Chapter I :

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Our government and the Department of Education Secretary are trying to connect education

from pre-school through post-secondary because of the stiff economic competition and worried

about the skills of the future work forces, so that more students are prepared for further study and

work.

In October 5, 2010, the recent program on Philippine Education as part of our Ex-President

Benigno “Noynoy” Aquino III’s Educational Reform Program was the instituting of the K-12

Education Plan.

What is K to12 program? What is senior high school? Will SHS mean two more years of High

school? Will the additional two years of high school means additional expenses? Will SHS ensure

employment for me?

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. While senior high school includes Grades 11 and 12. In SHS, students will go

through a core curriculum and subjects under a track of their choice. Those two additional years will

page 1
equip learners with skills that will better prepare them for the future, whether it be: employment,

entrepreneurship, skills development (further tech- voc. training), higher education (college).

The additional two years doesn’t really means additional expenses. Senior high school

“completes” basic education by making sure that the high school graduate is equipped for work,

entrepreneurship, or higher education. This is a step up from the 10 year cycle where high school

graduates still need further education (and expenses) to be ready for the work. SHS will be offered

free in public schools and there will be a voucher program in place for junior high school

completers. At the same time, SHS cannot guarantee employment; but it creates the following

opportunities: Standard requirements will be applied to make sure graduates know enough to be

hirable.

This study will help the Grade 10 students to understand and also to be prepared for the

Senior High School.

BACKGROUND OF THE STUDY

We chose the study of senior high school because we wanted to know the perceptions of the

grade 10 students about this issue, and also to know if they are already prepared for this additional

two years course in secondary schooling.

page 2
THEORETICAL FRAMEWORK

THEORY OF KNOWLEDGE CLASSES

The theory of knowledge classes by Alden B. Dow (2010) with collaboration of Midland

Public Schools’ International Baccalaureate Program to develop lessons to be thought onsite at The

Home and Studio.

Mr. Dow said that the program focused on supplementing and enriching the students’ study

of the ways knowing and areas of knowledge in a unique, stimulating environment. The lessons are

designed to define and exemplify the IB Learner Profile Traits through a series of interactive, hands-

on experiences in different areas throughout the Home and Studio. The IB Learner Profile Traits are:

Knowledgeable, Risk-Take, Caring, Open- Minded, Balanced, Inquirer, Principled, reflective,

communicator, and thinker.

Both Dow High School and Midland High Schools eagerly visit the Home and Studio once a

week throughout their semesters, often citing their visits as the highlight of their week.

CONCEPTUAL FRAMEWORK

The focused of this study was undertaken by the following conceptual framework which has

a three part process: the input, process and output.

page 3
 INPUT- These are the PROCESS- this OUTPUT- this study
includes the students’ identified the students’
Department of
sources of information reaction of K – 12
Education Orders, about K – 12 program, implementation and
Legal Basis, Related students’ reaction the problems
about the encountered in
Literatures and
implementation of the implementing this
Theories. program. How do the program which can be
students perceived the used to improve for
K – 12 program in the better
terms of personal and implementation of the
students welfare, and K – 12 program.
the parent’s perceived
problem regarding the
implementation of the
program.

STATEMENT OF THE PROBLEM

This study aimed to determined the reaction of the Grade-10 students of Sampaguita Village

National High School if they are ready for the upcoming Senior High School

Specifically, the study sought answers to the following questions;

page 4
 1. What is the profile of respondents in terms of;

*Age

*Gender

2. What is the respondents’ insight about the importance of Senior High School?

3. What is the respondents’ condition in terms of financial about Senior High School?

4. Are the respondents already prepared plans for Senior High School?

HYPOTHESIS

The statement below shows the researchers hypothesis about this study.

• Some of the Grade-10 students in this S.Y. 2016-2017 are not yet ready in taking their

Senior High School

• Some of the Grade-10 students in this S.Y. 2016-2017 are ready in taking their Senior

High School

SCOPE AND LIMITATION

This study is for the Grade-10 students of Sampaguita Village National High Schoo,l located

at San Pedro City, Laguna, presented the issue of their readiness for the upcoming Senior High

School

page 5
SIGNIFICANCE OF THE STUDY

We, the researchers, come up to this study to help in determining the preparedness of the

Grade-10 students from Sampaguita Village National High School for the Senior High School.

