Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
DIVISION OF ILOCOS SUR
SINAIT NATIONAL HIGH SCHOOL
Ricudo, Sinait Ilocos Sur
SENIOR HIGH SCHOOL DEPARTMENT
________________________________________________________
__________
“The Relationship of Different Religions towards the Academic
Performance of Students”
Presented to
Mr. Mariel M. Delos Santos
Subject Teacher
Presented By:
Althea M. Pacis
Pearl S. Mijares
Sheina Mae Ilar
Gheanne Lacasa
Ashley Yvonne Rosete
Karl Louie A. Azcueta
John lheymart T. Guzman
Christian Dominic V. Domingo
Herbert D. Ines

(October 2022)
2nd Semester, S.Y. 2022-2023

I: INTRODUCTION
A. Background of the Study
The collision and communication of race, religion, and culture over long History. The

Philippines become the most volatile place in Southeast Asia; Until today. More than eight-

in-ten people worldwide identify with a religious group. However, it is also true that the

number of people who say that they have no religious affiliation is growing. There is still

conflict with the Islamic Group in Mindanao (the Southeast area of the Philippines). Most

population of the country comprises Malay, Chinese, Spanish, Americans, etc. due to many

times of colonial, experiences, this Southeast Asian Country has been influenced by western

countries country.

Undeniably, the Philippines underwent a lot of ups and downs during its entire time of

history. The current policy on the separation of church and state has offered an open

environment for Religious Beliefs. It has an Era significance of the Philippines about

Religious Ideology development. The Sinait National High School students Represent a

group of high-quality cultural and economical perspectives of people.

Ilocos Region approximately 85 percent of the total population professes Roman

Catholicism, the prevailing religion in the province of Ilocos Sur. The remaining percentage

of the population professes Protestantism, Buddhism, Iglesia ni, Christo, Aglipayan, Islam,

Jehovah’s Witnesses, and Seventh Day Adventists. Over the past 30 years, sociologists and

economists have conducted several studies that consistently show a positive relationship

between religiosity and academic success, and show that more religious students earn better

grades and complete more schooling than less religious peers.The present study aims to

analyze the different factors of Religion towards the Academic Performance of Students the

study tends to examine the different religions Affect Academic Performance.

 Because we are in a Country with different Religion comprising the colonial period

tends that we learn and are influenced by those who influence the Philippines during the

colonial period, wherein students and teachers have different religions too which may affect

the Performance of those Students The researchers are motivated to conduct this study

because nowadays, students are now comprising to this new age wherein many Religions

Beliefs are being obeyed. The motivations prompted the researchers to conduct this study to

know how the Student’s Academic Excellence has been achieved despite those circumstances

in a Religion. Lastly to know if there are any who experience Religion stereotypes.

The impact of Religion on our Society is that Religion may establish social standards,

shape individuals’ personalities, adjurations that provide continuity in life, cohesion in the

community, and a moral purpose for existence. So religion on the other hand is where our

devotion is expressed we tend to discover from it, Religion shapes us in the right way or

doing the good and right things by this we also can express faith in which we pray to our

religious goddesses to help us, to guide us and especially to prevent any tragedy we pray for

them.

II. Statement of the Problem

This study will primarily aim to find out the relationship between different religions
towards the students’ Academic Performances. To Obtain all the essential knowledge, data,
and information, the research will seek to answer the following questions.
1. what is the profile of respondents in terms of
A. Age
B. Gender
C. Strand
D. Religion
2. What is the students’ Level of Performance in terms of Academic Performance?
3. What is the Relationship Between the Level of Performance of Students in terms of
Academics?
4. If there is a Significant Relation between the kind of Academic Performance in Students’
Religion?
5. What are the personal experiences of students’ Religion Stereotypes?

III. Scope and Delimitation

The relationship between different Religions towards the Academic Performance of
students is the main focus of this study. And this study will run within the school year 2022-
2023, specifically August 2022- January 2023

The researchers will only focus on Senior High School Students mainly on the
Academic Track (GAS, STEM, ABM, HMMS) of Sinait National High School (S.Y. 2022-
2023) through Surveys and Interviews. The respondents were chosen because Academic
Track is Bigger Than TVL Track, and also has a bigger amount of Students With Academic
Excellence Awards and mostly Experience more Religious Beliefs, so they mostly rely on our
topic and have the chance to respond and to succor our investigation.

