Chapter 1 4

EFFECTIVENESS OF THE SUBJECT LEARNING AREAS UNDER ABM AND STEM 1
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
On June 2012 the K-12 Program or Curriculum was implemented in the Philippines.
The program consists of different components of basic education namely: Kindergarten,
six (6) years of primary education, four (4) years of Junior High School, and two (2) years
of Senior High School. The K-12 curriculum is currently applied within a number of
countries with the intention of elevating learners’ quality of knowledge. The sole purpose
of the implementation was for the improvement of the education system within the state.
The aim of the program was to produce learners who are globally competitive. In addition,
the program was applied for the Philippine education system to cope with other countries’
advanced learning systems as well as to come up with ways in reducing misfit qualification
and dissatisfaction of graduates because of the needed workforce of companies,
institutions, and the government. In particular, the Department of Education continues to
strive to find ways in increasing the quality of graduates and their contentment in their
chosen strand, before even reaching the collegiate level.
Even though this program held various benefits, it was still prone to social debate
and negative feedbacks from the nation’s people. The country’s lack of preparation was
one of the apparent factors experienced by the students. Apparently, the permanent system
of education had undergone various experimentation and improvisations along the course
of its implementation.
Senior high school (SHS) covered two years of basic education — the Grades 11
and 12. SHS students took up academic subjects which are included in their chosen track.
ST. AUGUSTINE ACADEMY OF PAMPANGA

The program offers varied academic and technical-vocational tracks. The Accountancy,
Business and Management (ABM), Science, Technology, Engineering and Mathematics
(STEM), Humanities and Social Sciences (HUMSS), General Academic Strand (GAS) are
the Academic track for students who still want to pursue college after graduation.
On the other hand, the Technical-Vocational-Livelihood (TVL) track offered strands which
are: Home Economics (HE), Information and Communications Technology (ICT), Agri-
Fishery Arts, and Industrial Arts. Meanwhile the Sports and Arts and Design tracks were
offered for students who wanted to enhance their skills and talents.
The first batch of Filipino students that had gone through the senior high school
program, enrolled last 2016 and graduated on 2018. Although six years have passed since
the program’s implementation, it is surprising that many students and parents are still
unaware of some details as regards the new senior high school system. Matters on the
country’s K-12 program remained unclear. One of these matters was regarding the specific
tracks where the students were supposed to align their best skills and strengths that they
want to master. With the new educational system mandated by the law and by the
government, Filipinos had no other choice but to embrace it. Nevertheless, regardless of
these issues, Filipinos were assumed to benefit from the new scheme since the program
followed international standards (Abatay, 2016).
Specialized subjects are subjects that are unique to the career track or learning
strand that the student chose. These are similar to the major subjects that college students
take, although they are less complex than their college counterparts (Courses, n.d.).
Specialized subjects are essential for ABM and STEM students. This will help to increase
the students’ preparation and understanding to their course. The Nicholas sparks book

(2017) found out that: Accountancy and Business Management (ABM) strand offers
subjects which will help and open our minds into the business world, therefore, become
the ticket to the corporate world. And as our economy grows through the years, more and
more job opportunities are being available, and as of this year, 2017, accounting and
finance related jobs are the most sought jobs around the world.
The ABM strand equips the students with essential fundamental concepts on
business specialized courses. Similar to the focus of the College curriculum of the school,
the ABM specialized courses focus on application and measurable learning outcomes for
students complemented by technology integration. This strand is comprised of eight (8)
specialized subjects which includes Business Math, Organization and Management,
Applied Economics, Business Ethics and Social Responsibility, Principles of Marketing,
Business Finance, and Fundamentals of Accountancy Business and Management 1, and
Fundamentals of Accountancy Business and Management 2 which will all foster a strategic
business mindset for students coupled with entrepreneurship and principled business
leadership (Far Eastern University, Diliman, 2017). In addition to subject-specific learning.
ABM aims to gain solid grounding on all aspects of accounting and business as well as
understanding organizations, business law and financial accounting.
Subject learning areas under ABM are mostly about accounting which can be
compare into Math subjects. This subject requires analytical and mathematical skill. Other
subjects are about management which needs logical reasoning. As studying it, students can
acquire and enhance this skill. Specialized subjects improve students for better learning.
According to Edukasyon.ph (n.d.), The Accountancy, Business and Management (ABM)
strand would focus on the basic concepts of financial management, business management,

corporate operations, and all things that are accounted for. ABM can also lead you to
careers on management and accounting which could be sales manager, human resources,
marketing director, project officer, bookkeeper, accounting clerk, internal auditor, and a
lot more.
It is on this attitude of the researchers that conducted this study on knowing the
effectiveness of the subject learning areas of ABM among the grade 12 ABM students of
St. Augustine Academy of Pampanga currently, the senior ABM students of today are the
second batch of ABM students to graduate since the application of the K-12 program or
curriculum. This year’s batch is the product of the last year pioneers of experimentations
and alternations. The lack of preparation also causes a loophole and affecting the student’s
cognitive thinking.
With subjects like Applied Economics, Business Ethics and Responsibility,
Accountancy, Business Math, and Principles of Marketing, you are trained to think big.
Those who complete this strand will play an important role in the corporate world.
(edukasyon.ph, n.d.). The subject learning areas can train students in becoming
professionals. As accountant and managers is the ABM students' future profession, they
can have a big contribution in the corporate world. The knowledge taught by the subjects
can help them for their future.
Science, Technology, Engineering, and Mathematics (STEM) is one of the strands
that covers a wide variety of courses. It has different subject learning areas for this strand.
Specialized subjects usually designed medical, engineering, and other related courses. The
specialization areas of STEM strand include Mathematics Education, Science Education,
Engineering Education, Technology Education, and Integrated STEM Education. Science

Education solidly grounded in the sciences and flexible to accommodate a broad range of
prior experiences and professional aspirations. The program has specialized subjects for
different areas which are life science, Earth science, chemistry, and physics. Students can
develop expertise in such areas as environmental education, evolution education,
astronomy education, integrated STEM education or some interdisciplinary specialty.
Technology and Engineering Education also includes the education for engineering
education, technology education, integrated STEM education or some interdisciplinary
specialty. Engineering education related courses include: College Teaching in Engineering,
Technology and Engineering Education Curriculum Planning; Designing Multimedia
Instruction; and Concept Inventories in STEM Education. Mathematics Education deals
history of mathematics education research and practice, learning, teaching, and assessment.
They also select electives from other areas within and outside the College of Education and
Human Ecology (The Ohio State University, 2018).
STEM is the acronym for Science, Technology, Engineering, and Mathematics, and
encompasses a vast array of subjects that fall into each of those terms. While it is almost
impossible to list every discipline, some common STEM areas include: aerospace
engineering, astrophysics, astronomy, biochemistry, biomechanics, chemical engineering,
chemistry, civil engineering, computer science, mathematical biology, nanotechnology,
neurobiology, nuclear physics, physics, and robotics, among many, many others. As
evidenced by the multitude of disciplines, it’s clear that STEM fields affect virtually every
component of our everyday lives (Teach.com, n.d.).

The study was conducted to determine the effectiveness of the subject learning
areas among the students of ABM and STEM in St. Augustine Academy of Pampanga, Inc.
This research motive is to get a research degree along with its consequential benefits.
The research aimed to know the students’ mastery and understanding in their
specialized subjects. The effectiveness of the subjects learning areas can be modified by
the students as they determined their mastery and understanding of the subjects.
Mastery of the subject matter by the student teacher means that they can simplify
the topic into main points that can easily be understood by the learners. The student-
teachers mastery of the subject matter affects the subject content delivery and the
understanding by of the learners (Kamamia et al., 2014).
The foundations of any discipline are its definition, knowledge base, terminology,
structure, methodology, and epistemology. As we move from basic knowledge to the
complex organization and hierarchies of information in the disciplines, we parallel the
levels of Bloom’s cognitive taxonomy: knowledge, comprehension, application, analysis,
synthesis, and evaluation. This objective, “Gaining a basic understanding of the subject…,”
deals with acquisition of basic information upon which more complex learning relies.
While traditional teaching methods, especially lecture and readings, are quite efficient at
“delivering” this kind of information, the question is whether “delivery” is enough. Simply
having the information at hand does not guarantee that students will understand it or know
how to learn it (Theall et al., n.d.). In ABM and STEM strand there will be skills that you
will developed and practiced. These skills are very relevant to almost any career. This
consist of Communication Skills, Collaboration Skills, and Analytical Skills.

In Communication skills one will know how to communicate with different kinds
of people. You cannot always stay in one corner and be quiet. Running a business involved
communication, you are eventually going to speak up because people will be coming to
you back and forth. Collaboration Skills is not just about going to be alone when you have
your own business. There will be people who will be willing to help you. You also need
to know how to communicate with your co-workers and give them motivation because
they're the ones who are going to be with you in your company (Santos, 2016).
As studied by Santos, 2016 “Analytical Skills you need to know how to use your
common sense. When you get to the real world, there may be scams out there. In this track,
you will be able to practice this skill because this is also related to your finance skills."
Active learning means students were involved with the material, participate in the
class, and collaborate with each other. Activeness is characterized by students’ action,
whether the student performs excellently in class or participate well in every activity.
Learning means having knowledge acquired by studying a certain thing. Comprehensive
deals with all aspects of something. It is about how the student understand all the necessary
facts and information about a certain thing.
As cited by School Specialty, (2017) according to Basch, (2010) Exercise directly
impacts the behavior and development of the brain. “It is likely that the effects of physical
activity on cognition would be particularly important in the highly plastic developing
brains of youth.”
Learning is the acquisition of knowledge, behaviors, skills, values, or preferences.
The process of learning continues throughout all our lives – from the moment we are born
to the moment we die. As babies, we learn to eat, to crawl, to walk, to talk, etc. and as we

grow up, we learn a wide range of other skills. This type of learning happens through
observing, experimenting and experiencing (Tahir, 2018). Learning can be consciously or
unconsciously, in a sense that one can learn consciously through education while one can
learn unconsciously through various experiences.
As studied by Lexia learning (2018), comprehension is an active process that
incorporates the understanding of spoken and written language. It involves not just the
meanings of words in isolation but the relationship among words within sentences and
paragraphs. In Lexia Core5 Reading, comprehension activities develop the ability to
understand information at a concrete level as well at an abstract level through the
application of higher order thinking skills. Activities develop comprehension skills through
interaction with increasingly complex narrative and informational texts.