School Administrators

Researchers made this study to help the School Administrators in implicating programs to widen the

knowledge of their students about SHS.

Teachers

This study is made to enable them in teaching their students more about Senior High School.

Parents

The result of this study help the parents to be more concerned about their child’s plan for their

future.

Other Researchers

This study will serve as guidelines for the other researchers in making the same study.

page 6
DEFINITION OF TERMS

For the purpose of clarification, the important terms used in this study have been identified.

The following terms are:

 Condition. A way of living or existing.

 Department of Education. Is the executive department of the Philippine government

responsible for ensuring access to, promoting equity in, and improving the quality of basic

education.

 Grade X Students. This refers to the learners who are enrolled in tenth grade level as a tenth

level on K – 12 implemented in Sampaguita Village National High School and nationwide.

 Implementation. Realization of an application, or execution of a plan, idea, model, design,

specification, standard, algorithm, or policy.

 Insight. Ability to understand people and situation in a very clear way.

 K-12. Letter “K” refers to kindergarten and “12” refers to the additional two years in the

basic education. It is the additional years after fourth years in secondary schooling.

 RAND. The RAND Corporation is a research organization that develops solutions to public

policy challenges to help make communities throughout the world safer and more secure,

healthier and more prosperous.

 Respondents. A persons who gives a response or answer to a question that is ask especially

as part of the survey.

page 7
 SHS. ”SHS” stands for Senior High School. It is the additional two years course in

secondary schooling.

 Voucher. Written instrument that serves to confirm or witness (vouch) for some fact such as

a transaction. Commonly, a voucher is a document that shows goods have bought or services

have been rendered, authorizes payment, and indicates the ledger account(s) in which these

transactions have to be recorded.

page 8
 Chapter II :

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter is composed of related literatures and studies and related readings. The researcher has

through intensive readings of materials, both printed and download through internet which has a

great significance to problem during the course of thesis writing.

This chapter also shows and discussed the Synthesis-of-the-state-of-the-Art, gap bridged of the

study as well as Theoretical and conceptual framework.

FOREIGN LITERATURE

Zellman (2012) conducted a study about the implementation of the K-12 Education Reform

in Qatar’s Schools, this study is a reform education for a new era, because it views education as the

key to the nation’s economic and social progress. This study, one of a number of RAND studies that

trace and document the reform process in Qatar, was designed to assess progress made in the first

year of the K-12 reform’s implementation in Qatar’s schools and the perception of the parents on the

implementation of the K-12 program.

page 9
FOREIGN STUDIES

The leadership of Qatar is greatly invested in its K–12 education reform, Education for a

New Era, because it views education as the key to the nation's economic and social progress. This

study, one of a number of RAND studies that trace and document the reform process in Qatar, was

designed to assess progress made in the first years of the K–12 reform implementation in Qatar's

schools.

The study team relied on two complementary approaches — a case study analysis of

classroom- and school-level observational and interview data from 16 schools (four traditional,

Ministry of Education schools; 12 new, Independent schools), and an analysis of national survey and

student performance data — to assess the school-level implementation of key reform components

and a key interim reform output: the academic performance of students in Independent schools

compared with that of students in Ministry schools. The study's findings, based on data collected

from 2004 to 2007, indicate that in the early years: (1) The reform was working, but more progress

was needed. The new, Independent schools were more student focused than were.

Ministry schools and differed from Ministry schools in many expected ways; principals,

teachers, parents, and students, for the most part, recognized and appreciated the differences. (2)

Few changes had occurred in the Ministry schools. (3) Although reform institutions and components

were in place, a substantial number of policy changes precipitated by implementation concerns

during these early years resulted in uncertainty and concern among stakeholders, potentially limiting

the reform's future power. (4) Independent school students outperformed their Ministry peers on

page 10
new national assessments in Arabic and English. Independent school students assessed in Arabic

also outperformed Ministry students in mathematics and science. However, most students were not

yet meeting the reform's new, higher standards.

