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Parental Involvement in School Activities and Academic Performance of Learners in Public Elementary Schools in Binangonan III District

This document discusses a study on the relationship between parental involvement in school activities and the academic performance of students in public elementary schools in Binangonan III District, Philippines. It provides background information on the importance of parental involvement and engagement in education. The study aims to determine the profile of parents, types of school events requiring parental involvement, and if there is a significant relationship between parental involvement and student academic performance. It uses the Theory of Planned Behavior as the theoretical framework to understand factors influencing parental involvement behaviors.

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0% found this document useful (0 votes)
265 views26 pages

Parental Involvement in School Activities and Academic Performance of Learners in Public Elementary Schools in Binangonan III District

This document discusses a study on the relationship between parental involvement in school activities and the academic performance of students in public elementary schools in Binangonan III District, Philippines. It provides background information on the importance of parental involvement and engagement in education. The study aims to determine the profile of parents, types of school events requiring parental involvement, and if there is a significant relationship between parental involvement and student academic performance. It uses the Theory of Planned Behavior as the theoretical framework to understand factors influencing parental involvement behaviors.

Uploaded by

jessa herrera
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Parental Involvement in School Activities and Academic Performance

of Learners in Public Elementary Schools in Binangonan III District

Chapter I
The Problem and Its Background

Introduction

According to experts, the definition of parent engagement is parents and


teachers sharing a responsibility to help their children learn and meet educational goals.
Parent engagement happens when teachers involve parents in school meetings or
events, and parents volunteer their support at home and at school. In this way, they
make a commitment. Parents commit to prioritizing their child’s educational goals, and
teachers commit to listening and providing a space for collaboration with parents.

Parent engagement in schools is different from parent involvement, though both


are useful. Parent involvement is when parents participate in school events or activities,
and teachers provide learning resources or information about their student’s grades.
Unlike in parent engagement, teachers hold the primary responsibility to set educational
goals. They relate to parents not as a partner but an advisor who guides them through
academic support for their child.

It helps to think of parent involvement as the first step to parent engagement.


While teachers can advise parents on some things, parents also have important
information about their child that teachers might not know. Both can bring perspectives
to the table that enrich a student’s learning experience. Neither is complete without the
other. As noted by Larry Ferlazzo in his article “Involvement or Engagement?”: “A
school striving for family involvement often leads with its mouth—identifying projects,
needs, and goals and then telling parents how they can contribute. A school striving for
parent engagement, on the other hand, tends to lead with its ears—listening to what
parents think, dream, and worry about.”
Parental involvement and engagement in education matters now more than ever
because it’s in decline. In 2016, research showed a drop in parents who believe that
intimate parent-teacher communication is effective. Parents now prefer remote methods
of communication, like online student portals, and they are less likely to attend parent-
teacher conferences or school activities. This shift is sudden and concerning due to
what it means for parent engagement. While digital tools can help families stay
informed, students are missing out when parents don’t offer their time and support.

The factors behind this change in parent involvement at school are multi-faceted.
Some parents have scheduling or transportation issues that make volunteering or
attending parent-teacher conferences tough. Others, like low-income or minority
families, feel that staff makes them uncomfortable or shows a lack of cultural
awareness.

If a parent-teacher relationship wasn’t established early in the year, parents also


may not know whether they’re welcome at school. Some groups, however, are more at-
risk for low parent engagement. Parent involvement is lowest in families below the
poverty line or with older children, as well as parents who do not speak the area’s
primary language or did not graduate high school.

Background of the Study

Parent involvement in schools is the first step to parent engagement and,


ultimately, parent partnership. When parents and teachers work together to establish a
thriving classroom, the effect on their students is profound. Students with engaged
parents don’t just have high test scores: their attendance, self-esteem, and graduation
rate rise, too. Parent-teacher relationships are more than an optional classroom benefit.
They are key for helping students on a personal and classroom level reach their
academic potential. If we as educators don’t make a space for parent partnerships in
our schools, we’re limiting our classroom’s capacity for growth.
This thesis reports the findings of a thorough study to establish the relationship
between the parental involvement in school activities and academic performance of
learners in public elementary schools in Binangonan III District and how such success
factors can be applied in the vicinity.

