EXISTING RELATIONSHIP BETWEEN ATTITUDES AND MOTIVATIONS OF HIGH ACHIEVING STUDENTS TO THEIR ACADEMIC SUCCESS IN SCIENCE AT CAPTAIN ALBERT AGUILAR NATIONAL HIGH SCHOOL

EXISTING RELATIONSHIP BETWEEN ATTITUDES AND MOTIVATIONS OF HIGH ACHIEVING STUDENTS TO THEIR ACADEMIC SUCCESS IN SCIENCE AT CAPTAIN ALBERT AGUILAR NATIONAL HIGH SCHOOL

A Thesis Presented to Mr. Benjamin Albao in Partial Fulfillment of the
Requirements of IV-Evangelists

Mr. BenjaminAlbao
Thesis Adviser

Raymon F. Fabalina
Jhon Paul Perez
GilwinnTriunfo
Diana Rose A. Clamor
Bernadette L. Diaz
Georgette Elorza
Reycel F. Lapuz
KryssMharyen M. Magno
Kristine Mae A. Millares
Pincky S. Trajano

Captain Albert Aguilar National High School

March 2013

ii

ACKNOWLEDGEMENT

This thesis would not have been possible without the guidance and the help of several

individuals who in one way or another contributed and extended their valuable assistance in the

presentation and completion of this study.

First and foremost, the researchers’ outmost gratitude to Mr. Benjamin Albao, our

adviser, for his unselfish and unfailing support whose sincerity and encouragement will never be

forgotten. He has been an inspiration as the group hurdle all the obstacles in the completion of this

research work.

To the top five students every classroom, to the assigned teachers in the day of

survey, for the cooperation, the patience and who has given permission and help throughput the

whole data gathering procedure.

The families and friends of the researchers who have supported them all throughout

this research endeavor and for this trust, love and concern, the researchers extend their untiring

love. Above all, to the Lord Jesus Christ, for all His blessings and guidance and for giving

them strength, knowledge and wisdom to plod on.

THE RESEARCHERS

iii

DEDICATION

This study is dedicated to the people who have generously and unselfishly

exhausted their efforts and support to the achievement of this thesis. And for all the people who

have inspired them, who served as inspiration, and most of all, those who have pushed them into

the completion of this thesis.

THE RESEARCHERS

iv
ABSTRACT

TITLE: EXISTING RELATIONSHIP BETWEEN ATTITUDES AND MOTIVATIONS OF HIGH ACHIEVING STUDENTS TO THEIR ACADEMIC SUCCESS IN
SCIENCE AT CAPTAIN ALBERT AGUILAR NATIONAL HIGH SCHOOL.

NAME: Raymon F. Fabalina, Jhon Paul Perez, GilwinnTriunfo, Diana Rose A. Clamor, Bernadette L. Diaz, Georgette Elorza, Reycel F. Lapuz, KryssMharyen M.
Magno, Kristine Mae A. Millares, Pincky S. Trajano.

YEAR: Fourth year

SECTION: Evangelists

ADVISER:Mr. Benjamin Albao

NO. PAGES:

CONTENT OF ANALYSIS

OBJECTIVES AND SCOPES

This study primarily identified the different attitudes and motivations of high achieving students of Captain Albert Aguilar National High School. Specifically, this research identified (1) the significance of attitudes and motivations to students specially those have high level of achievement to their academic success in science and the importance f the study to the school, teachers and students, (2) the percentage of the students that have high interest towards science and those have low interest to learn science, (3) the relationship between the attitudes and motivations of high achieving students to their academic success in science while engage in a public high school. To execute this, the researchers applied Descriptive Research which falls under the category of a Non-experimental design. A total of 44 respondents were chosen with the use of Purposive Sampling as guided by the qualifications set. Self-Recording/Reporting Approach was used to collect the data with the utilization of a questionnaire. To describe and summarized the data, Inferential Statistics was used. The weighed mean was computed to utilize for the Pearson Product-Moment correlation to examine the relationship between the attitudes and motivations of high achieving students and their academic success in science.

FINDINGS:
1) Is there an existing relationship between student’s attitudes and academic success?
By using the Pearson product moment correlation, the researchers found out that there's an existing significant relationship between the 2 variables. It has a high correlation shows that student's attitudes greatly affect the academically status of the student. (Respondents don't find science as an interesting subject, that's why their academic success can have an average grade of 85-88) 2) Is there an existing relationship between student's motivation and their academic success in science?An average or marked relationship had identified the 2 variables in this research. It has a moderate correlation that shows students are motivated enough and v have a good academic success. 3) What are the significances of the researchers study?The significant of the researchers study is to widen student’s intelligence quotient with the cooperation of the community, school, and teaching profession and to measure the thinking ability of a high school students that stands as a basic building blocks of success without successfully passing individual exams.

CONCLUSION:
The researcher, conclude that there is an existing relationship between student's attitudes & motivations to their academic success in science. There are also factors that can affect academic performance. These factors might be an advantage or disadvantage and might be classified as learning environment, school facilities, teacher's teaching method & the attitude and motivation of the student toward the subject as well.
Based on the study, the student's don't find science as an interesting subject but they can be motivated. Thus, the hypothesis is rejected since it was ascertained in the study that there is a significant relationship between student’s attitude and their academic success.

RECOMMENDATION:
It is therefore recommended that even if the school facilities are perceived as adequately available and accessible for use, they should improve further for maximumutilization and more effective science instruction. Furthermore, the student's should be given hands-on experiencesin the subject and may enhance their understanding on the subject.The school should be design a teacher development program that would maximize the teacher's capabilities and enhance their effectiveness in teaching subject which may focus on the content of the subject. The teachers should be sent to seminars in the divisional, regional levels so that they could become better & more effective in teaching science, thereby raising the student’s performance in the subject. It is also manner of satisfying their professional needs and for personal enrichment. Moreover, teachers should integrate values in every lesson as part of value formation. The teachers should give emphasis on creative approach in learning since this is where the students could expressed themselves in terms of creativity & critical mindedness relative to the subject matter. The school heads should intensify the monitoring on the implementation of the DepEd's programs, designed to improve the student's performance. The students should be encouraged to develop a good study habits so that they could also perform better in the subject. Researchers also recommend the overviews of the Tools for Teaching by Barbara Gross Davis.
Give frequent, early, positive feedback that supports student's beliefs that they can do well.
Ensure opportunities for student's success by assigning tasks that are neither too easy nor too difficult.
Help student's find personal meaning and value in the material.
Create an atmosphere that is open and positive.
Help students feel that they are valued members of learning community. (Jossey-Bass Publishers:San Francisco, 1993)

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TABLE OF CONTENTS

Page
Acknowledgement i
Dedication ii
Abstract iii
Table of Contentsvi

Chapter I The Problem and the Setting 1 Introduction 1 Statement of the Problem 1 Significance of the Study 2 Scope and Limitations 3 Definition of Terms 4

II Related Literature 4 Local 5 Foreign 14

III Research Methodology34 Research Design35 Research Locale35 Population and Sample35 Research Instrument36 Data Gathering38 Measurement and the Variable Discussion38 Data Analysis39

IV Presentation, Analysis and Interpretation of Data41
Level of Category Success of High Achieving Students41
Attitudes42
Motivations43 Hypothesis Testing 44

V Summary, Conclusion and Recommendations 45 Summary 45 Conclusion 46 Recommendations 46

References Appendices 48 Appendix A 50 Appendix B

Curriculum Vitae 52

List of Tables

Tables Page

Table 1: Level of Category Success 41

Table 2: Attitudes 42

Table 3: Motivations 43

Table 4: Pearson Product-Moment Correlation coefficient of 44
Student’s Attitudes, Motivations and their Academic Success in Science

1
CHAPTER I
THE PROBLEM AND THE SETTING
INTRODUCTION

The purpose of this study was to determine if a relationship exist between attitudes

and motivations of high achieving students to their academic success in science while studying in a

High School level education class at CAA National High School. The study examine the students as

identified in the literature and as identified through a pilot survey given to students and the said

school. The population for this study was approximately 50 students. The survey responses were to

analyze, to determine which student indicators or group of indicators were indicative enough to their

academic success. The significant findings of this study revealed that the rate of the failed students

were not necessarily based in the instructors but based in the mental attitudes of the students in

their academic subjects. To support this study, the researchers seek related literature in both local

and foreign documents. This topic’s mainly focus to the different aspect involved by the researcher’s

observation to a student’s motivations, attitudes and their success towards science. The

researchers identified the at-risk students were those who did not pass the exams in science. Also

identified as at-risk were students who did not drive themselves to campus.

STATEMENT OF THE PROBLEM

Students failed rates are topics of concern on any campuses but these rates are of

particular concern in CAA NHS. By identified at-risk students CAA NHS will be in a position in CAA

to assists those students by preparing appropriate intervention. Without a systematic method for

identifying at-risk students, CAA NHS has a little empirical data to help predict student academic

success and failures. When student’s completion is properly addressed, the school, the community

and even the students prosper (Tracy-Munford,1994). Creating and compiling the baseline will help

CAA NHS to develop an effective student and lower the overall failed rate in order to fulfill the

promise that the school have made to their students. The interest to engage in this study came

2 about through what the researcher personally experienced in the classroom. As a student at the

CAA NHS the researcher has witnessed well instructors in tact in school but the rate of the failed

students are still growing. The frustration of knowing that so many of the students enrolled in class

at the beginning of the year would not be successful at the end has driven the researchers to

explore what can be done to increase student success. It is the researcher’s wish to help these

fourth year students to stay in school, to learn and to become successful. Generally, this research

identified

Is there existing relationship between student’s attitudes and motivations to their

academic success

What are the benefits of existing relationship between attitudes, motivation and

academic success to the high achieving fourth year students

What are the significances of the research to the school, community and to student.

SIGNIFICANCE OF THE STUDY

Attitude has always and forever will be part in an individual especially students who

wants to improve their academics. This study wants to take on a very common issue regarding to

CAA NHS the failure of the students in their subjects especially science. This study will benefit the

following sectors of the society.

STUDENTS

Through this research the researchers hope to widen student’s intelligence quotient

since academics success requires the cooperation of both parties (teachers and students) in order

to do that, they must be well versed with the right information and actually be able to use it with the

help of teachers. If teachers could teach the students including all its scopes better outcomes are

expected. These are through the use of the teachers so that students will provided with adequate

knowledge in their subjects. Moreover, this is to present factual information to give them better

choices.