LOCAL LITERATURE

Manalo (2012) conducted a study about the Enhanced K-12 program as Perceived by the

Parents of grade six Pupils at Baao District, Baao Camarines Sur, School Year 2011-2012, this study

is related to the researchers study because this focused on the perception of parents and reactions on

K-12 implementation only differ on the respondents because this study has a wider respondents than

the researchers study.

This study has a relation to the researchers study because it also get the perception of the

parents on the K-12 implementation.

Tan (2011) conducted a study on the Most Perceived Problems on K-12 Implementation of the

Students Luzon Elementary School, Tagkawayan Quezon.

This study is related to the researchers study as it also focused on the problems perceived

about the K-12 program which affects the student’s performance and parent’s perception.

Nolledo (1992) conducted a study about the operation of our educational system revolves

around laws legislated by congress. The primary source of these laws is the 1987 constitution. A

separate Article of education is provided in the 1987 constitution. It prescribed that the state shall

page 11
assign the highest budgetary priority to education and ensures that teaching attract and retain its

rightful share of the best available talents through adequate remuneration and other means of job

satisfaction and fulfillment.

LOCAL STUDIES

In his study, Tullao (200H) indicated that there is a need to upgradehuman resources through

various forms of investment in human capital in order to reap the benefits of an expanded global

trade in services. This upgrading process is intended not only to protect Filipino professionals from

foreign competition but more importantly to build strong human resource infrastructure in the light

of a globalized trading environment.

Specifically, the readiness to compete internationally should be viewed in terms of the ability

of local professionals to meet the standards and human resource requirements of foreign as well as

domestic companies.

On the other hand, Magno (2013) cited that teachers are one of the key elements in any

school, and effective teaching is one of the key propellers for school improvement. This review is

concerned with how to define a teacher’s effectiveness and what makes an effective teachers. It

draws out implications for policymakers in education and improving classroom practice.

Furthermore, the study of Dejarme (2008) suggested that in order for schools and universities

to cope with new innovations, they should keep at pace with the tempo of societal

page 12
changes and technological progress. The schools of today should participate in the educational and

social revolution. Thus, the curriculum in Philippine schools today has to be geared to the rapid

societal changes and the new responsibilities for the new breed of Filipinos. The three most

important sectors of society that give direct input to the improvement of the curriculum are the

academe (institution), the government, and the industries (both public and private companies.)

page 13
 Chapter III

Research Methodology

This chapter discussed the methods and the procedures of research followed in this study, the

description of respondents, the instrumentation, the data gathering procedure and the appropriate

statistical treatment used for the generalization of the study.

RESEARCH DESIGN

The descriptive design of research was used in conducting this study since it aims to describe

the extent of the students’ readiness, along with the implementation of the K to 12 program.

Garcia (2010) cited that descriptive research aims to describe systematically, functionally,

accurately and objectively a situation, problem or phenomena.

Calmorin and Calmorin (2003) cited that descriptive research focuses at the present

condition, the purpose is to which find new truth. Descriptive research is also valuable in providing

facts on which scientific judgement may be based.

LOCALE OF THE STUDY

The study was conducted at Sampaguita Village National High School (SVNHS), a public

secondary high school located at Calendola Village, San Pedro, Laguna, Philippines. It is offering

page 14
Junior High School (Grades 7-10) at present.
Sampaguita National High School, once known as Sampaguita Village Barangay High

School, was founded in 1977 through the Barrio High School Charter. It was created through the

efforts of the officers of the homeowners association of Sampaguita Village through its president

Feliciano Leyson. On its first year of operation, the school started with two first year and one second

year classes with only four teachers. Classes, then, were held inside the compound of Sampaguita

Village Elementary School under the supervision of the elementary principal. In 1979, a portion of

the open space in Calendola Village was resolved for the perpetual use of the Sampaguita Village

Barangay High School through a Municipal Resolution. In that same year, the school’s first owned

3-classroom building was constructed and some of the classes were transferred in Calendola Village.

After the construction of the second 3-classroom building in 1981 all classes from first to

fourth year were held in the new school site in Calendola Village and in 1986 the school got its

government recognition.

In 1987 all barangay high schools were nationalized and with it the school’s supervision was

turned-over from the elementary principal to the newly designated Teacher-in-Charge. Consuelo L.