IV. Conceptual Framework

Profile of
Respondents
Level of Performance
a. Age
b. Sex
c. Strand
d. Religion

ACADEMIC
PERFORMANCE
Personal Experiences
1. Self Esteem
2. Peer Influence

Personal experiences of
students Religion
Stereotypes

V. Operational Definition of Terms

a. Academic Performance - “Academic Achievement” in another

term, is the extent to which a student, teacher, or institution has
attained their short or long-term education goals like “grades, honors,
awards, competitive results and experiences that demonstrate your
academic proof, and contributions to your community and resilience.
b. Religion - as a social-cultural system of designated behaviors and
practices, morals, beliefs, world views, text-sanctified places,
prophecies, ethics, or organizations and on relating to or manifesting
faithful devotion to an acknowledged ultimate reality or duty.
c. Age – the concept of age describes how old a person is at a
particular point in time. It is defined as the measure of the time
elapsed from the date of live birth to a specific point in time, usually
the data collection date.
d. Sex – sex refers to a set of biological attributes in humans and
animals. It is primarily associated with physical and physiological
features including chromosomes, gene expression, hormone levels
and function, and reproductive/sexual anatomy.
e. Students – refers to individuals registered and recognized as
learners in educational institutions for a purpose of acquiring
knowledge and skills that could enhance personal development to
prepare them for the world of work.
f. Stereotypes –a generalized belief about a particular category of
people. It is an expectation that people might have about every person
of a particular group, and are sometimes overgeneralized, inaccurate,
and resistant to new information, but can be sometimes accurate.
g. Peer Influence – is the direct or indirect influence on peers,
members of social groups with similar interests, experiences, or social
statuses, values, and behavior.
h. Academic Track – is the features of the K to 12 system,
integration of specialized tracks designed to help students in
determining their respective career paths, and aimed at enhancing a
student’s ability based on what he wants to do after graduation.
VI. Hypothesis
 The Student’s Level of performance is really relevant and has high
outcomes in terms of academic performance.
 The relationship between the level of performance of students in terms
of academics is high.
 The Personal Experiences of students’ religion Stereotypes has a big
impact on the Students’ Academic performance because they are
influenced by their parents and others have a big contribution to their
Academics.

VII. Review of Related Literature

A. Religiosity

The concept of religiosity as characterized by a deep faith in a Divine Being

still holds to almost every individual human person. An individual seeks the
presence of a Supreme Deity to govern him and for him to adore. The religiosity
of a person has something to do with the moral character he or she is forming.
This paper determined the level of religiosity of the students, the extent of their
religiosity, and how they view these concepts in their lives. Most of the
respondents are Roman Catholics since Catholicism is still the religion in the
Philippines that has the most number of believers. Personal-religious dynamics
are mentioned in recent research on religious attitudes that use the religiosity-
spirituality framework. Tsang and McCullough (2003) presented a two-level
hierarchical model of religion and spirituality that reflected features of our
earlier appreciation. Their concept emphasized "dispositional" and "operational"
layers of personal-religious perspectives. In this study, the three components
(religious belief, emotional reaction, and religious conduct toward religion)
suggest personal-religious viewpoints. Other comparable measures describe
similar emotional characteristics (Astley et al. 2012). The discovery of effective
perceptions among the hidden components highlights the critical role that
emotions play in their religious appreciation. Davies (2011) defined the function
of emotions in the establishment of religious identity concisely.

B. Power of Media
The conclusion demonstrates how a person's degree of education and the
influence of the media may have an impact on their level of religiosity.
Religiosity and spirituality are regularly employed in surveys to gauge people's
attitudes toward religion in the Philippines. These results are consistent with the
notion that religion is essentially a matter of practice and faith. Typically, these
studies are structured by sociological investigations using "religious beliefs and
practices" (Mangahas and Guerrero 1992), which represent the internal and
external dimensions of belief. Questions frequently focus on spiritual principles,
individual commitments like religious practice, and affiliation with a particular
religion, such as Christianity. Some new insights on how local current studies in
religion may be seen are provided by the thin line that separates the religious
and spiritual elements as offered in local literature (Abad 2001). Recent
empirical research in religion shows how the institutional, obligatory, and
spiritual elements interact flexibly. In a recent national youth survey (CBCP-
ECY and CEAP 2014), "private practice" and "religious experience" are
assessed as religious domains; however, these measures are specifically
intended to form baseline data for population profiles regarding religion rather
than exploring the underlying dimensions that characterize respondents' notions
of religion. The lack of studies that provide a complete analysis of latent
variables suggesting teenage opinions toward religion in the Philippines and an
ASEAN (Association of Southeast Asian Nations) setting was taken into
consideration by the researchers.