Scope and Limitation of the Study

The study focuses on the parental involvement in school activities and academic
performance of learners in public elementary schools in Binangonan III District.

The study was conducted among randomly selected respondents, 20-50 years
old. The researcher believed that they are in position who could give accurate and
efficient information in the study.

The study was conducted in Binangonan III District in the year 2019-2020. The
study is limited only on the extent of the involvement of the parents in school activities
and academic performance of learners in public elementary schools.

Statement of the Problem

This study focuses on the relationship of parental involvement in school activities


and academic performance of learners in public elementary schools in Binangonan III
District.

Specifically to sought answers to the following questions:

1. What is the profile of the respondents in terms of:

a. Age,
b. Gender, and
c. Age of Student?

2. What are the different events for learners in public elementary schools that needs
parental involvement in terms of:

a. Daily School Activities,


b. PTA Meetings, and
c. School Homeworks and Projects?

3. Is there a significant relationship between the parental involvement in school


activities and academic performance of learners in public elementary schools in
Binangonan III District when grouped according to profile?

Theoretical Framework

The Theory of Planned Behavior (TPB) started as the Theory of Reasoned Action in
1980 to predict an individual's intention to engage in a behavior at a specific time and
place. The theory was intended to explain all behaviors over which people have the
ability to exert self-control. The key component to this model is behavioral intent;
behavioral intentions are influenced by the attitude about the likelihood that the behavior
will have the expected outcome and the subjective evaluation of the risks and benefits
of that outcome.  

The TPB has been used successfully to predict and explain a wide range of health
behaviors and intentions including smoking, drinking, health services utilization,
breastfeeding, and substance use, among others. The TPB states that behavioral
achievement depends on both motivation (intention) and ability (behavioral control). It
distinguishes between three types of beliefs - behavioral, normative, and control. The
TPB is comprised of six constructs that collectively represent a person's actual control
over the behavior.
1. Attitudes - This refers to the degree to which a person has a favorable or
unfavorable evaluation of the behavior of interest. It entails a consideration of the
outcomes of performing the behavior.
2. Behavioral intention - This refers to the motivational factors that influence a given
behavior where the stronger the intention to perform the behavior, the more likely
the behavior will be performed.
3. Subjective norms - This refers to the belief about whether most people approve
or disapprove of the behavior. It relates to a person's beliefs about whether peers
and people of importance to the person think he or she should engage in the
behavior.  
4. Social norms - This refers to the customary codes of behavior in a group or
people or larger cultural context. Social norms are considered normative, or
standard, in a group of people.
5. Perceived power - This refers to the perceived presence of factors that may
facilitate or impede performance of a behavior. Perceived power contributes to a
person's perceived behavioral control over each of those factors.
6. Perceived behavioral control - This refers to a person's perception of the ease or
difficulty of performing the behavior of interest. Perceived behavioral control
varies across situations and actions, which results in a person having varying
perceptions of behavioral control depending on the situation. This construct of
the theory was added later and created the shift from the Theory of Reasoned
Action to the Theory of Planned Behavior.

Limitations of the Theory of Planned Behavior

There are several limitations of the TPB, which include the following:  

 It assumes the person has acquired the opportunities and resources to be


successful in performing the desired behavior, regardless of the intention.
 It does not account for other variables that factor into behavioral intention and
motivation, such as fear, threat, mood, or past experience.
 While it does consider normative influences, it still does not take into account
environmental or economic factors that may influence a person's intention to
perform a behavior.
 It assumes that behavior is the result of a linear decision-making process, and
does not consider that it can change over time.
 While the added construct of perceived behavioral control was an important
addition to the theory, it doesn't say anything about actual control over behavior.
 The time frame between "intent" and "behavioral action" is not addressed by the
theory.