Escudero, a math teacher, was designated Teacher-in-Charge in 1988 and became the first principal

in 1995 to date.

The independence of the newly nationalized high school from the supervision of the

elementary principal gave way to the gradual improvement and development of Sampaguita

National High School’s physical facilities. From then on enrolment soared. Located in a new

Page 15
barangay, the school adopted the name Sampaguita, the National Flower, and the means of

livelihood of most of the people of San Pedro. Because of the need for additional classrooms due to

increase in enrolment, in 1991, a new 2-classroom building was acquired through the concerted

efforts of the new school head, the PTA, and the Municipal Mayor, Calixto R. Cataquiz. The

building was donated by Levis Strauss, Philippines and a 10% school share of the total building cost

of Php 398,000.00 was shouldered by the school. The amount was raised from the donations of the

different stakeholders of the school with the help of Mayor Calixto R. Cataquiz. The need for more

classrooms increased because of massive increase in enrolment and more teachers were hired. From

SY 2002-2003 up to SY 2004-2005, there was an enrolment overflow and the total number of

classrooms can no longer accommodate the number of classes on a regular schedule, thus, shifting

of classes in inevitable. To date there are two shifts of classes, 20 in the morning which starts at 6:00

a.m and 200 in the afternoon which starts at 1:00 p.m.

In 2005 an extension of Sampaguita National High School was created in Adelina I Complex

Subdivision in Barangay San Antonio to accommodate students from far flung areas of San Pedro.

The creation of the school’s extension was made possible through the initiative of Arturo L.

Hatulan, the barangay captain of Barangay San Antonio with the support of the then municipal

mayor Felicisimo A. Vierneza and Petronila S. Ilustrisimo, the District Supervisor.

Sampaguita National High School Adelina I Complex Extension is on its fifth year of operation this

year with 1,414 students divided into 22 sections, 7 first year, 6 second year, 5 third year, and 4

fourth year. The creation of the new school in Adelina Complex made enrolment in the main

campus less crowded.

page 16
SOURCES OF DATA

The method used in this study was the quantitative research method were to emphasize

objective measurements and the statistical, mathematical, or numerical analysis of data collected

through polls, questionnaires, and surveys, or by manipulating pre-existing statistical data using

computational techniques.

In social sciences, quantitative research is widely used in psychology, economics,

demography, sociology, marketing, community health, health & human development, gender and

political science, and less frequently in anthropology and history. Research in mathematical sciences

such as physics is also 'quantitative' by definition, though this use of the term differs in context. In

the social sciences, the term relates to empirical methods, originating in both philosophical

positivism and the history of statistics, which contrast with qualitative research methods. Qualitative

research produces information only on the particular cases studied, and any more general

conclusions are only hypotheses. Quantitative methods can be used to verify which of such

hypotheses are true. A comprehensive analysis of 1274 articles published in the top two American

sociology journals between 1935 and 2005 found that roughly two thirds of these articles used

quantitative methods.

RESEARCH INTRUMENTS

The study utilized questionnaire as major instrument in order to measure the intended

information needed for our study. The researchers discussed the mechanics of the questionnaire and

page 17
lead the responded to answer the certain question. It was used as the primary data gathering

instrument, it focused on the grade 10 students’ perception and readiness for the Senior High

School.

DATA GATHERING PROCEDURE

All data pertinent to the topics of this study were gathered personally by the researcher. Secondary

data were gathered from news items, books, and from the internet, while the primary data were

gathered from the filled-up questionnaire administered to the respondents of the schools covered in

this study.

STATISTICAL TREATMENT DATA

The data were subjected to different statistical treatment namely, frequency and percentage

distribution, mean.

Frequency and Percentage Distribution

Frequency and percentage distribution was used in presenting the answers of respondents.

Formula:

frequency
N= x 100 %
totalfrequency
page 18
Weighted Mean –

It is the average of the test scores. It is also the sum of the scores divided by the number of

scores.

Formula:

x́=
∑f x
N

Where:

x́= Mean

∑ x= Sum of the score

N= Number of Scores

Likert Scale –

It is scale which is used to allow the individual to express how much they agree or disagree

with a particular statement.