C. Religious Attitudes

Personal-religious dynamics are mentioned in recent research on religious

attitudes that use the religiosity-spirituality framework. Tsang and McCullough
(2003) presented a two-level hierarchical model of religion and spirituality that
reflected features of our earlier appreciation. Their concept emphasized
"dispositional" and "operational" layers of personal-religious perspectives. In
this study, the three components (religious belief, emotional reaction, and
religious conduct toward religion) suggest personal-religious viewpoints. Other
comparable measures describe similar emotional characteristics (Astley et al.
2012). The discovery of effective perceptions among the hidden components
highlights the critical role that emotions play in their religious appreciation.
Davies (2011) defined the function of emotions in the establishment of religious
identity concisely.

D. Social Life
 The third sub-substantial scale's connection between religious viewpoints
and social life highlights students' attitudes regarding ethical and moral
concerns. The strong undercurrent that connects students' ethical mindsets with
religious ideas appears to undermine an earlier denial of the relationship
between religion and one's ethical viewpoint (Parboteeah et al. 2008). Prior
literature has identified a substantial association between religious growth and
moral development among pupils (King and Boyatzis 2004; Van Someren
2000). This moral standpoint is also supported by prior research (Baring et al.
2016b) that demonstrated students' affinity for ethical and moral perspectives
(Baring et al. 2017). This considerable relationship contradicts earlier notions
that pupils' worldviews ignore moral or ethical issues. The third component
provides a counter-argument to impressions of students' seeming apathy to
social concerns. If anything, the strength of the moral position described in
Factor 3 supplements students' receptivity to pro-social ideals and actions while
studying (Lee et al. 2016). This inclination illustrates how students' religious
beliefs influence their prosocial conduct (Batara 2015).

E. Educational Achievement

Students' educational progress needs immediate attention to reach their

objectives. Numerous studies have been undertaken to help discover the
predictors of college student’s educational performance. A research project
constantly makes use of information and expertise gathered in the past as a
consequence of mankind's ongoing research effort. According to Koul (2009),
research can never be carried out in isolation from previous work on the
difficulties relevant to the study proposed by any researcher. Every researcher
read the relevant literature from many sources such as research journals, essays,
novels, periodicals, and encyclopedias. dissertations, abstracts, international
yearbooks, theses, and, most importantly, internet connectivity. A thorough
summary of the review of related literature relative to the variables under
investigation. Academic achievement, parental encouragement, achievement
motivation, and IQ are all covered here.

F. Students Performance

The primary emphasis of student performance for the semester Others

utilized test data or prior year results because they were studying performance
for a certain subject or year (Hijazi and Naqvi, 2006 and Hake, 1998). In their
study, several academics have examined the many aspects that influence student
academic achievement. There are two types of factors that affect students’
academic performance. These are internal and external classroom factors and
these factors strongly affect the students" performance. Internal classroom
factors include students’ competence in English, class schedules, class size,
English textbooks, class test results, learning facilities, homework, the
environment of the class, the complexity of the course material, the teacher’s
role in the class, the technology used in the class and exams systems. External
classroom factors include extracurricular activities, family problems, work, and
financial, social, and other problems. Research studies show that students'
performance depends on many factors such as learning facilities, gender and age
differences, etc that found that the most important factor with a positive effect
on students' performance is Parental Involvement.

G. Learning Engagement

However, in the meanwhile, studies have shown that religious involvement is

not significantly associated with academic success in higher education (Bryant,
2007). Bringle et al. (2010). have shown less enrollment of religiously active
students in the second year than in the first year. Bowman et al. (2014) further
provide evidence in their multi-institutional and multiyear study about religious
involvement and academic performance, that it is not possible to determine the
association between religiosity and academic performance. The aforementioned
studies showed that learning engagement, academic motivation, and
performance are positively correlated. Students who had a higher level of
engagement have better performance. Behavioral engagement involves a
student’s behavior to study. Behavioral engagement is better to be explained as
it is a highly dominating factor for excellent performance. Students who were
highly engaged in learning are motivated toward success. It is also shown that
there are gender differences in the type of academic motivation; boys have
extrinsic motivation, whereas girls have mostly intrinsic motivation, and they
perform according to their motivation.

H. Health Literature

There has been a recent trend in health literature regarding the relationship
between religiousness and spirituality and aspects of physical and mental health
(Masters, Carey, Maisto, Caldwell, Wolfe, & Hackney, & France & Himawan,
2009). Researchers who are familiar with literature regarding the psychology of
religion agree that a one-dimensional concept of religion and spirituality is too
simplistic (Masters et al., 2009). A study conducted by Hill and Hood (1999)
classified over one hundred self-reported measures of the dimensions of religion
and spirituality (Masters et al., 2009). The interest in the dimensions and
measures of religion and spirituality has led to an increase in interest in the
involvement of religion and spirituality in young adults (Masters et al., 2009).