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A Research Study Presented to:



Quezon City

In Partial Fulfilment of the Requirements in

Practical Research 2

Lagundimao, Aegeane
Bon, Alyssa Miaka
Chua, Christine Arzola
Caalaman, Hersheys
Modaser, Norjanna
Calimbas, Lanz
Hamid, Nur-asia
Amado, Rely On
dela Cruz, Joanna Riz

October 2019
Table of Contents



Background of the Study…………………….……….….………….………………...…..4

Conceptual Framework ……………………………...……………………...……...….….5

Statement of the Problem……………………………………...…………………………..8

Hypotheses …….……………...……………………………...…………….……..............9

Significance of the Study……………………………..………..……….………..............10

Scope and Delimitation…………………………..……………………………..………..10

Definition of Terms…………………………..……………………...……………...........11

Chapter II Review of Related Literature and other studies

Foreign Literature………………………………………………………………………..13

Local Literature…………………………………………………………………………..17

Foreign Studies…………………………………………………………………………..19

Local Studies……………………………………………………………………………..20


Respondents of the Study………………………………………………………………...25

Data Gathering Procedures………………………..…..…………………………………25

Statistical Treatment of Data…………………………………………...………………..26

Chapter I


This chapter shows the distinctive basic components: the introduction, which

contains the basis (a clarification of the explanations behind the direct of the

examination); the audit of writing and factual establishment; the statement of the general

and specific problems; the scope and delimitation which distinguishes the significant

factors, sub-factors furthermore, the pointers; the significance of the study which counts

the recipients of the contemplate and the relating benefits each will get; and ultimately,

the terms which will add understanding to the documentation.


Doing research is a time-consuming process. It is often not a straight line from

where one begins to where one finished. There are ways, though, to focus and save time

within the research process. It is perfectly suited as a text for research methods courses

across the social sciences, especially those dealing with conflict analysis in departments

of political science, communication, psychology, sociology, and management. Research

is required not just for students and academics, but for all professionals. It is also

important for budding and veteran writers, both offline and online.

Among professionals and scribes, finding an interesting topic to discuss and/or to

write about should go beyond personal experience. Determining either what the general

public may want to know about or what researchers want others to realize or to think

about can serve as a reason to do research.


However, as cited by the American sociologist Earl Robert Babbie, “Research is a

systematic inquiry to describe, explain, predict and control the observed phenomenon.

Research involves inductive and deductive methods.” Researchers agree that there are a

lot of negative and positive impact of Research/ Thesis Writing to the General Weighted

Average (GWA) of Grade 12 Science, Technology, Engineering and Mathematics

(STEM) Senior High School (SHS) Students at Southeast Asian College, Inc. (SACI).

Somehow, this study indicates that the current methods or ways of not managing their

time do not fully develop the skills of students.

Earlier studies show that one of the problems of students, in general, is the time

management in which there are a lot of chores that may hitch their time in doing research.

They fail to comply and do their responsibilities at home because of spending most of

their time in research that may lead to serious personal problems, mental problems,

family problems or peer relationships.

All these ideas point to the significance of learning by doing. For this reason, it is

viewed that in studying these impacts, students may not only be more on achieving their

desires which is getting a high grades but to manage their time well on the tasks that they

have given to them.

To cite, researchers will conduct a study of the Impact of Research/ Thesis

Writing to the GWA of Grade 12 STEM SHS students at SACI, where most enrollees are

from different backgrounds.

At present, the researchers, as Grade 12 STEM students, are experiencing the

above mentioned scenario in doing research. If not dealt with properly, it might result to

some problems that most students encounter later in their academic life.

It is hoped that with the results later, the STEM students will have improved their

academic performance and that they will have been able to handle the demands of

research writing better.

The researchers, as STEM students, gained interest to this research study about

the Impact of Research/Thesis Writing to the GWA of Grade 12 STEM SHS students

because the researchers are aiming to know whether Research/Thesis Writing will affect

the GWA of Grade 12 STEM students.

