The Effects of Number of Performance Tasks to the Academic Performance of
Grade 11 Students in Dumoy National High School
A Research Paper Presented to the Faculty
of the SENIOR HIGH SCHOOL DEPARTMENT
of Dumoy National High School
Farland Extension, Dumoy, Davao City
_____________________________________
In Partial Fulfillment of the Requirements for
INQUIRIES, INVESTIGATIONS AND IMMERSION SUBJECT
_____________________________________
Asegurado, Alrom Jhong Q.
Bonifacio, Sara Angeline T.
Henaniban, Hero M.
Manulat, Jhon Rey L.
Rivel, Mark Rheniel C.
Rivera, Yvonne U.
Toledo, Jorie May S.
_________________________________
2025
CHAPTER II
METHODOLOGY
Research Design
The researchers used a descriptive technique and a quantitative research
design to investigate how the number of Performance Tasks affected the Academic
Performance of Grade 11 Students. According to Creswell (2014), the main focus of
quantitative research is the collection and examination of numerical data, which can
be utilized to spot patterns and trends in a population. This methodology is especially
suitable for research projects that seek to quantify the distribution of variables,
including the Number of Performance Tasks administered and the Academic
Performance outcomes that correspond to them.
Furthermore, a descriptive study design is used to observe and describe
occurrences as they naturally occur, without changing factors or putting theories to
the test, according to Aggarwal (2019). Data on the Number of Performance Tasks
given and the students' associated academic outcomes will be gathered for this study
using surveys and academic records. This method ensures an unbiased and truthful
presentation of the condition of education currently.
Research Locale
The study was conducted within the premises of Dumoy National High
School, involving Grade 11 students who are currently enrolled in the institution. This
public school is situated at Farland Extension, Barangay Dumoy, Davao City.
Population and Sample
The population for this study consists of 90 Grade 11 students, and based on
Gay's (1976) guideline for descriptive research, 20% of the population was sampled.
Thus, 18 students were selected as respondents to ensure a manageable yet reliable
representation of the population. According to Gay (1976) and as cited by Cristobal
and Cristobal (2017), a sample size equivalent to 20% of the population is sufficient
for descriptive research.
Research Instrument
In our study, the researchers employed survey questionnaires as the primary
research instrument to collect data from the respondents. The use of surveys is a
common and effective method in educational research, as it allows for the systematic
gathering of information on specific variables (Creswell, 2014). The respondents, who
were Grade 11 students, were randomly selected to ensure a representative sample
and minimize bias, which is essential for the reliability and generalizability of the
results (Fink, 2017). By using random selection, the study aimed to obtain a diverse
range of responses, thus enhancing the validity of the findings. This method aligns
with established practices in quantitative research for achieving accurate and unbiased
data.
Data Collection
In the data collection process, the researchers ensured that all relevant parties
—namely, the School Head, Class Adviser, Parents and Guardians, and the Grade 11
students who participated—were properly informed about the study’s purpose. This
was accomplished by providing them with letters outlining the study's objectives. In
accordance with Republic Act 10173, the Data Privacy Act of 2012, strict protocols
were followed to protect personal data and communications systems during the data
collection process.
Once the data was gathered, the researchers focused on analyzing it to assess
the impact of performance tasks on academic performance. It is crucial to select the
appropriate analytical method that aligns with the type of data collected. The primary
goal of the data analysis was to evaluate the effectiveness of the intervention and
identify areas that may require improvement.
Statistical Tool
The following below are the statistical tools that were used during data analysis;
1. Independent T- test - A statistical tool used to compare the means of two
groups to determine if there is a significant difference between them. This tool
is particularly useful when examining whether variations in one variable
influence the other. It assumes that the data follows a normal distribution and
that the variances of the groups being compared are equal. The T-test provides
a p-value, which indicates whether the observed differences are statistically
significant (Hayes, 2023). According to (Kim, 2015), this method is widely
applied in quantitative research to evaluate hypotheses and draw conclusions.
To interpret the results, the critical value (CV) is obtained from the t-table,
using the degrees of freedom (df = n1+n2−2n_1 + n_2 - 2n1+n2−2) and the
desired significance level (α), often set at 0.05. If the calculated t-value is
greater than the critical value, the null hypothesis is rejected, indicating that
there is a statistically significant difference between the means of the two
groups. This means the variation between the groups is too large to be
explained by chance alone, and the results are considered significant.
2. Mean - The mean is a measure of central tendency that represents the average
value within a dataset. It is calculated by summing all values in the dataset and
dividing the total by the number of values. The mean is a widely used tool to
summarize and compare datasets in quantitative research. It provides insight
into the typical value within a dataset, allowing researchers to identify trends
or variations. It is also referred to as the arithmetic mean or average
(Campbell, Swinscow TDV, and Blackwell, 2019).
A Survey Questionnaires on Factors Affecting Academic Performance (Macasojot,
2021)