Conceptual Framework
Input Process Output
Determining the
subject learning areas
-mastery
-understanding The study focuses on
The Effects of the
subject learning
Subject learning areas under
areas enhancing Accountancy, Subject Learning
respondent’s skill. Business and Areas Exposure
-communication Program for the
Management.
skills Grade 12 ABM and
-collaboration through:
STEM Students
skills - survey
-analytical skills questionnaire
- observation
- unstructured
Effects of the
subject learning interview
areas on the
academic
performance
Input of Process Output
the students.
-activeness
-learning
-comprehensive
Feedback
Figure 1. Schematic diagram of the study
This research study anchored mainly on identifying the effectiveness of the subject
learning areas under ABM and STEM. These variables were discussed in this study. When

K-12 curriculum was implemented, students need to choose their track. One of the tracks
that senior high school offer is Accountancy, Business and Management (ABM) for those
who want to pursue college and wants to take accounting and other related courses. In line
with this, the subject learning area of this strand focuses on financial management, business
management and all related areas. The effectiveness of this subject learning areas was to
determined if it is truly helpful for the future course and profession of the students. St.
Augustine Academy of Pampanga is one of the schools that offers ABM strand which has
specialized subject that serves as the major subject of the students.
These subject learning areas under ABM supports the benefits that future
accountants can get as they take this Strand. It allows students to apply in-depth
understanding into better performance and skills as a piece of application procedure. This
would specify further insights in regards with the subject areas that will provide knowledge
and learning with different departments. Students will get compensation of those subject
learning areas mainly with the application in process. Through this process, an ABM
student would possibly inherit and pertain it with the way an individual life especially with
the strategies used in the fundamentals of accounting (Royarvin, n.d.).
Statement of the Problem
This study was conducted to determine the impact of the subject learning areas
under Accountancy, Business, and Management and Science, Technology, Engineering
and Mathematics through the academic success of the Senior High School students.
1. How does subject learning areas be described in terms of:
1.1. mastery; and
1.2. understanding?

2. How does the subject learning areas enhance respondent’s skill in terms of:
2.1. communication;
2.2. collaboration; and
2.3. analytical?
3. How does the subject learning areas affect the academic performance of the students in
terms of:
3.1. activeness;
3.2. learning; and
3.3. comprehensive?
4. Is there a relation between the respondent skills and academic performances in their
subject learning areas?
5. What are the Subject learning areas exposure program that the researchers should
propose?
Hypotheses
Based on the preceding problems, the researchers formulated the hypotheses below:
1. Ha: There is a significant effect between the subject learning areas of the ABM and
STEM students towards the students-respondents learning.
2. Ho: There is no positive effect on the respondents’ subject learning areas towards the
ABM and STEM students learning.
Significance of the Study
The study was pursued to provide information and finding that can be useful to
different individual or group. The beneficiaries of the research are the following:
Students. The students can benefit with this study by knowing the result of it. The
study could show the effectiveness of the subject learning areas under ABM and STEM

students. Thus, the student can determine their capability with this subject that can be used
in their future profession. The students can determine the impact of this subject to their
academic performance and skill that can be enhanced by studying it.
Teachers. The study can help the teachers on how they can effectively teach the
said subject in result with the students' response. They can be aware of what do they need
to improve, enhance, and develop with the student’s capability.
School administrator. The study can help the administrator to know what the
effect of would be teaching this subject. It can help them to decide what would be the right
way on implementing the subject that would be the best for the students.
Future researcher. The research can be a reference for the future study that is
related with the topic. They can know the present study and can give them opportunity to
realize the current problem. The study can be developed and improved by the future
researchers.
Scope and Delimitation
The research involved 157 respondents which is the whole population of grade 12
ABM and STEM students. The said respondents were mainly from St. Alphonsus Liguori,
Isidore, St. John Chrysostom, and St. Athanasius. Since grade 11 students do not have yet
their specialized subject when the research is conducted. It described the students view on
their subject learning areas. It also determined the skills enhanced by the specialized
subject and the effect of it in the academic performance of the students. The tool that has
been used are survey questionnaires. The survey questionnaire was personally drafted for
taking the data and information that is needed. It was divided into three parts. The first part
was question regarding determining the subject learning areas. Second, it aimed to know

how the subjects can enhance the skill of the students in a particular manner namely:
communication skill, collaboration skill, and analytical skill. And the last part sought to
know the effect of the subject learning areas in the academic performance of the student.
The study wanted to test and determine the effectiveness of the subject learning areas
among ABM students. The survey questionnaire was validated by the expert and
distributed by the researchers.
Definition of Terms
For clarity and easy understanding, the following terms or variables had been
defined theoretically and operationally.
ABM. Inclined in mathematics and students with essential fundamental concepts
on business specialized courses (Ocbena, 2016). In this study, ABM is defined as
generalized and developments are needed.
Academic track. Prepares the students who aspire in pursuing college courses the
requirements leading to a degree. This comprises four strands. In this study, it is a way in
guiding the students in choosing their preferred bachelor degree in college.
Activeness. The trait of being active; moving or acting rapidly and energetically
(Vocabulary.com, n.d). In this study, it is defined as the respondent’s involvement and
participation in their subject learning areas.
Agri-Fishery Arts. Hands-on learning and application of skills that are related to
agriculture and aquaculture. You will be taking various subjects that are connected to other
jobs such as food processing, rubber production, animal production, or landscape

installation (Agri-Fishery Arts Strand, n.d.). In this study, it is the strand for the students
who wants have a job after graduation, this strand is under TVL.
Analytic. Encompassing and multidimensional field that uses mathematics,
statistics, predictive modeling and machine learning techniques to find meaningful patterns
and knowledge in recorded data (sas.com, n.d.). In this study, analytic is the respondents'
deeper analyzation of their subject learning areas which can also be a skill that can acquire
by them through the said subjects.
Collaboration. Joint effort of multiple individuals or work groups to accomplish a
task or project. Within an organization, collaboration typically involves the ability of two
or more people to view and contribute to documents or other content over a network
(TechTarget, n.d.). In this study, collaboration is students' participation and cooperation in
activities such as group works which also the factor for that affect their academic
performance.
College degree. Degree given to students of a higher learning institution signifying
required credits have been obtained in specific areas of study. There are several levels of
college degrees ranging from an Associate's degree to a Doctoral degree. (Business
Dictionary, n.d.). It is a degree received in a traditional academic field over full-time
attendance at a university. In this study, it is the preferred course in college chosen by high
school students after graduating in Senior High School.
Complexity. Property of a model which makes it difficult to formulate its overall
behavior in a given language, even when given reasonably complete information about its

atomic components and their inter-relations (Bruce, n,d.). In this study, complexity is one
of the factors that can affect the subject learning areas under ABM strand.
Comprehensive. Including or dealing with all or nearly all elements or aspects of
something (Oxford Living Dictionaries, n.d.). In this study, comprehensive is one of the
factors that affect the academic performance of the respondents.
Curriculum. Lessons and academic content taught in a school or in a specific
course or program (Glossary of Education Reform, 2015). In this study, it is an educational
system.
GAS. Option for students to take electives from specialized subjects of any other
strands (Mapua University, n.d.). In this study, it is for the students who are still undecided
to what course or degree they want to pursue in college.
HE. Strand offers various specializations that can lead to livelihood projects at
home. This strand aims to give you job-ready skills that can help you in finding the right
employment (HE, n.d.). In this study, it is a field under TVL track.
HUMSS. Variety of subjects, looking at the world and its people from various
points of view (Mapua University, n.d.). In this study, it is one of the strands that are offered
under the academic track.
ICT. Utilize information and communication technological tools to contextualize,
collaborate, and create experiences for learning in this professional strand. (ICT, n.d.). In
this study, it is a field under TVL track.