The researchers also aim to know more about how the Grade 12 STEM SHS

students managed their time as they also have different responsibilities at home and to

their other subjects other than research. We researchers want to know how they managed

their time to fit in all other things whilst doing research.

The researchers conducted this research for them to know what problems and

struggles they will face in doing it and not only to know but also to avoid it.

The researchers conducted this research study because they want to know what

are the ways on how we can be able to finish our research writing without making

ourselves stress, and to be able to relate because they will also experience and feel how

the impacts and demands of research of thesis writing affects our future academic


It is therefore in the interest of the research group, being STEM students

themselves, to know whether their future academic standing would be affected by the

demands of Research/ Thesis Writing. Moreover, researchers could learn to be more


productive and resourceful in the use of time, money and materials while conducting their


Background of the Study

The impact (positive and negative) of Research/Thesis writing is that it generally

helps the students to be more responsible to complete their task. By studying these

problems, researchers can see how the students are strong enough to maintain their good

relationship inside the classroom. Research/thesis paper is important because it can bring

a lot of new knowledge and discoveries to the students to learn during conducting. It can

bring a negative effects like stress that can lead to depression but instead of being

depressed, students can make themselves feel better by managing all the aspects they

have and make it all stable for them to think better for the conclusion that they can make

for their research/thesis problems.

The Southeast Asian College Inc. (SACI) is a competitive school wherein

students can develop their skills. College students can choose among the different

courses. The programs offered for college are: BS Nursing, BS Radiologic Technology,

BS Physical Therapy, BS Midwifery, BS Hotel and Restaurant Management and BS

Tourism. SACI also offers a Senior High School Curricular where the Senior High

School students are able to choose among the two (2) tracks: Academic Track and

Technical-Vocational-Livelihood Track. For Academic Track, it has the General

Academic Strand (GAS), Humanities and Social Strand (HUMSS) and Science,

Technology, Engineering and Mathematics (STEM) while under the Technical-

Vocational-Livelihood Track are Home Economics (HE) and Information,

Communication and Technology (ICT).


The STEM strand is a strand that deals or discuss more about Science and

Mathematics. Through this strand, students/learners can improve their Mathematics and

Science ability. In times of conducting research, STEM strand is different from the other

strands because when students are conducting research, students/learners have to make

sure that the topic chosen suits the strand well and they have to assure that they can

defend it in the day of the defense. The STEM strand is more advantageous than other

strands because it is advanced in gathering a data or study.

STEM students have a lot of experiences while conducting their research study.

Most of them doubt if they can finish their research study because there's a lot of

problems to face such as the lack of sources to finish their local studies and local

literature. They also struggle computing the gathering and statistics of data which are

needed for chapter 4; and, because of the hard work and expected effort of each member,

students find it difficult to finish their thesis paper.

Conceptual Framework

The researchers primarily intends to pursue the Impact of Research/Thesis

Writing to the GWA among Grade 12 STEM students of Southeast Asian College, Inc.

This main problem is deemed the driving force all throughout study.

The first step in the research design is the input that will involve taking

information from respondents. There are different classification for these information,

namely: Respondents’ profile, questions about Impact of Research and Grades of Grade

12 STEM SHS students S.Y. 2018-2019 in Practical Research II and Research Project.

To proceed in the study, sufficient data will be collected. Researchers will

conduct a survey among Grade 12 STEM students of Southeast Asian College, Inc. The

questionnaire was specially made in conformity with the necessary information the

researchers needed. Responses will be statistically treated in order to draw the logical

conclusion. Based on the conclusion, a viable recommendation would be offered and all

of these will form part of the output.

The outcome of the study could better the understanding regarding the Impact of

Research or Thesis Writing to STEM students.

To illustrate the framework of the study, the paradigm on the next page is an

elaboration of these concepts.


Input Process Output

Profile of
a. age
Use of Statistical
b. gender Tool
c. year level Test of Impact of Research
Correlation and or Thesis to STEM
Questions on Students
the Impact of
Data Analysis
Grades of
STEM Students
in Practical
Research II and

Figure 1. Research Paradigm


Statement of the Problem

This study will discuss the Impact of Research/ Thesis Writing to the GWA of the

Grade 12 STEM students of the Southeast Asian College, Inc.