The TPB has shown more utility in public health than the Health Belief Model, but it
is still limiting in its inability to consider environmental and economic influences. Over
the past several years, researchers have used some constructs of the TPB and added
other components from behavioral theory to make it a more integrated model. This has
been in response to some of the limitations of the TPB in addressing public health
problems.

Conceptual Framework

1. Relationships of
the Respondent’s
 Objective of the  Collection of Profile
Study data a. Age
b. Gender
c. Age of Student
 Respondents :  Treating of
2. Different School
Data
20-50 years old Events

3. Parental
 References  Analysis and Involvement in
Interpretation School Activities
and Academic
Performance
Parents
INPUT PROCESS OUTPUT
The framework presents the input, process and output of the study. The input, is
the objectives of the study. This also includes the selected respondents that are 20-50
years of age. Also, the references that will be used in the study.

The process includes the gathering of the data needed for the study. Then, the
statistical treatment that will be applied in order to come up with a definite analysis and
interpretation of the data.

The output shows the relationship of the selected respondents’ age, gender and
age of student. Also, the different school events in the public elementary schools and
lastly, the parental involvement in school activities and academic performance of
learners in public elementary schools in Binangonan III District when grouped according
to profile.

Research Hypothesis

There is no significant relationship between parental involvement in school


activities and academic performance of learners in public elementary schools in
Binangonan III District when grouped according to profile.

Significance of the Study

This study aims to establish a relationship between parental involvement in


school activities and academic performance of learners in public elementary schools in
Binangonan III District. Thus, creating an unambiguous awareness among the general
public that parental involvement may possibly affect the academic performance of the
students physically, socially and mentally.

This study would be significant to the following people:


 Faculty – This study will help them in motivating the students and creating
relationships not only to students but also to their parents and guardians.

 Students – This will facilitate them even more in terms of motivation, not only
with their academic performance but in their wellbeing. This will also help in
improving their academical performance.

 People of the community – the primary objective of this study is to impart


knowledge on the community. This will give them awareness on how parental
involvement in school activities affects academic performance of learners

 Future researchers – This research may aid them in their study regarding
parental involvement in school activities and academic performance of learners.
This may also serve as their reference for their future studies.

Definition of Terms

 Behavioral – relating to or concerned with the social, psychological, and


emotional factors that affect financial decisions and behavior

 Collaboration – to work jointly with others or together especially in an


intellectual endeavor

 Engagement – an arrangement to meet or be present at a specified time and


place : emotional involvement or commitment

 Involvement – the act or an instance of involving someone or something

 Linear – having or being a response or output that is directly proportional to


the input
 Multi-faceted – having many definable aspects that make up a subject (as of
contemplation) or an object (as of consideration)

 Normative – of, relating to, or determining norms or standards

 Online Student Portals – is a web portal where all information and all services
that students need can be found in one place. With this web portal, the university
can now solve the problems they encountered.

 Perspectives – a mental view or prospect : the capacity to view things in their


true relations or relative importance

Chapter II
Review of Related Literature and Studies
This chapter presents the review of related literature and studies which provides
the researcher a deeper insight of the present study.

Related Literature
Getting Parents Involved in Schools
By: The Center for Comprehensive School Reform and Improvement

Research shows that parent involvement can improve students' behavior,


attendance, and achievement. But how can schools foster high-quality, successful
parent involvement? The Center for Comprehensive School Reform and Improvement
offers some research-based advice and resources to help.