Industrial Arts. Area of general education that deals with technology and industry.
Industrial arts courses provide opportunities for students to study, observe, experiment, and
work with industrial tools, machines, materials, and processes (Tech-new org, n.d.). In this
study, it refers to the programs which are hands-on about power, machines, wood, metal,
and more field under TVL track.
K-12 Program. Kindergarten and 12 years of basic education (six years of primary
education, four years of Junior High School, and two years of Senior High School) to
provide sufficient time for mastery of concepts and skills, develop lifelong learners, and
prepare graduates for tertiary education, middle-level skills development, employment, and
entrepreneurship (What is K to 12 Program, n.d.). In this study, it is the program that the
government implemented including senior high school which is the generalization of this
research.
Learning. Alteration of behavior as a result of individual experience. When an
organism can perceive and change its behavior, it is said to learn (Britannica.com, n.d). In
this study, it is defined as the respondents' acquisition of knowledge and understanding it
well which is also the basis of their academic performance.
Mastery. Is how a child can apply much of the curriculum as a whole in more
complex and in‐depth, cross‐objective, multi‐modal methods. It demonstrates how
skillfully a child can apply their learning (Holland Surrey, n.d.). In this study, it is defined
as the respondents' proficiency and knowledge of their subject learning areas.
Mathematical. Science of structure, order, and relation that has evolved from
elemental practices of counting, measuring, and describing the shapes of objects. It deals

with logical reasoning and quantitative calculation, and its development has involved an
increasing degree of idealization and abstraction of its subject matter (Mathematics, 2018).
In this study, mathematical is one of the factors that enhance the skills of the respondents.
STEM. Curriculum based on the idea of educating students in four specific
disciplines which includes science, technology, engineering and mathematics, in an
interdisciplinary and applied approach. Rather than teach the four disciplines as separate
and discrete subjects, STEM integrates them into a cohesive learning paradigm based on
real-world (Hom, 2014). In this study, it is defined as a track that prepare the students in
medical, engineering and other related courses and these students are also serve as the
respondents and main topic of the research.
Strands. Academic track has four strands: Accountancy, Business and
Management (ABM); Science, Technology Engineering and Mathematics; Humanities and
Social Sciences (HUMSS); and General Academic (GAS). The TVL track also has four
strands: Home Economics (HE), Information and Communication Technology (ICT),
Agri-Fishery Arts and Industrial Arts (Formoso, 2016). In this study, education is
consisting of subjects used by students to help them narrow their preferred college degree.
TVL. Track will equip you with job-ready skills in the future. also invests primarily
on skills that can gain you requisite COCs (Certificates of Competency) and NCs (National
Certifications) which would be essential when looking for better career opportunities in
agriculture, electronics, and trade (TVL, n.d.). In this study, it is the track that is part of
senior high school that prepares the students that chooses to work than to continue college
after graduating.

Understanding. Is the ability to think and act flexibly with what one knows. To
put it another way, an understanding of a topic is a "flexible performance capability" with
emphasis on the flexibility (Perkins, n.d.). In this study, understanding is one of the factors
that can affect the subject learning areas under ABM strand.
Acronyms
ABM - Accountancy, Business and Management
COC - Certificate of Competency
DepEd - Department of Education
GAS - General Academic Strand
GEC - General Education Curriculum
HE - Home Economics
HUMSS - Humanities and Social Sciences
ICT - Information and Communications Technology
K-12 - Kindergarten to Grade 12
NC - National Certifications
SHS - Senior High School
STEM - Science, Technology, Engineering and Mathematics
TVL - Technical-Vocational-Livelihood

Chapter 2
METHOD
This chapter is consisted of the research design, participants, and development of
the research instruments, administration of the survey questionnaire, and the statistical
tools that used in the analysis and interpretation of the data and information that were
gathered.
Research Design
The researchers purely used quantitative approach for this study. To properly obtain
quantifiable information, statistical analysis was used as the main point for representing
the data that was gathered to describe, test and examine the effects. This was done while
remaining detached from the respondents and from the study as a whole to maintain an
unbiased point of view as well as to provide specific, exact and objective information and
thinking to formulate a considerable understanding regarding the findings of the study.
The researchers used two types of research designs. Firstly, a descriptive research
design was used to describe the profile of the respondents in adding to the effects of the
current subject learning areas to the ABM and STEM students. According to Ethridge, D.E.
(2004), descriptive research can be explained as a statement of affairs as they are at present
with the researcher having no control over variable. Moreover, “descriptive studies may be
characterized as simply the attempt to determine, describe or identify what is, while
analytical research attempts to establish why it is that way or how it came to be”, in a
descriptive study, no attempt is made to change behavior or conditions—you measure

things as they are. In a usual and unmoved environment, the descriptive research design
was expected to witness the subject. Also, to consider its productivity and efficiency.
Lastly, a survey research design was utilized by the researchers to certify the data
that will be gather through survey and to analyze. According to Jackson, S.L. (2011), the
essence of survey method can be explained as “questioning individuals on a topic or topics
and then describing their responses”. In this study, survey research was used to certify the
data that was gathered. To determine the effects of the subject learning areas that must be
analyzed. Analysis was interpreted, identified, and studied to prove if there is or there is no
casual connection. Data gathered can help to determine the effectiveness.
In this research study, a collection of data from the respondents was achieved by
researchers through giving out of questionnaires in which the student-respondents was able
to accomplished.
Respondents
The set of individuals in which the researchers took interest in the 33 ABM and 124
STEM students from Senior High School Department of St. Augustine Academy of
Pampanga. The researchers used universal sampling in choosing their respondents.
The study focused on the effectiveness of the subject learning areas under ABM
and STEM at St. Augustine Academy of Pampanga.
Table 1
Population and Sample of the Respondents

Students Population Sample Percentage
A 43 43 27.39%

Table continued
B 41 41 26.11%
C 40 40 25.48%
D 33 33 21.02%
Total 157 157 100%
Instruments
To gather the needed data for the study, Survey questionnaire were used by the
researchers as their primary instrument that supplemented with an unstructured interview.
Seeing the literature review and other relevant documents available, the researchers
used researchers' made survey questionnaire in gathering data. The questionnaire that was
used is a closed type questionnaire to acquire information from the respondents.
The questionnaire was made up of three parts: the first part of the survey
questionnaire gathered information about the subject learning areas or the specialized
subjects. The second part of the survey questionnaire solicited responses from the
participants relevant to knowing how the subjects can enhance the students' skill in
different aspects. The third part of the survey questionnaire sought to answer the effects of
the subject learning areas to the students’ academic performance.
Consultant from the field of education was involve in preservation of the data and
information that the instrument gathered with accuracy and demand. The consultant was
the validator and assuredly, this validator was not able to create any type of communication
with the respondents to maintain transparency. The validator is a Language Coordinator.

The beneficial observations and suggestions of the validator is considered in the
final revision of the survey questionnaire.
Data Collection
The researchers personally conducted the administration of the survey
questionnaire. In doing so, the following procedures were strictly followed.
Foremost, the researchers sent a letter addressed to the SHS School Principal to ask
permission to conduct the research undertaking. The researchers also provided letters
address to the respondents who answered the survey questionnaires.
Upon the approval to conduct the survey, the researchers personally distributed the
questionnaires to the respondents. The questionnaires were retrieved on the same day upon
which is checked and tallied.
The researchers had ensured that the respondents have a complete understanding in
answering the specific questions in the survey questionnaire.
Ethical Considerations
The researchers strictly maintained the confidentiality of the data. According to
Lewis, et al. (2012), respondents should participate on the basis of informed consent. The
principle of informed consent involves researchers providing sufficient information and
assurances about taking part to allow individuals to understand the implications of
participation and to reach a fully informed, considered and freely given decision about
whether or not to do so, without the exercise of any pressure or coercion. In this study, the
respondent’s privacy has to be guaranteed and fortified. The researchers secured proper
distribution of information and observed the ethical standards in conducting questionnaire
that involved the selected ABM students in St. Augustine Academy of Pampanga. Survey

questionnaire was provided by the researchers to the respondents with a brief orientation
in every classroom as a meeting for further explanation of the purpose of the study.
Statistical Treatment of Data
The data that gathered are treated using the specific statistical tools which is list
as follows:
1. The frequency counts and percentage utilized in order to identify the profile of the
participants. This tool was used in determining the description and evaluation of the
respondents regarding of varying items.
2. Likert Scale is also applied. This was used to analyze the skills of the respondents which
described using a four-point scale value as well as the conversion on the qualified weighted
mean into a descriptive rating. Percentage distribution and mean are used to describe the
assessment of the respondents about the effectiveness of the subject learning areas under
ABM and STEM.
Table 2
Scale Value Range Interval Description
4 3.26 – 4.00 (SA) Strongly Agree
3 2.51 – 3.25 (A) Agree
2 1.76 – 2.50 (D) Disagree
1 1.0-1.75 (SD) Strongly Disagree
3. Pearson product-moment of correlation were used to measure the relationship between
acquired skills of the students and their academic performance. This is used upon
answering the fourth statement of the problem.

4. The analysis of variance or ANOVA was implemented in the study to know the
significant effect of the subject learning area of the ABM and STEM students towards the
learning of the students-respondents.

Chapter 3
RESULTS AND DISCUSSIONS
The aim of this research was to determine the effectiveness of the subject learning
areas under ABM and STEM students. This chapter presented the findings and
interpretations which resulted from gathered data provide a clear understanding of the
dimension being studied. A statistical analysis of the data collected in to provide a better
understanding of the are being studied. Moreover, the results of the research questions
raised in the paper were presented sequentially in this chapter.
Experience of the Respondents
Table 3 presented the experience of the respondents regarding of the mastery of the
students in their specialized subject. It showed that four items were given a verbal
description of “agree” and one verbal description of “strongly agree”. Consequentially, for
the item number 1 or as stated as “I can cope up with the lessons given to me by my
teachers,” obtained the highest weighted mean of 3.30 with a percentage value of 34.39%,
and achieved a verbal description of strongly agree. This indicated that most of the
respondents could cope up easily with the lessons given by the teachers. Coping up with
the lessons or knowing the lesson easily is a mastery in the subjects. " Mastery is the idea
that you learn best incrementally, with one skill building on the next. In a mastery program,
a student develops a thorough comprehension of one topic before moving on. The mastery
approach presents a given set of topics that repeat from level to level" (Atland, 2015).