Verbal Interpretation Likert Scale

Yes 2.50 - 3.00
Maybe 1.50 - 2.49
No 0.50 - 1.49

page 19
 Chapter IV:

Presentation, Analysis and Interpretation of Data

This chapter discuss the presentation, analysis and interpretation of data. The study sought to

investigate the Readiness of Grade 10 Students of Sampaguita Village National High School for

Senior High School of the respondents.

Graph1: Participants of the Study

graph1 a: G E N D E R

35
45

Female Male

graph1 b: A G E S

3
24

53 Ages 15-16
Ages 17-18
Ages 19-Above

page 20
Question #1. Do you think Senior High School is really necessary?

Table 1
Verbal Scale Frequency Percentage
Interpretatio
n

Yes 2.50 - 3.00 56 70%

Maybe 1.50 - 2.49 23 28.75%
No 0.50 - 1.49 1 1.25%

Weighted Mean:
2.68
Figure 1
1.5
28.75

70

YES MAYBE NO

The table 1 and figure 1 above shows that 56 (70%) out of 80 respondents thinks that

Senior High School is really necessary.

page 21
Question #2. Will you pursue Senior High School?

Table 2
Verbal Scale Frequency Percentage
Interpretatio
n

Yes 2.50 - 3.00 70 87.5%

Maybe 1.50 - 2.49 10 12.5%
No 0.50 - 1.49 0 0%

Weighted Mean:
2.87
Figure 2
13%

88%

YES NO MAYBE

The table 2 and figure 2 above shows that 70 (87.5%) of 80 respondents will

pursue their Senior High School.

page 22
Question #3. Have you prepared any plans for Senior High School?

Table 3
Verbal Scale Frequency Percentage
Interpretatio
n

Yes 2.50 - 3.00 51 63.75%

Maybe 1.50 - 2.49 20 25%
No 0.50 - 1.49 9 11.25%

Weighted Mean:
2.52
Figure 3

11%

25%

64%

YES MAYBE NO

The table 3 and figure 3above shows that 51 (63.75%) of the 80 respondents have

already prepared plans for Senior High School.

page 23
Question #4. Have you already decided what course/track and strand/specialization you will

take?

Table 4
Verbal Scale Frequency Percentage
Interpretatio
n

Yes 2.50 - 3.00 59 73.5%

Maybe 1.50 - 2.49 14 17.5%
No 0.50 - 1.49 10 6.25%

Weighted Mean:
2.68
Figure 4

18% 6%

76%

YES MAYBE NO

The table 4 and figure 4 above shows that 59 (73.5%) of 80 respondents have already

decided what course/track and strand/specialization they will take.

page 24
Question #5. Do you think Senior High School helps you to pursue your dreams?

Table 5
Verbal Scale Frequency Percentage
Interpretatio
n

Yes 2.50 - 3.00 60 75%

Maybe 1.50 - 2.49 18 22.5%
No 0.50 - 1.49 2 2.5%

Weighted Mean:
2.72
Figure 5

23% 3%

75%

YES MAYBE NO

The table 5 and figure 5 shows that 60 (75%) of 80 respondents thinks think Senior

High School helps them in pursuing their dreams.

page 25
Question #6. Is your family income can support your education for Senior High School?

Table 6
Verbal Scale Frequency Percentage
Interpretatio
n

Yes 2.50 - 3.00 55 68.75%

Maybe 1.50 - 2.49 24 30%
No 0.50 - 1.49 1 1.25%

Weighted Mean:
2.67
Figure 6

1%
30%

69%

YES MAYBE NO

The table 6 and figure 6 above shows that 55 (68.75%) of 80 respondents says that

their family income can support their education for Senior High School

page 26
Question #7. Will voucher program help you ease your educational finances?

Table 7
Verbal Scale Frequency Percentage
Interpretatio
n

Yes 2.50 - 3.00 63 78.75%

Maybe 1.50 - 2.49 16 20%
No 0.50 - 1.49 1 1.25%

Weighted Mean:
2.77
Figure 7

20% 1%

79%

YES MAYBE NO

The table 7 and figure 7 above shows that 63 (78.75%) of 80 respondents says

voucher program can help them to lessen their educational finances?

page 27
Question #8. . Does your skill helps you in planning for the Senior High School?