3

TEACHING PROFESSION

This research was also done to enhance the skills of teachers in teaching academic

success. Academic attitude has always and will forever be a crucial role of a student. By

determining the factors that we need to focus on, the researchers will be able to improve methods

on educating students especially on their science subjects, regarding the topic at hand. Moreover,

this will aid in guiding the profession to wards a more efficient and satisfying academic success on

each students.
FUTURE RESEACHERS

This thesis also intends to serve as primary sources of information for future

researcher who may find this study useful in their own study. This could serve as a pilot for

researchers who want to broaden, or make the same study regarding the academic

success. This researcher provides factual information that the other researchers can rely

on. This may serve as a guide or as a source, which ever way suits them most. The significance of

measuring the thinking ability of a High School student is that it is the basic building block of

success without successfully passing individual exams and activities the students is unable to

progress from grading to grading or year to year. Without this progression the student will be unable

to achieve all his goals by graduating or successfully transferring to another year level. Achieving

academic success is significant because it will generate enthusiasm for higher knowledge in the

community.

SCOPE AND LIMITATIONS

There is a limitation in the lack of standard accepted definitions for the terminology

used in this study. Another limitation of this study is the manner that student participants were

chosen. In the surveys were given to each class only on a specific day. Approximately

663 students enrolled in grade 7 up to 3rd year surveyed were present the

day of the survey and they were no follow up efforts for the students who did not attend

4 class that day. Students success can be from a host of factors or various combinations of

these factors such as teaching quality, classroom learning environment and the

curriculum is outside the control of the student or the school. This study is unable to determine

causation and can merely determined if a relationship exists. The CAANHS MAIN survey has not

been peer reviewed or tested in other environment so its use max be limited to the specific classes

surveyed or possibly to the school.Although participants where assumed confidentiality. It is

probable that some that some answer were chosen in an effort to please the researcher.

DEFINITION OF TERMS

Attitude- A students’ personal beliefs, feelings, and tendencies, about education that are

based on past experiences.

Background- A student's general life experience, demographics, and education.

Indicator- Specific traits or experiences that a student possesses that can be measured

and used to predict behavior consisting of their backgrounds, motivations, and attitude.

Motivation– A force that creates a strong desire for achievement and incites him or her

to action toward a desired goal.

Student academic success– Student academic success is defined as receiving a grade of 85

and above.

Student academic failure– Student academic failure is defined as receiving a grade of 84 and

below.

CHAPTER II
REVIEW OF RELATED LITERATURE

A review of literature on the topic of student success in science revealed a plethora of

material written about the general subject of attitude in secondary education. However,

published studies using empirical methods to study classroom success and failure are very rare.

This review was undertaken to help fill this void. This literature review is divided into ___ sections

5 that move from a general discussion of student success and failures to a specific discussion of

secondary education, and finishes with a review of attitudes and motivations. Student success and

failure theory and the factors that relate to student academic success and failures. Start the review.

They are followed by sections that discuss the first’s public high schools (both foreign and local),

definition of student’s success, summarized history of secondary education in the Philippines and

the overview to the Department of Education. Moreover, the overall information about attitudes and

motivations of secondary students towards science. The factors affecting student’s attitudes,

motivations and the ways how to improve it close the review.

LOCAL LITERATURES

STUDENT SUCCESS AND FAILURE THEORY

Student failed rates and dropout rates are influenced by many factors. Factors like

institutional policies and procedures, classroom learning environment, and curriculum are under the

direct control of the school while factors such the social economic and academic background of the

student are outside of the influences of the school (Ratcliff, 1991). Designing beneficial programs to

prevent academic failure for students is a complex task. These complex factors are also mean that

a successful program implemented at one school can not be directly implemented in another

environment (Ratcliff, 1991). Alexander Astin attempted to profile students based on a series of

individual attributes as do the Noel – Levitz surveys. The Literature suggest that the interaction of

student and institutional values is what determine student success and failure. Theoretical models

by John Bean, Ernest Pascarella, William Spady and VincentTinto all emphasize the interaction of

individual factors and institutional factors when discussing student academic success and failures

(Nora, Attinasi&Matenak, 1990). This suggest that student success is not based on a single

student indicator or category of indicators but on their interaction so identifying which student

indicators to measure is key to building a model that will allow early identification of at risk students.

6
These student factor groupings of background, motivation and attitudes for this study were chosen

based on the literature relating to student attitudes. These students indicator groups were

measurable items that were considered likely to reveal differences in student groups. Each of the

individual indicators or attrition factors, within the groups were suspected to be related to student

success and failure were included on the survey and were chosen based on the literature as well as

interviews with faculty staff and students.Tinto’s much studied model of cultural dissonance has

been widely accepted a cornerstone in the study of attitude in higher education. Taylor has

summarized Tinto’s model as being based on the belief that “student perception of experiences and

assessments of their time spent at school will determined their success. This perceptions are

shaped by a wide range of personal background factors.” (Taylor, 2005). Tinto’s model further

suggest “that it is the student’s cultural and social values that to a great degree determine their

post – secondary educational intensions, goals, commitments and eventually degree success

(Taylor, 2005). The model also promotes the idea that departure from school “most frequently

occurs when there is incongruence between the student’s cultural value set, pre - entry attributes,

intentions, goals, and commitments and the Ame – European Dominated College culture and

environment” (Taylor, 2005). Ultimately, student departure can only be fully understood by “referring

to the understandings and experiences of each and every person who departs” (Tinto, 1993).

The theory suggests that student perceptions and their individual reactions to the specific

environment are what influences a student to pass or to fail. There is no one failed personality or

profile. Tinto observed that there is little evidence to show that students who failed high school have

a unique personality profile but there are studies with conflicting results on this point (Tinto, 1993).

It is the interaction of the specific student and the specific high school climate combined with

influences outside the purview of the high school that head to a student’s success or failure. Three

interrelated factors have emerged repeatedly in the literature as predictors of first year persistence.

These factors are a felt sense of community, involvement of students in all aspects of life at the

institution and an academic and social integration (Tinto, 1993). Some examples of the specific

7 indicators for these interrelated factors are measurable and well known. A student that is committed

to their educational goal is more likely to be successful while a student who was weak

goals on is unclear about their educational goals more likely to fail (Ratcliff, 1991). Student who

spend more time on their studies or hold favorable view of faculty are more likely to be successful

. A study of a freshmen Cohort by Rotter (1988) found that student success is directly related to the

time and energy devoted to post secondary education andthat “increasing time on the academic

task of studies reduced the livelihood of failed remarks” (Ratcliff, 1991). Sanders and Burton (1996)

report that student satisfaction and how it relates to persistence is becoming a more powerful

predictor that will aid institutions in their academical efforts. (Lambertz, 1998).

FACTORS RELATED TO STUDENT’S ACADEMIC SUCCESS AND FAILURES

The existing literature for student success and failures on school campuses has

identified several trends for why students full to complete a year level. An obvious but commonly

overlooked the reasons for this is that it “may be fallacious to assume that all first time

freshmen are motivated to complete high school level”. (Allen D., 1999) A 1982 study by

Arcuri documented that personal motivation and effort maybe the best predictor of

academic success if the definition of motivation is the desire to finish high school (Allen

D., 1999). Not all students have the commitment or personal motivation required to

complete a year level. Year completion requires effort and there are some students “who

are simply unable or unwilling to commit themselves to the task of high school

completion and expend the level of effort required to complete a year. (Tinto,1993).

Many in the native American community do not always perceive education as a path to

success and minorities in general do not always perceive educational institutions to be

providers of opportunity (Tierney,1992). Instead of putting an individual in control of

their own life there is often a sense that education puts them under the control of others.

This idea of losing control by going to high school is in direct conflict with the notion of
8
gaining control of ones destiny and is often not viewed as a positive by native American

students (Tierney,1992). Tinto provides that students interaction with both social and

academic environments of the institution are the determinants of educational goals and

institutional commitment. However the findings of Pascarella (1983) in a study of academic and

social integration of commuter students at a large urban highschool contradicted Tinto’s findings

(Napoli, &Wortman, 1998). They concluded that “ social integration represented an increase risk

among commuter student”. Because these institutions were “less likely to provide opportunities for

social interaction” (Napoli, &Wortman, 1998) when tinto’s model is applied to commuter institutions

the results have been mixed. (Napoli, &Wortman, 1998). However, multiple studies have confirmed

Tinto’s findings of social integration, but not academic integration as being a predictor of students

persistence. These mixed results provide additional evidence that student predictors are very

influenced by the particular environment where the measurement is being taken. This environment

is unique on Indian reservations, where the culture does not necessarily reflect mainstream values

of educational achievement. The literature is inconclusive about how well statistical models relate

to retention rates for native American students or TCU’s. A 1993 study demonstrated the inability of

quantitative statistics to predict native American students academic success (Benjamin, Chambers

&Reiterman, 1993). The factors that have been identified a significantly influencing the failed and

success rates for high school students cannot necessarily be generalize to native American

students and hold little predictive value (Benjamin,1993). Davis (1992) reported results that confirm

an UFF man, 1986 study of Sloux students which found that there are fundamental differences in

factors that relate to success by native American students by high school students. The Davis

study also determine that high school GPA was not a predictor future academic success

(Davis,1992). Multiple studies of Navajo students concluded that, unlike high school students, a

parents level of education is not an influential factor in educational success of native American

college graduates(Davis,1992). These studies suggest that judging native American students by

school standards is inappropriate and does not take into account the significant cultural
9

differences inherent in Indian Country.

HISTORY OF SECONDARY EDUCATION

When time goes by United States Education mainly provided by public sectors,

control and funding from three levels of local states and federal. Early 20th century US had there

law enforcement which is “Child Education must be Compulsory”.

There’s a lot of changes, US implemented the K to 12 program. Meaning it is the

designation for the sum of Primary and Secondary education. Last 2007 US rate their educational

level for secondary education to 86.68% increased from 74.46% at the late 2005. US got 26.1 billion

enrollees for secondary education at late 2006 which means as the new century more population

grew and it must control by the government.

The junior high school students are given more independence by the government,

they are allowed moving to different classroom for different subject and allowed to choose some of

their class subject (selective subjects) eg: (computer, sports, foreign languages)

The senior high is almost identical to junior high school. The only difference is senior

high school is more difficult compare to junior high school. Senior high schoolhave 5 subjects

(science, math. Health, English and social science). But not like in normal high school science a bit

of chemistry, physics and biology lectures. Math consists of algebra, geometry, pre-calculus and

statistics. Literature, humanities, compositions, language included in English subject. History,

Government, Economics courses in social science. Each co-related courses about economics

analyzes within a month. Anatomy, Nutrition, First Aid, sexuality, birth control, drug awareness for

health subject.

Therefore, the US get the highest educational level at the late 2008-2009.

Curriculum of all places changed according to the historical events to their places. It changes time

by time especially because of the influenced.