Parent involvement continues to challenge practitioners engaged in school reform


despite being a required component of many school improvement initiatives-from Title I
Schoolwide Programs to federally mandated school improvement plans. The benefits of parent
involvement are clear: A growing body of research shows that successful parent involvement
improves not only student behavior and attendance but also positively affects student
achievement. Yet many schools continue to struggle with defining and measuring meaningful
parental involvement, and many don't feel that their efforts are successful. A recent survey of
American teachers revealed that 20 percent of new teachers and nearly one fourth of principals
identify their relationships with parents as a cause of significant stress in their jobs (MetLife,
2005).

In this article, we offer research-based advice and resources designed to help schools
and districts foster successful parent involvement.

What is successful parent involvement?

Successful parent involvement can be defined as the active, ongoing


participation of a parent or primary caregiver in the education of his or her child. Parents
can demonstrate involvement at home-by reading with their children, helping with
homework, and discussing school events-or at school, by attending functions or
volunteering in classrooms. Schools with involved parents engage those parents,
communicate with them regularly, and incorporate them into the learning process.

What are the barriers to successful parent involvement?

Schools often don't engage parents because they don't think they can. "A lot of it
is perception. Teachers perceive that families don't want to be involved when, in fact,
families don't know how to be involved," says Karen Salinas, communications director
for the Center on School, Family, and Community Partnerships at Johns Hopkins
University.
For their part, parents are sometimes hesitant to become involved in school because
they don't have extra time or because they don't speak fluent English. But "the biggest
problem is the disconnect between the school and the families," says Salinas. "Parents
believe that they are not welcome. It comes in part from their own education history.
They often have had a less-than-satisfactory experience with their own schooling, and
so they don't feel like [being involved] is guaranteed to be a good experience."

Despite these communication barriers, both schools and parents want the
relationship to improve, if only for the benefit of students. A 2003 analysis of more than
25 public opinion surveys by Public Agenda, a nonpartisan public opinion research
organization, found that 65 percent of teachers say their students would do better in
school if their parents were more involved, and 72 percent of parents feel that children
whose parents are not involved sometimes "fall through the cracks" in school (Johnson
& Duffett, 2003).

How do schools foster successful parent involvement?

Schools successful in engaging parents start by going beyond narrow definitions


of involvement. They don't just count the number of parents who attend the spaghetti
dinner or volunteer at the book fair. They don't focus on requirements such as having
parents sign reports cards. Instead, they start with a belief that student success is a
shared interest of both school and family, envision parents as partners in the learning
process, and then identify concrete ways that partnership can be activated.

Improve Communication

Effective communication requires a two-way flow of information. While most


schools develop efficient structures for getting information out-such as newsletters, Web
sites, and press releases-far fewer develop similar structures to ensure that feedback
from parents is actively solicited.

For some schools, improving communication involves technology such as e-mail


messages and interactive phone systems. When Stonewall Jackson High School in
Manassas, Virginia, implemented an interactive voicemail, for instance, the school saw
parental attendance at freshmen orientation jump from 50 to 1,000 (Viadero, 1997).
Parents can use the system, called ParentLink, to hear messages from teachers about
what is happening in their children's classes and access their children's grades and
attendance records.

Other schools try to view parent involvement through the parents' eyes. B.F. Day
Elementary in Seattle, for example, holds parent meetings and workshops not at the
school but in a Family Center that operates in the neighborhood where many of their
bilingual families live.

Of course, the use of any strategy must be tailored to the school's population. If
families don't have reliable access to the Internet, e-mail won't work. A phone message
in English won't communicate much to parents who speak only Spanish. The bottom
line for schools is to communicate using strategies that convey what is important in a
way that can be heard by parents and families and invites them to respond.

Teach both parents and teachers


We know that one thing that keeps parents from being involved is their
discomfort with schools. And that discomfort often stems from parents not knowing how
to be involved. Schools with a commitment to parent involvement take an active role in
helping parents learn a variety of ways to be involved. The benefits for students are
proven: A recent review of parent involvement research found that parent-child reading
activities produce a significant improvement in children's language and reading skills
from preschool through high school (Sheldon & Epstein, 2005); another study finds a
strong positive effect on student achievement when parents work with students on
homework (Van Voorhis, 2003).