Table 8
Verbal Scale Frequency Percentage
Interpretatio
n

Yes 2.50 - 3.00 55 68.75%

Maybe 1.50 - 2.49 24 30%
No 0.50 - 1.49 1 1.25

Weighted Mean:
2.67
Figure 8

30% 1%

69%

YES MAYBE NO

The table 8 and figure 8 above shows that 55 (68.75%) of 80 respondents answered

that their skill helps them in planning for the Senior High School.

page 28
Question #9. Do your friend’s decision affects your plan in pursuing Senior High School?

Table 9
Verbal Scale Frequency Percentage
Interpretatio
n
Yes 2.50 - 3.00 12 15%

Maybe 1.50 - 2.49 30 37.5%

No 0.50 - 1.49 38 47.5%

Weighted Mean:
1.67
Figure 9

15%

48%

38%

YES MAYBE NO

The table 9 and figure 9 shows that 30 (37.5%) of 80 respondents says that

their friend’s decision affects their plan for Senior High School.

page 29
Question #10. Are you ready for Senior High School?

Table 10
Verbal Scale Frequency Percentage
Interpretatio
n

Yes 2.50 - 3.00 43 53.75%

Maybe 1.50 - 2.49 34 42.5%
No 0.50 - 1.49 6 3.75%
Weighted Mean:
2.53
Figure 10

4%

43%
54%

YES MAYBE NO

The table 10 and figure 10 shows that 43 (53.75%) of 80 respondents say that they

are ready for Senior High School.

page 30
 Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

SUMMARY OF FINDINGS

From the analysis of data, the findings were as follows:

1. Respondents' thinks that Senior High School is really necessary.

2. Respondents have already prepared plans for Senior High School.

3. Respondents’ family income can support their education for Senior High School

4. Respondents are ready for Senior High School.

CONCLUSION

After we conducted our thesis survey, we, the researchers found that most of respondents are

ready and well- prepared for the upcoming Senior High School. This evaluation identifies that the

respondents have positive attitude towards Senior High School.

page 31
RECOMMENDATIONS

The following recommendations were obtain by the researchers:

To School Administrators.

Create a welcoming environment for parents and students and encourage them in a positive

attitude towards Senior High School.

To Teachers.

Provide information on the rules, regulations, programs, facilities, and services of the Senior

High School and how these can support their academic and personal goals.

To Parents.

Facilitate your child transition from Junior High School to Senior High School by letting

them know what to expect in the coming school year.

To Grade 10 Students.

Get yourself ready and prepare for the incoming Senior High School. Have knowledge on

what track/specialization you’ll pursue.

page 32
 REFERENCES

http://www.rand.org/pubs/monographs/MG880.html

https://www.slideshare.net/yethan/thesis-24524096

https://blablawriting.com/implementation-and-efficiency-of-k-12-program-essay

http://www.academia.edu/6791837/Research_K_to_12_chapters_1_to_5_READINESS

https://en.wikipedia.org/wiki/Sampaguita_Village_National_High_School

vii
ARLEEN JOYCE L.
VILLANUEVA

BLK. 25 LOT 21 ABOKADO ST., SOUTHERN HEIGHTS 2,

BRGY.UBL, SAN PEDRO CITY OF LAGUNA
Email Address: [email protected]
Contact Number: 09233274413

PERSONAL DATA
AGE: 16 Years Old GENDER: Female
DATE OF BIRTH: December 4, 2000 HEIGHT: 150 cm.
BIRTH PLACE: Manila WEIGHT: 36 kg.
NATIONALITY: Filipino CIVIL STATUS:
Single
RELIGION: Catholic

FAMILY BACKGROUND
FATHER: Romeo Villanueva Jr. AGE: 46 Years Old
OCCUPATION: Security Guard