Department of Education (Philippines)
10
The Philippine Department of Education (Kágawaranng

Edukasyón, abbreviated as DepEd), is the executive department of the Philippine government

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

education. It is the chief formulator of Philippine educational policy and is responsible for the

Philippine primary and secondary school systems. It has its headquarters at the DepEd Complex in

Meralco Avenue, Pasig City.The department is currently led by the Secretary of Education,

nominated by the President of the Philippines and confirmed by the Commission on Appointments.

The Secretary is a member of the Cabinet.

The current Secretary of Education is Bro. Armin Luistro, FSC.

NEW HIGH SCHOOL CURRICULUM

This last October 25, 2012 high school students in public schools will soon follow a new secondary

education curriculum.
Department of Education regional supervisor Lorenzo

Mendoza announced in yesterday's (Oct. 24) Kapihansa PIA media forum, the possibility of

implementing a new curriculum by 2010. However, the implementation may still be delayed if the

materials for the new curriculum are not yet out of the printing press. Amendments in the Revised

Basic Education Curriculum (RBEC) would include the assessment or learning outcome to take
11
place before or in between the presentation of the lesson. "Unlike in RBEC, the proposed new

curriculum will require teachers to insert the assessment stage before, in between, and after the

lesson," he said. This way, the teacher would really have a clear picture of the student's learning

level or absorptive capacity. Teachers would then not leave a particular lesson if the student did not

fully comprehend or achieve the learning objectives. Assessment strategies may be in the form of

quizzes, role playing, dramatization, games, or comprehensive examination. Lorenzo bare that the

regional office is yet to receive the details of the proposed curriculum. "It has already been practiced

in some schools for pilot testing. As soon as we receive the guidelines, some teachers would then

undergo trainings for the new curriculum," he said. Dr. Alicia Sayson, Vice President of Academic

Affairs in the University of Immaculate Conception said that RBEC has failed because not all

teachers were properly trained to carry out the curriculum. he former education system of the

Philippines is composed of 6 years of elementary education starting at the age of 6 or 7, and 4

years of high school education starting at the age of 12 or 13. In this system, education is not

compulsory.

K TO 12 IMPLEMENTATION

However, since June 4, 2012, DepEd started to implement the K-12 program, which

includes the new curricula for all schools. In this system, education is now compulsory.All public

and private schools in the Philippines must start classes from a date mandated by the Department

of Education (usually every first Monday of June for public schools only), and must end after each

school completes the mandated 200-day school calendar of DepEd (usually around the third week

of March to the second week of April).

CURRICULUM IMPLEMENTATION

There are two extreme views about curriculum implementation:

a. Laissez-faire approach or the "let-alone" approach. This gives teachers absolute power to

determine what they see best to implement in the classroom. In effect, this allows teachers to teach

12 lessons they believe are appropriate for their classes and in whatever way the want to teach such

lessons. There is no firm of control or monitoring whatsoever.

b. Authoritarian control. In this view, teachers are directed by authority figures through a

memorandum, to follow a curriculum. Teachers have no control or leeway over the subjects the are

teaching. The school head exercise absolute power in directing teachers to teach certain subjects

in specified ways. In other words, this approach is dictatorial way of imposing curricular

implementation in the classroom.

ORGANIZATION STRUCTURE

At present, the Department is headed by the Secretary of Education, with the following

undersecretaries and assistant secretaries:

Undersecretary of Finance and Administration
Undersecretary of Legal Affairs
Undersecretary of Programs and Projects
Undersecretary of Regional Operations
Assistant Secretary/Chief of Staff
Assistant Secretary of Finance
Assistant Secretary of Legal Affairs
Assistant Secretary of Planning
Under the Office of the Secretary are the following offices and services:
Administrative Services
Financial and Management Service
Human Resource Development Service
Planning Service
Technical Service

A regional director is assigned to each of the 17 regions of the Philippines. A division

superintendent is assigned to each of the school divisions defined by the Department. A realistic

view o curriculum implementation should be between the two extremes. Teachers are expected to

follow the prescribed syllabus exactly and make sure that they do not miss any topic/component.

When teachers diligently follow a prescribed syllabus in teaching a lesson, then they are

considered to have fidelity of use or fidelity of implementation. To promote fidelity of use, one need

to identify the topics or subjects that need more focus. These subjects are are those that are more

technical or more difficult. A structured approach to implementation is then followed, one on which

13 teachers are provided clear instructions early on.

On the other hand, some topics allow or encourage teachers to be creative ad unique

in teaching these topics. Teachers implement personalized variations of the prescribed curriculum,

but still be guided by it. This is referred to as adaptation to the curriculum or process orientation.

process orientation came as a response to the need to acknowledge different organizational

concepts and varying teachers' needs and abilities that would require on-site modification.

FIRST SCHOOLS IN THE PHILPPINES

The system of education in the Philippines was patterned both the educational

system of Spain and United States. However, after the deliberation of the Philippines in 1946, the

system have changed rapidly.

Based on the history, during the ancient times in pre-Spanish times, education was

still decentralized. Children were provided more vocational training but less academics in their

houses by their parents and in the house of the tribal tutors. They were using a unique system of

writing known as the “baybayin”. When the Spaniards arrived in Manila, they were surprised to find

population with a literary rate higher than the literary rate of Madrid. During the early Spanish period

most educator was carried out by the religious order. The Spanish missionaries established schools

after reaching the island. The Augustinians opened a school in Cebu (1565). The Franciscans in

1577, immediately took to the task of teaching improving literary, aside from the teaching of new

industrial and agricultural techniques. The Jesuits followed in 1581, also by the Dominicans in 1587

which they started a school in their first mission in Bataan.

Secondary school in the Philippines, most commonly known as “high school”

(paaralangsekondarya sometimes mataasnapaaralan) the University of San Carlos (USC) in Cebu

City is considered as the oldest school in the country and in Asia. Formly known as the Colegio de

San Ildelfonso, it was founded by the Spanish Jesuits on august 1,1595. This makes the Cebu-

based University older than the University of Santo Tomas (UST) in Manila and Harvard University

14
(1636) in the United States.

The University of Sto.Tomas, however contest this title: Formely known as the

Colegio de NuestraSeñoradel Rosario, UST was the first school, which got a University status in

1645. USC became a University in 1948. UST also claimed that the original USC was closed in

1769 as a result of the expulsion of the Jesuits. It reopened in 1783 under a new name and

ownership. But the USC officials stick to their claim. The University observed its 400th foundation on

August 21,1995.

Secondary education lately it consists of four year levels, based on the American

Schooling System as it was until the advent of comprehensive high schools in the US in the middle

of last century. The Philippine High School system has met moved much from where it was when

the Philippines achieved independence from the US 1946.

The former education system of the Philippines is composed of 6 years of

elementary starting the age of 6 or 7 and 4 years of high schools starting at the age of 12 and 13. In

this system, education is not compulsory.

However, everything changed when time goes by, since June 4, 1012, DepEd

(Department of Education) started to implement the new K- to 12 Educational System. Which

includes the new curricula for all schools in this system education is now compulsory. As we see,

Philippines is influenced by US which known as the first place who implement the K to 12 Program.

Every changes in educational program of different countries has a many factors to consider like

influenced by other country, historical events, social economic relationship, government relationship

etc. which is the main causes why our educational program are changeable as time goes by.

FOREIGN LITERATURES

HISTORY OF SECONDARY EDUCATION

Public secondary schools began to proliferate throughout the United States in the

15 mid-to late nineteenth century. Before then, private endeavors provided a variety of educational

experiences. Throughout the seventeenth and eighteenth centuries, private academies and tutors

prepared wealthy boys for college. Academies, controlled by an independent board,

required tuition and were distinguished from one another by regional and local needs. As a result,

the curriculum and religious orientation were not the same at each school. The college preparatory

curriculum was classical in nature, focusing on Greek and Latin. Boston Latin Grammar School

epitomizes an example of such an academy. Opened in 1635 with some public funding and control,

Boston Latin was designed to give boys from elite families the education they needed in order to

attend college and take their place in society. As the merchant and craftsmen class grew, private

academies began to cater to the sons of the middle class in order to prepare these young men to

succeed in commerce. These academies, called English academies, offered classes in modern

languages, literature, mathematics, natural science, history, and geography, rather than Latin and

Greek. Both English and Latin academies offered admission through examination. The differences

in these academy curricula foreshadowed what would become the continuing debate over what

should constitute the secondary curriculum - a question that has been addressed throughout the

history of American high schools.

The First Public High Schools

The first public high school opened in Boston in 1821. What became known as

English High School was established as an alternative to private academies that offered a college

preparatory curriculum. Boys who passed the entrance examination participated in a three-year

English curriculum. High schools became more common in Massachusetts after an 1827 law

required towns to provide a free public high school. Other early high schools could be found across

the United States, although the biggest growth came in urban areas. Many early high schools did

not admit girls and minorities. Boston opened a High School for Girls in 1826 that closed within two

16 years. It was not until Boston Girls High and Normal School opened in 1857 that young women had

the opportunity to attend a public secondary school. In the late eighteenth and nineteenth century, it

was not uncommon for urban schools to include a normal curriculum at the secondary level. Normal

schools trained young women to teach in local elementary schools.

Growth of Public High Schools

The public high school movement gained momentum following the Civil War (1861 –

1865). Only 300 high schools existed in the United States prior to the war; by 1900 there were more

than 6,000 high schools annually graduating 6 percent of American seventeen-year-olds. Public

high schools, however, had their detractors as well as supporters. Advocates argued that high

schools completed the public school system, could attract businesses by providing competent

labor, and increased the value of land. Opponents viewed the taxes that supported high schools as

a burden. In many cases, families could not afford to send their children toschool. Family economic

stability was needed for high school attendance, and some families did not have this luxury. In other

cases, families might choose to send their children to private schools and not get the direct benefit

of the public high school. The tax question was resolved in 1872 when the Michigan Supreme Court

(in what became known as the Kalamazoo Case) heard arguments for and against using taxes for

secondary schools. The ruling favored tax support of public high schools, which subsequently

became common practice throughout the United States.As the number of public high schools grew,

the variety among curricula increased. No standards existed concerning curriculum or organization.