School works can exhibit a significant impact to students. This research study

seeks to understand and discover the Impact of Research/ Thesis Writing to the GWA of

Grade 12 STEM Senior High School students at Southeast Asian College. The result will

be used as a basis for analysis. In this research, the Research/ Thesis Writing will be

evaluated if it aids the students in developing a higher GWA and maintaining harmonious

peer relationship or if it does the opposite.

The enumerated questions below are intended to elicit needed data on the

main concern of researchers regarding the impact of research writing to STEM

Students: Specifically it sought to answer the following questions:

1. What is the Respondent’s Profile in terms of age, gender and year


2. Does doing research help in building the skills and intelligence of


3. Would students be able to use/apply their learning in research

documentation in their future careers?

4. Does doing research affect time management for other subjects and

related school work?

5. Would students be able to maintain their harmonies or peer

relationship while doing Research/ Thesis Writing?


6. Is the Impact of Research/Thesis Writing to STEM students a long

term or a short term?

7. What was the Grade 12 STEM SHS students’ GWA in 1st Semester?

8. What was the Grade 12 STEM SHS students’ GWA in 2nd Semester?

9. What was the Grade 12 STEM SHS students’ grades in Practical

Research II?

10. What was the Grade 12 STEM SHS students’ grades in Research


11. Is there a significant difference on the grades (GWA) of Grade 12

STEM students during 2ND Semester (Grade 11), 1st Semester (Grade

12) and Research Project (Grade 12)?


There is no significant difference between the grades of STEM students in Research

Writing in Grade 11 (Practical Research I) and in Grade 12 (Practical Research II).

The GWA of the STEM students are not impacted/affected by their Research/Thesis


Doing research will not help Grade 12 Senior High School Students to expand

their learning in doing research paper.

The time management and grades of Grade 12 STEM students will not affected by

the demands of Research/Thesis Writing.


Significance of the Study

This study could generate a more in-depth knowing and understanding of the

Impact of Research/ Thesis Writing to the GWA of Grade 12 STEM Senior High School

students at Southeast Asian College, Inc. and how these impact affects students who are

doing research.

To students, this study will encourage them to be aware of their surroundings and

to know how to manage their time on the responsibilities that have been given to them.

To parents, this study will help them understand their children on how they act or

spend more time doing research than doing their tasks at home.

To the school administration, the result may provide them with a deeper

knowledge as to the situation of students in terms of time management.

To the other researchers, the findings of this study could serve as a related study

that will contribute to fortifying their own studies in line with students or time

management. Likewise, this study could serve as a basis from which further studies could

be derived.

To the researchers, this study will make possible for them to understand the

mechanics of document preparation, development and final presentation. They will

acquire added knowledge and skills in communicating ideas both in writing and in


To the Department of Education (DepEd), the results of this study will provide

awareness to the institution to inform the schools to lessen the school works to help the

students focus and do well in their studies.


Scope and Delimitations

The study is focused on the Grade 12 STEM Students S.Y. 2018-2019 at

Southeast Asian College, a school in E. Rodriguez, Quezon City. The Research/Thesis

Writing is mainly about the Impact of the Research/Thesis Writing to the GWA of the

Grade 12 STEM students of the Southeast Asian College. The study is a Quantitative -

Correlational type of research that uses a questionnaire type of data gathering method.

The study will be conducted from November 2018 to March 2019.

The limitation of the study is within the Grade 12 STEM students of the Southeast

Asian College S.Y. 2018-2019 and the Impact of Research/ Thesis Writing to their GWA.

The delimitation of the study would be the other factors that can affect the GWA. For

example, how the teachers would grade the students, the grades of the students in other

subjects, the exclusion of other tracks, the college students are not a part of the study, and

factors outside of school like family, financial and peer problems.