Many schools use workshops and other school-based programs to help parents
learn about what goes on in classrooms. For example, Clara E. Westropp School in
Cleveland, Ohio, held monthly family reading nights. Parents go to the elementary
school and read with their children as well as speak with teachers about reading and
reading strategies (Epstein & Salinas, 2004). Even traditional involvement strategies
present teaching opportunities. Sending home a "weekly work folder" is one positive
step, but providing parents with specific information about what to look for in the student
work goes one step further in communicating what's important.

The National Network of Partnership Schools at Johns Hopkins University has


designed a useful teacher-parent partnership process called Teachers Involve Parents
in Schoolwork (TIPS). TIPS aims to forge a three-way relationship between teachers,
parents, and their children through a creative approach to homework. Among its goals
are encouraging parents and children to talk regularly about schoolwork, sharing ideas,
gathering reactions, interviewing, or otherwise encouraging interaction between student
and family members. TIPS also aims to keep assignments linked to real-life situations
and "enable parents and teachers to frequently communicate about children's work,
progress, and problems" (National Network of Partnership Schools, 2005). Some
studies show secondary school homework assignments that require parent-student
interaction predict higher levels of reading achievement (Sheldon & Epstein, 2005).
Many teachers report feeling unprepared to effectively involve parents. As a
means of breaking down these barriers, teachers in the Sacramento, California, area
have been trained since 1998 to participate in structured visits to their students' homes.
The first visit focuses on establishing trust, while later trips give teachers and parents a
chance to discuss ways in which parents can support students with the material they
are learning in school. The schools involved in the program have seen a reduction in
discipline problems and increases in attendance rates, and also are starting to see
achievement gains.

Personalize

Successful parent-involvement programs typically develop in response to a


specific need in the school or its community and are both focused and flexible in
addressing that need. A strategy that works in one school might not be the best choice
for another. For instance, while Sacajawea Elementary School in Seattle has
established a Parent Mentor program in which parents are designated to contact other
families to tell them about school activities, another school in the same city, High Point
Elementary, began a program that allows parent volunteers to earn points toward
rewards such as computers and other educational materials. Both programs have been
recognized for dramatically increasing parent involvement.

Successful parent-school partnerships are not stand-alone, add-on programs.


Instead, they are well integrated with the school's overall mission. Typically, quality
programs are developed in collaboration with parents and reflect their needs and
interests. Offering child care, translators, and multiple opportunities to hear information
go a long way toward expressing a school's genuine interest in parent input.

Conclusion

Parents are the most important partner in a child's education and schools can
reap large dividends by capitalizing on their support. To be sure, such relationships
require a lot of work by both educators and parents. Although success will not come
easy, the rewards are too great for a school not to try.

Related Studies

Parental Involvement in Schools


September 16,2018

Key facts about parental involvement in schools

 In 2016, the percentages of students whose parents reported attending a general


meeting at their child’s school, a parent-teacher conference, or a school or class
event reached their highest recorded levels (89, 78, and 79 percent,
respectively).

 That same year, there were large disparities by educational attainment in the
percentage of parents who attended school or class events (54 and 93 percent,
respectively, for parents with less than a high school degree and those with a
graduate/professional degree), and who volunteered or served on a committee at
their child’s school (25 and 65 percent, respectively). These disparities have
remained relatively constant since 1996.

 Also in 2016, the percentage of parents who attended school or class events
differed by poverty status (62 and 93 percent, respectively, for households in
poverty and those not in poverty), as did the share of parents who volunteered or
served on a committee (27 and 47 percent, respectively).