Curriculum decisions made by local school boards hampered the links between colleges and high

schools. Entrance to college was usually determined by examinations that had specific, individual

requirements, making it difficult to anticipate the necessary preparation. To provide more

standardization in the curriculum and help untangle the college admission process, the National

Education Association sponsored the Committee of Ten in 1892. Ten influential educators, mostly

from colleges and universities, debated the appropriate role of secondary schools. The report of
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this committee examined a central question in the ongoing curriculum debate - what constitutes a

good secondary education? The Committee of Ten recommended a rigorous academic curriculum

for all students, regardless of their future plans, and elucidated the pursuit of knowledge and training

of the intellect as the mission of secondary schools. High schools held the responsibility for

designing courses of study that focused on the nine core subjects: Latin, Greek, English, modern

languages, mathematics, sciences, natural history, history (including economics and government),

and geography. College admission would follow for interested students who successfully completed

this course of study. But the desire to attend college was not the only reason to partake of these

classes. The committee argued that in order for students to be educated, college bound or not, an

academiccurriculum was necessary. Criticisms of the report abounded. Many academicians

believed that there was too little rigor; others commented that the courses were

too impractical.Curriculum standardization was not the only approach to articulating the secondary

school – college divide. As noted, in the late nineteenth century admission to most colleges was

determined by an entrance examination. High school and state educators wanted to use a diploma

admission requirement rather than have to prepare students for the wide range of college

admissions tests. The University of Michigan began diploma admission as early as 1871, but this

practice did not become common until accreditation became popular.The New England Association

of Schools and Colleges was founded in 1885 and is the oldest of the six regional accrediting

agencies servicing the United States in the early twenty-first century. These accreditation

agencies helped to cement the distinctions between colleges and universities and standardize the

evaluation of high school programs. Accreditation continues to be voluntary and involves parents,

teachers, students, and community members. A school self-study that is based on regional

standards and is tied to state standards is the basis of the accreditation evaluation. In another

regulatory push, the College Entrance Examination Board came into existence in 1899 with the goal

of providing uniform examinations for college admission.The Carnegie unit also played a role in the
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standardization of high schools in the early part of the twentieth century. Again, the issue was how

to report high school experiences to colleges. The Carnegie Foundation for the Advancement of

Teaching, a nonprofit corporation founded in 1906, developed the Carnegie unit as a measure of

the amount of time a student had studied a subject. One Carnegie unit was equivalent to 120 hours

of contact time, and fourteen unitswas established as the minimum for an academic high school

course of study.

Curriculum Differentiation

Early in the twentieth century the population of secondary schools increased

dramatically. In 1910, 8.8 percent of seventeen-year-olds were in high school; by 1930 this figure

rose to almost 30 percent. Progressive educators took note of both this increase and that many of

the students in secondary schools would not be attending college. They believed schools needed to

expand the rigorous academic curriculum to include more practical subjects and in this way create

more equitable schools. Rather than focusing solely on intellectual training, high schools began to

emphasize social and vocational skills that prepared students for later life. Social skills were

necessary to assimilatethe large wave of immigrants and to promote democratic ideals so that new

Americans could function in society.The term curriculum differentiation means different courses of

study for different students. The comprehensive high school attempts to meet the needs of a

variety of students in one location. Curriculum differentiation was championed in another National

Education Association report, the Cardinal Principles of Education. This report, released in 1918

and authored by the NEA's Committee on the Reorganization of Secondary Education, did not

emphasize intellectual skills or the standard school subjects. Rather, the committee recommended

that secondary education focus on health, the command of fundamental processes, worthy home

membership, vocation, citizenship, worthy use of leisure time, and ethical character. As high school

education became universal, comprehensive high schools, the committee argued, should meet the

needs of the widely diverse student population. These needs could be met through varied

19 curriculum options relevant to the lives of current students. Guidance departments would help

students make appropriate selections from the available choices by determining the

students' strengths and weaknesses. IQ tests would be used to determine student placement. The

committee emphasized that offering a wide variety of relevant choices for students was the only

way universal secondary education could provide equal educational opportunity and allow all

students to succeed. Using the high school curriculum to solve social problems was compatible with

the relevant curriculum choices in the Cardinal Principles. This trend has continued in high schools

as seen in the substance abuse programs, family life education, and driver's education courses at

the beginning of the twenty-first century.

Secondary School Structures

The development of secondary schools led to a number of different structural

arrangements. During the late nineteenth and early twentieth centuries the prevalent pattern was

eight years of graded elementary school followed by four years of high school. The first junior high

schools, grades seven through nine, were established in California and Ohio around 1910. This

organization allowed for greater flexibility in the curriculum and slowly assimilated students into the

world of high school subjects, classes, and teaching styles. The junior high school pattern typically

includes six years of elementary school, three years of junior high school, and three years of senior

highschool. There were more than 7,000 junior high schools by the 1960s.Middle schools evolved

in the 1960s with a new pattern - five years of elementary, three years of middle school, and four

years of high school. Middle schools were designed to meet the intellectual, social, and physical

needs of young adolescents rather than to help these students get ready for high school. The

structural and curricular changes in middle schools included advisories (long-term student groups

that meet with one faculty member over a period of time), team planning and teaching, exploratory

classes, and adequate health and physical education classes. Middle schools are currently the

predominantmode of organization in grades six through eight

20
Minorities in Public High Schools

The idea of a public high school education had taken hold in the white, middle-class

population by the late 1800s. High schools were mostly coeducational and, in fact, girls made up

the majority of the high school population by the late 1800s. The education of blacks and Native

Americans, however, took a different turn. During Reconstruction education was aimed at helping

African Americans adjust to the prevailing political and social norms. The separate but equal

doctrine elucidated in the U.S. Supreme Court case Plessy v. Ferguson in 1896 severely curtailed

the development of black high schools, yet the perennial high school curriculum debate was also

relevant to the education of African Americans. The educators W. E. B. Du Bois and Booker T.

Washington disagreed about the course that black education should take. Du Bois believed in an

academic curriculum allowing talented students to excel, a curriculum promoting intellectual life,

whereas Washington favored industrial and agricultural training, a curriculum promoting the

worthiness of hard work. This debate, centering on how African-American youth should be educated

in high school, was a moot point for many years because most localities, particularly in the South,

did not provide public high schools for blacks. In an 1899 decision (Cummings v. School Board of

Richmond County, Georgia), the Supreme Court decided that school boards were not required to

providepublic secondary education for African Americans. This decision restrained the evolution of

black secondary education. Only a few black public high schools managed to struggle into

existence. In general, these high schools focused on a college preparatory curriculum.

Nevertheless, once the population of African-American youth in urban areas increased, local

officials, and later northern philanthropists, promoted black secondary schools focusing on industrial

education. Many believed that this curriculum would train students for the kinds of employment then

available. Black leaders, however, often argued for a curriculum that would prepare students for

college, not work. In Brown v. Board of Education of Topeka, Kansas, the Supreme Court

unanimously struck down the Plessy v. Fergusonseparate but equal ruling, arguing that the

separation of children in public schools by race violates the Fourteenth Amendment. This 1954
21
ruling sent shock waves through the state of Kansas and several other states that had segregated

school systems. The Brown decision did not solve all of the problems associated with black

education. Desegregation did not come easily, and only a year later the Supreme Court needed to

create procedures for school boards to integrate schools "with deliberate speed." In 1957 federal

troops had to be called into Little Rock, Arkansas, so that nine black students could attend the

previously all-white Central High School. Although high school graduation rates for African-

American students have improved since the Brown decision, the historic exclusion of black youth

from secondary schools continues to be reflected in the discrepancies in the dropout rates and

standardized test scores of white and black adolescents. The Bureau of Indian Affairs (BIA) in

Washington, D.C., was in charge of the education of American Indian youth and developed an

official policy of detribalization. Many Native Americans were sent away from their families to

boarding schools to be immersed in white culture and values. For example, the curriculum of the

Carlisle Indian Industrial School, established in 1879 and closed in 1918, was designed with the

the U.S. government granted citizenship to Native Americans following World War I (1914 - 1918),

local schools replaced boarding schools.In the early twenty-first century, Native American schools

on reservations are still controlled by the BIA, and Native American students are the least

successful students in the public school system. Poverty, low attendance rates, and the lack of

exposure to a rigorous academic curriculum directly contribute to high failure rates among Native

American students. Almost 50 percent of Native American students drop out of high school, and

only 17 percent continue on to college.

Education and the Economy

The economy directly influenced secondary schools from the time such schools

werecreated. Access to transportation and family economic stability influenced high school

enrollment rates, but as jobs required more education, a higher number of students stayed in high

school. In the late 1920s youth unemployment emerged as a contentious political and social issue.

22 Politicians and educators wanted students to remain in high school in order to reduce

increased delinquency, crime, and political radicalization. With millions of youth unemployed during

the Great Depression of the 1930s, every attempt was made to keep more students in school. At

the same time, budgets were reduced, putting a major strain on most schools. During the 1920s and

1930s the school curriculum became more custodial in nature in order to meet the immediate needs

of youth. Consequently, emphasis shifted from academic courses to consumer-oriented classes,

and life skills were emphasized. In the 1940s and 1950s the common form of secondary education

was a comprehensive high school with differentiated curriculum tracks. During World War II (1939 –

1945), enrollment in secondary schools dipped, but the curricular trends of making courses relevant

to the lives of students continued to be important. In 1944 the Educational Policies Commission

released Education for All American Youth, a report calling for a highly practical curriculum similar to

that described in the Cardinal Principles. Many feared that the economic difficulties that occurred

before the war would continue after the war, so the push continued to keep students in school.

American youth would not be competing for jobs with returning servicemen.The economy continued

to influence educational decisions in the 1950s, 1960s, and 1970s, but clearly played a central role

in the 1980s. A Nation at Risk, a report from the National Commission on Excellence in Education,

published in 1983, directly tied the quality of American schooling to the strength and position of the

American economy in the global marketplace. Alarmed by the economic advances made by Japan

and other countries, the commission argued that schools in the United States were declining, which

presented an immediate threat to the country's well-being and economic strength.

Education and the National Defense

The cold war of the 1950s and 1960s brought further challenges to the schools.

Many people called for strengthening academics in secondary schools by removing the popular

but less rigorous life-adjustment classes. The launching of Sputnik by the Soviet Union in 1957

instigated loud cries for educational reform. As a result, the National Defense Education Act that

23 was passed in 1958 provided financial aid to states for the improvement of the teaching of science,

mathematics, and foreign languages. As a result of the cold war, the debate over the public high

school curriculum shifted to how the educational system could ensure the survival of the United

States and its democratic ideals. Many asserted that American youth could be protected from the

ideasof communism and fascism through universal secondary education that emphasized equality

of educational opportunity. A central question emerged: Is educational opportunity best served

through curriculum differentiation and good guidance services or through a rigorous academic

curriculum? The educator James B. Conant studied American high schools and concluded that the

solution was universal enrollment in a comprehensive high school that met the needs of all students

by providing the opportunity to succeed. He noted that the comprehensive high school also allowed

forstudent interaction among academic tracks, which facilitated the development of the social skills

that are necessary in productive citizens. Conant also suggested that authorities strengthen the

differentiation in secondary schools with an increased focus on the gifted. He believed talented

students must be exposed to advanced classes in mathematics and science. To this end, there

were a number of curricular reform efforts that found their way into secondary schools, several

sponsored by the National Science Foundation. Most of these reforms failed because the science

and mathematics programs were designed by academicians who paid little attention to the day-to-

dayrealities of schools.