Definition of Terms

The following terms were defined lexically from The Oxford Dictionary of English ©

Oxford University Press 2010, 2017

Abovementioned – denoting a person or thing previously mentioned

Conducive – making a certain situation or outcome likely or possible

Deductive – characterized by or based on the inference of particular instances from a

general law

Dispatched – send off to a destination or for a purpose


Elicit – evoke or draw out (a reaction, answer or fact) from someone

Flourish – grow or develop in a healthy or vigorous way, especially as the result of a

particularly congenial environment

Fortifying –provide with defensive works as protection against attack

Impact – have strong effect on someone or something

Impediment – a hindrance or obstruction in doing something

Inductive – characterized by the inference of general laws from particular instances

Inference – a conclusion reached on the basis of evidence and reasoning

Misconstrue – interpret wrongly

Phenomenon – a fact or situation that is observed to exist or happen, especially one

whose cause or explanation is in question

Scholastic – of or concerning schools and education

Scribes – chiefly literary write

Sustenance – maintaining of someone or something in life or existence

Versatile – able to adapt or be adapted to many different functions or activities

Whiz – a person who is extremely clever at something


Chapter II


This chapter presents the related literature and studies after the thorough and in-

depth search done by the researchers. The review of the related literature provides some

insight regarding strong points and limitation of the previous studies. It enables them to

improve their own investigation and to arrive at the proper perspective of the study.

Foreign Literature

Several studies have been conducted to find out students’ academic performance

(Applegate and Daly, 2006; Hedjazi and Omidi, 2008; Ramadan and Quraan, 1994; Al-

Rofo, 2010; Torki, 1988; Hijaz and Naqvi, 2006; et. al). All these studies engaged the

Grade Point Average (GPA) as a common indicator of the performance of the students.

Kochhar (2000) says proper guidance is necessary to help the students with problems like

lack of correlation between talent and achievement, faulty study practice, imperfect

methods of learning. Researches have demonstrated that the performance of the students

depended upon several factors like, learning facilities, age and gender differences.

The most significant factor with the positive outcome on the performance of the

students is competence of students in English. Students having good communication

skills expands the students’ performance (Abdullah, 2011). William & Burden (1997)

found that language classrooms inculcate confidence among students to use the new

language to communicate, to discuss, to try new ways of conveying meanings and to be

trained from failures and successes.


Robert and Sampson (2011) investigated that the students who effectively

participate in the learning procedure are seen to have a higher CGPA (cumulative grade

point average). Noble (2006), found that academic activities of students, perceptions of

their adapting strategies and back-ground qualities (for example family pay, direction

from parents, number of negative circumstances in the house and parents’ level of

education) were indirectly connected to their compound scores, during academic

achievement in secondary school.

Direction is a component through which a student knows how to progress his

study approach and study schedule and is directly corresponding to academic

accomplishment. The students who are appropriately guided by their guardians have done

well in the exams. The direction from the educator also influences performance of the

students. The guidance from the guardians and the educators indirectly influence the

students’ performance (Hussain, 2006). Raychauduri et al. (2010) examined that various

studies have been concluded to recognize those variables which are influencing academic

performance of the students.

The academic performance of the students also rely on a various socioeconomic

variables like students’ participation in the class, family pay, and teacher-student ratio,

presence of qualified teachers in school and gender of the student. Several studies have

also been done on the impact of peer influence on student performance (Gonzales et. al.,

1996; Goethals, 2001; Hanushek et. al, 2002) investigated that peer influence has more

influential effects than family. Peer help was positively associated with the students’

average grade point. Giuliodori, Lujan and DiCarlo (2006) found that through peer

interaction, students might increase their skills on solving qualitative problems. Peer

teaching will also encourage student’s participation (Rao and Di Carlo 2000). Rangvid,

B. S. (2003) found that mixing skills influence weak students positively on the other hand

the results for brilliant students were found negative. Goethals (2001) found that

homogeneous group students do better than heterogeneous group students. Al-Otaibi

(1996) examined the influence of gender on the student’s performance and found that

male students are not better than female students.