For the second statement, the respondents agreed that they could learn information
easily (59.24%). This was supported by mean score of 3.11 which indicated that most of
the respondents learn information easily. Learning information easily is part of the mastery
which helps students to learn." The student-teachers mastery of the subject matter
influences the learners understanding of the subjects they learn, performance and the
eventual attainment of national goals. Mastery of the subject matter by the student-teacher
helps them to impart knowledge effectively and confidently" (Nguni & Thinguri, 2014).
For item number three, with a statement of “I can gain knowledge quickly,”
obtained a mean of 3.13 with a percentage value of 56.69%, and achieved a verbal
description of agree. This presented that the respondents gained knowledge quickly.
Mastery has to do with the knowledge of the students in their subjects. One develops
mastery when it gains knowledge quickly." Mastery has to do with great skill, technique
or knowledge that someone displays in a given area of expertise. Mastery is a path that
requires perseverance to walk on" (Dias, n.d).
In item number 4, “I always get high scores in quizzes,” has achieved a weighted
mean of 2.93 with a verbal description of agree, with a percentage value of 47.13%. Thus,
this indicated that STEM and ABM students always get high scores in their quizzes. "A
quiz is generally a frequent and short assessment that can gauge a student's retention and
comprehension of a small amount of information. In order to effectively create exams and
quizzes, it is important to establish and understand the learning objectives that are being
measured," (University of Florida, 2018). Attaining high scores during examination is an
evidence that one’s have a good mastery in their subject.

Lastly, for the item number 5, or as stated as “I can recall the information from our
past lessons,” attained a percentage value of 52.23%, gained a weighted mean of 2.92, and
a verbal description of agree. Therefore, it supports that the respondents could always recall
the information from their past lessons.
In general, table 3 got a general weighted mean of 3.08 and a general verbal
description of agree. It shows that the STEM and ABM students have a mastery in their
subject learning areas. According to David (2018), the main idea of teaching is to transfer
ideas, concepts, and lessons to the students. Once these are acquired, mastered, and applied,
learning takes place. Teaching starts with determining what to topic to teach or what
activities to do. The lessons must be known by the teacher first before they will be
transferred to the pupils. That is why it is very important to have a strong mastery of the
subject matter.
Table 3
Assessment of STEM and ABM students on their mastery of the Subject learning areas
Mastery Weighted Mean Verbal Description
1. I can cope up with the lessons

given to me by my teachers. 3.30 Strongly Agree
2. I can learn information easily. 3.11 Agree
3. I can gain knowledge quickly. 3.13 Agree
4. I always get high scores in quizzes. 2.93 Agree
5. I can always recall the information

from our past lessons. 2.92 Agree
General Weighted Mean: 3.08 Agree

Understanding
Table 4 presented the respondent’s aptitudes about their understanding in their
subject learning areas. The table shows the weighted mean and verbal description of agree,
as gleaned in the table.
First, item number 1 “I completely understand the lessons in every subject,”
obtained a weighted mean of 2.95 with a percentage value of 59.24% and a verbal
description of agree. This illustrates that most of the respondents completely understand
their lessons in every subject. Understanding truly the lesson is not just simply knowing it,
it is part of learning." Studying is more than just memorizing, it's learning and actually
understanding the information" (Pfeiffer, n.d.).
The table indicates that Item 2 or as stated as “I get that lessons without getting
confused,” achieved a weighted mean of 2.76 and a percentage value of 45.22%, also a
verbal description of agree. This shows that the respondents get the lesson without getting
confused. “This objective, gaining a basic understanding of the subject, deals with
acquisition of basic information upon which more complex learning relies” (Theall et al.,
n.d.).
On the third item, or as stated as “I can absorb lessons easily,” acquired a weighted
mean of 3.00 and a verbal description of agree, and a percentage value of 59.87%. Thus,
this indicate that more than 50% of the respondents can absorb their lessons easily.
"Gaining a basic understanding of the subject, deals with acquisition of basic information
upon delivering complex lesson" (Theall et al., n.d.).
According to University of Washington (2018), answering activities like short
quizzes or exams test the understanding of the students of what have been discussed.

"Designing tests is an important part of assessing students understanding of course content
and their level of competency in applying what they are learning. Whether you use low-
stakes and frequent evaluations–quizzes–or high-stakes and infrequent evaluations–
midterm and final–careful design will help provide more calibrated results. During
recitation, students’ volunteers to answer questions given from their subject teacher and
they must answer this question with full understanding. Item 4, “I can answer activities
easily that used to test my understanding,” obtained a weighted mean of 3.06 and
percentage value of 66.24%, with a verbal description of agree. This signifies that the
respondents can answer their activities that is used to test their understanding.
Lastly, for the item number 5, or as stated as, “I can explain the lessons in my own
words,” gained a weighted mean of 3.10 with a percentage value 59.87%, and a verbal
description of agree. Hence, this display that the respondents could explain their own lesson
in their own words. “Fully understanding a lesson by knowing how to explain it in one's
self. "Not writing in one's own words means having less knowledge fully understood and
retained in one's memory," (iParadigm, 2014).
Overall, the computed value of the general weighted mean is 2.97 and therefore
deduce as Agree. This implied that the respondents have the understanding in their subject
learning areas and did not have a problem on understanding their subjects. If you cannot
say it in your own words, you do not understand the information enough to pass a test on
the subject, so study the information until you do. If you can explain something a multitude
of ways, you really know your information. Take it from a biology he more you can put
something in your own words, the more you know your ‘stuff’, and the more prestige you
will have among your peer (Mitchell, 2014).

Table 4
Assessment of STEM and ABM students on their Understanding of the Subject learning
areas
Understanding Weighted Mean Verbal Description
1. I completely understand the lessons

in every subject. 2.95 Agree
2. I get that lessons without getting

confused 2.76 Agree
3. I can absorb lessons easily. 3.00 Agree
4. I can answer the activities easily

that used to test my understanding. 3.06 Agree
5. I can explain the lesson in my own

words. 3.10 Agree
Communication Skills
Table 5 displayed the capabilities of the respondents in terms of their
communication skills. The table shows the weighted mean and descriptive interpretation
of each item.
According to University of Waterloo (n.d.), subjects includes group works that are
helpful for improving communication skills as it requires communication with classmates.
" Being an Effective Group Member. For small groups to function effectively in a course
context, students must attend to both the climate within their group and the process by
which they accomplish their tasks. Critical to a healthy climate and an effective process are
strong communication skills." Item 1, or as stated as “I find the subjects helpful in terms of
communicating with my classmates”. This item gained a weighted mean of 3.36 and a

percentage value of 38.85%, with a verbal description of strongly agree. This shows that
the respondents find their subjects very helpful in terms of communicating with their
classmates.
For the next item, “I find my subjects helpful because it involves reporting which
engage me to speak” has gained a weighted mean of 3.24 and percentage value of 63.06%,
in which had also gained a verbal description of agree. This indicate that most of the
respondents find their subjects helpful because it involves reporting in which helps the
respondents engaged to speak. One of goal of the subject is to acquire skills that can be
used in the future. Presentation is one requirement needed in this subjects that develop
communication skills. “Communication is one of the most highly valued skills employers
look for. Presenting material to an audience is a key skill that you'll use throughout your
career" (University of British Columbia, n.d.).
Third, Item 3 “I can share the lesson with my classmates” obtained a weighted
mean of 3.29 and a verbal description of strongly agree, with a percentage value of 36.94%.
Thus, this displays that the respondents can share the lessons to their classmates. According
to Kumar, (2017) being able to share lessons with the class means one had learned not only
the lessons that had been discuss but also the acquired communication skills.
"Communication skills are important for students in social networking: –Communication
in group activities, debate and family functions help students to analyze their
communication skills level and standard. In conversation listen to other people opinions is
very important to reach new conclusions about the subject.”
Item 4, “I am able to use the things that I have learned” obtained a weighted mean
of 3.25 with a verbal description of agree, and a percentage value of 64.97%. This

illustrates that the respondents are able to use their learnings. Applying the lessons in
communication skills is beneficial for the students in their future career.” Having the ability
to listen carefully, speak clearly and put others at ease is valuable in any organization and
can involve a wide range of skills: Listening attentively to others and showing interest in
everything they say” (Parityproffesionals.co.uk, 2017).
Lastly, for the item number 5 or as stated as “I can improve my skills in
communicating with other people” has gained a weighted mean of 3.28 and a percentage
value of 35.03%, with a verbal description of strongly agree. This implies that the
respondents are able to highly improve their skills in communicating with other people.
According to Skillsyouneed.com, (n.d.) speaking with other people is a sign of having a
good communication skill, improving it also means acquiring this skill. “Communication
skills are needed to speak appropriately with a wide variety of people whilst maintaining
good eye contact, demonstrate a varied vocabulary and tailor your language to your
audience, listen effectively, present your ideas appropriately, write clearly and concisely,
and work well in a group."
Table 5 or Assessment of STEM and ABM students on their Acquired skills’
Communication Skills, obtained a general weighted mean of 3.28 earning a verbal
description of strongly agree. This indicated that most of the respondents agree that they
gain communication skills through their subject learning areas. Furthermore, the
respondents also enhance their communication skills. According to Nordquist, (2018)
communication is the process of sending and receiving messages through verbal or
nonverbal means, including speech, or oral communication; writing and graphical