Standards

The argument between high academic standards and life skills as the central focus of

the American high school curriculum continued in the last three decades of the twentieth century.

This debate also occurred internationally. Great Britain readjusted its system of examinations that

put eleven-year-olds into specific secondary schools and replaced it with comprehensive schools

similar to those in the United States. A Nation at Risk galvanized the United States into forming

higher academic standards. Great Britain did the same with a national curriculum instituted in 1988.
24
The recommendations from the report A Nation at Risk were similar to those discussed by the

Committee of Ten a century before. The report called for higher graduation requirements, including

rigorous academic study for all students regardless of whether they were college bound. Curricular

tracking, the report stated, had led tomediocrity. In response, the standards movement was born.

By the end of the twentieth century, forty-nine of the fifty states had adopted academic standards

based on the work of national organizations in the major subject areas. States began to hold

students, teachers, and schools accountable to these standards through examinations. The

reauthorization of the national Elementary and Secondary Education Act, known as the No Child

Left BehindAct of 2001, reconfirmed this push for accountability by requiring states to develop

annual testing programs for students in grades three through eight in reading and mathematics.

School districts must be able to show that all students reach proficiency or will be subject to

corrective procedures

Trends in Secondary Education

Secondary school reform represents a vitally important topic. In the early twenty-first

century, the major goal is helping all students reach high academic standards. This has yielded a

number of innovative programs that attempt to balance students' personal and academic needs.

Effective curricula include core learning in discrete academic subjects, increased foreign

languages, interdisciplinary courses, and alternative assessment approaches. The foundational

skills of reading and writing are garnering more attention at the secondary level in all content area

classes.Along with high standards, public schools must meet the needs of all students and provide

an appropriate education for students with many diverse needs. Inclusion of students with

disabilities requires schools to rethink the way classes are tracked and how services are provided to

students who have difficulty in the school environment. Co-teaching arrangements, which allow

subjectarea specialists to work with trained special educators in the same classroom, constitute

one approach to meeting diverse needs.Some research indicates that smaller high schools are

25 better settings for meeting adolescent needs and helping students reach their full academic

potential. In anattempt to break down large comprehensive high schools, a number of options are

being tried. Small school alternatives include schools-within-schools and parallel schools sharing

the same physical space with distinct missions and programs. Some large high schools separate

students by grade level into separate wings. Flexible scheduling is used so that students and

teachers can have enough time for a variety of instructional strategies and more personalized

interactions. Block scheduling, one form of flexible scheduling, has increased class time. These

larger blocks allow teachers to use a variety of teaching strategies and provide time for

differentiatinginstruction to meet specific student needs. In addition to academic gains, evidence

showsa decrease in behavior problems when block scheduling is used. Crime and violence in

secondary schools garner extensive media attention. Many schools are attempting to

circumvent alienated youth through social and emotional intelligence programs, organizational

structures, and increased surveillance.Where schooling takes place is also changing. In some

areas, state-supported academies for gifted students have been established. Charter schools

attempt to meet the needs of a diverse group of students by forming a specific vision and plan

outside of the ordinary. Technology may also play a role in the place and mode of secondary

instruction as distance learning becomes more popular. Secondary schools continue to experiment

with a variety of ways to meet the social, intellectual, personal, and vocational needs of students.

DEFINITION OF ATTITUDES AND MOTIVATIONS
Attitudes, motivations and academic success has always and forever be a crucial role in the life of a regular teenage high school student. It is very important to them to be aware of what they are taking in high school for preparation of college life. These three factors really have high affection to the life of the student in order to gain a better future. An attitude can be defined as a positive or negative evaluation of people, objects, event, activity, ideas or just about anything in your environment, but there is debate about precise definitions. “A psychological tendency that is
26
expressed by evaluating a particular entity with some degree of favor or disfavor” (Eagly&Chaiken) though sometimes it is common to define an attitude as affect toward an object, affect is generally understood to be distinct from attitude as measure of favorability. This definition of attitude allows for one’s evaluation of an attitude object to vary from extremely negative or extremely positive, but also admits that people can also be conflicted or ambivalent towards an object. This has led to some discussions of whether an individual can hold multiple attitudes toward the same object.
Whether attitudes are explicit versus implicit has been a topic of considerable research. Research on implicit attitudes, which are generally acknowledge or outside of awareness, uses sophisticated methods involving peoples response times to stimuli to show that implicit attitudes exist. Implicit and explicit attitudes seem to affect people’s behavior, though in different ways. They tend not to be strongly associated with each other, although in some cases they are. The relationship between them is poorly understood.
While on the other hand motivations is to give reason, incentive, enthusiasm or interest that causes a specific action or a certain behavior. Motivation is present in every life function. Simple acts such as eating are motivated by hunger. Education is motivated by desire for knowledge. Motivators can be anything from reward to coercion. There are two main kinds of motivation: intrinsic and extrinsic. Intrinsic motivation is internal motivation. It occurs when people are compelled to do something out of pleasure, importance or desire. Extrinsic motivation occurs when external factors compel the person to do something.
A common place that we see the need to apply motivation, is in the school.
Motivation plays a role in education. A teacher that implements motivational techniques will see an increased participation, effort and higher grades. Part of the teachers job is to provide an environment that is motivationally charged. This environment accounts for students who lack their own internal motivation.one of the first people begin to set goals for themselves is in school. School is where we are most likely to learn the correlation between goals, and the definition of motivation.
That correlation what breeds success.
Many studies have analyzed the relation of attitudes and motivations to the
27
academic performance of the students. A number of researcher’s have examined the different variables such as study skills (Fazal,S.et.al, 2012; Awang, G &Sinnadurai,S.K., 2011; Demir et. al
, 2012; Hassan Deigiet. al,2011), study motivation. Some argued that these factor have strong relationship with academic performance of students, while others concluded that it was the combination of the different factors that could explained students academic performance.
Moreover, a literature review by Nagaraju (2004) pointed out that for good academic success, good study habits and attitudes are important. Study habit is the pattern of behavior adopted by students in the pursuits of their studies that serves as the vehicle of learning. It is the degree to which the student engages in regular acts of studying that are characterized by appropriate studying routines occurring in an environment that is conducive to studying. Study attitudes, on the other hand, refers to a student's positive attitude toward the specific act of studying and the student's acceptance and approval of the broader goals of college education (Crede and
Kuncel, 2008.) In short, study habits and atitudes of students are determined through their time management ability, work methods, attitudes toward teachers and acceptance of education. A review of literature highlighted the importance of the students study habits and attitudes in their academic performance. According to Menzel, cited by Rana and Kausar (2011). Many students fall not because they lack ability but because they do not have adequate study skills. Students who have difficulty in college frequently do not have adequate study habits that affect their academic achievement. A central problem noted was that many of these students had not learned how to take effective notes and manage time for studying (cited by Mutsotso S.N.&Abenga E.S., 2010).
Moreover a study by Nagaraju (2004) found that students usually do not devote sufficient time to their studies and seldom have proper study habits. Efficient study habits are associated with a favorable attitude toward learning in general. As cited by Otto (1978), beliefs in the value of intellectual pursuits and in the importance of education are positively related to academic performance. An important aspect of a student's attitude toward education is the value he sees in what he has to learn. In the study of Sarwaret. al (2010), it was discovered that a significant relationship between students attitudes and academic performance exists. Another research found
27
discrepancy between the study attitudes of high and low-achieving students. High achieving students have a more positive attitude toward study in that they detected and reacted positively to the favorable aspects of the situation they found themselves in, while the low achieving students tended to be fault-finders, reacting to the negative aspects of study such as distractions and minor annoyances. The high achieving students found tertiary work an interesting challenge, accepted the restrictions and conformed to the demands made upon them more readily, while the low achievers appeared to lack high-level motivation. In terms of attitude towards teachers, the high achievers generally have a positive attitude towards teachers. For instances , as compared to low achievers, the high achievers more often say that their teachers are competent, impartial, and interested in their duties (Sarwar, M., Bashir, M., Khan, M.N., & Khan, M.S., 2009).
A substantial amount of research has examined the role of students' study habits and their attitudes to study on academic performance. The study of Osa-Edoh and Alutu (2012) which examined the usefulness of imbibing in the students study habit, as a means of enhancing their academic performance, revealed a high correlation between study habits and students academic performance. This suggests that it is only when students imbibe or cultivate proper study habits that their academic performance can be improved upon. Similarly, NuthanaangYenagi
(2009) found significant correlation between study habits and academic achievement. It further revealed that reading and note-taking habits, habits of concentration and preparation for examination had significant correlation with academic achievement. The authors pointed out that students who are better in reading and note-taking, well prepared for the board examination and have concentration may have better academic achievement. An association between study skills and academic performance also has been found to prevail among undergraduate students. The study of Fazal (2012) identified various study skills used by learners and ascertain which study skills is more related to academic achievement. Results of the study indicate significant relationship of time-management skills, reading and note-taking skills with academic achievement. Students with higher academic achievement used a wide range of study skills as compared to students with lower academic achievement. Another study was conducted using a Q-factor analysis to understand the
28
study behavior and habits of undergraduate students. The Q factor analysis was used to classify students as either proactive learners with well-organized study behavior or disorganized procrastinators based on their self-reported study behavior. Findings of the study showed a significant difference in the academic performance of the two groups of students. Student type was found to be a significant predictor of academic achievement beyond and above students' attribute variables (Yang, 2011). Because of the importance of study habits and attitudes on academic performance, some researchers have proposed strategies that will help student develop effective study habits and attitudes. For example, the study of Demir et al. (2012), which examined the effect of development of efficient studying skills and curriculum on academic achievements and studying skills of learners, who found that students can acquire efficient studying skills by means of curriculum for developing efficient studying skills. The students were able to organize the study environment and use specific methods effectively, such as efficient reading, listening lectures, note- taking, efficient writing and doing homework. It further revealed that those students where the curriculum was implemented have increased academic achievement as compared to the group of students on which the curriculum was not implemented.