Beaumont-Walters, Y., & Soyibo, K. (2001) explored that student performance is

dependent on a socio economic back-ground like grade level, school type and school

location. Tahir, S., & Naqvi, S. R., (2006) examined that a negative correlation between

the family pay and students’ performance, Socio economic variables like participation in

the class, family salary, and teacher-student ratio, existence of qualified teachers in

school, mother’s and father’ s education, distance of school and gender of students also

influence the students’ performance (Raychau-duri et al., 2010).

In the past several years a number of valuable studies have been conducted to

develop various models to evaluate the students’ performance by taking various factors

like family pay, direction from parents, the teacher- student ratio, distance of school and

gender of students, but these studies have not investigated on learning facilities,

communication skills and proper guidance by parents. Only a few studies have been

conducted on these variables in the world.

According the result of the study of the U.S. Department of education on

"truancy", which is related to tardiness, being present and on time in going to school are

big factors on the "success and behavior" of the students (Zeiger, 2010, para l). Thus, it

is a lot important to value time and practice being on time while being a student.

According to the Journal of Advance in Medical 4 (4), 170-178 of Nahid Shirani

Bidabadi, (2016), in the effective teaching methods in higher education requirements and

barrier, they made an investigation in their Iran, to know what was the effective teaching

methods is the best according to the best professors in their country and in local professor

of Isfahan University of Technology.

Study habit, skill and attitude inventories and constructs were found to rival

standadized tests and previous grades as predictors of academic performance, yielding

substantial incremental validity in predicting academic performance. Study motivation

and study skills exhibit the strongest relationships with both grade point average and

grades in individual classes. Academic specific anxiety was found to be an important

negative predictor of performance. In addition, significant variation in the validity of

specific inventories is shown. Scores on traditional habit nd attitude inventories are the

most predictive of performance, whereas scores on inventories based on the popular

depth-of-processing perspective are shown to be least predictive of examined criteria.

Overall, study habit and skill measures improve predictions of academic performance

more than any others no cognitive individual difference variable examined to date and

should be regarded as a third pillar of academic success. This study emphasizes the

need of acquiring good study habits for better academic performance (Crede and Kuncel,


Academic performance and study habits themselves are also affected by the some

factors such as age, gender, college, civil status, socioeconomic factor and religion. In

this study, the researchers account these factors as the intervening variable which may

affect the above mentioned main variables. Age was positively related with academic

performance. This shows that the older the respondent, the better grade he gains,

expecting that result of this study will yield more older respondents with better academic

performance. Age was positively related with academic performance (Andrew, 2006)

Local Literature

From the earlier discussions of local authors, below are their thoughts on the issue

of research development and writing.

According to Lawson Reed Wulsin JR. 2012Classrooms should be profound places of

revelation and discovery. Well-designed space has the ability to elevate discourse,

encourage creativity, and promote collaboration. Connecting indoor learning space to the

natural world through daylight, views, and finishes has proven to improve student

performance. Though technology and contemporary design serve an important role in

connecting learners to the fast-paced modern world, preservation of historic spaces

contributes to an otherwise unachievable gravitas and majesty. Learning spaces extend

beyond classroom walls to every corner of the campus. Planners and designers should

create places for informal catalytic interactions. Widening corridors and designating

lobbies, atriums, and other common areas as educational spaces promotes spontaneous

learning. So too does furnishing these space with flexible seating, tables for individual

study and group discussion, vertical surfaces for displaying student and faculty work, and

a robust wireless network. Within the classroom walls, learning space should be as

flexible as possible, not only because different teachers and classes require different

configurations, but because in order to fully engage in constructivist learning, students

need to transition between lecture, group study, presentation, discussion, and individual

work time. Furniture that facilitates rapid reorganization of the classroom environment is

readily available from multiple product manufacturers. Wireless technology and portable

laptop and tablet devices bring the internet not just to every student’s dorm room, but also

to every desk in the classroom. Coupled with projectors, microphones, and video

cameras, the classroom experience is fully connected to the internet. This provides new

ways of teaching and new ways of learning that require specific physical support. By

specifying common standards for the design and maintenance of learning spaces across

Princeton’s historic campus, the university can equip teachers and students to engage in

innovative and dynamic constructivist education.