representations (such as infographics, maps, and charts); and signs, signals, and behavior.
More simply, communication is said to be "the creation and exchange of meaning."
Table 5
Assessment of STEM and ABM students on their Acquired skills
Communication Skills Weighted Mean Verbal Description
1. I find the subjects helpful in terms of

communicating with my classmates. 3.36 Strongly Agree
2. I find the subjects helpful because it

involves reporting which engage me to 3.24 Agree
speak.
3. I can share the lesson with my

classmates. 3.29 Strongly Agree
4. I am able to use the things that I

have learned. 3.25 Agree
5. I can improve my skills in

communicating with other people. 3.28 Strongly Agree
General Weighted Mean: 3.28 Strongly Agree
Collaboration Skills
A coordinated effort is the demonstration of cooperating with the same objective.
The Association for 21st Century Skills says that acing cooperation abilities requires the
capacity to work adequately with assorted groups. Table 6 shows the “Assessment of STEM
and ABM students on their Acquired Skill’ Collaboration Skills,” weighted mean and the
given verbal description about the respondents’ behavior regarding collaboration skills.
Item 1, or as stated as, “I find the subjects helpful in terms of having cooperation
because of group works,” achieved a weighted mean of 3.31 and a verbal description of
strongly agree, with a percentage value of 34.39%. Thus, this showed that the respondents

find their subjects very accommodating in terms of having cooperation because of their
group works. Cooperation is a crucial component in a company in which in a group they
must be able to work with others. "The concept of students working ingroups also promotes
a setting where collaboration and cooperation are valued and produce better results,
teaching the students valuable life-long skills that are important in the professional
workplace" (Center for Innovation in Research and Teaching, n.d.).
On the second item, “I find the subjects helpful in terms of actively sharing my
knowledge with the team,” attained a weighted mean of 3.17 and verbal description of
agree, also, a percentage value of 63.06%. This indicate that more than half of the
respondents find their subjects helpful in terms of actively sharing my knowledge with the
team. According to educationcorner.com, (n.d.) study groups provide an excellent means
for students to compare class lecture notes. Comparing notes allows students to fill in any
information or important concepts they may have missed during lecture. Since everyone
has individual talents and unique insights, group members can learn from each other.
For the next item, item 3, “I can collaborate with others because of the group works
in each subject,” gained a weighted mean of 3.22 and a verbal description of agree, with a
percentage value of 63.69%. Therefore, this portrait that the STEM and ABM students can
collaborate with others because of the group works in each subject. Subject offers group
works which will make the students collaborate with each other. According to Primary
Professional Development Service, (n.d.) " When children are working in pairs/groups,
they are working collaboratively. Co-operative learning is a form of collaborative learning,
in which the group works together to maximize their own and each other's learning.

Item 4, “I find my subjects helpful in terms of participating in collaborative
activities,” obtained a weighted mean of 3.22 and a percentage value of 70.06%, also, a
verbal description of agree. This indicated that the respondents find their subjects helpful
in terms of participating in collaborative activities. Subject learning areas also engages
students into collaborative activities which students learn to acquire collaborative skill."
The main tasks that students work on in collaborative learning are; collaborative writing,
group projects, problem-solving, discussions, study groups, and other activities" (Brown,
2017).
For the last item, or as stated as “I find the subjects helpful in terms of engaging me
in doing task that is needed to be done by a group,” accomplished a weighted mean of 3.28
and a verbal description of strongly agree, with a percentage value of 31.29%. This shows
that the respondents find their subjects very helpful in terms of engaging them in doing
task that is need to be done by a group or team. Subjects engages students into collaborative
learning which they need to do task by group. It is helpful for the students as they gain
skills and other benefits given by that activity." Collaborative learning teaches students that
success is found not only in the outcome, but in the process. They learn critical thinking
and problem solving. They can leverage the strengths and expertise of each individual to
complete certain tasks while working collaboratively to achieve a common goal”
Proysys.com, (n.d.).
In conclusion, the STEM and ABM students find their subjects helpful in terms of
engaging themselves in a group work, and also helps them to enhance their collaboration
skills. Overall, Table 6 or “Assessment of STEM and ABM students on their Acquired
skills,” garnered a general weighted mean of 3.24 and is therefore given a verbal

description of agree. According to Rosen, (n.d.) her thoughts about collaboration is that
“Working together to create value while sharing virtual and physical space.”
Table 6
Collaboration Skills Weighted Mean Verbal Description

having cooperation because of group 3.31 Strongly Agree
works.

actively sharing my knowledge with 3.17 Agree
the team
3. I can collaborate with others because

of the group works in each subject. 3.22 Agree

participating in collaborative activities. 3.22 Agree

engaging me in doing task that is 3.28 Strongly Agree
needed to be done by a group.
Analytical Skills
Table 7 presented the responses of the student-respondents on their acquired skills
specifically in their analytical skill. It showed that all items were given a verbal description
of “agree”. Subjects requires activities that are designated to test their analytical skills.
According to Armstrong et al., (n.d.) “Rather than simply presenting information, be
explicit with your students about how you approach such questions, defining critical
thinking in your field and modeling disciplinary ways of thought. Engage students in

activities that require sophisticated thinking and design assessments that call on students
to demonstrate thinking skills to analyze and critically evaluate ideas and assess their
abilities to do so." Consequentially, item 1 or as stated as “I find the subjects helpful in
terms of engaging me into activities that requires analyzation, gained the highest weighted
mean of 3.32 and a percentage value of 38.22%, with a verbal description of strongly agree.
Thus, it indicated that the respondents are being engage into activities that requires
analyzation in regards to this item.
Followed by items number 2 and 3 or as stated as “I find the subjects helpful in
terms of learning how to interpret the lessons” and “I find the subjects helpful in terms of
having a depth understanding of the lesson”, obtained a weighted mean of 3.25, with a
percentage value of 61.78% for the item number 2. Thus, this prove that the respondents
are able to interpret the lesson with the help of their subject learning areas. For item number
3 gained a percentage value of 59.87%. Hence, this shows that the respondents find the
subjects beneficial in terms of having a depth understanding of the lesson. Having an in
depth understanding of the lessons by knowing the details of it is a process of analyzation.
"Analytic skills is an ability to take big pieces of information, or the “big picture” of a
situation, and deconstruct them to identify the details, as well as the systematic trends or
links, which bring them together" (Chaudhari, 2017).
For the item 4 or as stated as “I find the subjects helpful in terms of easily solve a
task by analyzing it”, achieve a weighted mean of 3.16 with a percentage value of 64.33%.
Consequently, this presented that the respondents could easily solve a task by analyzation.
According to Kea, (n.d.) analytical skills are kind of problem-solving skill. They allow you
to evaluate simple or complex problems. This skill incorporates many skills like attention

to detail, critical thinking ability, decision making, and researching skills in order to
analyze a question or problem and reach a solution.
For the last number, item number 5 gained a weighted mean of 3.20 and percentage
value of 59.24% or as stated as “I find the subjects helpful in terms of being able to grasp
information through analyzation”. Therefore, the respondents are being able to grasp
information through analyzation. "Analytical skills are the ability to collect, gather,
visualize and analyze information in details. They include also the ability to see a problem
or situation from different points of view. Analytical skills allow you to solve complex
problems by making decisions in the most effective way" (Valchev, n.d.).
In conclusion, the respondents find their subject learning areas helpful in terms of
gaining analytical skills. This being said, the table 7 attained a general weighted mean of
3.24 with a verbal description of agree. Achieving and amplifying the analytical skill of
one’s self through different situation, especially in school has been an everyday routine for
the students which helps them to apply it in their daily life. “Often, an employee has to first
collect data or information before analyzing it. After all, you must learn more about a
problem before solving it. Therefore, an important analytical skill is being able to collect
data and research a topic” (Doyle, 2018).
Table 7
Analytical Skills Weighted Mean Verbal Description

engaging me into activities that 3.32 Strongly Agree
requires analyzation.

learning how to interpret the lessons. 3.25 Agree

Table continued

having an in-depth understanding of 3.25 Agree
the lesson.

easily solve a task by analyzing it. 3.16 Agree

being able to grasp information 3.20 Agree
through analyzation.
Activeness
Table 8 presented the responses of the student-respondents on their academic
performance in terms of activeness. There were 5 items shown from the table which were
given a verbal description of “agree”. As a result, item number 1 attained a weighted mean
of 3.24 and a percentage value of 51.59%, or as stated as “I am listening attentively in every
subject,” this indicate that the respondents lend ears to their teachers in their subjects.
According to Skillsyouneed,com, (n.d.) active listening is fully concentrating on what is
being said rather than just passively 'hearing' the message of the speaker. Listening is not
something that just happens (that is hearing), listening is an active process in which a
conscious decision is made to listen to and understand the messages of the speaker.
For the next item, item 2 or as stated as “I am performing excellently in required
task given in every subject,” gained a weighted mean of 3.20 and percentage value of
61.78%, with a verbal description of strongly agree. Thus, this shows that the respondents
are performing well on their task. “Task-based learning offers the student an opportunity

to do exactly this. The primary focus of classroom activity is the task and language are the
instrument which the students use to complete it. The task is an activity in which students
use language to achieve a specific outcome” (Bowen, n.d.).
Third item, item number 3, achieve a weighted mean of 3.27 and percentage value
of 31.85%, with a verbal description of strongly agree, with a statement of “I can
participate well in activities”. This portrays that the respondents are participating in their
activities. Activeness is being participative. "Active learning means students engage with
the material, participate in the class, and collaborate with each other" (Stanford University,
n.d.).
Second to the last item, or as stated as “I can recite in every subject,” accomplished
a weighted mean of 3.00 and percentage value of 60.51%, with a verbal description of
agree. This displays that the respondents recite during their classes. Active learning is not
only a one-way communication, it must have a meaningful conversation through
recitation." Through recitation, students fine tune their close-reading skills, master
effective public-speaking and listening skills and improve their focus and memory. The
mental tools used in this type of learning have even been proved to improve brain function”
(ESU Education Department, 2013).
For the last item, item number 5 or as stated as “I can share my ideas easily in
regard with the lessons” reached a weighted mean of 3.17 with a percentage value of
57.96% and a verbal description of agree. This item shows that the respondents share their
ideas effortlessly with regard with their lessons. " Many students who frequently volunteer
to contribute are active learners, who typically think while they speak" (Washington
University in St. Louis, n.d.).