FACTORS AFFECTS THE ACADEMIC SUCCESS OF A STUDENT Many factors can affect the student's academic performance, which means how a person does on schoolwork. The physical condition of the student, the learning environment, negative attitudes of the students toward the subject and the science teacher beliefs in motivating students are one of it.
PHYSICAL CONDITION
The physical condition of the student has a great deal to do with that person's ability to do a good job on anything and to understand anything. For example, if the student has poor eyesight, he or she might not be able to read well. If the student has a hearing impairment, he or she might not be able to listen and to understand instructions. If the student has a disease, it might impair his or her ability to do the required work. A very strong determination to do well might be the
29
most important factor in successful academic, and all other factors, in addition to expectations of the school and society, can booster that basic will to succeed.
STUDENTS PERCEPTION OF SCHOOL LEARNING ENVIRONMENT
School environment may consist of both negative and positive characteristics, which affects the perception of the students. The classroom environment decides the perception of the classroom environment by the students. Relating to this some of the studies is presented. Padhi
(1991) conducted a study on effects of classroom environment and creativity on academic self concept and academic achievement. The sample consisted of 636 student from IX class drawn from
15 schools randomly (8 urban and 76 rural). The main effect of creativity and classroom environment on academic achievement and academic self concept is found to be significant by usingRentoul and Frasers individualized classroom environment questionnaire (ICEQ) and
Acharuyulus's think creatively (ATC). The findings of the study revealed that classroom environment affects academic achievement of the student significantly.
STUDENTS PERCEPTION OF SCHOOL LEARNING ENVIRONMENT ON
ACADEMIC ACHIEVEMENT
Students perceptual capacity also have a bearing on perception of classroom environment resulting as poor or good. Students' perception of academic climate in a school promotes their positive or negative attitude towards their work at school. These attitudes are bound to have a strong influence on their academic performance.
WHY NEGATIVE ATTITUDES TOWARD SCIENCE EXIST
Some students have developed negative stereotypes of science and scientists, whom they view as "nerds" or "mad scientists." Others describe scientists as "hard,""old,""frightening," and"colorless" (Rogers & Ford 1997). Several reasons have been suggested for these negative attitudes including students' undesirable experiences in previous science lessons and with instructors, lack of need skills to learn and apply scientific concepts, lack of motivation to work hard in science classes, home backgrounds, school and classroom environments, biases of peer groups, the media's portrayal of scientists and students' perceptions of rewards associated with learning, to
30
name a few (Rogers and Ford 1997). Science anxiety, the fear of science learning, and apprehension towards scientists and science-related activities are also results of these factors
(Rogers and Ford 1997). The way science is taught, both at the high school and college level, also plays a major role in shaping student's attitude s toward science. According to a study by Cherif and
Wideen (1992), which addresses the question of whether a problem exist for science students moving from high school to the university, students are being presented with selected aspects of scientific dogma at the high school and university level rather than being taught the innovative and visionary character of science and the value that such knowledge has to the educational process.
Some of the students in this study reported that they were confused because the information they learned in college contradicted the information they gained in their high school science classes. as the study concluded, this dogmatic approach to teaching science, couple to the drastic, cultural changes that students undergo as they transition from high school to college, affect students' attitudes toward and performance in college level science courses.
Though the development of desirable attitudes toward science is not the primary goal of introductory science courses, instructors usually recognize that attitude formation is one of the important aspects of instruction (Cherif and Wideen 1992; Garcia and McFeeley 1978). There is growing evidence that students who possess positive attitudes toward science will perform better academically. Russell and Hollander (1975), who created the Biology Attitude Scale-a tool designed specifically to measure students' attitudes toward biology-support this claim. "The tool was developed on the consumption that an important consequence of instruction is a positive change in the student's attitude toward the subject, and the authors argue the importance of focusing on attitudes by stating that there usually exists a positive correlation between attitudes and achievement" (Russell and Hollander 1975).
Most instructors however, focus primarily on increasing the student’s knowledge of the subject rather than increasing their favorable attitudes toward it. Many instructors assume that students will naturally acquire positive attitudes toward science as they learn more about it.
However, a study by Garcia and McFeeley (1978) found that the positive attitudes of students
31
toward biology in eighteen introductory biology courses at East Texas State University decreased by the end of the term. This necessarily raises the question of how to improve student's attitudes toward science, and whether the way we teach science plays a significant role in this challenge. In short, it is not only what e teach but also how we teach that are important considerations in how to improve student success (Moore 1989).
TEACHERS BELIEFS
Teacher’s beliefs should play an important role in teaching an student learning as teachers are the "front line" of our education system. Several studies (Eberle, 2008; Snider and
Roehl, 2007; Ballone and Czerniak, 2001; Pajaras, 1992; Nespor, 1985) have articulated that teacher beliefs have strong implications for the way they practice teaching. There is evidence to suggest that deep-rooted beliefs are very difficult to change. Having reviewed decades of seminal research on teachers belief from prominent researchers, Frank Pajaras (1992) has indicated that when"metaphysical and epistemological beliefs are deep and strong, an individual is more likely to assimilate new information than to accommodate it." Elaborating on the difficulty of changing beliefs, Pajaras (1992) further describes that beliefs are unlikely to be replaced unless they prove unsatisfactory, and they are unlikely to prove unsatisfactory unless they are challenge and one is unable to assimilate them into existing conceptions. When this happens, an anomaly occurs- something that should have been assimilated is resisted. Even then, a belief change is the last alternative. The context for teaching and learning lends itself to the teacher having the professional autonomy to control, in part, the teaching and learning environment. It has been stated that "we cannot control the winds, but we can adjust our sails" (author unknown). This is a very fitting expression for the education setting. This information will provide crucial information about science teacher practice of factors that affect student achievement in relation to the context for teaching/learning and professional issues such as teacher efficacy and outcome expectancy.
HOW TO IMPROVE ATTITUDES & MOTIVATIONS TOWARD SCIENCE
Studies shows that students who attend all or most class perform better academically, and good attendance is associated with high motivation. In other words, the most successful
32
students are usually the most highly motivated; they are most likely to come to class, do extra-credit work, and attend help sessions (Moore 2006). A highly motivated student is usually one with a positive attitude toward the subject s/he is learning. Therefore, in order to improve student's attitudes toward science, faculty must motivate students which they can do through their teaching styles and by showing them the relevance of the learning topics to their every lives. In addition, they must create the learning environment that helps motivate students not only to come to classes but also want to learn and enjoy learning.
Etkina and Mestre (2004) suggest that instructors of introductory science classes try to motivate their students by asking them to consider the preconceptions about science related topics that they bring to the class. In a biology class, for example, teachers can ask students the following questions: "What do you know about HIV and about how AIDS is transmitted? What do you think is the reason that some cancers are curable and other is not? What do you think about genetic engineering, about cloning, about stem-cell research--are these good or bad things, and under what circumstances " (Etkina and Mestre 2004, 18). Questions like these will demonstrate to students that there are others in the class who has similar views and concerns, that there is a diversity of views in the class, and that they cannot all be scientifically correct. This divergence of views leads naturally to discussions about the process of doing science (experimentation, evidence- based model building, hypothetical-deductive reasoning), the application of scientific discoveries, and the impact of science in society (Etkina and Mestre 2004). The resulting discussions can also help instructors move away from a dogmatic approach to the teaching of science-to a more engaging and interesting approach that encourages critical thinking rather than just fact accumulation. Furthermore, using controversial issues to introduce topics and concepts in biology classes helps to "raise questions that deserve answers and also generate interest among students, and interest can improve motivation to learn biology" (Leonard 2010, 407). In addition, making the learning and the teaching of the topics more relevant to students' lives and helps them see the value of science and in turn motivate them to develop a better attitude toward science and science education. 33
On the other hand, motivation of the student's interest that causes a specific action on certain behavior. "It is a great place to start for ideas and tips about increasing students motivation in classes." (Jossey-Bass Publishers: San Francisco, 1993) The author presents a handy distillation of research on motivation and uses examples and anecdotes that bring this material to life. In addition to general strategies, this addresses successful instructional behaviors, how structure a course to motivate students, de-emphasizing grades and responding with other types of feedback to students, and tips to encourage students to complete assigned readings. (The book
Tools for Teaching by Barbara Gross Davis).
How to motivate:
Give frequent, early, positive feedback that support students, beliefs that they can do well.

Ensure opportunities for students' success by assigning tasks that are neither too easy nor too

difficult.

Help students find personal meaning and value in the material. ^Create an atmosphere that is open

and positive.

Help students feel that they are valued members of a learning community.
Learning science becomes an enjoyable habit students may learn science for the sake of learning. Teach unusual. Students remember the unique events. This does not mean that we have to stand on our heads and do somersaults in class. Simply think of unusual twists that would capture the attention and interest of students. Demonstration is often effective in this regard. For example, when discussing the history of microscopy, I dramatically reveal an exact replica of one of
Leeuwenhoek's microscopes and let students handle it. Sometimes teaching unusually may simply involve being dramatic and telling a story. Everyone loves a good story, and dramatization of relevant subject matter can be an effective motivator for students. Make learning fun. Although learning science can be a serious business, it can also be fun and enjoyable. Praise students when deserve. Praise can be a very powerful motivator. Personalized instruction makes students realize

34 that you are there to help them learn. Students can become motivated when they feel that someone really cares about their learning. Anything that teachers can do to demonstrate that they really care will have a positive influence on motivation. This may be as simple as holding an extra review session, or extra office hours, or special calling hours before exams, or having lunch with small groups of students. Students respond positively to knowing that the teacher is willing to take that extra step to help them learn. Be a model. Sometimes the least motivated students become interested in the subject merely because they observe the intense interest of the teacher. If we display great enthusiasm about the subject, students may follow suit. We should convey to the student that we think about science; we should model the critical analyses and thinking processes that we would like our students to display. We should also keep in mind that our behavior as teachers will influence student perceptions about scientists. Give students an identity bigger than themselves. It is important to accomplish a "we are in this together “feeling in the class. A constant theme is a focus on individuality. As a unique individual, each student has to find his or her strengths and weaknesses, and contribute to society of his or her lifespan.

CHAPTER III
METHODOLOGY
This chapter tackles the study plan that provided the overall framework for collecting

data. The method used to collect the data needed in concluding the research, why it was chosen

and how it was executed is also part of this section. This provides a format for the detailed steps

used in the study. To determine if this research is valid, this chapter is essential to justify the steps

made and the findings of the latter. This study was undertaken attempt to increase Captain Albert

Aguilar’s understanding of the student academic success in science while enrolled in a public

school at the CAA NHS MAIN. The purpose of this study was to determine the motivations & the

attitudes of high achieving 4rt year students in science. Academic success was defined a grade of

85 above with all the other grades being defined as academic failure.

35
RESEARCH DESIGN

To determine the student’s motivation attitudes in their academic success in science

at CAA NHS MAIN, the researchers applied Descriptive Research which falls under the category of

a non-experimental design. The study employed a Descriptive research design using data gathered

from a student survey to examine the relationship of student indicators to student academic success

in required levels at CAA NHS MAIN. This type of design is similar to a correlative designs.

Associational research uses a non-experimental design that compares groups by studying attribute

independent variables. The independent attribute variables for this study are student indicators

measured by a survey instrument. The dependent variables for this study were student’s success or

failure. The focus of Descriptive research design is to study patterns of individual differences in the

participants to effectively prevent students from receiving a grade below 85. This study used a

single administration of a questionnaire designed specifically for this study. Students self-reported

their motivation and attitudes on the researcher design survey. The dependent variable, academic

success in science was determined at the conclusion of every grading.