Trends in parental involvement in schools


Parental involvement in their child’s school—as measured by attendance at a
general meeting, a parent-teacher conference, or a school or class event; or by
volunteering or serving on a committee at the school—rose from 1996 to 2007. In 2012,
parental involvement fell for most measures, but then rose on all measures in 2016. In
2016, 89 percent of students in kindergarten through twelfth grade had parents who
attended a general meeting, compared to 77 percent in 1996; and 78 percent had a
parent who attended a scheduled parent-teacher conference, compared to 72 percent in
1996. In 2016, 79 percent of students had a parent who attended a school or class
event and 43 percent had a parent who volunteered in school or served on a committee,
compared with 67 and 39 percent, respectively, in 1996.

Differences by grade

Parents have higher rates of attendance at school meetings, conferences, and


events, and of volunteering in their child’s school, when their child is in elementary or
middle school. In 2016, at least 90 percent of students in kindergarten through eighth
grade had a parent who attended a general meeting with their teachers, compared with
82 percent of students in grades nine through twelve. In the same year, 92 percent of
students in kindergarten through second grade and 90 percent of students in third
through fifth grade had a parent who attended a scheduled parent-teacher conference,
compared with 73 percent of middle school students and 58 percent of high school
students. Parent attendance at school or class events is also highest for students in
elementary school—at 85 percent of students in kindergarten through second grade and
84 percent of students in third through fifth grade, compared with 76 percent of middle
school students and 73 percent of high school students. Among students in
kindergarten through second grade, 56 percent had parents who volunteered or served
on a committee, compared with 51 percent of students in third through fifth grade, 35
percent of students in sixth through eighth grade, and 32 percent of students in ninth
through twelfth grade.

Differences by race and Hispanic origin

Parents of non-Hispanic black, non-Hispanic Asian/Pacific Islander, and Hispanic


students had lower rates of attendance at general meetings or school events, or of
volunteering their time, relative to parents of non-Hispanic white students. In 2016, 80
percent of non-Hispanic Asian/Pacific Islander students and 87 percent of non-Hispanic
black and Hispanic students had parents who attended a general meeting, compared
with 91 percent of non-Hispanic white students. Seventy-one percent of Hispanic and
non-Hispanic Asian/Pacific Islander students, along with 72 percent of non-Hispanic
black students, had a parent who attended school or class events, compared with 86
percent of non-Hispanic white students. Thirty-four percent of non-Hispanic black
students, 36 percent of Hispanic students, and 42 percent of non-Hispanic Asian/Pacific
Islander students had a parent who volunteered their time, compared with 49 percent of
non-Hispanic white students. The lower participation by nonwhite parents may reflect an
inability to attend school functions rather than any desire (or lack thereof) to participate
in their children’s education. Nonwhite parents are less likely to have flexible work
schedules. However, students belonging to marginalized racial and ethnic groups
experience similar levels of parental involvement in learning at home.
 
Differences by parental educational attainment
Parents with higher levels of education have higher rates of involvement in their
children’s schools. For example, in 2016, more than 87 percent of parents with a
bachelor’s degree or higher attended a school or class event, compared with 54 percent
of parents with less than a high school education. This gap is even wider when it comes
to volunteering or serving on a committee: 25 percent of parents who did not graduate
from high school volunteered or served on a committee at their child’s school, compared
with 65 percent of parents who completed graduate or professional school.
Differences by poverty level

Parents of students living in households with income at or above the federal


poverty level (FPL) have higher rates of involvement in school activities than those in
households below the FPL. For example, during the 2015–2016 school year, 47 percent
of students living at or above the FPL had a parent who volunteered or served on a
committee at school, compared with 27 percent of students living below the FPL. Low-
income workers tend to have rigid work schedules, which can make it difficult for them
to participate in their children’s schools or attend school functions.

Differences by parents’ language

Parents who do not speak English at home have lower rates of attendance at
general school meetings, parent-teacher conferences, or school or class events, relative
to English-speaking parents; and lower rates of volunteering or serving on a committee.
For example, in 2016, 62 percent of students with two parents who do not speak
English had a parent attend a school or class event, compared with 71 percent of
students with just one parent who does not speak English and 82 percent of students
with two parents who speak English. Parents who do not speak English well may feel
uncomfortable getting involved with their children’s schools, or have trouble
communicating with school staff. However, school efforts to engage parents who do not
speak English in their native language may improve their level of involvement.