The table display the students-respondents academic performance in terms of
activeness. Thus, the respondents find their subject learning areas in engaging and
immersing themselves. This being said, table 8 achieved a general weighted mean of 3.18
and a verbal description of agree. Active participation is an approach that empowers
individuals in the activities and relationships of everyday life leading to them living as
independently as possible. The importance to the individual as an active partner in their
own care or support is that it brings physical, psychological, relational and over all
wellbeing benefits (Collins Learning, 2012).
Table 8
Assessment of STEM and ABM students on their Academic Performance
Activeness Weighted Mean Verbal Description
1. I am listening attentively in every

subject. 3.24 Agree
2. I am performing excellently in
required task given in every subject. 3.20 Agree
3. I can participate well in activities. 3.27 Strongly Agree
4. I can recite in every subject. 3.00 Agree
5. I can share my ideas easily in regard

with the lessons. 3.17 Agree
Learning
Table 9 presented the responses of the student-respondents on the effects of the
subject learning areas in academic performances of the STEM and ABM students in terms
of learning. As shown in the table, all items were given a verbal description of “agree”.
Consequentially, item number 1 or as stated as “I get high scores during quarterly exams,”
gained a weighted mean of 3.02 with a percentage value of 61.78% and a verbal description
of agree. This displays that the respondents are get promising scores in their quarterly
exams. Vidyaprakash, (2012) stated that "Exams are the way to test our knowledge.
Without conducting the exams and test students don't concentrate in their studies and learn
their lessons properly. Exams are necessary in schools and colleges to find out the real
skills, talents and knowledge of the students."
As for the next item, or item number 2 attained a weighted mean of 3.11 with a
percentage value of 63.06% and a verbal description of agree, or as stated as “I can apply
the lessons in real life situation.” Thus, this display that the respondents are able to use
their learnings in real life. The real learning is being able to apply the lessons in real life
situations. Lessons are meant to teach about living the life. Michelle Seaboyer, (2016)
stated that “I can apply my learning to real-life situations, so learning is practical and
relevant. I learned strategies that inform my existing responsibilities and equip me for the
future.”
For item number 3, or as stated as “I can pass the required task easily on time,”
achieve a weighted mean of 3.01 and percentage value of 61.78% with a verbal description
of agree. This indicate that the respondents are able to pass the required task on time.
Different task required in school teaches different skills which includes in the process of
learning. Doing it easily means one has acquired what the lessons teaches. “Learning is a
very broad concept which is not restricted to the acquisition of knowledge, but involves,
over an individual’s lifetime, the evolution of skills, insight, etiquette and experience”
(Lloyd, 2017).

Item number 4, or as stated as “I can do different activities quickly,” attained a
weighted mean of 2.97 and percentage value of 58.60% with a verbal description of agree.
This shows that the respondents are being able to be productive in an effective and efficient
manner. Response activities is a part of learning. “Learning—the goal of schooling—is a
complex process. Learning is an increase in the amount of response rules and concepts in
the memory of an intelligent system” (Fisher and Frey, n.d.).
For the last item, or item number 5, gained a weighted mean of 3.15 and percentage
value of 66.24% with a verbal description of agree, or as stated as “I can acquire new
knowledge from the lesson.” This display that the respondents are able to enhance and gain
more knowledge. The process of learning is irrelevant if no real knowledge is acquired
(Leaman, 2016).
The respondents, with regards to the academic performance, certainly learns and
able to apply them. Table number 9 attained a general weighted mean of 3.05 and verbal
description of agree. According to Felder (2016) …
“Learner-centered teaching methods shift the focus of activity from the teacher to
the learners. These methods include active learning, in which students solve
problems, answer questions, formulate questions of their own, discuss, explain,
debate, or brainstorm during class; cooperative learning, in which students work in
teams on problems and projects under conditions that assure both positive
interdependence and individual accountability; and inductive teaching and
learning, in which students are first presented with challenges (questions or
problems) and learn the course material in the context of addressing the challenges.
Inductive methods include inquiry-based learning, case-based instruction, problem-

based learning, project-based learning, discovery learning, and just-in-time
teaching.”
Table 9
Learning Weighted Mean Verbal Description
1. I get high scores during quarterly

exams. 3.02 Agree
2. I can apply the lessons in real life

situation. 3.11 Agree
3. I can pass the required task easily on

time. 3.01 Agree
4. I can do different activities quickly. 2.97 Agree
5. I can acquire new knowledge from

the lesson. 3.15 Agree
Comprehensive
Table 10 shown the assessment of the STEM and ABM students on their academic
performance in terms of comprehension, all of which were given a verbal description of
“agree.”. Item number 1 or as stated as “I can answer question which involves analyzation”
attained a weighted mean of 3.24 and percentage value of 59.24%. this indicate that the
respondents are being able to answer questions that contains analyzation. This is essential
because analytics assist humans in making decisions. Therefore, conducting the analysis to
produce the best results for the decisions to be made is an important part of the process, as
is appropriately presenting the results” (Inoue, 2015).

Second, item number 2 with a weighted mean of 3.14 and percentage value of
54.14% with a verbal description of agree, or as stated as “I can engage to different
activities that involves data analysis.” Thus, this shows that the respondents are being
engage to different activities that involves data analysis. Engaging to analyzing data is
beneficial for the students’ it also defines their understanding and comprehension. “Data
analytics can uncover surprising insights that lead to unexpected new program or product
ideas” (Violino, 2018).
Third, item number 3 gained weighted mean of 3.13 with percentage value of
56.69% with a verbal description of agree, or stated as “I can interpret and comprehend
complex information,” this displays that the respondents can interpret and comprehend
complex information using their comprehension. Interpreting information is knowing the
underlying meaning of the word or statement. “The comprehension approach is focus on
helping make meaning clear and supporting learners gain confidence so that they are
willing to produce language” (VIJAYALAKSHMI, n.d.).
Knowing how to evaluate means one can comprehend it. Literacy Online, (n.d.)
stated that, “To build comprehension skills, students need to know how to evaluate
important information that they read.” Second to the last, item number 4 or as stated as “I
understand the lessons and can make evaluation with it” with a weighted mean of 3.21 and
percentage value of 63.06% with a verbal description of agree. This shows that the
respondents clearly understand their lessons and create an evaluation with regards to their
subject. Knowing how to evaluate means one can comprehend it. “To build comprehension
skills, students need to know how to evaluate important information that they read"
(Literacy Online, 2010).

lastly, Item number 5 attained weighted mean of 3.25 with a percentage value
63.69% and a verbal description of agree, or as stated as “I can summarize what we have
discussed.” Thus, this demonstrates that the students can summarize the topics that had
been discussed. Students that summarize reach higher levels of comprehension and retain
more content information. The summarization strategy covered in this toolkit builds upon
the Get the Gist (main idea) strategy (Middle School Matters, n.d.).
Comprehension is an active process that incorporates the understanding of spoken
and written language. It involves not just the meanings of words in isolation but the
relationship among words within sentences and paragraphs. In Lexia Core5 Reading,
comprehension activities develop the ability to understand information at a concrete level
as well at an abstract level through the application of higher order thinking skills. Activities
develop comprehension skills through interaction with increasingly complex narrative and
informational texts, (lexialearning.com, 2018). Table 10 got a general weighted mean of
3.19 and a verbal description of agree. In conclusion, table 10 indicate that the subject
learning areas improve their academic performances with regards to comprehension.
Table 10
Comprehensive Weighted Mean Verbal Description
1. I can answer question which

involves analyzation. 3.24 Agree
2. I can engage to different activities

that involves data analysis. 3.14 Agree
3. I can interpret and comprehend

complex information. 3.13 Agree

Table continued
4. I understand the lessons and can

make an evaluation with it. 3.21 Agree
5. I can summarize what we have

discussed. 3.25 Agree
Significant Relationship between the Respondent’s Skill and Academic Performance
Table 10 presented the test for the significant relationship between the respondent’s
skill and academic performance in their subject learning areas. On this, table, it showed
that there is a significant relationship exists between the respondent’s skill and academic
performance.
Table 11
Significant Relationship between the Respondents skills and Academic performance
Items Academic Performance

Pearson Correlation .63
Respondents skill
Table 12
Relationship between the subject learning areas and the frequencies of the Agreed Verbal
Analysis on every item
Score of Score of Degree of Mean Square F-Test

Variance Square freedom
Between 0.12 k-1 ss between/dfn 0.06
3-1=2 0.12/2=0.06
Within 0.04 n-k ss within/dfd 0.0033
15-3=12 0.04/12=0.0033

Critical Value = =18.18

3.89
Analysis of variance (ANOVA) was used when comparing 3 groups of variables.
The critical value will define if the hypothesis is accepted or rejected. With a result of 18.18
which is much higher to the critical value of 3.89, therefore, the research hypothesis is
accepted. The result shown in table means that the subject learning areas of STEM and
ABM students are effective towards the students-respondents learning.
Subject Learning Areas Exposure Program
The subject learning areas exposure programs are shown in Appendix F. See in
page no. 72.