RESEARCH LOCALE

The researchers conducted the study inside the school campus of CAA NHS

MAIN regarding the student’s motivation and attitudes towards science subject. The researchers

itself provides a lecture for the students about student’s success and failures in science. It has been

done during class period in the morning shift in a course of week. Moreover, discussions regarding

student’s attitudes and motivations were also done by the researchers room by room. Discussions

were done throughout the lecture, where the assigned lecturer would answer all concerns of the

respondents about the survey sheet and the topic itself.

POPULATION SAMPLE

The population for this study was 663. This represented the total student enrolled for

the year 2012-2013 at the CAA NHS MAIN. The sample size for this study was 44. The sample

includes all sections of 4rth year students of school. Students completed the survey during the class

36 time with both the researcher and their instructor present. Data was gathered from 15.06 % of the

student body. All the participants’ were treated in accordance with the “Ethical Principles of

Psychologists and Code of Conduct’ (American Psychological Association, 1992) the survey were

administered by the researcher over the course of a week from February 19 up to February 22,

2013. Spreading the survey dates out lessened the chance of a major attendance event, like a

funeral or community gathering, from negatively affecting the study. Gathering survey data also had

to work around participating faculty schedules. The classes that participated in the study were a

convenience sample of good indicators. The specific classes chosen were based on their instructors

agreeing to make their students available during scheduled class time. Only the top 5 students of

the class were given the chance to answer the survey sheet in the day of survey. Participated in the

survey were 1V- Evangelists, 1V- Elements, 1V-Directions,1V-Cardinal Points, 1V- Truths,1V-

Winds, 1V-Quadratics, 1V-Phases & 1V-Equations with their instructors Mr. Albao, Mrs. Longos,

Ms. Vargas, Mrs. Santos, Ms. Valdez, Mr. Tonelada, Mrs. Ko, Mrs. Realizan, Mrs. Rodrigo & Ms.

Corral. The researcher described the purpose of the study to each class before asking the student

to participate. The terms of the informed consent from were also explained to students before they

were asked to give their consent to participate in the survey. The fact that the study was

confidential, but not anonymous to the researcher, was explained. All students participating in the

study signed an informed consent form and they are on file with the researchers.

RESEARCH INSTRUMENT

In the collection of data, the researchers used Self-Recording / Reporting Approach. A

questionnaire was utilized as their instrument of choice. The researchers found this approach and

instruments most appropriate for the study. This takes less time and is deal for the number of

respondents the researchers have. The researchers would expend a lot time conversing if an

interview schedule was used to each and every one of the respondents. Furthermore, in gathering

data about knowledge, beliefs, attitudes, and behaviors as ours, a questionnaire would be most

37 efficient in keeping the confidentiality of the population.

The questionnaire was self-made by the researchers. A “Filipino” and “English”

version of the questionnaire is available but only the English were answered by all the respondents.

The researchers made use of the Filipino translation. It was assigned to suit the purpose of the

study. In it are questions regarding student’s background, motivation and attitudes in science

subject. All these are relevant to measure the study being done. Before data collection was initiated

the questionnaire was first’s validated one credible personality, the Physics teacher of 1V-

Evangelists Mr. Benjamin Albao. Identifying which student characteristics were gathered from a

review of the literature, through student’s interviews, soliciting faculty input, and by allowing student

input into the creation of the surveys during the pilot test. These characteristics were categorized

into groups. These students’ indicator groups were student’s backgrounds, motivation and attitudes.

Noel-Levitz Student Satisfaction Inventory Items Survey and Institutional Priorities Survey provide

inspiration for the style of the completed CAA NHS MAIN SURVEY 2012-2013. These two

instruments are standardized surveys developed by Noel-Levitz and available commercially. They

use questions that rate how students fell about various institutional aspects to determined overall

student attitudes. The questions are categorized into various “scales” or groupings of similar items

to allow for further statistical analysis. Captain Albert Aguilar National High School Survey 2012-

2013 was modeled in part on these Noel-Levitz surveys. The types of questions and the break-out

of categories were similar to the questions and groupings of CAA NHS MAIN student indicators.

The idea provided by the Noel-Levitz surveys was the concept of measuring student satisfaction to

provide data that could then be examined statistically to find relationships between how students

academically successful. The CAA NHS MAIN SURVEY OF 2012-2013 gathered information about

three categories of student indicators. Category one measured student’s background information.

This category recorded the general background and history of the student. And consisted of ten

questions. The questions for this category were no. 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10. Questions for this

category measured student’s attitudes. This section recorded information about a student’s overall

38 attitudes and consisted of five questions from this category were divided into two sub-category. The

first sub-category was no. 11, 12, 13 and 14. The second sub-category looked at students

perceptions on the subject. The questions for this sub-category were o. 12 and 15. The last

category of questions measured student motivation. This section recorded information about overall

student motivation for why they are attending the class in science subject and consisted of five

questions. Questions from this category were no 16, 17, 18, 19 and 20.

DATA GATHERING

After the instrument has been validated. The researchers sought approval and

consent first to Mr. Albao (Research Adviser) and second to the assigned instructors each class that

day. The researchers and the instructors discussed what was being done, and the extent of

assistance needed. The researchers asked the whole class to stay attentive and to listen. The

whole class was kind enough to accept and assists the researchers into explaining this study.

Before the day of survey the research personnel/data collectors were oriented as how the data will

be collected. This was easy since the data collectors were the researchers themselves. The

background and the purpose of the study were clear to them. Taking inform consent from the

respondents, answering respondent’s questions, establishing appropriate relationship, avoiding

bias, and staying cheerful during the collection was all that needed to be reinforced.Data was

gatheredfrom the top 5 students per class in 4th year level. The instrument was explained before

they answer the questionnaire.

MEASUREMENT AND VARIABLE DISCUSSION

The dependent variable for this study was measured using 2 category nominal

variable of academic success. Students who received a grade of 85 above were categorized as

academic success. Students who received 84 and below, incomplete or dropped out from school

were categorized as not having academic success or called academic failure in science.

39
DATA ANALYSIS

To described and summarize the data, inferential statistics was used in this study. In

evaluating data gathered to indicate magnitude, the researchers asked the respondents to indicate

the degree to which they agree or disagree with the ideas expresses. This was used to assess the

attitude of respondents towards the variables being investigated & to know how often they do the

different practices.

Variables of Student’s Attitude towards Science Subject

4 – Strongly Agree

3 – Agree

2 – Disagree

1 – Strongly Disagree

Variables of Student’s Motivations toward Science Subject

5 – Always

4 – Often

3 – Sometimes

2 – Seldom

1 – Never

Inferential Statistics focus on the process of selecting a sample and using

information to make generalizations to populations:

Pearson Product – Moment Correlation,or simply the Pearson is a common technique use to

examine the relationship

40
N= no. of pairs

= sum of scores on one variable

= sum of scores on another variable

= sum of products of the paired scores

= sum of squared scores on the x variable

= sum of the squared scores on y variable

Weighted Mean (WM) according to Dedekind Cut, this refers to the overall average

response/perception of the study participants. It is the sum of its product of the frequency of

respondents and the Likert four-point scale.

Student’s Attitudes

Unit Weight
WM Interval

Description
Verbal Interpretation
4
3.01-4.00
Strongly Agree
The respondents greatly concur with the idea implied.
3
2.01-3.00
Agree
The respondents concur with the data above idea implied.
2
1.01-2.00
Disagree
The respondents oppose with the idea implied.
4
0.001-1.00
Strongly Disagree
The respondents strongly oppose with the idea implied.

Student’s Motivations

Unit Weight
WM Interval
Description

Verbal Interpretation
5
4.01-5.00
Always
The respondents have a perfect motivation.
4
3.01-4.00
Often
The respondents have very good motivation.
3
2.01-3.00
Sometimes
The respondents have a good motivation.
2
1.01-2.00
Seldom
The respondents have fair motivation.
1
0.01-1.00
Never
The respondents have poor motivation.

41
Formula:

Where: summative sign

N = total number of respondents

f1 to f4 = frequency of responses per unit weight

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This study aimed to described or to identify if there’s a relationship between student’s

attitudes, motivations toward science and student’s success.in this chapter, the presentation of the

data gathered and interpretation of these data were made. Weighted mean of the variable Student’s

Attitudes toward science and Student’s Academic Motivation toward science was computed,

presented and well analyzed. The study proposed a hypothesis by which it stated that there is no

significant relationship between student’s attitudes, motivation to their academic performance

toward science. The proposed hypothesis was tested using the Pearson’s Product-Moment

Correlation coefficient.

Table 1: Category of Student’s Academic Success

The table below shows the frequency and distribution of category of Academic

Success used by 44 respondents from the students of CAA NHS Main.

CATEGORY
FREQUENCY (f)
PERCENTAGE %

Academic Success
23
52.27%
Academic Failure
14
31.82%

7
15.91%
Total
44
100%

42
The above table shows that out of 44 respondents 23 of them or 52.27% were

categorized as academic success. 14 or 31.82% were categorized as academic failure and only 7

or 15.91% choose not to answer the question that corresponds on the questionnaire. It is very

obvious that most of the students achieved a good academic performance and have an average of

85% up to 88%. These students can be good indicator of academic success.

Table 2: Student’s Attitudes toward Science

The table below shows the weighted mean of the Student’s Attitudes of the 44

respondents

Mean
Description
Verbal Interpretation

11.
1.75
Disagree
The respondents don’t find science as an interesting subject 12
1.66
Disagree
The respondents don’t find science as an interesting subject 13
1.73
Disagree
The respondents don’t find science as an interesting subject 14
2.27
Agree
The respondents find science as an interesting subject 15
1.84
Disagree
The respondents don’t find science as an interesting subject
Total
1.85
Disagree
The respondents don’t find science as an interesting subject

Legend:
1= Strongly Disagree – the respondents strongly don’t find science as interesting subject

2= Disagree – the respondents don’t find science as an interesting subject

3= Agree – the respondents find science as interesting subject

4= Strongly Agree – the respondents strongly find science as an interesting subject

The table above shows that generally, respondents don’t find science as an interesting
43
subject by them. The respondents also disagreed that they enjoy doing different experiments

because of laboratory tools.

Similarly, the findings are parallel to the related literatures found. Some students have

develop negative stereotypes of science and scientists, whom they viewed as “nerd” or “mad

scientists” other said “hard”, “hold” “frightening” and “colorless” (Rogers and Ford 1997). These

negative attitudes including lack of interest of the student toward the subject have inspired the

researchers to pursue the study. 2.27 of the total weighted mean agreed that they see themselves

like a scientist while doing an experiments. All the other means are disagreed by the respondents.

Table 3: Student’s Motivation toward Science

The table below shows the weighted mean of the Student’s Motivation of the 44

respondents.