According to RECARDO (2011) state that Educational is very important to the

students in order to improve the clinical performance and theoretical of the students.

Teaching Method refers to the general principles, pedagogy. And management

strategies used for classroom instructor. Their choice of Teaching Method depends on

what will fit on their educational philosophy, classroom demographic, subject area, and

school mission statement. Teaching method inspired students for the benefit of their

future, and helps them to be aware of teacher’s lesson. Teachers must love their students

in order for them to learn.

` In the highly complex world of human relation, it is essential that the

conscientious teachers be concerned not only how students’ interact with her or its

teacher, but how they interact with their peers and with other adults. But concern is not

enough. Little can be accomplished until students’ problems pertaining to human

relations have been identified. (Salandanan, 2010 p.18)

Teaching is defined as instructing, tutoring, or educating. It stands for pedagogy,

training, and nurturing. It is taken as a mission to mold the young ones. (Salandanan,2012


Foreign Studies

"Writing is in fact one of the best tools for learning any materials because it

activates thinking" (Zenelman et, 1998, p.63). Writing is often viewed as this way by

numerous individuals in the field of education, it ought to be utilized in a way that will

give high contribution to learning and student accomplishment.

As this study is focused on the impact of research/thesis writing, a study at

University of North Carolina, conducted by Waring (2007), is related. A study that was

designed to evaluate the impact of writing on students’ achievement. She found out that

through writing students’ learning increase, therefore increasing students’ achievement.

However, the main impediment or issue found with using writing to increase students’

learning and understanding is the time it takes to evaluate assignments (Foltz, Laham,

and Londauer, 1999). This study also establishes many implications about students’

motivation, such as, Students who always achieve a level III or IV may not really possess

the motivation to achieve higher since their focus is placed on achievement levels to

development scale scores, students would be motivated to achieve higher scores (Waring,


Another research was conducted by the American Institute of Research (Baer,

Cook and Baldi, 2006), surveyed the literacy skills of college graduates of two-and four-

year programs, with the results stating that more than half of the students who responded

lacked basic skills, such as understanding and executing simple instructions. Student face

the responsibility of developing their writing skills, specifically, in the area of academic

writing. However, it is clear that many students have difficulty with writing for a number

of difficult reasons (Bartlett 2003; Odell and Swersy, 2003). Another issue is how we

measure excellence in writing.

Deng, X., Yang, Y., and Varaprasad (2014), conducted a study about students’

perceptions and attitudes toward the impact of the course on their thesis writing

knowledge and skills, that aimed to investigate the impact of the thesis writing. They

found out that students have gained better understanding of the thesis writing while doing

research/thesis writing. With respect to the writing skills, there is also a significant

difference in the student’s perception of their skills at writing all the different

components of the thesis genre.

The studies stated above are related to the present study, since the researchers in

the said studies focuses on the impact of writing – research/thesis writing to students.

Local Studies

Orong (2013) had indicated that each student has a preference in learning. The

success of every student is not how high the grades they are getting but on how much

they have learned. Determining the learning styles of the student is important in order for

the teacher to know if their teaching style matches with how the students learn. The study

revealed the following findings: Among the learning styles, students are more

visual/verbal. Among the teaching styles the faculty members are more on verbal. In the

level of academic performance, students fall in the below average level. It is concluded

that the teaching styles does not affect the learning styles and academic performance of

the student except for their kinesthetic.


The Center For Research (2015), revealed that sleep is a big factor in academic

achievement. Researchers have found that most adolescents and adults need more than 9

hours of sleep: we can “get used to” less, and we might think we’re adjusted to less, but

our brains and bodies won’t be doing as well with less sleep. Those of us who routinely

get 6 hours of sleep or less are functioning just like someone who stayed up 48 hours

straight after getting 8 hours of sleep on a regular basis. You don’t need to be a research

whiz to get the picture: kids need to get up before dawn to get to school on time. They

have trouble paying attention in class and may be short-tempered with teachers and other

students. After school, they may have a job, athletics, or spend time with their friends.