Chapter 4
Summary, Conclusions and Recommendation
This contained the synopsis of findings, conclusion, as well as recommendations
for evaluation of the effectiveness of the subject learning areas of the STEM and ABM
students in choosing their future profession.
Summary of Findings
The researchers sought to determine the effectiveness of the subjects learning areas
to the grade 12 Science, Technology, Engineering and Mathematics and Accountancy,
Business and Management students of St. Augustine Academy of Pampanga through an
evaluation. In particular, the following were crucial results of the study:
1. In terms of subject learning areas in regards of mastery the respondents got a mean
score of 3.08, understanding gained a mean of 2.97, both gained a verbal description of
“agree”. Therefore, students in SAAP mastered and understand their specialized
subjects.
2. In line of the second statement the researchers found out that the respondents develop
their skills in communication (3.28), collaboration (3.24), and analyzation (3.24).
3. Subject learning areas affect the respondent’s activeness, learning and comprehension.
Base on the data gathered from the respondents with regards to activeness, with a
general weighted mean of 3.18; learning with 3.05 and; comprehension with 3.19.
4. In line with this study, the researchers found out that there is a significant relationship
between the skills and academic performances of the respondents in their subject
learning areas.
Conclusions

Based on the findings, the following were concluded:
1. The subject learning areas enhances the respondents’ skills in communication,
collaboration and analyzation. The subject learning areas helps the students-
respondents interpret, collaborate with their group, and in-depth understanding of the
lessons.
2. The students showed active participation during discussions, diligence in studying and
showed understanding in their subjects. Thus, this conclude that the respondent’s
academic performance is positively affected by their subject learning areas.
3. It was found out there was a significant relationship between the academic
performances and their subject learning areas.
Recommendation
As the results of the findings of the study, the following recommendations were
generated. However, implementation is still dependent on the institution.
1. Inline with the mastery and understanding of the students in their subject learning
areas, the school must provide a separate section according to their future course. This
will improve their learning capability because of they will have strong interest in their
lesson. Their passion and desire to learn will be boost because they are already in the
field of their dream job. This must be implied as they move in grade 12 for, they can
already decide and have an idea which course they will pursue (e.g., medical courses
and engineering courses are separated in grade 12 STEM)
2. The school must offer a skill training program for the students. This will include the
usage of the laboratories (speech laboratory, Computer laboratory, Chemistry

laboratory) of the school in teaching them new skills which are in line with their career.
This will not just focus in classroom lectures to teach their lesson but rather will have
a training in an actual process. They will be having a tutorial in doing things related to
their subjects.
3. The school must provide an award for those who exceled in their specialized subjects.
The students will be receiving not just an academic award but also a separate award in
achieving a designated grade in their subject learning areas. The students will be
encouraged to do achieve a higher grade. The students will also be inclined to learn
more about the subject related with their courses.
4. The school must imply an ability measures for the students. This is an actual exam on
what they have learned in skill training. It will be a program that measures their
capability and talent. Therefore, their academic grade will not just be based on written
exams and the students will not just focus on reviewing their lessons but will also
concentrate on developing their newly acquired skills. The test would help the students
to use what they have acquired in their academic success.
5. The researcher recommends Subject Learning Areas Exposure Program for the Grade
12 ABM and STEM students, it suggest the better way of introducing the subject
learning areas to the students, this subject has to serve as their training ground for their
future career.

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Appendix A
LETTER OF REQUEST TO THE SCHOOL DIRECTRESS
September 25, 2018
(SGD) ESTRELLITA P. MULI

SAAP School Directress
St. Augustine Academy of Pampanga
Floridablanca, Pampanga
Dear Madam:
Greetings!
We are currently undertaking a study titled “Effectiveness of the Subject Learning Areas
under Accountancy, Business and Management and Science, Technology, Engineering and
Mathematics at St. Augustine Academy of Pampanga towards the Academic success of
Students”. It is a partial fulfillment of the requirements for the completion of the subject
Practical Research 2.
In regard to this, we humbly ask your permission to conduct a study and administer
questionnaire to the Grade 12 STEM and ABM students of St. Augustine Academy of
Pampanga in Floridablanca to evaluate the Understanding, Acquired Skills, and Academic
Performance of the STEM and ABM Students in their specialized subject.
Your usual kind consideration regarding this matter is highly appreciated.
Very truly yours,
(SGD) BELLO, ANDREA KATE G.

(SGD) GUEVARRA, ERIKA MAE C.
(SGD) MALLARI, PRINCESS MARIE ERIKA S.
(SGD) SUING, SEAN NICHOLLAE L.
Researchers
Noted:
LOURDES B. BAUN, MAEd
Adviser
Approved:
ESTRELITA P. MULI
School Directress

Appendix B
LETTER OF REQUEST TO THE SENIOR HIGH SCHOOL PRINCIPAL
September 25, 2018
(SGD) MRS. FELIE M. RUBIO

Senior High School Principal, OIC
Dear Mrs Rubio:
The undersigned are currently working on their thesis entitled “Effectiveness of the Subject
Learning Areas under Accountancy, Business and Management and Science, Technology,
Engineering and Mathematics at St. Augustine Academy of Pampanga towards the
Academic success of Students”. It is a partial fulfillment of the requirements for the subject
In view of this, may we ask permission from your good office to allow the administration
of the questionnaires to the grade 12 STEM and ABM students of St. Augustine Academy
of Pampanga who are the respondents of the study.
Rest assured that the data will be treated with utmost confidentiality. Any accommodation
that maybe extended will be highly appreciated.
Very truly yours,

Researchers
Noted by:
(SGD) LOURDES B. BAUN, MAEd

Thesis Adviser
Approved by:
(SGD) FERLIE M. RUBIO, MAEd

SAAP, Senior High School Principal, OIC

Appendix C
LETTER OF REQUEST TO VALIDATE THE QUESTIONNAIRE
September 25, 2018
(SGD) MARGERY G. VALDEZ, MAEd

Senior High School Language Coordinator
Poblacion, Floridablanca, Pampanga
Dear Madam:
Greetings!
The researchers are currently working on their thesis titled “Effectiveness of the Subject
Academic success of Students”. It is a partial fulfillment of the requirements for the subject
In this regard, we humbly ask you to validate our questionnaire. We will appreciate if some
items will be deleted and some modifications will be done to ensure that the instrument
will serve its purpose well.
Thank you very much.
Very truly yours,

Researchers
Noted by:

Thesis Adviser
Approved by:
(SGD) MARGERY G. VALDEZ, MAEd

SAAP, Senior High School Language Coordinator

Appendix D
LETTER OF REQUEST TO THE RESPONDENTS
September 25, 2018
Dear Respondents:
Greetings!
The undersigned are currently working on their thesis entitled “Effectiveness of the Subject
Academic success of Students”. It is a partial fulfillment of the requirements for their
subject Practical Research 2.
In this regard, the researchers would like to ask your outmost cooperation by answering
the attached questionnaires. If possible, do not leave any item unanswered. Your
participation will be a great value for the realization of this study.
Thank you very much for your cooperation.
Very truly yours,

Researchers
Noted:
Thesis Adviser
Approved:
(SGD) FERLIE M. RUBIO, MAEd
Senior High School Principal

APPENDIX E
SURVEY QUESTIONNAIRES FOR THE RESPONDENTS
Name: __________________ Grade & Section: __________________

Specialized Subjects Grades:
STEM ABM
Basic Calculus ______ FUNACC2 ____
General Biology I ___ Business Finance ____
General Physics I ____
Title: Effectiveness of the specialized subject learning areas under Science, Technology,
Engineering and Mathematics, and Accountancy, Business and Management students at
SAAP.
General Statement: The aim of the study is to determine the Effectiveness of the subject
learning areas towards the Understanding, Acquired Skills, and Academic Performance of
the students in their specialized subject. The researchers will ensure the confidentiality of
the respondents.
1. Subject Learning Areas

Instruction: The following statements are concerned about your understanding in
your specialized subjects. Please indicate the level of the agreement or
disagreement with each statement by checking the number that corresponds to your
answer.
4 Strongly Agree (SA)
3 Agree (A)
2 Disagree (D)
1 Strongly Disagree (SD)
SA A D SD
Mastery
1. I can cope up with the lessons given to me by my teachers.
2. I can learn information easily.
3. I can gain knowledge quickly.
4. I always get high scores in quizzes.
5. I can always recall the information from our past lessons.
Understanding
1. I completely understand the lessons in every subject.
2. I get that lessons without getting confused
3. I can absorb lessons easily.
4. I can answer the activities easily that used to test my
understanding.
5. I can explain the lesson in my own words.