Mean
Description
Verbal Interpretation

16
2.09
Sometimes
The respondents are motivated enough 17
2.41
Sometimes
The respondents are motivated enough 18
2.34
Sometimes
The respondents are motivated enough 19
2.50
Sometimes
The respondents are motivated enough 20
2.61
Sometimes
The respondents are motivated enough
Total
2.39
Sometimes
The respondents are motivated enough

Legend:
1 = Never – the respondents are not highly motivated

2 = Seldom – the respondents are not high motivated

3 = Sometimes – the respondents are motivated

4 = Often – the respondents are high motivated

5 = Always – the respondents are highly motivated

With the above data, it was found that the respondents of the study are motivated
44
enough to learn science. This evidenced by their strong answer to all indicators of above category.

Specifically the respondents practice the different motivations in order to motivate them in science.

Most of the students answered that they take down notes “sometimes” with an average weighted

mean of 2.09. Many respondents also answered that they review their past lessons “sometimes”

with an average weighted mean of 2.34. As you have observed respondents seem have the right

motivation to study well but still improvement has a strong impact on student’s motivations when it

comes to their science.

Table 4: Person’s Product-Moment Correlation coefficient of the Existing Relationship Between

Student’s Attitudes to their Academic Success in Science at CAA NHS Main.
_______________________________________________________________________________________
Indicator Computed r Tabled r Decision on Ho Interpretation
______________________________________________________________________________
Existing Relationship
Between Attitudes to their Academic
Success
0.596 0.3281 reject high correlation
______________________________________________________________________________

Table 5: Pearson’s Product-Moment Correlation coefficient of Existing Relationship Between

Student’s Motivation to their Academic Success in Science at CAA NHS Main.

______________________________________________________________________________
Indicator Computed r Tabled r Decision on Ho Interpretation
______________________________________________________________________________
Existing Relationship
Between Motivation
ToTheir Academic
Success
0.526 0.3281 reject moderate correlation
______________________________________________________________________________

Legend:

+/- 1 to +/- 0.90 Very high correlation Very Significant Relationship

+/- 0.89 to +/- 0.40 High Correlation Significant Relationship

+/-0.59 to +/- 0.20 Moderate Correlation Average or Marked Relationship
45
+/- 0.39 to +/- 0.20 Low Correlation Small Relationship

+/- 0.19 and below Almost No Correlation

The computed value for r= 0.596 is greater that 0.3281, thus the null hypothesis is

rejected. There is a significant relationship between Attitudes and Academic Success of High

Achieving Students of CAA NHS Main.

The computed value for r= 0.526 is greater than 0.3281, thus the null hypothesis is

rejected. There is an average or marked relationship between Motivation and Academic Success of

High Achieving Students at CAA NHS Main

Chapter 5
SUMMARY, CONCLUSION & RECOMMENDATION
In this chapter you will find the summary, conclusion &recommendation of the study.
The general summary include a synopsis of the study, research design, instruments used, data and processing procedures& statistical treatment that apply. In this chapter will be found the investigator's judgment about the data collected, which can be located in the conclusion suggestions of possible applications of the research finding are stated in the recommendations.
Rejection & acceptance of hypothesis is affirmed in this chapter as well.
SUMMARY OF FINDINGS
1.) Is there an existing relationship between student’s attitudes and academic success?

By using the Pearson product moment correlation, the researchers found out that there's an

existing significant relationship between the 2 variables. It has a high correlation shows that

student's attitudes greatly affect the academically status of the student. (Respondents don't find

science as an interesting subject, that's why their academic success can have an average

grade of 85-88)

46
2.) Is there an existing relationship between student's motivation and their academic success in

science?

An average or marked relationship had identified the 2 variables in this research. It has a

moderate correlation that shows students are motivated enough and have a good academic

success.

3.) What are the significances of the researchers study?

The significant of the researchers study is to widen student’s intelligence quotient with the

cooperation of the community, school, and teaching profession and to measure the thinking

ability of a high school students that stands as a basic building blocks of success without

successfully passing individual exams.

CONCLUSION
The researcher, conclude that there is an existing relationship between student's attitudes& motivations to their academic success in science. There are also factors that can affect academic performance. These factors might be an advantage or disadvantage and might be classified as learning environment, school facilities, teacher's teaching method & the attitude and motivation of the student toward the subject as well. Based on the study, the student's don't find science as an interesting subject but they can be motivated. Thus, the hypothesis is rejected since it was ascertained in the study that there is a significant relationship between student’s attitude and their academic success.
RECOMMENDATION
The researchers recommend that even if the school facilities are perceived as adequately available and accessible for use, they should improve further for maximum utilization and more effective science instruction. Furthermore, the student's should be given hands-on experiences in the subject and may enhance their understanding on the subject.The

47 schoolshould be design a teacher development program that would maximize the teacher's capabilities and enhance their effectiveness in teaching subject which may focus on the content of the subject. The teachers should be sent to seminars in the divisional, regional levels so that they could become better & more effective in teaching science, thereby raising the student’s performance in the subject. It is also manner of satisfying their professional needs and for personal enrichment. Moreover, teachers should integrate values in every lesson as part of value formation. The teachers should give emphasis on creative approach in learning since this is where the students could expressed themselves in terms of creativity & critical mindedness relative to the subject matter. The school heads should intensify the monitoring on the implementation of the DepEd's programs, designed to improve the student's performance. The students should be encouraged to develop a good study habits so that they could also perform better in the subject.
Researchers also recommend the overviews of the Tools for Teaching by Barbara
Gross Davis.
Give frequent, early, positive feedback that supports student's beliefs that they can do well.

Ensure opportunities for student's success by assigning tasks that are neither too easy nor

too difficult.

Help student's find personal meaning and value in the material.

Create an atmosphere that is open and positive.

Help students feel that they are valued members of learning community. (Jossey-Bass

Publishers:San Francisco, 1993).

APPEDIX A

CAPTAIN ALBERT AGUILAR
NATIONAL HIGH SCHOOL MAIN SURVEY OF 2012-2013
QUESTIONNAIRE: (ENGLISH)

NAME:____________________________ TEACHER:__________________ GENDER:__________
YEAR&SEC:___________________________ DATE:__________________________

This sheet is exclusive only for student indicators of CAA NHS Main, created specifically for this study of IV-Evangelists “EXISTING RELATIONSHIP BETWEEN ATTITUDES AND MOTIVATION TO THEIR ACADEMIC SUCCESS TO WARD SCIENCE”. This study measured student’s capability to understand well and to evaluate science subject in school. The researcher’s main objective for this study was to determine if there’s a relationship between attitudes, motivations and academic success of high achieving fourth year students in CAA NHS Main.

Kindly answer the following questions below.

Category A: Student’s Background

1) Name of Parents 2) Occupation 3) Date of Birth 4) Educational Attainment
_________________ _________________ __________________ _____________________
__________________________________ __________________ _____________________

5) School Attended 6) Year Attended 7) Average Grade in Science
Elementary ___________________ _________________ ________________________
High School ___________________ _________________ ________________________

8) Honors / Awards received (Elementary) 9) Honors / Awards Received (High School)
____________________________________ __________________________________
____________________________________ __________________________________

10) First Impression in Science

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

49
Category B: Student’s Attitudes

My attitudes in studying science
Strongly Disagree
Disagree
Agree
Strongly Agree
Example: “I LOVE SCIENCE”

11) I enjoy doing experiments in science because of different laboratory tools

12) Science is an interesting subject

13) I can apply my science lessons in my daily life

14) I see myself a scientists whenever I do experiments in the laboratory room

15) Science is not a boring subject

Category C: Student’s Motivations

My motivation in studying science
Never
Seldom
Sometimes
Often
Always

Example: I PRAY BEFORE I START REVIEWING MY PAST LESSONS

16) I take down notes

17) Our science teacher give us exercises before and after the whole lesson start

18) I review my past lessons in science.

19) Our teacher let us watch some short films related to our lessons

20) Our teacher give us experimental activities.

50

APPENDIX B

CAPTAIN ALBERT AGUILAR
NATIONAL HIGH SCHOOL MAIN SURVEY OF 2012-2013
QUESTIONNAIRE: (TAGALOG)

PANGALAN:____________________________ GURO:__________________ KASARIAN:____________
TAON&SEKSYON:_______________________ PETSA:_________________________

Angsagutangpapelnaito ay paralamangsamga piling mag-aaralng CAA NHS Main. ginawaitoparasapag-aaralng IV-Evangelists “EXISTING RELATIONSHIP BETWEEN ATTITUDES AND MOTIVATION TO THEIR ACADEMIC SUCCESS TO WARD SCIENCE”. Angpag-aaralnaito ay sinusukatsakakayahan at talinongmga mag-aaralpagdatingsaasignaturangagham. Angpangunahinglayuninngpag-aaralnaito ay upangmalaman kung mayroongkaugnayanangpag-uugali at motibasyonngmgaestudyantesaika-apatnataonsapaaralang CAA NHS Main.

Sagutanangmgasumusunodnakatanungansaibaba.

Category A: Student’s Background

1)PangalanngMagulang 2) Hanap-buhay 3) ArawngKapanganakan 4) EdukasyongNatapos
_____________________ ______________ ______________________ __________________
_____________________ ______________ ______________________ __________________

5) Pinag-aralangEskwelahan 6) Taon 7) KabuuangGrado
Elementarya __________________________ _____________ ___________________
Sekondarya __________________________ _____________ ___________________

8) Karangalan/ MedalyangNatanggap 9) Karangalan/ MedalyangNatanggap (elementarya) (sekondarya)
_______________________________ ________________________________
_______________________________ ________________________________

10) AnuangMasasabimosa “Science”
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

51

Category B: Student’s Attitudes

Angmgaugalikopagdatingsa “Science”
1
2
3
4
Example: “I LOVE SCIENCE”

11) Nasisyahanakosamgaeksperimentosa “science” dahilsaibat-ibangmgakagamitannito.

12) Interesadoakosapag-aaralng “science”

13) Kaya kongiaplayang “science” samgaaraw-arawkonggawain.

14) Nakikitakoangsarilinaisang “scientists” kapag nag-eeksperimentoako

15) Hindi “boring” ang “science”

Category C: Student’s Motivations

Angmgamotibasyonkosa “science”
1
2
3
4
5

Example: I PRAY BEFORE I START REVIEWING MY PAST LESSONS

16) Nagsusulatakosa “science”

17) Angamingguro ay nagbibigayngmgapagsusulitbago at pagkataposngaralin

18) Nagrerebyuakosa “science”

19) An gaming guro ay pinapanood kame ngmga “video” na may kaugnayansaamingaralin

20) Angamingguro ay nagbibigayngmgaeksperimentonggawain.