After dinner, they may finally do their homework (they feel awake and productive, but

they unfortunately aren’t, so it takes longer), continue their part- time jobs, or be with

their friends. By 9:00 p.m, when they should be going to sleep to get the 9 hours of sleep

they need, they are wide awake. So they stay up until 10:30 or later, virtually

guaranteeing that they will be sleep deprived when they get up at dawn the next day.

According to Emily Jomedis (2014), of the De La Salle University Manila, it is

essential to note that adolescents do not react the same way to different situations and the

perception of adolescents also varies within the same situation. The existing research on

classroom social behavior and academic achievement measured in a variety of ways

indicates that students’ prosocial behaviors affect teachers’ behavior and students’ own

actual achievements. Like medications, social skills do not make students smarter or

more knowledgeable, but they help prepare students to use learning skills and knowledge

they have to demonstrate achievement. It seems clear that prosocial behavior in the

classroom can have a value beyond facilitating social relationship with other people:

Prosocial behaviors also impact a student’s academic achievement. Second, the influence

of students’ prosocial behaviors on academic achievement is at least twofold: Prosocial

behaviors such as listening to directions, staying on task, and asking questions In general,

it appears that prosocial behaviors function as academic enables, which increase

engagement in learning.

Another set of researchers from De La Salle University (2014), emphasized that

the classroom climate was perceived as “Most Conducive” by the respondents. Students

had a positive experience as to classroom climate. Somehow, it was a climate promoting

learning to some extent if not to the maximum. The highest bulk of the students had the

“Very Good” academic performance. Correlation between classroom climate and

academic performance ranges from Low to Moderately Low Positive correlation. A slight

percentage of classroom climate explains the variance in the academic performance.

For Bachelor of Elementary Education (BEED) students, academic performance

is not significantly correlated to classsroom climate. Classroom climate might not be the

only factor contributing to their academic performance. Positively, there might be other

factors contributing to it like their personal persistence and determination to have

academic success wherever they are or they can still attain academic success regardless

of classroom climate. To a certain extent, classroom climate had contributed to their

academic performance. Teacher factor, class activities and general classroom atmosphere

can significantly motivate them to attain academic success. As to social environment in

the classroom, the students’ most preferred leadership by the teacher was democratic and

their most preferred mode of participation was collaborative. Somehow, it is implied by

the result that academic success of the students still depends on the concerted effort of the

two main stakeholders of the learning environment the teachers and the students.

Maria Pamela Magpily (2014), states that Costa (2012), determined the causes

that affect the academic performance of children in the Lyceum of the Philippines

University and found that sleep had no strong relationship to Grade Point Average

(GPA). Her findings ran contrary to the data of Pilcher & Walters (1997), who found

sleep deprivation to negatively affect performance and to the finding of Kelly, Kelly &

Clanton (2011), who found length of sleep among undergraduate students to be related to


Chapter III


This chapter gives an outline of the research method that will be followed in the

study. It provides information on the participants, that is, the criteria for inclusion in the

study, who the participants will be and how they will be sampled. The researcher

describes the research design that was chosen for the purpose of this study and the

reasons for this choice. The instrument that was used for data collection is also described

and the procedures that will be followed to carry out this study are included. The

researchers also discuss the statistical methods to be used to analyze the data.


This Research/Thesis Writing is a quantitative-correlational study because it

shows how the students manage themselves and time while conducting their research. In

order to collect an accurate and reliable data, the students will conduct a survey from the

Grade 12 STEM students of Southeast Asian College Inc.

Through the survey method using a checklist questionnaire, respondents will be

able to learn and confirm whether Research/Thesis Writing has really created an impact

on the GWA of these students.

The instrument to be utilized will be a researcher-made questionnaire checklist to

gather the needed data for the student’s profile. The draft of the questionnaire was

conceived based on the researcher’s readings, previous studies, professional literature,

published and unpublished thesis relevant to the study. In the preparation for the

instrument, the requirement in the designing of good data collection instrument was


The first part consists of the respondent’s profile that includes the following:

Name (optional), Age, Gender and Year Level.

The second part make up the questions centered about the Impact of Research/

Thesis writing to the GWA of Grade 12 STEM SHS students at Southeast Asian College,

Inc. (SACI).