1. Acquired Skills SA A D SD
Communication Skills
1. I find the subjects helpful in terms of communicating with my
classmates.
2. I find the subjects helpful because it involves reporting which
engage me to speak.
3. I can share the lesson with my classmates.
4. I am able to use the things that I have learned.
5. I can improve my skills in communicating with other people.
Collaboration Skills
1. I find the subjects helpful in terms of having cooperation because
of group works.
2. I find the subjects helpful in terms of actively sharing my
knowledge with the team
3. I can collaborate with others because of the group works in each
subject.
4. I find the subjects helpful in terms of participating in
collaborative activities.
5. I find the subjects helpful in terms of engaging me in doing task
that is needed to be done by a group.
Analytical Skills
1. I find the subjects helpful in terms of engaging me into activities
that requires analyzation.
2. I find the subjects helpful in terms of learning how to interpret the
lessons.
3. I find the subjects helpful in terms of having an in-depth
understanding of the lesson.
4. I find the subjects helpful in terms of easily solve a task by
analyzing it.
5. I find the subjects helpful in terms of being able to grasp
information through analyzation.
1. Academic Performance of the Students SA A D SD

Activeness
1. I am listening attentively in every subject.
2. I am performing excellently in required task given in every
subject.
3. I can participate well in activities.
4. I can recite in every subject.
5. I can share my ideas easily in regard with the lessons.
Learning
1. I get high scores during quarterly exams.
2. I can apply the lessons in real life situation.

3. I can pass the required task easily on time.

4. I can do different activities quickly.
5. I can acquire new knowledge from the lesson.
Comprehensive
1. I can answer question which involves analyzation.
2. I can engage to different activities that involves data analysis.
3. I can interpret and comprehend complex information.
4. I understand the lessons and can make an evaluation with it.
5. I can summarize what we have discussed.
Thank You…
_______________________
Signature

Appendix F
SUBJECT LEARNING AREAS EXPOSURE PROGRAMS
Programs that aim to let the grade 12 ABM and STEM students to experience some
factors from the specialized educational system to improve their skills and knowledge.
SERVICES OBJECTIVES ACTIVTIES PERSON

INVOLVED
1. Experiential To help the students Using Computer Grade 12 STEM and
Learning Program to learn more about Laboratory to study ABM Students
their subject learning Microsoft excel for
areas as they do not ABM students and
just listen. doing different
experiments for
STEM students.
2. Outside School Tour To let the students, Going for a tour on Grade 12 STEM and
experience and different companies ABM Students
observe what is the which related to their
actual work that they subject and other
will do after related facilities that
graduating from will help in providing
college. knowledge to the
students about their
future profession.
3. Skill Test To help the students A test about the Grade 12 STEM and
know what skills acquired skills of the ABM Students
they need for their students unlike the
future profession usual exams which
rather than filling test memory and
their mind with just knowledge.
information.

Appendix G
CERTIFICATION OF ORIGINALITY
This is to certify that the research work presented in this thesis entitled
“Effectiveness of the Subject Learning Areas under Accountancy, Business and
Management and Science, Technology, Engineering and Mathematics at St. Augustine
Academy of Pampanga towards the Academic success of Students” for the completion of
K-12 Curriculum from the St. Augustine Academy of Pampanga embodies the result of
original and scholarly work carried out by the undersigned. This research work does not
contain words or ideas taken from published sources or written works by other persons
which have been accepted as basis for the award of any completion from other basic
education institution, except where proper referencing and acknowledgement were made.
BELLO, ANDREA KATE G.
GUEVARRA, ERIKA MAE C.
MALLARI, PRINCESS MARIE ERIKA S.
SUING, SEAN NICHOLLAE L.
Date: December 2018
Noted:
(SGD) LOURDES B. BAUN, MAeD

Thesis Adviser

Appendix H
Curriculum Vitae
Andrea Kate G. Bello

Talang Floridablanca, Pampanga
Email Address: andreakatebello@yahoo.com
Informational Background
Date of Birth : July 25, 2001

Place of Birth : Guagua, Pampanga
Sex : Female
Height : 5’4”
Weight : 101 lbs
Religion : Catholic
Civil Status : Single
Father’s Name : Godfrey C. Bello
Mother’s Name : Leilani G. Bello
Language Spoken : Kapampangan, Tagalog, and English
Educational Background
Secondary : St. Augustine Academy of Pampanga

(2013-2019)
Primary : Colegio De San Gabriel Arcangel of Pampanga

Del Carmen, Floridablanca, Pampanga
(2007-2013)

Appendix H
Curriculum Vitae
Erika Mae C. Guevarra

Maquiapo, Guagua, Pampanga
Email Address: guevarraerikamae@yahoo.com
Date of Birth : March 07, 2001

Place of Birth : Guagua Pampanga
Sex : Female
Height : 5’6”
Weight : 101 lbs
Religion : Catholic
Father’s Name : Bayani S. Guevarra
Mother’s Name : Maureen C. Guevarra

(2013-2019)
Primary : Maquiapo Elementary School

Maquiapo, Guagua, Pampanga
(2007-2013)

Appendix H
Curriculum Vitae
Princess Marie Erika S. Mallari

Dampe Floridablanca, Pampanga
Email Address: cessangmallari@yahoo.com
Date of Birth : September 24, 2001

Place of Birth : Basa Air Base Hospital
Sex : Female
Height : 5’6”
Weight : 107 lbs
Religion : Catholic
Father’s Name : Elmer S. Mallari
Mother’s Name : Marilou S. Mallari

(2013-2019)
Primary : Florida Elementary School

(2007-2013)

Appendix H
Curriculum Vitae
Sean Nichollae L. Suing

Fortuna Floridablanca, Pampanga
Email Address: suingsnl@yahoo.com
Date of Birth : October 12, 2001

Place of Birth : Tarlac
Sex : Male
Height : 5’8”
Weight : 127 lbs
Religion : Catholic
Father’s Name : Simeon G. Suing jr.
Mother’s Name : Eden R. Laxamana

(2013-2019)
Primary : Fortuna Elementary School

Fortuna, Floridablanca, Pampanga
(2007-2013)

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EFFECTIVENESS OF THE SUBJECT LEARNING AREAS UNDER ABM AND STEM 1

THE PROBLEM AND ITS BACKGROUND

The program consists of different components of basic education namely: Kindergarten,

and dissatisfaction of graduates because of the needed workforce of companies,

institutions, and the government. In particular, the Department of Education continues to

chosen strand, before even reaching the collegiate level.

ST. AUGUSTINE ACADEMY OF PAMPANGA

Business and Management (ABM), Science, Technology, Engineering and Mathematics

followed international standards (Abatay, 2016).

ST. AUGUSTINE ACADEMY OF PAMPANGA

students complemented by technology integration. This strand is comprised of eight (8)

specialized subjects which includes Business Math, Organization and Management,

Applied Economics, Business Ethics and Social Responsibility, Principles of Marketing,

Business Finance, and Fundamentals of Accountancy Business and Management 1, and

leadership (Far Eastern University, Diliman, 2017). In addition to subject-specific learning.

understanding organizations, business law and financial accounting.

According to Edukasyon.ph (n.d.), The Accountancy, Business and Management (ABM)

ST. AUGUSTINE ACADEMY OF PAMPANGA

With subjects like Applied Economics, Business Ethics and Responsibility,

can help them for their future.

Science, Technology, Engineering, and Mathematics (STEM) is one of the strands

specialization areas of STEM strand include Mathematics Education, Science Education,

Engineering Education, Technology Education, and Integrated STEM Education. Science

ST. AUGUSTINE ACADEMY OF PAMPANGA

develop expertise in such areas as environmental education, evolution education,

astronomy education, integrated STEM education or some interdisciplinary specialty.

education, technology education, integrated STEM education or some interdisciplinary

specialty. Engineering education related courses include: College Teaching in Engineering,

Technology and Engineering Education Curriculum Planning; Designing Multimedia

Instruction; and Concept Inventories in STEM Education. Mathematics Education deals

Human Ecology (The Ohio State University, 2018).

engineering, astrophysics, astronomy, biochemistry, biomechanics, chemical engineering,

chemistry, civil engineering, computer science, mathematical biology, nanotechnology,

component of our everyday lives (Teach.com, n.d.).

ST. AUGUSTINE ACADEMY OF PAMPANGA

understanding by of the learners (Kamamia et al., 2014).

structure, methodology, and epistemology. As we move from basic knowledge to the

complex organization and hierarchies of information in the disciplines, we parallel the

levels of Bloom’s cognitive taxonomy: knowledge, comprehension, application, analysis,

consist of Communication Skills, Collaboration Skills, and Analytical Skills.

ST. AUGUSTINE ACADEMY OF PAMPANGA

Learning means having knowledge acquired by studying a certain thing. Comprehensive

facts and information about a certain thing.

As cited by School Specialty, (2017) according to Basch, (2010) Exercise directly

activity on cognition would be particularly important in the highly plastic developing

Learning is the acquisition of knowledge, behaviors, skills, values, or preferences.

ST. AUGUSTINE ACADEMY OF PAMPANGA

observing, experimenting and experiencing (Tahir, 2018). Learning can be consciously or

learn unconsciously through various experiences.

As studied by Lexia learning (2018), comprehension is an active process that

paragraphs. In Lexia Core5 Reading, comprehension activities develop the ability to

understand information at a concrete level as well at an abstract level through the

interaction with increasingly complex narrative and informational texts.

ST. AUGUSTINE ACADEMY OF PAMPANGA

Input Process Output

Figure 1. Schematic diagram of the study

ST. AUGUSTINE ACADEMY OF PAMPANGA

specialized subject that serves as the major subject of the students.

the strategies used in the fundamentals of accounting (Royarvin, n.d.).

Statement of the Problem

under Accountancy, Business, and Management and Science, Technology, Engineering

1. How does subject learning areas be described in terms of: