade 12.

From: https://www.researchgate.net

Dr. Sinnema C. (2010), K-12 Basic Education Curriculum Implementation.

From: https://unidirectory.auckland.ac.nz.net

Olatunde, A.T. (2015), The choices of Career starts from Primary to Secondary School.
From: https://www.researchgate.netpublication
 ABSTRACT

This study focus on the Competencies of STEM students of PMMS-SHS: Basis

for Planning and Preparation for Tertiary Education. Senior High School students are the

group of people that have different skills based on strengths and capabilities like

speaking with great confidence, wide range of vocabulary skills, Being able to

comprehend with instructions easily, Identifying main points and arguments thus, also

science competencies and mathematical competencies also includes. The respondents

came from different sections of Grade 12 STEM strand. The researchers aimed to: (1.)

What is the demographic profile of respondents as to a. name, b. age, c. gender, d. type

of school where junior high school program completed, and (2.) What is the

respondents level of confidence to perform their acquired knowledge and

competencies. The researchers made used of Quantitative Design; Quantitative data

analysis using Percentage Analysis, Mean, Mode, Standard Deviation and Frequency

Distribution. Also with the help of IBM Statistical Package for Social Sciences (SPSS)

software in analyzing and interpreting the tabulated data.

Based from the foregoing summary of findings, The researchers conclude that

the competencies in English, Science, and Mathematics of STEM students of PMMS-SHS

is found to be confident enough to be the basis for planning and preparation for tertiary

education however, there are some that is slightly confident in some topics that will also

be connected with the competencies in each subject.