MOTHER: Aileen Larang AGE: 40 Years Old

OCCUPATION: House Wife

EDUCATIONAL ATTAINMENT

PRIMARY SCHOOL: Estrella Elementary School s.y. 2007-2013

SECONDARY SCHOOL: Sampaguita Village National High School s.y. 2014-Present

viii
MYLENE M. MAURICIO

BLK. 2 LOT 5 BRGY.UNITED BAYANIHAN SAN PEDRO

CITY, LAGUNA
Email Address: [email protected]
Contact Number: 09292070526

PERSONAL DATA
AGE: 17 Years Old GENDER: Female
DATE OF BIRTH: October 4, 1999 HEIGHT: 150 cm.
BIRTH PLACE: Manila WEIGHT: 37 kg.
NATIONALITY: Filipino CIVIL STATUS:
Single
RELIGION: Catholic

FAMILY BACKGROUND

FATHER: Marius Mauricio AGE: 72 Years Old

OCCUPATION:

MOTHER: Emma Mante AGE: 51 Years Old

OCCUPATION: House Wife

EDUCATIONAL ATTAINMENT

PRIMARY SCHOOL: Laguna Ressetlement Community School s.y. 2007-2013

SECONDARY SCHOOL: Sampaguita Village National High School s.y. 2014-Present

ix
AYUMI TRISHA C.
MATSUKAWA

B4 L54 EVERLASTING ST., ST. JOSEPH VILLAGE 9

PHASE 2 LANGGAM SAN PEDRO LAGUNA
Email Address: [email protected]
Contact Number: 09471765477

PERSONAL DATA
AGE: 16 Years Old GENDER: Female
DATE OF BIRTH: July 12, 2001 HEIGHT: 148 cm.
BIRTH PLACE: Dacanai Clinic, Sampaguita Village WEIGHT: 48 kg.
NATIONALITY: Filipino CIVIL STATUS:
Single
RELIGION: Catholic

FAMILY BACKGROUND

FATHER: Masafumi Matsukawa AGE: 54 Years Old

OCCUPATION: Manager

MOTHER: Arlene C. Cartagena AGE: 45 Years Old

OCCUPATION: House Wife

EDUCATIONAL ATTAINMENT

PRIMARY SCHOOL: Jesus The Rocks of All Ages Christian School s.y. 2006-2009
United Montessorian School s.y. 2010-2011
Sto.Nino Montessori of Academic Excellence s.y. 2012-2015
SECONDARY SCHOOL: Sampaguita Village National High School s.y. 2016-Present
 x

CLARENCE E. CASTRO

#13 MAGNOLIA ST. SAMPAGUITA VILLAGE, SAN

PEDRO CITY LAGUNA
Email Address: [email protected]
Contact Number: 09279600861

PERSONAL DATA
AGE: 16 Years Old GENDER: Male
DATE OF BIRTH: June 11, 2001 HEIGHT: 167 cm.
BIRTH PLACE: Adelina 1 San Pedro City Laguna WEIGHT: 40 kg.
NATIONALITY: Filipino CIVIL STATUS:
Single
RELIGION: Catholic

FAMILY BACKGROUND

FATHER: Abraham Castro AGE: 49 Years Old

OCCUPATION: Driver

MOTHER: Audrey Estuaria AGE: 42 Years Old

OCCUPATION: House Wife

EDUCATIONAL ATTAINMENT

PRIMARY SCHOOL: Pacita Complex I Elementary School s.y. 2007-2009

Larap Elementary School s.y. 2010-2011
Sampaguita Village Elementary School s.y. 2012-2013
SECONDARY SCHOOL: Sampaguita Village National High School s.y. 2014-Present
 xi

READINESS OF GRADE-10 STUDENTS

IN SAMPAGUITA VILLAGE NATIONAL HIGH SCHOOL
FOR SENIOR HIGH SCHOOL

A Research Study
Presented to the Faculty of
Sampaguita Village National High School
Molave St. Barangay Calendola, San Pedro City, Laguna

In Partial Fullfilment
Of the Requirement on English

By;
Arleen Joyce L. Villanueva

Mylene M. Mauricio

Ayumi C. Matsukawa

Clarence E. Castro

March 2017
 i

ACKNOWLEDGEMENT

We would like to extend our gratitude and appreciation to those people who shared their

knowledge and wisdom for us to simply finish our thesis research successfully.

To OUR ALMIGHTY GOD, Thank You for giving us the wisdom and knowledge to fulfil our

research righteously.