Respondents of the Study

The subjects of the research survey to be conducted will comprise the 54 students

from Grade 12 STEM of Southeast Asian College, Inc., Quezon City. They are presently

the only section that makes up the STEM strand.

Data Gathering Procedures

The researchers were able to select a problem and formulate the title after

thinking of what are the Impact of Research/Thesis Writing to the grades of the students.

After thinking for a while and doing some research on what problems to tackle, the

researchers have decided that doing an investigation on the Impact of Research/Thesis

Writing would be good as it appears to be new and very relevant to present STEM SHS

students who have three subjects of research in their curriculum.

A lot of readings and researches have been done even before conducting the

inquiry proper. Books and online sources have been accessed so that the researchers

are/can be familiar with the study. Afterwards, the plan in gathering the data will be set


Out of the 221 population of Grade 12 students at Southeast Asian College, Inc.,

24.42 % or 54 students will be taken as the sample. The researchers will use the non-

probability sample or the purposive method, to be specific, due to the selected strand

based on characteristics of a population and the objective of the study. The questionnaires

will be handed out to STEM individuals who will be accessible at the time when the

survey will be conducted.

Statistical Treatment of Data

The presentation of gathered data will entail the application of mathematical

formulas, particularly the formulas for percentage, mean, and the class marks.


Percentages are just one way of expressing numbers that are part of a whole. These

numbers can also be written as fractions or decimals. 50% can also be written as a

fraction, or a decimal. They are all exactly the same amount.

Formula: % = 𝑁 100

Where: % = percentage

f = frequency

n= sample size


The mean is an average value found in a sample. The mean is useful because it allows

you to estimate what the whole population is doing, without surveying everyone. The

mean is a way of saving a lot of time and money.

Formula: ̅=∑
𝒙 𝒏

Where: 𝑥̅ = sample mean

∑= summation of

f = frequency

x = class mark

n = sample size

Weighted Mean:

The weighted mean is a type of mean that is calculated by multiplying the weight

(or probability) associated with a particular event or outcome with its associated

quantitative outcome and then summing all the products together.

Formula: X=∑ 𝑁

Where: ∑= the sum of

w = the weights

x = the value

Class Mark:

The class midpoint (or class mark) is a specific point in the center of the bins

(categories) in a frequency distribution table; It’s also the center of a bar in a histogram.

It is defined as the average of the upper and lower class limits. The lower class limit is

the lowest value in a bin (a particular category); the upper class limits are the highest

values that can be in the bin.

All members of a class are represented by their class marks when calculating most

statistics for a frequency distribution table.

𝑙𝑜𝑤𝑒𝑟 𝑐𝑙𝑎𝑠𝑠 𝑙𝑖𝑚𝑖𝑡+𝑢𝑝𝑝𝑒𝑟 𝑐𝑙𝑎𝑠𝑠 𝑙𝑖𝑚𝑖𝑡

Formula: 𝑥= 2

Where: x = class mark

Pearson Correlation Coefficient

Correlation is a technique for investigating the relationship between two quantitative,

continuous variables, for example, age and blood pressure. Pearson's correlation

coefficient (r) is a measure of the strength of the association between the two variables.

𝑁 ∑ 𝑥𝑦−(∑ 𝑥)(∑ 𝑦)
Formula: 𝑟=
√[𝑁 ∑ 𝑥 2 −(∑ 𝑥)2 ][𝑁 ∑ 𝑦 2 −(∑ 𝑦)2 ]

Where: N = number of pairs of scores

∑ 𝑥𝑦 = sum of the products of paired

∑ 𝑥 = sum of x scores

∑ 𝑦 = sum of y scores

∑ 𝑥 2 = sum of squared x scores

∑ 𝑦 2 = sum of squared y scores



5 4.21 to 5.00 STRONGLY AGREE

4 3.41 to 4.20 AGREE

3 2.61 to 3.40 NEUTRAL

2 1.81 to 2.60 DISAGREE

1 1.00 to 1.80 STRONGLY DISAGREE