Similarities/Differences of the Cited Studies to the Present Studies

After the researcher has reviewed both studies, they found out that the present
study has many similarities with the cited studies. They both deal on the connection of
alcoholism to the disease liver cirrhosis. They also stress the effect of alcoholism on the
liver which when not treated will lead to liver cirrhosis.
The only difference is that the cited study focuses more on the factors that
greatly affects liver cirrhosis. Its respondents were mostly high risk individuals
susceptible to progression from clinically silent alcoholic liver disease to obvious
cirrhosis. While the present study concentrates more on the lifestyle and studies of
drinking patterns and attitudes of those who were affected by the disease. Some of
these are those who are not dependent on alcohol but who often succumb to medical
conditions such as liver cirrhosis.
Chapter III
Methodology of Research

This chapter presents the type of method used in the research, the respondents
and sampling method and the research instruments that have been used. It also show
the type of statistical treatment that applied in order to analyze and interpret the data
gathered.

Method of Research

The researchers decided to use the descriptive method of research in order to


come up with a conclusion for this study. A descriptive method of research is utilized
using the following method of data collection namely: observation, interviews, structured
questionnaire and documentary analysis. It is a research done by mostly observations.
It does not try to experiment or anything to that sort. Instead, it describes. 

Setting of the Study

The study would take place around Binangonan District III, specifically on
different public elementary schools.

Subject of the Study

The respondents would be the 30 randomly selected parents/guardians who has


a child/children currently enrolled as elementary students selected through random
sampling technique. They would be mostly residents of Binangonan III District whose
ages are 20-50 years old, male and female.

Procedure of the Study


Upon the approval of the request letter to conduct the study, the researcher
multiplied the copy of the needed survey questionnaires. The respondents were
oriented regarding the purpose of the study and further instructions were given. After
retrieving the duly accomplished questionnaires, the researcher proceeds to the
tabulation of the data based from the supplied answers of the respondents. The
gathered data was completed and tabulated then statistically treated in order to come
up with a conclusion for the study.

Sources of Data

The researchers decided to use survey questionnaire in order to gather the data
needed in the study. Questionnaires are an inexpensive way to gather data from a
potentially large number of respondents. Often they are the only feasible way to reach a
number of reviewers large enough to allow statistically analysis of the results. A well-
designed questionnaire that is used effectively can gather information on both the
overall performance of the test system as well as information on specific components of
the system. If the questionnaire includes demographic questions on the participants,
they can be used to correlate performance and satisfaction with the test system among
different groups of users.

Statistical Treatment

To be able to come up with a definite conclusion regarding this study, the


researchers decided to use the following statistical tools:

For problem number 1, the frequency distribution and percentage was used.
Formula:

f
P= ________ X 100
N
Where:
P = Percentage
f = frequency
N = No. of students
100 = constant value

The next formula to be used was t-test. The t-test (or student's t-test) gives an
indication of the separateness of two sets of measurements, and is thus used to check
whether two sets of measures are essentially different (and usually that an
experimental effect has been demonstrated). The typical way of doing this is with the
null hypothesis that means of the two sets of measures are equal.

Where:

is the mean for Group 1.

is the mean for Group 2.

is the number of people in Group 1.

is the number of people in Group 2.

is the variance for Group 1.

is the variance for Group 2.

Another formula is:

Where:
- sum of all pre-post score differences.
- sum of all pre-post score differences squared.
- is the number of paired observations.

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Bosman, J. (2010, March 30). City will stop paying the poor for good behavior. New
York Times. Retrieved from www.nytimes.com/2010/03/31/nyregion/31cash.html

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