To OUR FAMILY, We thank you for being supportive from the beginning and motivating us to

make this study.

To OUR CLASSMATES AND FRIENDS, For all the support you have given to us, for all the

your ideas that helped us in making our topic. Thank you.

To THE PANELIST, chaired by MR. RAFAEL, MR. FORTEZA, MR. OLMEDO, MR.

MABINI, thank you for believing that we can make this research study a most fulfilling and

successful study we’re done.

To MRS. EVANGELINE MORAL, Giving us a task, which is the thesis, is such a pleasure to

us even though it’s hard. Thank you for sharing your knowledge to u, for us to be able to

successfully fulfill our study.

To MS. ANGELOU ARIAS, Thank you for teaching us your knowledge. We really appreciate

it.

Lastly, we would like to extend our gratitude and appreciation to MS. CAMILLE ALONTE

and MS. JESSECA FIEDALAN for giving us motivation, inspiration, and full support that

made our research study a successful one.

 ii

RESEARCH ABSTRACT

Title : READINESS OF GRADE-1O STUDENTS IN SAMPAGUITA

VILLAGE NATIONAL HIGH SCHOOL FOR SENIOR
HIGH SCHOOL

Researchers : ARLEEN JOCYE L. VILLANUEVA

MYLENE M. MAURICIO
AYUMI C. MATSUKAWA
CLARENCE E. CASTRO

Adviser : MRS. RUBY ANNA R. GUASIS

School : SAMPAGUITA VILLAGE NATIONAL HIGH SCHOOL

No. Of Pages : 44 PAGES

Date : MARCH 2017

This study aims to know the readiness of the Grade-10 students from Sampaguita

Village National High School for the Senior High School. The study was made because of the

eagerness of the researchers in terms of knowing the different perceptions of the Grade 10

students about their upcoming Senior High.

 iii

TABLE OF CONTENTS

TITLE PAGES

TITLE PAGE……………………………………………………………………… i

ACKNOWLEDGEMENT………………………………………………………… ii

RESEARCH ABSTRACT………………………………………………………… iii

TABLE OF CONTENTS………………………………………………………….. iv

REFERENCES…………………………………………………………………….. vii

CURRICULUM VITAE…………………………………………………………… viii

 iv
CHAPTER TITLE PAGE
1 THE PROBLEM AND ITS BACKGROUND

Introduction…………………………………………………….. 1
Background of the Study………………………………………. 2
Theoretical Framework………………………………………… 3
Conceptual Framework………………………………………… 3
Statement of the Problem………………………………………. 4
Hypothesis……………………………………………………… 5
Scope and Limitation…………………………………………... 5
Significance of the Study………………………………………. 6
Definition of Terms……………………………………………. 7

CHAPTER
2 REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literature……………………………………………….. 9
Foreign Studies………………………………………………….. 10
Local Literature…………………………………………………. 11
Local Studies……………………………………………………. 12

CHAPTER
3 RESEARCH METHODOLOGY

Research Design………………………………………………. 14
Locale of the Study……………………………………………. 14
Sources of Data……………………………………………….. 17
Research Instrument………………………………………….. 17
Data Gathering Procedure…………………………………….. 18
 Statistical Treatment Data………………………………………. 18

CHAPTER
4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Presentation, Analysis And Interpretation Of Data……………… 20

CHAPTER
5 SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
Summary of Findings………………………………………….. 31
Conclusions……………………………………………………. 31
Recommendations……………………………………………... 32
 vi

Republic of the Philippines

SAMPAGUITA VILLAGE NATIONAL HIGH SCHOOL
Molave St., Barangay Calendola,
City of San Pedro, Laguna

APPROVAL SHEET

This thesis entitled “READINESS OF GRADE-10 IN SAMPAGUITA VILLAGE NATIONAL

HIGH SCHOOL FOR SENIOR HIGH SCHOOL” prepared and submitted by Arleen Joyce L.
Villanueva in partial fulfillment of the requirements in Thesis Research has been examined and
is recommended for approval and acceptance.

EVANGELINE JUNIO
Research Adviser

JEFFREY RAFAEL EMMANUEL OLMEDO

Math Teacher English Teacher